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All Journal Klasikal: Journal of Education, Language Teaching and Science
Sukardi Weda
English Education Department, Graduate Program, Universitas Negeri Makassar, Makassar, 90222, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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EXPLORING STUDENTS’ STRATEGIES IN LEARNING ENGLISH AT SENIOR SECONDARY SCHOOL Nurjihan Nabilah Noor; Nurdin Noni; Sukardi Weda; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1288

Abstract

This study explores the strategies used by senior secondary school students in learning English at SMAN 1 Tinambung, West Sulawesi, Indonesia. This study aims to: (1) Identify what strategies are used by XII grade students at SMAN 1 Tinambung (2) What strategies are preferred by XII grade students in learning English and (3) The impact of learning strategies on learning independence, self-confidence, and social interaction of students in learning English. This research is categorized into descriptive qualitative research. This research uses the data triangulation method to obtain the validity of the research results. Data collection was done through three stages: (1) observing in the classroom to observe students' actions in the learning process, (2) conducting in-depth interviews or indept intervieuw to get the topic of information under study, (3) documentation as a supporting tool in compiling this research. The results show that (1) students use Memory strategy, Cognitive strategy, Compensation strategy, Metacognitive strategy, Affective strategy, and Social strategy, (2) students prefer technology-based strategy (social media, internet, AI), entertainment media-based strategy (film, animation, music), vocabulary-focused strategy, and collaborative learning strategy, (3) learning strategies have an impact on students' independence through variations in time management and technology use, increase confidence through psychological techniques and structured exercises, and strengthen social interaction by placing language as a communication tool in authentic contexts.
ENGLISH TEACHING CHALLENGES WITH STRONG LOCAL LANGUAGES IN REMOTE AREAS : AN ETHNOGRAPHIC STUDY Dwi Husnul Khatima; Sukardi Weda; Muhalim Muhalim; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1290

Abstract

This ethnographic study explores the challenges faced by English language teachers in remote areas with strong local language cultures, with a focus on SMPN 1 Kabangka, located in Muna Regency, Southeast Sulawesi. The study is guided by Ethnolinguistic Identity Theory, which emphasizes the role of language in shaping group identity and social belonging. In regions where a local language—such as Muna—is strongly embedded in daily communication, the introduction of English in the classroom creates both linguistic and cultural tensions.Using a qualitative ethnographic approach, data were collected through classroom observations and semi-structured interviews with three English teachers. The findings reveal that the dominance of the Muna language significantly affects instructional delivery, student engagement, and the development of English language skills. Teachers often resort to code-switching between English, Indonesian, and Muna to facilitate comprehension, but this strategy reduces consistent exposure to English and can impede learners’ language acquisition.Additional challenges include limited access to teaching resources, lack of professional development tailored to multilingual contexts, and the misalignment between the national curriculum and local linguistic realities. Students’ low motivation to learn English is also linked to their stronger identification with the local language, reinforcing the relevance of Ethnolinguistic Identity Theory in this context. Despite these obstacles, teachers demonstrate resilience and adaptability by incorporating local culture into English instruction, simplifying materials, and building rapport with students.
Co-Authors Dwi Husnul Khatima Muh Tahir Muhalim Muhalim Nurdin Noni Nurjihan Nabilah Noor