Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal
Seltics journal contains articles that are taken from analytical-critical studies in the field of teaching English, literature, and linguistics. It can be in the form of research results or conceptual ideas. The research topic of interest include but are not limited to (1) Education in Learning Basic Education, Learning Models, teaching methodology, Curriculum, Learning Innovation, Vocational Education (2) Education Technology: Learning Technology, Learning Media, Virtual Education, E-Learning (3) English Literature Study (4) Linguistics
Articles
150 Documents
<![CDATA[Improving Students’ Tenses Mastery Through Substitution Drill ]]>
<![CDATA[Yuriatson Jubhari]]>
<![CDATA[ Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Abstract The study focused on the use of substitution drill technique to improve the students’ mastery of tenses - simple present and past tense - which were most of students still got into trouble in learning them, particularly when to put of verb-s/es, verb 1, verb 2 and also the auxiliary verb such as do, does and did. Therefore, this study is an endeavor to examine efficacy of applying the substitution drill to enhance the junior high-school students’ mastery of tenses. This study applied pre-experimental design employing one group pretest and posttest. The participants consisted of 27 the third-grade students’ SMP Ammana Gappa Makassar, South Sulawesi. The researcher used t-test analysis to find out whether or not the use of substitution drill can improve the students’ mastery of tenses. The result of the study indicated that there were differences between students’ achievement of tenses mastery in pretest and posttest. It was proved by the value of t-test was greater than the value of t-table (22.24>2.056) with the level of significance (P) = 0, 05 and degree of freedom (N-1) = 26. The mean score of the posttest (71.62) was higher than the mean score of pretest (52.44). It may conclude that the implementation of the substitution drill as a teaching technique of tenses in SMP Amanna Gappa could improve the student’s mastery of the tenses.]]>
<![CDATA[Applying Semantic Mapping to Improve Students’ Reading Comprehension ]]>
<![CDATA[Luana Sasabone]]>
<![CDATA[ SELTICS Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Reading is one of the essential skills in learning English. However, numerous English learners still find difficult to comprehend English texts. Therefore, it is importance to renders students an effective strategy to learn reading. The aim of the study were to find out to the extent to the use of the semantic mapping improve students’ reading comprehension. This study applied a quasi-experimental design. The subjects of the research were the first semester students of Law Faculty class selected purposely. The data collection was done by utilizing TOEFL reading test. The data were analyzed using SPSS version 21 IBM in order to obtain the frequency, mean score, normality test, and nonparametric test (Mann-Whitney U test and Wilcoxon test). The results indicate that the application of the semantic mapping to teach reading contributes to the students’ reading achievement. The result of the Man-Whitney U test demonstrated that there was a significant difference between the mean score of experimental group with the semantic mapping, and controlled group without semantic mapping(42.3 > 32.3). Meanwhile, Wilcoxon test showed that experimental group performed significant difference between pretest (29.5) and posttest (42.3). It may be inferred that the semantic mapping contributes to the enhancement of students’ reading comprehension.]]>
<![CDATA[How Students Perceive the Ideal Teachers of English: A Descriptive-Reflective Study at Senior High School in Pangkep Regency ]]>
<![CDATA[Metimukarrama Metimukarrama]]>
<![CDATA[ SELTICS Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[The present study is about a study on the characteristics of the ideal English teacher as perceived by students of SMA Negeri 1 Pangkajene and SMA Negeri 2 Pangkajene in Pangkep regency. There were 20 students involved as the participants of the study which were selected purposively from those schools. The study intended to answer the main research question related to the characteristic of ideal English teacher by formulating four sub-research questions about the characteristics of ideal English teacher in the terms of: 1) pedagogical competence, 2) personal competence, 3) social competence and 4) professional competence. The research data were collected by using interview and observation technique. Then the data were analyzed by applying descriptive data analysis since this study aimed at describing how the students perceive the ideal teacher of English. The procedure of analyzing the data involved data reduction, data display, and drawing conclusion or verification. The result of the study indicated that the students mostly perceive the ideal English teacher based on the four teachers competence: pedagogical, personal, social, and professional competence. However there were additional characteristics revealed by the students which are related to the physical appearance of the teacher.]]>
<![CDATA[The Use of Total Physical Response Method for Different Learning Styles in English Vocabulary Development ]]>
<![CDATA[Zul Astri]]>
<![CDATA[ SELTICS Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Using TPR method in teaching basic vocabulary is a good way for the beginner level of proficiency. The aim of the study is to elaborate how well the Total Physical Response (TPR) method improves the vocabulary of students with different learning styles. The respondents of this study were 30 students of SMP 23 Makassar. The research design was one experiment group with pre and post test. Data were collected with questionnaire from Barsch Learning Style Inventory, vocabulary test, interviews, and classroom observation. Learning Style Inventory (LSI) showed that the most students were visual (40%) and auditory (40%) while 10 % of students were kinesthetic. Some students have combination of learning styles such as visual-auditory (6.67 %) and visual-kinesthetic (3.33 %), while 75 % of visual learners have significant vocabulary development with TPR method. Only 66.67 % auditory learners have significant vocabulary development after giving materials with TPR method. TPR method worked effectively for kinesthetic learning style since 100 % of kinesthetic learners have significant vocabulary development with TPR method. TPR method is also appropriate for visual auditory learners because 100 % of them develop significant vocabularies with the method. Only one visual-kinesthetic learner cannot adapt materials with TPR method, which is indicated by insignificant development with TPR method.]]>
<![CDATA[The Psychological Effects of Patriarchy System on Main Female Character in the Novel of the Tenant of Wildfell Hall ]]>
<![CDATA[Fhadli Noer]]>
<![CDATA[ SELTICS Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Patriarchy system occurs in the era of Victoria and many woman experience the effects of this system. The aims of the study is to find out the effect of patriarchy system endured by many woman character in the novel The Tenant of Wildfell Hall. This research was conducted by using descriptive qualitative method. The data used by the researcher in this research were taken from Anne Bronte’s novel entitled The Tenant of Wildfell Hall which was published by Anne Bronte in 1848. Data were collected by reading intensively the novel and conducting library research to find some useful resources which relate to analyzed topic namely relate to the patriarchy system. The result of study showed that the patriarchy system found in the novel The Tenant of Wildfell Hall (1848) touches some basic institution in the society namely economic institution, education, religion, family, state institution and cultural values. Helen Graham, main female character in the novel experienced psychological effect because she has a sorrowful life since her marriage with Arthur Huntingdon and also in the novel, the effect of patriarchy system is also experienced by Milicent Hargrave, Ralphs Hattersley’s wife. Moreover, the effect of patriarchy system makes Helen take some actions and struggle against it as the reaction of the effect of the system to end her sad life, by running away from his husband’s house which it is taboo to be done by a woman in Victorian era. On the contrary, Milicent Hargrave decides to be an obedient wife and endures all the sufferings but at the end of the novel, her husband, Ralph Hattersley changes his attitude and becomes a loving husband and father.]]>
<![CDATA[The Use of Problem Based Learning (PBL) Method in Teaching English Writing at SMAN 5 Makassar ]]>
<![CDATA[Nurul Hidjrah Hairuddin]]>
<![CDATA[ SELTICS Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[The Use of Problem Based Learning (PBL) Method in Teaching English Writing at SMAN 5 Makassar. The aims of the research were to: (1) determine whether the use of the Problem Based Learning Method improves students’ writing skill, and (2) disclose the students’ perceptions regarding the implementation of the Problem Based Learning in teaching ‘Writing’. This research employed a quasi- experimental design. The subjects of the research were the eleventh grade students of natural science class selected by means of random sampling. The data were collected by utilizing two kinds of instruments, a test and questionnaire. The data were analyzed using SPSS version 20 and disclosed the frequency, mean score, normality test, and nonparametric test (Mann-Whitney U test and Wilcoxon test). The results of this research indicated that the use of the PBL method contributed to the students’ writing performance. The results of the Man-Whitney U test demonstrated a significant difference in terms of the mean score between experimental group treated using PBL method and controlled group without treatmet (14.44 > 10.25). In addition, Wilcoxon test showed between the two groups (14.4 : 9.95). The results confirmed that the implementation of PBL method contributed to the students’ improvement of writing skills.The improvement was concerned with five components of writing, such as content, organization, vocabulary, grammar, and mechanics. Meanwhile, analysis of perceptional questionnaire indicated that the experimental group had positive perception on the use of PBL method.]]>
<![CDATA[THE EFFECTIVENESS OF PHONOLOGICAL AWARENESS AS THE ACTION RESEARCH IN SPEAKING ]]>
<![CDATA[Fithrah Auliya Ansar]]>
<![CDATA[ SELTICS Vol 2 No 1 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Mastering English for the students is very important since the skill can be the key to study other knowledge. Speaking is considered as a major skill to be mastered by students in terms of communication. When students attempt to speak, they try to match the sounds with known letters. Due to improving students' speaking English competence, the writer applied phonological awareness in the learning process in order to find the its effectiveness in Speaking. An important link in developing phonological awareness was to encourage students to use invented spelling. The writer formulated a hypothesis as follows: Is there any significant effect of phonological awareness on speaking performance at the fifth-grade students of English Education Department of UIN Raden Intan Lampung. This research was intended to find out the empirical evidence of students’ achievement in speaking performance by using phonological awareness training. This research was Classroom Action Research. The population of the research was all students of English Department in 5th semester. The implementation of speaking skills run well and smoothly by applying the use of phonological awareness methods in learning Process. Initially, it found difficultiesin Cycle I and had not run optimally because lecturers and students were not used to it and had not yet experienced it, but after applying it twice, the meeting in Cycle II used phonological awareness method could run smoothly. The actions taken in the use of the phonological awareness method in each round were carried out by students with enthusiasm and full of motivation. Activities and student involvement in learning activities have begun to appear. Learning progressed smoothly with the maximum result seen in Cycle III, students had understood the benefits of the phonological awareness method in learning. Individual participation and student enthusiasm were also increasing. Key words: Phonological Awareness, Speaking Performance, CAR Mastering English for the students is very important since the skill can be the key to study other knowledge. Speaking is considered as a major skill to be mastered by students in terms of communication. When students attempt to speak, they try to match the sounds with known letters. Due to improving students' speaking English competence, the writer applied phonological awareness in the learning process in order to find the its effectiveness in Speaking. An important link in developing phonological awareness was to encourage students to use invented spelling. The writer formulated a hypothesis as follows: Is there any significant effect of phonological awareness on speaking performance at the fifth-grade students of English Education Department of UIN Raden Intan Lampung. This research was intended to find out the empirical evidence of students’ achievement in speaking performance by using phonological awareness training. This research was Classroom Action Research. The population of the research was all students of English Department in the 5th semester. The implementation of speaking skills runs well and smoothly by applying the use of phonological awareness methods in the learning Process. Initially, it found difficulties in Cycle I and had not run optimally because lecturers and students were not used to it and had not yet experienced it, but after applying it twice, the meeting in Cycle II used phonological awareness method could run smoothly. The actions taken in the use of the phonological awareness method in each round were carried out by students with enthusiasm and full of motivation. Activities and student involvement in learning activities have begun to appear. Learning progressed smoothly with the maximum result seen in Cycle III, students had understood the benefits of the phonological awareness method in learning. Individual participation and student enthusiasm were also increasing. Key words: Phonological Awareness, Speaking Performance, CAR]]>
<![CDATA[THE SOCIAL DIMENSIONS OF VULGAR SPEECH USED BY BUGINESE AND AMERICAN SOCIETY ]]>
<![CDATA[Rahmiati Rahmiati]]>
<![CDATA[ SELTICS Vol 2 No 1 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Vulgar speech is some phenomenon in social society, include Buginese and American society. This research aimed to analyze the social dimension of the vulgar language that used by the speakers of Buginese and English. The method used in this research is descriptive-qualitative method. The data were collected through library study and the field work. The result of this research shows the vulgar expressions were used in certain context, such as when people were angry or in a jokes situation. The vulgar language also used between them who have an intimate relationship. But nowadays, the phenomenon was changed. People used vulgar language not only between them who have intimate relationship but also uttered when they did know the person. Key words: Sociolinguistics, Vulgar Speech, Social Dimension]]>
<![CDATA[EFL TEACHERS’ APPROVAL AND DISAPPROVAL BEHAVIOR IN CLASSROOM INTERACTION ]]>
<![CDATA[Nurul Fachrunnisa]]>
<![CDATA[ SELTICS Vol 2 No 1 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[The objectives of the research were to find out: (1) the kinds of approval and disapproval behavior used by EFL teachers in classroom interaction, (2) the most frequently used of approval and disapproval behavior by EFL teachers in classroom interaction. This research employed qualitative research design and applied discourse analysis method in analyzing the teacher’s behavior. The research participants were English teachers of SMA Islam Athirah Baruga. The data were collected by employing video recording. The results of this research revealed that (1) the kinds of approval and disapproval behavior used by EFL teachers in classroom interaction were categorized into three level namely strong, moderate and weak for approval and disapproval behavior included verbal and non-verbal behavior, those approval behaviors such as: “thank you”, “good”, “excellent”, “exactly” and “clap hands” and for disapproval behaviors were “pay attention”, “silent”, “no voice”, “pointing students” and “sstt”, (2) the most frequently use of approval and disapproval uttered by teachers was “okay”, then for disapproval was “pay attention”. Key words: Approval Behavior, Disapproval Behavior, Classroom Interaction]]>
<![CDATA[BARRIERS ENCOUNTERED BY EFL STUDENTS IN LEARNING SYNTAX AT FIFTH SEMESTER IN ENGLISH DEPARTMENT OF SORONG MUHAMMADIYAH UNIVERSITY ]]>
<![CDATA[Heriyanti Tahang]]>
<![CDATA[ SELTICS Vol 2 No 1 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[This research aimed to describe kinds of barrier encountered by EFL students in learning Syntax at Fifth Semester in English Language Education Department of Universitas Muhammadiyah Sorong. This research used a qualitative method in the form of a descriptive qualitative design. 6 students as were as participants of this research. The participants were taken using purposive sampling through the criteria: students had difficulty in learning syntax. An interview was done to gather research data. Before conducting the research, Pre-Interview and Pre-Participation Observation in the Syntax Class to find out Students’ that have difficulties in learning Syntax were done. After that, the semi-structured interview used to know the barriers encountered by these students. Based on the data gained, the result of this research found that the students’ barrier in learning Syntax in English Language Education Department of Universitas Muhammadiyah Sorong were an emotional barrier, motivation barrier, and learning disability. From those of three barriers, most of the students tended to have fear, shame and emotional sensitivity as a most encountered barrier. Another barrier was motivation barrier such as Procrastination and Learning Environment, in addition to learning disability like depression, and dysgraphia. There are two kinds of Barrier that have not encountered by students, they are Lack of Prioritization and Dyslexia. Key words: Barriers, Learning Syntax]]>
