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PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Published by Universitas Negeri Makassar
ISSN : 14120003     EISSN : 30895790     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
PERFORMANCE Journal of English Education and Literature is a peer-reviewed journal, published by English Department, Faculty of Language and Literature, State University of Makassar. Authors and researchers are encouraged to submit complete unpublished works or research findings, which are not under review in any other journals. The scopes of the journal include but are certainly not limited to the following interests: English teaching, English linguistics, Literature written in English, English sociolinguistics, English psycholinguistics, English Antropolinguistics, Translation studies in English, English phonology, English morphology, English semantics, English syntax, and other related areas. The journal is published in both printed and online versions. The online version is free to access and download.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 229 Documents
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THE EFFECTIVENESS OF PEER TUTORING LEARNING TO IMPROVE STUDENTS’ SPEAKING ACCURACY Adib Mahyuddin; Maemuna Muhayyang; Fauzan Hari Sudding Sally
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85403

Abstract

This study investigated the effectiveness of peer tutoring learning in enhancing students’ speaking accuracy. The main purpose was to determine whether peer tutoring learning significantly improves students’ speaking accuracy. A quantitative approach with a pre-experimental design was applied to examine the influence of peer tutoring on students’ speaking accuracy. The population comprised all second-grade students of SMPN 2 Sungguminasa, totaling 120 learners, from which 42 students were chosen as the sample. A speaking test was utilized as the research instrument. The findings indicated that peer tutoring learning was highly effective in improving students’ speaking accuracy, as demonstrated by the T-test result with a significance value of 0.000, which was lower than 0.05. Therefore, the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. The results also showed a substantial improvement in students’ scores from the pre-test to the post-test, especially in the aspects of pronunciation, vocabulary, and grammar. It can be concluded that peer tutoring learning is effective in improving students’ speaking accuracy.Keywords:  peer tutoring, speaking, accuracy
THE USE OF TEAM GAME TOURNAMENT (TGT) STRATEGY IN TEACHING VOCABULARY Syamsinar Syamsinar; Syarifuddin Dollah; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85422

Abstract

 The purpose of this study was to ascertain whether or not students' vocabulary is considerably enhanced by the Team Game Tournament (TGT) technique. The pre-experimental design with a single group pre-test and post-test was used by the researcher. Fifteen eleventh-grade students from SMK Putra Bangsa Bulukumba participated in this study. They were selected using cluster sampling techniques. A vocabulary exam served as the research tool. Using the significance test method, the pre-test and post-test results utilizing the Team Game Tournament (TGT) strategy to enhance students' vocabulary revealed that the t-test value was less than P (0.000 < 0.05). Consequently, the accepted one was the alternative hypothesis (H1), and the rejected one was the null hypothesis (H0). After analyzing the N-Gain value, the result indicated that using the TGT strategy was classified as good. In conclusion, using the TGT strategy effectively enhances students' vocabulary, particularly in understanding meaning, spelling, pronunciation, word classes, and word use. Keywords: Team Game Tournament Strategy, Vocabulary Learning. 
EXPLORING CODE-SWITCHING IN ENGLISH LANGUAGE CLASSROOMS: TEACHER PERSPECTIVES AND IMPLICATIONS FOR STUDENT ENGAGEMENT Muhammad Ihsan; Baso Jabu; Muhammad Tahir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85411

Abstract

This study examines how the role and position of code switching in English language learning at SMP Negeri 3 Parepare, focusing on teachers' perceptions of code switching and the role of code switching in students' involvement in teaching. The approach is done with qualitative research method; data collection is done by observation in the classroom and interviews to several English teachers and students taught by the teacher. Based on the data obtained from the interviews, which showed a dominant positive attitude towards code switching and hope for the potential of code switching in the future. In addition, observation data showed the role of code switching in student engagement and activeness which increased when it was used. After conducting interviews as a follow-up to observations, many students and teachers indicated that code switching can increase students' comfort and motivation in learning English because they feel they can be accepted in the “English only” system that is often used in English language learning now, even so what concerns teachers is the frequency of its use which must be paid more attention to in order to be more effective. From the research conducted, it can be concluded that code-switching plays an important role in the English language learning process. The use of code-switching as a pedagogical strategy bridge understanding and maintains student engagement in the classroom, while students are assisted in terms of material comprehension, emotional comfort, and active participation. However, both teachers and students are aware that excessive reliance on the mother tongue can hinder the development of English-speaking skills. Therefore, the effectiveness of code-switching depends on its measured, purposeful, and contextual application, so that it can function as a flexible and effective learning tool, not something that is overused or completely rejected.Keywords: Code switching, Student engagement, language learning, Pedagogic, Teacher perception.
STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE TRANSLATE AS THE MAIN MEDIUM IN TRANSLATING ENGLISH TO INDONESIAN AT SMAN 10 MAKASSAR Muh. Abdi Hidayatullah; Syarifuddin Dollah; Chairil Anwar Korompot
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85417

Abstract

This study aims to determine students' perceptions on the use of Google Translate as the main medium in translating English to Indonesian, the benefits of using Google Translate, and the way students use Google Translate in learning English. Qualitative method design is used in this study. The population of this study was students of SMA Negeri 10 Makassar in the 2023-2024 academic year. The research instrument was an interview. To achieve this, data was collected in the form of audio recordings. The questionnaire sample was 11 representatives of all 11th grade students. The results showed that most students thought that Google Translate was seen as an effective tool for foreign language translation and communication, so it can be concluded that students have positive and negative perception on the use of Google Translate as a translator media, have many benefits as asupportive tool in learning English, and students can use it with their smartphone.Keywords: Perception, Benefits, Use, Google Translate.
IMPLEMENTING EDUCAPLAY AS A GAME-BASED LEARNING TOOL TO INCREASE STUDENTS’ INTEREST IN LEARNING ENGLISH: A QUANTITATIVE STUDY AT SMKN 1 MAKASSAR Adsan Fauzan; Syarifuddin Dollah; Ahmad Talib
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85404

Abstract

This research aims to investigate the implementation of Educaplay as a Game-Based Learning (GBL) tool to increase students’ interest in learning English at SMK Negeri 1 Makassar. The study employed a quantitative approach with a one-group pretest-posttest design involving 30 eleventh-grade students who have undergone cluster random sampling technique. Data were collected through a questionnaire measuring four indicators of interest: excitement, curiosity, enjoyment, and attention. The results indicate an increase in the mean score, from 43.83 on the pre-questionnaire to 45.57 on the post-questionnaire. However, the paired t-test results show a values of 0.090, which is greater than 0.05, indicating insufficient evidence to reject the null hypothesis (H0). Additionally, the N-gain score of 0.11 falls into within the low category (g < 0.30). these findings indicate that the implementation of Educaplay as a GBL tool is not statistically significant in enhancing students’ interest in learning English.Keywords: Educaplay, Game-Based Learning, students’ interest, English learning
USING E-BOOKS TO IMPROVE ENGLISH READING COMPREHENSION OF SECONDARY SCHOOL STUDENTS Rahmatillah Rahmatillah; Syarifuddin Dollah; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85412

Abstract

This study, conducted on 30 eighth grade students at SMP Negeri 27 Makassar using a pre-experimental one-group pretest-posttest design, aimed to evaluate the effectiveness of e-books in improving English reading comprehension and gauge student interest in the digital medium. The results showed that e-books were highly effective. Students' reading comprehension scores saw a statistically significant increase (significance value of 0.000), rising sharply from a "Very Poor" average of 47.67 to a "Good" average of 85.67. This 38-point gain resulted in a high N-Gain score of 0.72. Furthermore, the interest questionnaire revealed that students were highly engaged, with the majority reporting moderate to high interest in using e-books. Overall, the findings confirm that e-books are an effective teaching tool that successfully improves reading skills while simultaneously boosting student interest in English language learning.Keywords: e-book, reading comprehension, student interest, digital learning, English Stories app
The Influence of Student Engagement and Critical Thinking Abilities in Academic Writing Tis’ah Mukarramah Khaerunnisa; Muhammad Tahir; Asriati Asriati
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.85780

Abstract

Student Engagement, Critical Thinking Abilities, Academic Writing. This study aimed to determine the effect of student engagement and critical thinking abilities in academic writing. The researcher uses the type of causal-comparative quantitative research. The research subjects were students who had taken Academic Writing courses in the 2024/2025 academic year, totaling 30 people. The subjects were selected using a research questionnaire and considering the students' final grades in the Academic Writing course. Research data were obtained by distributing research questionnaires and final grades in Academic Writing courses. The results show that both Student Engagement (p-value = 0.043) and Critical Thinking Abilities (p-value = 0.038) are significant at the 5% level, indicating a substantial impact on Academic Writing. The coefficients for Student Engagement (0.439) and Critical Thinking Abilities (0.400) suggest that increases in these variables lead to improvements in academic writing. Additionally, standardized beta values reveal that Critical Thinking Abilities (B = 0.387) have a slightly stronger influence than Student Engagement (B = 0.377). Overall, the findings demonstrate that enhancing both student engagement and critical thinking abilities contributes positively to academic writing performance.Keywo0rds: Students Engagement, Critical Thinking. Academic Writing
WORDS THAT TEACH: A SPEECH ACT ANALYSIS OF TEACHER -STUDENT DIALOGUES IN DANGEROUS MINDS (1995) Andi Muh. Abrar Mattangkilang; Sukardi Weda; Harnita Rosalia
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89083

Abstract

This study focus on the dialogues between teachers and students in the movie "Dangerous Minds" (1995) to determine the types of illocutionary acts and how they operate as "Words That Teach". Descriptive qualitative method with pragmatic approach has been applied, in which the framework used in this study is the classification of illocutionary acts by Searle. The dialogue extracts selected for analysis have been taken from the original movie script using documentation technique, and they have been analyzed using the stages of qualitative data analysis which include data condensation, data display, and drawing conclusions as suggested by Miles, Huberman, and Saldaña. Four types of illocutionary acts have been identified in the dialogues analyzed including directive, representative, expressive, and commissive illocutionary acts. Among these acts, the most frequent type is the directive and representative act, while declarative acts were not found in the data. The role of these acts in serving as "Words That Teach" through four pedagogical roles teaching values, shaping attitudes, motivating students, and building character. The results demonstrate that language in classroom interaction, whether in real settings or fictional representation, serves not only as a communicative tool but also as a meaningful instrument for students' intellectual, emotional, and moral development. This study contributes to pragmatic and film studies by highlighting the educational value of dialogue in educational cinema.Keywords: Speech act, Illocutionary Act, Words That Teach, Dangerous Minds, Film Dialogue
NONVERBAL COMMUNICATION AS NARRATIVE STRATEGY IN SALLY ROONEY’S NOVEL “NORMAL PEOPLE” Gabriana Budianto; Auliyanti Sahril
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89088

Abstract

This study explores nonverbal communication as a narrative strategy in Sally Rooney’s Normal People and its role in representing emotional intimacy, social anxiety, and identity performance. The study is a qualitative textual analysis and investigates twenty selected passages with silence, body language, gaze, touch and other embodied behaviours, using Nonverbal Communication theories to identify cues, Alber’s (2017) for narrative functions, and Goffman’s (2021) framework to explain identity performance in a social context. Five thematic categories, such as silence as emotional repression, body language and social anxiety, gaze and emotional intimacy, touch and relationship transformation, and performance and social identity are utilised for categorising the data. The results indicate that Rooney’s portrayals of body behaviour allow readers to deduce emotional states that are not explicitly expressed in words. Nonverbal cues also show the conflict between the characters’ inner feelings and their socially constructed personas. Therefore, the analysis shows that embodied action is not just descriptive but contributes to characterisation, relationship development and the novel’s representation of class and social pressure.Keywords: nonverbal communication; narrative strategy; social performance; emotional intimacy; Normal People
EFFECTS OF PEDAGOGICAL CHANGES IN PRIMARY, SECONDARY, AND HIGHER SECONDARY LEVEL OF EDUCATION IN BANGLADESH Md. Fazle Rabbi; Mst. Atkiya Aiman
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89084

Abstract

This study examines the evolving pedagogical landscape in primary, secondary, and higher secondary levels of Bangladeshi academia, exploring the gradual yet significant changes in teaching methodologies, curricula, and educational systems over time. It investigates how these changes affect both students and teachers, as well as the overall educational system. In recent years, Bangladesh’s secondary and higher secondary levels have introduced new teaching techniques, updated curricula, and incorporated more technology in response to global trends and local needs. This study focuses on how these changes impact students’ learning experiences and teachers’ teaching methods. By collecting data from fifty students and teachers, both from urban and rural institutions of Bangladesh, this research examines how the shift in teaching styles has influenced their daily practices. Students now have more access to digital tools, group learning, and teaching approaches that focus on their needs. However, many still face challenges, such as limited access to resources and resistance to using technology. Teachers, on the other hand, are expected to adjust to new teaching methods but often struggle to cope with due to a lack of proper training and support. The study also examines how these changes affect the whole educational system. While the shift towards modern teaching methods has led to some improvements in student engagement and results, there are still problems, such as outdated resources, that prevent these changes from being fully effective. Overall, this study provides a clearer understanding of how pedagogical changes are impacting education in Bangladesh. It also offers suggestions for better teacher training, curriculum updates, and infrastructure improvements to help create more effective learning environments for both students and teachers. Keywords: Bangladeshi Academia, Pedagogical Changes, Effects on Students and Teachers, Teaching Methods.

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