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BATARA DIDI : English Language Journal
Published by Celebes Scholar pg
ISSN : 28303385     EISSN : 28303202     DOI : https://doi.org/10.56209/badi.v2i1.56
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
BATARA DIDI : English Language Journal covers all theories and practices of English Language Study including English language teaching & learning, English for Specific Purpose, English language assessment, philosophy of language, literature, and linguistics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal" : 5 Documents clear
The Effectiveness of Using Blindfold Games to Improve Students’ Vocabulary Fibri Indira Lisanty
BATARA DIDI : English Language Journal Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (436.354 KB) | DOI: 10.56209/badi.v1i2.37

Abstract

The main aim of the study is to examine the effectiveness of blindfold game to improve the students’ vocabulary mastery. The writer used random sampling technique to take the samples and total number of the sample were 20 students. The instrument of the study was vocabulary test. The result of the study reveals that there is a significant different between the students’ vocabulary mastery before and after using blindfold game. In the pre-test, there are 2 or 10% students get very poor, 7 or 35% students get poor, 8 or 55% students get fair and also 3 or 55% students get average classification. While in the post test, there are 8 or 40% students get average score, 11 or 55% students get good score, and only 1 or 15% students who get very good classification. The means score of the post-test is greater that pre-test (56.25 < 75. 90). The standard deviation of pre - test is 15. 18 and post-test is 9. 19. While P- Value = 0,000, (α)= 0,05. It means that the t - test is smaller than (α).
The Challenges of Implementing Digital Literacy in Teaching and Learning Activities for EFL Learners in Indonesia Devi Purmayanti
BATARA DIDI : English Language Journal Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.537 KB) | DOI: 10.56209/badi.v1i2.38

Abstract

The proper comprehension and use for digital technology of English teachers can drive the learning process to ideal learning activities. Vise-versa improper comprehension of digital literacy by the teachers unexpectedly gives issues to learning process. Teachers must comprehend well the power of digital technology from aspects, such as: challenges, strategies, and the ideal purpose of digital literacy to be embeded in English language teaching. This critical review reveals the challenges of the implementation of digital literacy to support English language teaching.  There are three main challenges that the students face in implementing digital literacy in the classroom. Those are lack of supportive access and digital tools, lack of digital literacy skill from teachers and also students’ lack of digital literacy skills. However, by acknowledging those issues, it could raise the attention of learners, teachers, and policymakers leading them to take further actions to mitigate the barriers.
What Teachers Teach Vs What Students Learn Fajar Wirawan; Widi Syaftinentian; Puji Astuti
BATARA DIDI : English Language Journal Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (368.046 KB) | DOI: 10.56209/badi.v1i2.45

Abstract

The understanding of the actual students' needs in the teaching and learning process is going to help the teachers, the curriculum designers, and the governments to develop an appropriate curriculum. In reality, there is mismatch between what students need and what the teachers teach in vocational high school. Need analysis (NA) is a way to find what is needed by students. From several types of need analysis, the appropriate type for analyzing students' needs at vocational high school is Target Situational Analysis (TSA). The aim of TSA is to establish what the students’ needs are during the teaching and English learning process and to connect the students with the targets of the future job at the workplace. The article discusses about the curriculum apply in Indonesia, the vocational high school students’ needs by applying NA and the implementation of TSA in Indonesia and Asian countries. In this case, Indonesia can reflect from the other Asian countries that had implemented TSA, so, Indonesia can develop a curriculum that is in accordance with what is needed by vocational high school students and the targets of educational will be achieved.
Students’ English Speaking Anxiety in Classroom Context Andi Satrianto Pattah; Murni Mahmud; Nurdin Noni
BATARA DIDI : English Language Journal Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (345.258 KB) | DOI: 10.56209/badi.v1i2.46

Abstract

This research was designed to investigate students’ English speaking anxiety in a classroom context. There were 23 students from Unismuh Makassar who participated in this research by using the purposive sampling method. This mixed-methods study looked into the students' English-speaking anxiety and how they overcame it. A structured interview and a questionnaire adapted from the Horwitz et al. (1986) Foreign Language Classroom Anxiety Scale (FLCAS) were used to gather the data. According to the findings of the study, (1) the majority of English Education students at Unismuh Makassar experienced excessive anxiety, with 74.2% anxious, 21.7% anxious in the middle, and no one anxious in the low. (2) Based on the students' experiences, there were six strategies to deal with anxiety: keep silent, take a deep breath, relax with the circumstances, reiterate the lesson, avoid eye contact, and drink water. The finding indicated the excessive level of students’ anxiety and the strategies to cope with it. According to these findings, lecturers should be more aware of their students' worries in order to push them to speak up confidently and clearly in English class. Telling a joke, expressing gratitude, and making a pleasant gesture are all strategies to assist kids overcome their fear of public speaking. As a result, teachers are encouraged to be slightly innovative in developing new strategies to enable students to speak more effectively.
The Implication of Conversational Implicature Used by Teachers in Offline Classroom Interaction Suci Pole Mappaita
BATARA DIDI : English Language Journal Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (436.821 KB) | DOI: 10.56209/badi.v1i2.47

Abstract

The purpose of this study was to determine the variation or types of Conversational Implicatures used by teacher interactions in the classroom. This study uses qualitative or descriptive methods and uses them according to the theory of Yule. Data were taken from junior high schools and several teachers as research subjects. The data were analyzed by recording and transcribing and also the data was collected using selection, description, and verification techniques. The author categorizes several dialogues spoken by the teacher which show the types of conversational implicatures in-class interaction. The results showed that there are variation or types of conversational implications in classroom interactions that are used by teachers, including (1) specific implicatures, (2) general implicatures, and (3) scaled implicatures. conversational implications identified by the teacher using specific conversational implicatures of the dominant type.

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