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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 36 Documents
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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.
Mnemonics and Their Effect on Students’ Vocabulary Memorization and Recall: A Quantitative Study Iwan Kurniarahman
BATARA DIDI : English Language Journal Vol. 2 No. 1 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.258 KB) | DOI: 10.56209/badi.v2i1.51

Abstract

Having a Quasi Experimental Research design, this study aimed to reveal the fact whether Mnemonic Keyword is more effective in helping students to memorize and store vocabulary in the short and long term compared to Mnemonic Loci. Twenty-nine students of class IXB (Experimental group) and 31 students of class IXA (Control group) were involved in this study. The Experiment Group was required to memorize vocabulary by using Mnemonic Keyword while the Control group was required to use Mnemonic Loci in memorizing English vocabulary. Right after the last treatment session, the participants were given a post-test to find out the ability of the participants in both groups regarding their ability to store and recall vocabulary in short-term memory. The results revealed that the Experimental group and the Control group had the same performance. Exactly one week after the first post-test, the researcher conducted a second post-test which aimed to find out the ability of the participants in both groups regarding their ability to store and recall vocabulary in long-term memory. The results revealed the fact that the Experimental group had better performance than the Control group in terms of vocabulary retention and recall in long-term memory. This research also revealed the fact that Mnemonic Keyword was more interesting and unique for students during the vocabulary memorization process so that it made them more enthusiastic in memorizing English vocabulary.
The Use of Song to Improve Students' Listening Skill of Ninth Grade at SMPN 1 Jember Hafid Hafid; Ela Nur Laili
BATARA DIDI : English Language Journal Vol. 2 No. 1 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (464.579 KB) | DOI: 10.56209/badi.v2i1.53

Abstract

This study investigated the development of students' listening abilities through songs and lyrics and explored the students’ responses toward the use of songs and lyrics in the classroom as a learning media. It was aimed at looking for the best strategy used in the listening class to help students easily mastering English language. This study was conducted through classroom action research and employed pre-test, post-test, observation, questionnaire, and interview to collect the data. The data in this study were analysed by using quantitative and qualitative descriptive. This classroom action research was conducted in two cycles. The quantitatively obtained data in the first cycle showed that mean is about 80 which mean that there was an improvement but was not significant from the pre-cycle because the grammar focus was uncovered. Meanwhile, the data in the second cycle showed that the mean is about 87; it showed the significant increase and successful process of learning throughout songs and lyrics. Furthermore, the qualitative data demonstrated 84% which means that the use of songs and lyrics in the classroom was attractive and joyful to be applied in the classroom as a learning media.  
The The Effectiveness of REALIA as a Medium for Writing Descriptive Text Ratu Yulianti Natsir
BATARA DIDI : English Language Journal Vol. 2 No. 1 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (601.64 KB) | DOI: 10.56209/badi.v2i1.54

Abstract

The goal of this study was to see how effective Realia was at writing descriptive text by the first semester of English at Unismuh Makassar. The sample for this study was drawn from two classes using the purposive sampling technique, with one group serving as the experimental class and the other as the control class, for a total sample of 30 students from the English Department at Unismuh Makassar's first semester. This study's instrument was a writing test. The researcher used a pre-test and a post-test to collect data. The researcher taught the descriptive text using realia. The researcher used the t-test to statistically analyze the data. The t - value was calculated to be 6.55. The t- table value was 2.00 based on the 0.05 significance level, and the computation revealed that the t- value was more significant than the t- table, which was 6.55>2.00. The effectiveness of realia can also be seen in the experimental and control groups' post-treatment scores. The experimental class's mean posttest score was 86.51, putting it in the very good category. The control group's mean posttest score was 76.54, putting it in the good category. The experimental group outperformed the control group, it is possible to conclude. Based on the t-test results, it can be demonstrated that using realia as a media in writing, specifically descriptive text for students, is a reference for teachers.
Developing Android-Based Teaching Modules Using MIT App Inventor Ria Fakhrurriana
BATARA DIDI : English Language Journal Vol. 2 No. 1 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.176 KB) | DOI: 10.56209/badi.v2i1.56

Abstract

Using android-based in the process of teaching and learning is one of attempts in elevating education quality. However, some teaching and learning sources are still paper based. This study was conducted to develop android-based teaching module for academic reading students in English Education Department. Applying RnD as research design, the researcher did data collection, preliminary study, need analysis, product construction, product implementation, evaluation, and product revision. The subject of this study is fourth semester students of IAIN Kediri majoring academic reading. After analyzing student's need and syllabus, the researcher designed the module three levels of exercise: easy, medium, and hard. This is aimed to know that the student’s proficiency is surely improved. The module was developed using MIT App Inventor. After that, the product was validated by expert and implemented on students. The result shows positive response. In summary, the android-based module for academic reading is appropriate to facilitate students in learning English for academic purposes, especially reading.
An Analysis of Role Play Technique in Students’ Interpersonal Skill at Universitas Muhammadiyah Makassar Farisha Andi Baso
BATARA DIDI : English Language Journal Vol. 2 No. 1 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (797.42 KB) | DOI: 10.56209/badi.v2i1.57

Abstract

This research is undertaken to increase students’ interpersonal speaking skill at the third semester students in Universitas Muhammadiyah Makassar through role play technique. The researcher employed a Classroom Action Research (CAR) which is conducted to tackle the students’ problem in English speaking. The Classroom Action Research (CAR) was done based on Kurt Lewin’s concept. The researcher conducted two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were acquired by qualitative and quantitative data. The qualitative data were collected by examining the observation outcome. Then, quantifiable data were acquired from the students’ speaking score pre-test and post-test. The finding of this study suggested that the deployment of role play approach was successful since the criteria of success were achieved. The first criterion was 75% of pupils could pass the target ≥ 65 based on the KKM. The finding showed that 83.33% of pupils had already obtained the goal score. Besides, the second criterion was the pupils who become more active involved in teaching learning process. The outcome of observation showed that by employing role play technique were engaged participating in the classroom.
The Analysis of Self-Regulated Learning in Improving Speaking Skills at the Classroom Context Eka Prabawati Rum; Markus Deli Girik Allo
BATARA DIDI : English Language Journal Vol. 2 No. 1 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (448.089 KB)

Abstract

This research aims to investigate how students self-regulated their learning in order to build their speaking abilities within the framework of a classroom setting. Since the majority of the study focuses on the relevance of speaking skills, this research is particularly relevant. This study examines how students may better themselves by self-regulating their learning to improve their speaking abilities in terms of smoothness or fluency in a classroom setting. In this particular study, the paradigm of quantitative research was used. The sample in this study was recruited from one of the junior high schools and totalled 33 students. The speaking test was the instrument used to gather the data. Based on the findings of the data, the students had a mean score of 71.66 on the pre-test assessment of their fluency (smoothness). While the post-test had a mean score that was higher than the pre-test, the post-test score for fluency was 81.06. Furthermore, the analysis of the data showed that the value of the t-test was more than the values in the t-test table (12.590 > 1.693). It indicated that there was a considerable disparity between them. Accordingly, it is possible to draw the conclusion that the implementation of Self-Regulated Learning was seen to be successful in improving the students' speaking abilities, particularly their fluency.
An Investigation of Students Phonological Awareness in Speaking Ika Sastrawati; Haslinda Haslinda; Salma Salma; Fadillah N; Ibrahim R
BATARA DIDI : English Language Journal Vol. 2 No. 2 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56209/badi.v2i2.86

Abstract

The study is designed to address the fundamental question of how students understand phonological awareness. Learning to read is based on phonological awareness, the purpose for the student to be able to recognize the sounds of the spoken language, which of course enables the recognition of the spoken voice. In this case, speaking, which is one of the most important English language skills, also plays an important role, and the thought processes of languages are interconnected. The research used in this context was a quantitative method. Third-semester students of Universitas Muhammadiyah Makasssar were used as subjects, but only five students became research subjects to understand phonological awareness. The medium used in this study was a text medium. All correspondents used English. Based on the results of the study, it was revealed that three out of five subjects understood the four indicators of phonological awareness and two of them understood very little or did not understand the four indicators of phonological awareness. This shows that understanding students who were the subject of the third semester of the English Language Education study program already good and the total number of research results is 77.5 or in terms of quality was good.
Insights into Cultural, Social, and Psychological Factors that Influence Foreign Language Learning Almosa Abdulrahman
BATARA DIDI : English Language Journal Vol. 2 No. 2 (2023): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56209/badi.v2i2.94

Abstract

The significance of socio-cultural and psychological aspects in acquiring foreign languages is receiving more attention. Foreign language education has become a significant component of the global academic system, wherein people acquire languages order than their first language in the classroom. Different factors have been analyzed to impact learning a second language in the classroom significantly. This article explores various social, cultural, and psychological factors influencing students’ performance in a foreign language. The focus is to evaluate the impacts of these factors and assess how the participants rate the effects. The study is quantitative, and data was gathered through a structured questionnaire ranked using the Likert Scale. A total of 200 participants were randomly selected for the study, including twenty teachers that facilitated the participation of the students, mainly during the distribution of the questionnaire through digital systems. Analysis was conducted using appropriate statistical tools, such as percentage values, mean and standard deviation. A total of nine social, cultural, and psychological factors were analyzed, including interaction patterns in the classroom, rapport with teachers, lack of motivation, the attitude of learners, general cultural concerns, initiation issues, self-consciousness, fear of making mistakes, and classroom anxiety. These factors exert impact at varying degrees on the learning of English as a foreign language in the classroom. The analysis indicates that psychological factors exert more influence on the students, followed by social factors.

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