International Journal of Business English and Communication (IJoBEC)
Articles in IJoBEC address all areas of business, English, and communication including, but not limited to, technology and financial management. English includes English Skills, English for Specific Purposes (ESP), English Language Learning (ELL), English Language Teaching (ELT), translation, Pragmatics, and Discourse Analysis. Business includes Entrepreneurship, Management, Finance, Sales, Marketing, Promotion, Advertising, Human Resource, Business Capital Market, Tourism Industry, Hotel and Restaurant Industry, and Meeting, Incentive, Convention, and Exhibition (MICE). Communication includes Interpersonal Communication, Organizational Communication, Communication Psychology, Public Relation Management, Intercultural Communication, Interactional and Transactional Communication, Hospitality, Journalism, and Broadcasting. Technology includes Information and Communication Technology (ICT), Business Database Processing, Information Management System (IMS), Business Data Visualization, and Business Data Analytics. Financial Management includes Financial Accounting, Computer Accounting, and Business Taxation. In addition, the journal IJoBEC welcomes submissions concerning the research results of internships, fieldwork research, community service, and library research.
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<![CDATA[An Analysis of Turn-Taking Strategies used in EFL Classroom Interaction at Universitas Muslim Maros ]]>
<![CDATA[Nurul Ainul]]>;
<![CDATA[Haryanto]]>;
<![CDATA[Fatimah Hidayahni Amin]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.1588
<![CDATA[The main aim of this research is to identify turn-taking strategies in students' classroom interactions, describe dominant strategies, and the impact of turn- taking strategies. This research uses qualitative descriptive research. Maros Muslim University English Department students were chosen as research subjects. Data was collected through video recordings and structured interviews. The results of this research show that: (1) The dominant turn taking in students of EFL at the English Department is holding the turn by conversation between lecturer and students. There are filled pauses and verbal fillers, Silent pauses, Lexical repetition and New start. (2) Turn taking occurs in students of EFL at English Department at Maros Muslim University. Analyzing lecturers and students in conversation to describe turn-taking patterns during the teaching and learning process in debate classes they are: Taking the turn strategy; holding the turn, and yielding the turn. In other words, filled pauses, verbal fillers, lexical pauses, silent pauses. Therefore, the yielding turn is the turn to the listener. Speakers can use prompting, appealing, and giving up strategies when giving their turn. (3). The impacts of turn taking strategy are; To smooth communication, the use of Indonesian language, challenges, lecturer's explanation, lecturer and student’s interaction]]>
<![CDATA[COMMUNICATION STRATEGIES OF KOMISI PEMILIHAN UMUM KOTA MAKASSAR IN INCREASING PUBLIC PARTICIPATION IN THE PILKADA 2020 DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Marwah]]>;
<![CDATA[M. Tahir]]>;
<![CDATA[Murni Mahmud]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.1882
<![CDATA[This research discusses the Communication Strategy of the Komisi Pemilihan Umum (KPU) of Makassar City in increasing public participation during the Covid-19 Pandemic. The background of the formation of this research is because the Regional Head Election (Pilkada) was held in the midst of the Covid-19 pandemic whose transmission was very fast, so the government appealed to keep a distance and do activities at home to prevent the transmission and spread of Covid-19. This is inversely proportional to the Pilkada, which is actually a people's democratic party that usually gathers a lot of masses to gain support. This research uses Qualitative methods with a case study approach by using the theory of determining communication planning strategies by Harold D. Laswell. The results of the study are (1) KPU Kota Makassar establishes a number of human resource chains (organizers) that carry out socialization to the community to disseminate information about elections, (2) KPU Kota Makassar compiles and provides electoral messages that are informative, persuasive, and educative to the public, (3) Using social media, conventional media, and associating influencers to disseminate electoral information, (4) Socialization by targeting 10 strategic bases, socialization in the Sangkarrang Islands and on Lae-lae Island, embracing communities, and socialization with all the people of Makassar City who can already cast their votes.]]>
<![CDATA[The Use of Podcasts in Improving Students Listening Skills at University Level ]]>
<![CDATA[Andi Ainun]]>;
<![CDATA[Munir]]>;
<![CDATA[Muh. Tahir]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.1919
<![CDATA[The objective of the research was to determine whether there was a significant effect the use of podcasts on the students listening skills. This research was done at Universitas Negeri Makassar. The population of this research was the students from Universitas Negeri Makassar. The researcher used cluster random sampling to choose the sample of the research. The sample of this research was 25 students from class D 2020. The researcher used a quantitative technique. The instrument of this research was a liste ning test using audio podcast which was administered as a pretest and post-test. Based on the result of data analysis showed that the use of audio podcast improved the students listening skill. It was shown by the mean post-test score which was higher than the mean pretest score (63.63>51.76). Then, the researcher concluded that using audio podcasts on the listening skills has a significant effect on students listening skill]]>
<![CDATA[USING PROBLEM BASED LEARNING STRATEGY TO IMPROVING STUDENT’ VOCABULARY MASTERY ]]>
<![CDATA[Puja Renita Meilani]]>;
<![CDATA[Ahmad Talib]]>;
<![CDATA[Chairil Anwar Korompot]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.1920
<![CDATA[This study aims to determine the use of problem-based learning (PBL) strategies can improve students' reading comprehension in English language learning. This study used a pre-experimental approach with a total sample of 15 students of class XI Kriya dan Kayu of SMKN 3 Gowa. In this study, data collection was carried out by conducting pre-test, post-test, and test. The results of data analysis showed that the use of problem-based learning strategies (PBL) can improve students' reading comprehension. This can be proven by the t-test value lower than P (0.000 < 0.05) which means that H0 of this study is rejected and H1 is accepted. So, it can be concluded that the use of problem-based learning (PBL) can improve students' reading comprehension in class XI of Kriya dan Kayu of SMKN 3 Gowa.]]>
<![CDATA[THE IMPACT OF APPLYING ENGLISH CHATS OF WHATSAPP APPLICATION ON STUDENTS’ ENGLISH VOCABULARY MASTERY ]]>
<![CDATA[Iradatullah Suhadi]]>;
<![CDATA[Ahmad Talib]]>;
<![CDATA[Ryan Rayhana Sofyan]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.1929
<![CDATA[This study aims to determine the impact of applying English chat on students' English vocabulary mastery through the WhatsApp application. It employs a qualitative research method with a qualitative descriptive design involving 10 students. Data collection techniques include observation, interviews, and documentation. The study reveals several impacts on students' English vocabulary mastery as a result of using English chats on WhatsApp, including improvements in word meaning, contextual usage, spelling, pronunciation, and understanding of word forms. However, there is a noted limitation regarding pronunciation development due to the nature of WhatsApp as a communication application, suggesting that face-to-face learning may be more effective in this aspect. Students perceive the impact of using English chats on WhatsApp positively, as they enjoy the learning experience and find teachers responsive to their questions. WhatsApp is regarded as a user-friendly application with potential educational benefits, accessible anytime and anywhere.]]>
<![CDATA[LANGUAGE PERFORMANCE OF CONFLICT BY MAIN CHARACTER JAKE SULLY IN MOVIE AVATAR 2: THE WAY OF WATER ]]>
<![CDATA[Putri Alfianti Arfah]]>;
<![CDATA[Fatimah Hidayahni Amin]]>;
<![CDATA[Abdullah]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.2369
<![CDATA[This research analyzed the language performance in the movie “Avatar 2: The Way of Water”. This study aims to find out what are the language performance that the main character namely Jake Sully used in the conflict situations that contains language forms and language functions. This study used qualitative method with a descriptive design that collected from the whole utterances of the conflict situations that the main character produced in the movie. Apart from that, it also aims to find out how the main character solves the problems that he faces. The result of this study, it found that there are two types of conflict: internal conflict and external conflict that contained in the movie. The language forms used in the conflict situations are words, phrases, and sentences. Meanwhile, the language functions used in the conflict situations are expressive, directive, referential, and poetic functions. Problem solving methods used by the main characters are avoidance, pacification, competition, compromise, and creative integration.]]>
<![CDATA[THE IMPLEMENTATION OF CRITICAL THINKING SKILLS IN TEACHING ENGLISH AT VOCATIONAL SCHOOLS IN MAJENE REGENCY ]]>
<![CDATA[Lina Fitriani]]>;
<![CDATA[Iskandar]]>;
<![CDATA[Nur Aeni]]>
<![CDATA[ International Journal of Business English and Communication Vol 2 No 2 (2024): April ]]>
Publisher : <![CDATA[Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijobec.v2i2.1306
<![CDATA[This research focused on understanding various aspects related to the implementation of critical thinking skills among English teachers in vocational schools in Majene, Sulawesi Barat. The specific objectives were to investigate: (1) How English teachers prepare to implement critical thinking skill, involving diagnostic tests and lesson plan development. (2) The actual integration and effectiveness of critical thinking skills in English instruction at these vocational schools. (3) The methods used by teachers to evaluate students' critical thinking abilities, encompassing attitude, knowledge, and skill assessments. The study utilized a descriptive qualitative method, involving observation, interviews, and documentation with four certified English teachers from selected schools. The findings highlighted the multi-faceted nature of preparing, implementing, evaluating related to critical thinking skills in the vocational school. The result of data analysis revealed that The English teacher's preparation for integrating critical thinking skills involves two essential stages: conducting diagnostic tests to assess fundamental abilities and learning styles, and designing a comprehensive lesson plan. Throughout the learning process, critical thinking is actively applied, beginning with trigger questions in introductory activities, followed by problem-solving and group discussions in core activities, and concluding with students providing conclusions or constructive criticism. The assessment of students' critical thinking skills is conducted through Higher Order Thinking Skills (HOTS) questions, encompassing both written and oral tests.]]>
