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Haryanto Atmowardoyo
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Celebes Journal of Language Studies
Published by Har Press Indonesia
ISSN : 27767493     EISSN : 28082079     DOI : https://doi.org/10.51629/cjls.v3i1
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
Celebes Journal of Language Studies (CJLS) ISSN (online): 2808-2079, (print): 2776-7493, is an open journal system founded by Har Press Indonesia, publisher under the auspices of YAYASAN STUDI PINISI MANDIRI (Decree of Indonesian Ministry of Law and Human Rights: No. AHU-0010669.AH.01.04, 2019). Editorial Board includes experts of language studies from various universities. CJLS publishes twice per year. Issue 1 is scheduled in June and issue 2 is scheduled in December. Focus CJLS receives editable articles written in American English containing the results of language studies from any country. The length of articles ranges from 4000-8000 words covering Title, Introduction, Abstract, Related Literature Review, Research Method, Findings and Discussion, Conclusion and Recommendation, and References. Editable articles are the ones with less than 30% plagiarism risk excluding the References checked with plagramme.com. Scope CJLS publishes the results of quantitative and qualitative researches in the fields of descriptive linguistics, applied linguistics, sociolinguistics, psycholinguistics, semantics, and pragmatics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Search results for , issue "Vol. 1, No. 2 December 2021" : 14 Documents clear
Male and Female EFL Students' Language Learning Strategies Juniati Dika; Muh. Basri Jafar; Murni Mahmud
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.67

Abstract

The study's objectives were to (1) identify language learning strategies used by students in EFL classrooms and (2) distinguish between male and female language learning strategies. The research was carried out at STKIP YPUP Makassar in July 2021. The population of this study was 6th semester students, who comprised the sample class 6.1. Questionnaires were used as the instrument. In this study, the descriptive research method was used to describe the language learning strategies of students in an EFL classroom. The SILL questionnaire (Strategy Inventory for Language Learning) version7.0 was used to collect data. The collected data were analyzed by calculating the students' responses to the questionnaire and categorizing them to a specific level of SILL profile result. This study discovered that (1) the most frequently used language learning strategies by students are social strategies, with a mean score of 3.91, cognitive strategies, with a mean score of 3.79, compensation and affective strategies, with a mean score of 3.68, metacognitive strategies, with a mean score of 3.65, and memory strategies, with a mean score of 3.65. Indirect strategies included metacognitive, affective, and social strategies. The results revealed that direct strategies were frequently used, as evidenced by its mean score, in social strategy. It can be concluded that students prefer indirect strategies to direct strategies when learning a language. (2) There is no statistically significant difference between men and women in their use of language learning strategies. Male students use cognitive strategies more frequently than female students, despite the lack of a statistically significant difference, while female students use social strategies more frequently than male students. Students used a variety of language learning strategies, according to the findings of this study.
An Analysis of Parents’ Attitude towards TEFL in Islamic Elementary School of Wahdah Islamiyah Mursad Syam Tonra; Kisman Salija; Haryanto Atmowardoyo
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.68

Abstract

This study is qualitative research that aimed to understand the parents’ opinion and attitude toward TEFL at Elementary School of Wahdah Islamiyah. The study focused on the issue of the clash between Islamic values and Western values in learning English. The 5 participants were chosen based on the educational background: Master’s Degree, Bachelor‘s Degree, Senior High School, Junior High School and Elementary School. The research data were obtained by the interviewing from 5 participants. The protocol consists of 10 questions. The results are: 1). The opinion of parents who were interviewed as participants indicates positive opinions and supported the implementation of English learning in Islamic school, 2). The participants considered English lesson as important lesson for their children, 3). The attitudes shown by the participants towards English lesson in Islamic schools are a positive attitude, a supportive attitude and a constructive attitude in the development and process of English learning in Islamic schools, 4). The parents’ positive attitude indicated on how they try to help their children in learning English and also refused the idea of removing English lesson from Islamic elementary school, 5). The participants, consist of parents of students from Wahdah Islamiyah Elementary school, have flexible mindset and open-minded, 6). Great synergy among parents and teachers in educational environment at school would enhance the quality of English learning.
Assessing EFL Student Teachers’ Writing Skills through Reflective Journal La Sunra; Sahril Sahril; Syarifah Farahdiba
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.69

Abstract

Writing has been claimed to be the last and hardest language skill to be learned by language learners, either native speakers of the language or foreign/second language learners. Within this respect, writing becomes a serious challenge for many EFL students to master their target language. EFL students use reflective journals as learning logs to express or capture their ideas to produce logical and meaningful writing. This study tried to investigate the EFL student teachers’ writing skill through their reflective journal written through Micro Teaching course in English Education program. Their writing skills were examined in terms of content, organization, vocabulary, language use, and mechanics applying the framework of Jacobs’ et al, (1981). The study used descriptive method to examine the EFL students’ writing skill through their reflective journals. The research findings showed that the EFL students’ writing skills through their reflective journal in micro teaching course were at good level. The data analysis also indicated that the EFL students performed the best in mechanics aspect and the lowest in vocabulary aspect.
Inserting ELSA application in Hybrid Learning to Enhance the Students’ Motivation in Speaking Nur Aeni; Nur Fitri S; Hasriani Hasriani; Asriati Asriati
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.70

Abstract

The views of students and instructors are vital in developing a comfortable English learning environment. Hybrid learning with inserting the artificial intelligence is one way to attract the students’ attention in the classroom. The aim of this study is to investigate the how students’ motivation toward the using of ELSA application in Speaking. It investigated how the students engage in the classroom and their motivation. The mix approach was used in this study. The information gathered from the questionnaire about students' and lecturers' attitudes toward online learning materials. Using a Likert scale, they were graded. The responses of the students to online learning by applying ELSA application. The students were enthusiastic and engaged in learning Intensive Speaking by using ELSA application. The findings of this study are expected to aid teachers and lecturers in gaining insights and prior knowledge when designing ELT model for hybrid class. It is also intended to provide feedback on how to enhance the hybrid learning process.

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