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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. 2, No. 2 December 2022" : 14 Documents clear
Students' Views of the Use of Video Conferencing to Teach Speaking in Indonesian Higher Education Aeni, Nur; Natsir, Nasrah
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.109

Abstract

This study attempts to describe how students view the use of Google Meet during the English language learning process. State University of Makassar was the site of this study. Student participants in this study were those attending State University of Makassar. Interviews were used by the researcher as a data collection tool. Based on the study's findings, the researchers discovered that students have both good and negative attitudes on using Google Meet for video conferencing during the learning process. Students' good attitudes can be seen in their readiness to participate in video conferences, enthusiasm for a variety of movements, development of their skills in using the learning tools, and respect and appreciation for others' abilities and disabilities. While the negative attitude was the students don’t attend the class and not participate the group project as well, and also if they cannot speak as well during video conferencing, they wouldn’t participate the class, they decided to keep silent and do not follow the instruction from the lecturer.
English Phonological Modification of Teacher Talk for Indonesian Secondary School Students Muhayyang, Maemuna
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.110

Abstract

Phonological modification of teacher talk is one of crucial things in teaching English as a foreign language for secondary school students. It aims at providing a comprehensible input and language model for students within the efforts of creating effective and meaningful teaching and learning activities designed. Therefore, this study is to explore the ways of employing English phonological modification and the reasons for using it for teaching secondary school students. To gain the data needed, the researcher applied descriptive qualitative research to explore the phenomenon in EFL classroom interaction involving three English teachers who perform their teaching at two different secondary schools in South Sulawesi, Indonesia; SMA Negeri 1 dan 2 Parepare. A direct classroom observation entailing audio recording and interview were utilized to gain the data and analyzed based on the conversational analysis framework. The data analysis reveals that EFL teachers regularly modify their English phonology by using four distinctive features, namely it is more extended pauses, slow rate of speech, exaggerate articulation, and clear articulation. Moreover, these modifications occurred in three numbers of reasons for emphasizing the presented materials, providing understandable and comprehensible input, and modeling the students to the target language. Those findings are taken into account that the use of phonological modification accelerated students’ comprehension in learning English.
Exploring EFL Students’ Critical Thinking through Reflective Journal Sunra, La
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.111

Abstract

Critical thinking, as one of the 21st century skills, is a necessary skill needed to prepare students for further studies and the workforce. This study aimed at exploring English students’ critical thinking skills through reflective journal. The study focused on two research questions: (1) To what extent does reflective journal enhance the EFL students’ critical thinking? (2) What aspect of EFL students’ critical thinking skills does enhance significantly? A quantitative and qualitative design were utilized. Applying purposive sampling technique, 30 EFL students who participated in micro teaching course in Universitas Negeri Makassar were taken as sample of the research. The instrument of this research was students’ reflective journals. The data collected were analyzed through descriptive statistical as well as qualitative analysis. The results of the research showed that the use of reflective journal in Micro Teaching course improves EFL students’ critical thinking skills in moderate way. The significant increase in students’ critical thinking takes place in evaluating aspect reaching approximately 70% increase. This indicates that reflective journal helps facilitate the EFL students improve their ability to develop their analysis in determining the strengths and weaknesses of their teaching practices in a factful and logical way. The study also indicated that some students still find it difficult to make final statement in conclusion as the best alternative solution to improve their practice in the future. Finally, the study implies that EFL teachers need to do their best to integrate critical thinking in their teaching either explicitly or implicitly.
Online-based English Listening Skill Learning Model Atmowardoyo, Haryanto; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.112

Abstract

This article is part of a research entitled "Online-based Student English Learning Models in Facing Curriculum Changes in the New Normal Era". This research was conducted to see and identify online-based listening learning models for students. The research method used is a descriptive qualitative method using a questionnaire and the final assignment of the Project course (Lesson Plan and Instruction). The number of samples used was 52 students who took the Project course (Lesson Plan and Instruction). From the 52 students, 6 students chose to teach the listening skill. Data analysis includes observation, open coding, and axial coding. The results reveal that the media used by students in learning listening skills is divided into online and offline media each 50% (3 people. Applications used by students in learning listening skill are divided into the use of British Council Web (16.67%), YouTube (16.67%), Google Meet (16.67%) and offline learning/Face-to-Face (50%). The learning methods that students apply in learning listening are Audio-Lingual Method (66.67%), Scientific Approach Techniques (16.67%), and Community Language Learning (16.67%). The topics presented included: Listening, Procedure Text, Songs, Job Application Letter, and Listening to a short cut of film.

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