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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 129 Documents
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Teachers’ Understanding on Their Roles in Online Learning: (A Case Study at A Senior High School in Makassar) Hadira Hadira; Kisman Salija; Baso Jabu
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.v1i2.53

Abstract

This research tried to investigate the teacher’s understanding on their roles, to find out problems and to reveal solutions of the problems that the teacher met during online learning. This research was qualitative research, a case study, with two teachers as subjects. The instruments used were interview and documentation. There were five aspects used to find teachers’ understanding, namely designer/ planning role, social role, cognitive role, technological domain and managerial domain. It was found out that teachers had done and understood their role in online learning. The problems were from their students, namely lack understanding of instruction from the teacher, attendance, submitting task, and feeling bored and tired with online learning. There was also problem from the teacher related to the app used. The teachers overcame the problems from students by giving repetition so the students understood, reporting the lateness of students and sending material via WhatsApp group to the students who can’t join the class, giving additional time to submit task, trying to communicate well about the problem students had and giving clear instructions. For the Zoom app, the teacher had to login again.
Bilingual Program in Asctronomy Class at Islamic University Nur Zahrah Azizah; Haryanto Atmowardoyo; Andi Anto Patak
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.v1i2.54

Abstract

The research is based on the challenges associated with the implementation of the bilingual program in teaching astronomy class in particular. It focuses on the use of bilingual program in the teaching-learning activities and the responses of students to teaching-learning activities. This study employed a descriptive qualitative analysis approach. The researchers employ the descriptive approach to interpret the data which in the form of phrases. Furthermore, as the data are specified, assessed, interpreted, and extracted from it, the researchers use the qualitative technique. Events, informants, and records are the sources of the research data. The researchers employed observations and interviews to acquire the data as tools for data retrieval. The researchers use notes for the observation phase to see the application of the bilingual program. The interview was used to find the lecturer's bilingual class strategy and the answers of the students to the instructional activities. A lecturer and second-semester students from the Department of Astronomy were the subjects of this study. As the result of this research, the lecturer had applied the bilingual program in teaching astronomy students. Although the lecturer employ two languages in the materials, they are mindful about the demands and curricula of the students when choosing the teaching material. The researchers have revealed that bilingual students are able to apply this strategy in two languages and have a positive response so that it can be used by other lecturers or universities.
The Assessment on Reading Comprehension at SMAN 22 Makassar Adi Nugraha; Baso Jabu; 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.v1i2.55

Abstract

Assessment in reading comprehension is very important for students to know their ability. Using the right assessment can affect the development of the students reading comprehension. This research aims at finding out the type of assessment that teachers use, why teachers prefer to use the current assessment, and the teacher preparation, implementation, and score the students reading comprehension. The data were taken through interviews and observation. The subject of the research was the teacher of SMAN 22 Makassar. The result of this research: The type of assessment used by teachers at SMAN 22 in assessing reading comprehension is formative assessment. In the assessment aspect of reading comprehension, not all aspects are taken by the teacher in assessing students' reading comprehension, only a few aspects, namely main idea, supporting detail and vocabulary, and likewise, the components in reading comprehension, only a few are taken by the teacher, namely vocabulary, fluency, and comprehension. In using the assessment to assess the students' reading comprehension, the teacher also adjusts to the KD given to the teacher. With this KD the teacher will adjust what assessment should be used and also in each test the teacher gives students so that they know the progress of their reading comprehension will be adjusted to the abilities of the students. The teacher always prepares whatever is needed in teaching reading comprehension. In each lesson, the teacher implements the teaching from the lesson plan and give score to the students based on the result of the answers in the given task format.
Conversation Analysis of Repair in EFL Classroom Rifhani Handayani L; Syarifuddin Dollah; Baso Jabu
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.v1i2.56

Abstract

This research aims to: (1) describe the types of repair occurred during the conversation of the participants in the EFL classroom, (2) disclose the didactic repair occurred during the conversation in EFL classroom, and (3) examine the trouble source in the EFL classroom. This study applied descriptive qualitative method. The participants were the teacher and students at the XII Grade MIPA 1 of SMAN 1 Jeneponto. The research instruments employed in this research were observation and interview. Techniques of data collection were observation (e.g. recording and observational checklist), note-taking technique, and interview. The research findings showed three things. Initially, there were 41 repairs uttered by the participants in the EFL classroom which belonged to four types of repairs, i.e. self-initiated self-repair, self-initiated other repair, other-initiated self-repair, and other initiated other repair. Other-initiated other repair was the most often appearing types of repair, i.e. 22 times. Besides, the didactic repairs were also discovered, including form-and-accuracy (13 times of occurrence), and meaning-and-fluency (16 times of occurrence). However, there were several repairs which were not categorized into any of context of the didactic repair. Therefore, the researcher put them into other items in order to make them well arranged. Next, the common problems appeared within the conversation between teacher and students (or student and student) were mostly about the problem of understanding, then, followed by the linguistics problem of the student, and the technical problem i.e. mishearing and non-hearing.
The Students’ Perception towards English for Tourism and Hospitality in Terms of Task English Teaching Materials at Tourism Polytechnic of Makassar Hasrul Hasrul; Haryanto Atmowardoyo; Nurdin Noni
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.v1i2.58

Abstract

English is the language of the present age and it is also a global language. A recent estimation suggests that while around 375 million people speak English as their first language, another billion use it as a second language, or learning (Barančicová and Zerzová 2015). The role of teaching materials plays a significant part in the development of language. This study aimed to describe the students’ perception towards English for Tourism and Hospitality in terms of task English teaching materials. This research applied a quantitative-qualitative approach and descriptive method. The results revealed that students’ perception was in very good category. It concluded that the role of academics and lecturers in conducting task on learning materials is carried out based on the objective of vocational curriculum and the achievement of student competence has been progressing according to the mechanism. It is suggested that in developing and establishing teaching materials, developer, teachers, stakeholder should consider the target perception, and the difficulties faced by the lecturers may be manipulated by preparing a lot before teaching.
Students’ Emotional Intelligence, Self-Efficacy, and Schemata in Speaking Performance Tri Bintang Nusantara; Muhammad Asfah Rahman; 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.v1i2.59

Abstract

The objectives of the research were to find out the level of students’ emotional intelligence, to find out the level of students’ self-efficacy, to find out the level of students’ schemata, to find out there are emotional intelligence, self-efficacy, and schemata simultaneously have significant effect in speaking performance, and to find out which one emotional intelligence, self-efficacy, and schemata has granted contribution in speaking. This study employed mixed method research. The technique of taking sample was volunteer sampling. The population of this research was 35 students of Muhammadiyah University of Makassar. The research data were collected using questionnaire, speaking test, and interview. The data were analyzed by using Likert scale, descriptive statistic, and multiple linear analyses through SPSS 23 version. The result of this research showed that (1) the students of Muhammadiyah University of Makassar have high emotional intelligence. It was proven by mean score 77.40, and it was in 68-83 range score. (2) The students of Muhammadiyah University of Makassar have high self-efficacy. It was proven by mean score 81.57, and it was in 68-83 range score. (3) The students of Muhammadiyah University of Makassar have high schemata. It was proven by mean score 82.89, and it was in 68-83 range score. (4) Emotional intelligence, self-efficacy, and schemata simultaneously have significant effect on students speaking performance as evidenced by F count = (5.851)>F table (2.90). (5) The independent variable that most influences speaking performance in this research is schemata.
An Analysis on Speech Styles Used by English Lecturers Evi Riasari; Syarifuddin Dollah; Kisman Salija
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.v1i2.61

Abstract

The objectives of this research were to (1) find out the types of speech styles used by English lecturers in teaching-learning process and (2) explore the impact of lecturers’ speech style on the students’ attitude towards the lesson. The method of this research was a qualitative descriptive research. There were 2 lecturers and 30 students of 4th semester as the participants of this research. The data were obtained through observation checklist, interview, and video/audio recording. The data from audio recording were transcribed into written form to be analyzed. The result of this research showed that there were 4 speech styles were used by the English lecturer such as formal style, consultative style, casual style, and intimate style. The lecturers used 2 to 4 speech style in teaching-learning process. The impact of lecturer speech style on the students’ attitude towards the lesson, based on the result of the observation and the interview with the students, can be concluded: first, the use of formal speech style did not make the students participate actively and enthusiastically in the lesson even though some students feel that the use of formal style in teaching-learning process could give them more lesson on the language and some feel it is easier to understand the lesson. It is because they felt anxious about the grammatical error that may occur when they speak. Second, the use of consultative style motivated the students to learn more because they felt challenging when the teacher asked them their prior knowledge or opinion regarding the lesson material. The students also participate actively in the class discussion because they think when their lecturers ask them questions; their lecturer is testing their knowledge and ability. It is also stimulated by the belief about effective students is the one who participate actively in the class. Third, the students participate actively and enthusiastically when the lecturer used casual speech style because they do not have to be anxious of the grammar when they speak. The students feel relax and comfortable because the language that is used by the lecturer is the language that they used every day. Fourth, the use of intimate speech style got the students participate actively in the class and got more interested in the lesson. This speech style made the students felt relax and comfortable in the lesson because they felt a close lecturer-students relationship.
The Implementation of Online Learning in Teaching Reading in an Indonesian Higher Education Nur Sakinah; Kisman Salija; Muh. Basri Jafar
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.v1i2.62

Abstract

This study aims to determine how the implement of online learning in teaching reading, lecturers' perspectives on online learning, and the impact of online learning on students' reading achievement. Researchers use observation and interviews as qualitative research instrument case studies. The participants in this research were two lecturers in reading courses at IAIN Bone. The results of this study indicate that two lecturers use two different applications in implementing online learning, namely Google Meet and WhatsApp. In its implementation, it was found that students who use google meet media are more active in class than WhatsApp which spends a lot of time waiting for student responses. The found of the impact of online learning on student achievement is that classes that use google meet as an online learning medium show more improvement than WhatsApp. From the results obtained prove that in the implementation of online learning the media used will affect the improvement of student achievement.
English Teacher’s Attitudes and Practices of ICT Adoption in English Language Classrooms Syauqiyah Awaliyah Alfiani Nur; Muliati Muliati; Munir Munir
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.v1i2.63

Abstract

This study aims to investigate English teachers’ attitudes and practices of ICT adoption in English language classroom. The participants of this study were 20 teachers of English in the senior secondary school level of Makassar. Drawing on semi-structured interview data, I found that the teachers’ attitudes of ICT adoption in English language classroom were positive. The attitudes are proven on the teachers’ results interview which says there is some easiness in integrating ICT in classroom. This study also showed that the English teachers’ practices in ICT-based learning were not yet optimally implemented. There was a gap between their attitudes and practices in ICT adoption in English Language Classroom. To make them equal, the teachers need more training to improve their skills in using ICT tools for English teaching purpose as well as the sufficient of ICT tools which provided by school. The result of the practices of ICT adoption in English language classroom by English teachers was in applying stage if consulted with the continuum of ICT development.
Google Classroom Based Instruction In Teaching English Sabrina Retnasari Iswahyudi; Syarifuddin Dollah; 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.v1i2.66

Abstract

The use of Google Classroom in English Language Teaching is common nowadays. This research aims at finding out the implementation on Google Classrooms based instruction in teaching English in the EFL classroom, teachers’ perception on Google Classroom based instruction, and the impacts of Google Classroom based instruction on students’ learning achievement. This research is a case study using single-case study type. This research was conducted at Junior High School of 1 Pallangga Gowa. The subject of the research was two English teachers and selected using purposive sampling technique. This research found that teachers used Google Classroom for conducting online English teaching and learning at SMP 1 Pallangga Gowa. Teachers used Google Classroom as alternative platform to maximize the learning and obtained an effective online learning. In addition, it used to reduce the cost for online learning. Teachers had a positive perception on Google Classroom. Google Classroom is considered more practical and inexpensive for conducting online learning. Google Classroom has an impact on students’ achievement. However, it cannot be ascertained that the assignments submitted by students are actually done by them or not.

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