Celebes Journal of Language Studies
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.
Articles
129 Documents
<![CDATA[Politeness Strategies in Barbershop ]]>
<![CDATA[Wardoyo, Anom Haryanto Hari]]>;
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 3 No. 2 December 2023 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v3i2.161
<![CDATA[This article is related to the politeness strategies used in the Barbershop. This research was conducted to determine politeness strategies used by the barber and their reasons for using those strategies. This research is descriptive qualitative research. To get the data, some field observations. In conducting the analysis, the step used is to identify politeness strategy, classify and explain politeness strategies based on Brown's theory and Levinson (1987). The results showed that there were four strategies found, namely bald on record, politeness in the positive and the negative and off record. The most dominant strategy is positive politeness strategy. The positive politeness strategy is actually a positive-oriented strategy the listener's positive face, the positive self-image he claims for himself. This strategy is mostly affected where the conversation takes place. Another finding from this research is the most dominant strategy in positive politeness used in conversation. In fact, the conversation is basic positive-politeness techniques used to minimize and to avoid confrontation and deep evaluation reasons also to make people talk differently. Because of this conversation, it makes the atmosphere better and fun, and so can the customer manage the relationship and not threaten the face of the heir.]]>
<![CDATA[Digital Literacy based Instruction in Teaching English in EFL Classroom ]]>
<![CDATA[Jusmawati, Jusmawati]]>;
<![CDATA[Jafar, Muhammad Basri]]>;
<![CDATA[Salija, Kisman]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 3 No. 2 December 2023 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v3i2.162
<![CDATA[This study aims to determine the teachers perceive on digital literacy in Indonesia English As A Foreign Language Classroom, to know the implemented of digital literacy in teaching English in Indonesia English As a Foreign Language Classroom, and how digital literacy impact on students’ performance in Indonesia EFL classroom. This research adopts case study, where the research subject are two teachers all the English teachers and 23 students which consisted 15 females and 8 males. in this research of the result shows both of the teachers have a high perception on digital literacy in Indonesia EFL Classroom, the researcher finds there are 3 steps of implementing digital literacy in EFL classroom such as plan, action, and reflection, and the impact of digital literacy in students’ English performance shows a positive result on students’ English performance.]]>
<![CDATA[Exploring Teachers’ Polite Requests in Indonesian EFL Classroom Interaction ]]>
<![CDATA[Anggreni, Afrilia]]>;
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Halim, Abdul]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 3 No. 2 December 2023 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v3i2.163
<![CDATA[This essay seeks to identify the courteous requests used by instructors and the variables influencing their utilization. Two English teachers from a private school in Makassar, South Sulawesi, Indonesia, participated in this study. An interview and an audio recording were used to get the data. The two teachers' instructional strategies were observed, documented, and then analyzed. According to the research's findings, teachers prioritized requests in order of politeness. The social distance, level of power, and socioeconomic situation all had an impact on these courteous inquiries. It is anticipated that this research's findings will be informative and helpful to the teaching profession both theoretically and practically.]]>
<![CDATA[Teacher’s Strategies in Teaching Receptive English Skills to Students at Secondary School ]]>
<![CDATA[Bowu, Nella Aswi]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Salija, Kisman]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 3 No. 2 December 2023 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v3i2.164
<![CDATA[The objectives of the research are to find out the strategies the teacher used in teaching receptive English skills, the constraints faced by the teacher in teaching receptive English skills, and how students' engagement in teaching receptive English skills using teacher's strategies. This research the researcher used a descriptive qualitative research design to find out the teacher's strategy in teaching Receptive English skills at secondary school. The subjects of this research consisted of 1 English teacher and the students of TKJ 4 class at SMK Telkom Makassar. By applying classroom observations and interviews, the researcher found the results of this research. The results of the research are: (1) the strategies that teacher used in teaching Receptive English skills which are brainstorming, sentence completion, summarizing, the use of technology, previewing, retelling, and group discussion. (2) The constraints that teacher faced in the classroom are the level of difficulty, students' lack of vocabulary, and students' concentration. (3) The majority of the students give a positive response to the teaching strategies used by the teacher in teaching receptive English skills.]]>
<![CDATA[Analyzing the Use of Formal Links through Classroom Interaction at Islamic Boarding School ]]>
<![CDATA[Musfirah, Musfirah]]>;
<![CDATA[Weda, Sukardi]]>;
<![CDATA[Halim, Abdul]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 3 No. 2 December 2023 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v3i2.165
<![CDATA[This study deals with the kinds of formal links used in classroom interaction at the Islamic Boarding School by an English teacher and female students in class XI. It aims to describe the kinds of formal links used in classroom interaction, to find out the most frequent kinds of formal links used in classroom interaction, and to find out the extent the students use formal links effectively in classroom interaction at the Islamic Boarding School. This research was carried out by using descriptive qualitative. The researcher used an observation checklist, interview, and audio recording. The data of transcription were classified into seven kinds of formal links. They were verb forms, parallelism, referring expression, repetition, substitution, ellipsis, and conjunction. The researcher observed the English teacher and twenty-two female students in class XI at the Islamic Boarding School. From the English teacher and twenty-two female students in class XI at the Islamic Boarding School who had been observed, the researcher discovered numbers of utterances and percentages. Their total utterances were classified into seven kinds of formal links. The most frequent kind used in classroom interaction was verb forms. Most of the students effectively used formal links in their classroom interaction. On the other hand, some students faced difficulties in using formal links correctly and effectively in classroom interactions.]]>
<![CDATA[The Use of Dialogue-Games toward English-Speaking Ability of German Language Students ]]>
<![CDATA[Nugroho, Ade]]>;
<![CDATA[Salija, Kisman]]>;
<![CDATA[Nur, Sahril]]>;
<![CDATA[Abdullah, Abdullah]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 3 No. 2 December 2023 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v3i2.166
<![CDATA[The objectives of this research were to find out whether or not the use of dialogue-games effective for English-speaking ability of German Language Students and to find out whether or not the use of dialogue-games enhances the interest of English-speaking ability of German Language Students. The research conducted a Pre-Experimental design (One Group Pretest - Posttest Study) with only one group (experimental group). The group consisted of 20 students, where the sample was taken by using random sampling technique. The data obtained through the test were analysed by using inferential statistics through IBM SPSS 25.0 version. In conducting the research, the researcher applied dialogue-games to see its effectiveness for students’ English-speaking skill which covered the three components of speaking when the students did the test. They were accuracy, fluency and comprehensibility. Besides, the researcher used questionnaire to see the students’ interest of their English-speaking ability. The research result showed that there was an increase on the students’ English-speaking ability between pre-test and post-test in experimental group after the treatment. Then, it is concluded that dialogue-games were able to give higher contribution to the speaking skill. It was proven by the result of inferential statistics in testing the students’ score either in pre-test and post-test. Based on the result of the data analysis there was a difference between the result of pre-test and post-tes of experimental group, where the mean score of post-tests of experimental group was 6.22 which was higher than the mean score of pre-tests that in only 2.92. The final score of t-test value in speaking skill was higher than the t-table value (6.750 > 1.991). In other words, Hᵢ was accepted and Hₒ was rejected. Furthermore, the data that were collected from the questionnaire showed that the students were interested in English-speaking ability from the treatment in scale of 82 mean score which was categorized as interested.]]>
<![CDATA[The Implementation of Cognitive Strategy in Teaching English at SMPN 2 Sungguminasa ]]>
<![CDATA[Ibrahim, Zahratul Aini Gani]]>;
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Atmowardoyo, Haryanto]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 4 No. 1 June 2024 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v4i1.180
<![CDATA[This research aims to determine the implementation of cognitive strategy in teaching English and the influence of implementing cognitive strategy on students’ English learning process. Researchers conducted this research at SMPN 2 Sungguminasa. This research method is descriptive qualitative. The instruments in this research are observation, interviews and documentation. Data collection was carried out using observation sheets and interview techniques. Participants in this research were two English teachers at SMPN 2 Sungguminasa. The results of this research showed that English teachers implement this cognitive strategy by forming discussion groups, utilizing learning models (PJBL, PBL and direct methods) and conducting questions and answers to students. The influences of implementing this cognitive strategy are students who were initially very passive in learning English became motivated to participate in English learning after implementing this cognitive strategy. They spoke actively in expressing opinions, suggestions, creative ideas and actively collaborated. This shows that the results of the implementation of cognitive strategy have met the four indicators (critical thinking, creative thinking, decision making and problem solving). This strategy is very influential on students' learning process because it can improve students' thinking process through the application of cognitive strategies, so that students can develop their knowledge in learning.]]>
<![CDATA[The Implementation of ELLLO Web-Based Application in Teaching Listening at MA Al-Ikhlas Ujung Bone ]]>
<![CDATA[Jabu, Baso]]>;
<![CDATA[Risman, Muhammad]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 4 No. 1 June 2024 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v4i1.181
<![CDATA[This research aims to define the use of the ELLLO web-based application in teaching listening at MA Al-Ikhlas Ujung Bone. This study was a case study that would draw a description towards the phenomenon in the field. The participants were an English teacher and the students in XII grade of MA Al-Ikhlas Ujung Bone. The research instruments employed were observation and interview. The data were collected using observation techniques including observation checklist, note-taking, collected data from teachers’ documents, and interview techniques with the teacher and students. The result of the data analysis, shows that, the teacher used and took into consideration that using the media is helpful, still it needs to look forward to the supports and hindrances that can appear particularly on ELLLO that contains video, audio, material, level and quiz. The teacher faced supports and hindrances on using ELLLO in teaching listening in the class. The supports show that the media is very helpful in teaching and practicing students’ listening to improve students’ listening skill. However, the hindrance of using the media shows that the students in the learning process need to be shadowed to anticipate students’ irrelevant activity.]]>
<![CDATA[The Implementation of Student-Centred Learning in Teaching Reading at SMA 10 Luwu ]]>
<![CDATA[Putri, Hardianti Eka]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Sulaiman, Iskandar]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 4 No. 1 June 2024 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v4i1.182
<![CDATA[In this millennial era, English has become the common language to use in supporting communication between people from different countries in worldwide. Therefore, the government simultaneously develops human resources in the education sector by submitting the English subject into the education curriculum as one of the significant subjects in the school. As one of the four skill aspects, reading skill is a significant skill for mastering English. The English teachers at school are challenged to prepare the best learning materials to stimulate students’ reading skill. Student-Centred Learning is believed as an effective way to support the material stimulating this skill. This study aims to investigate the implementation of Student-Centred Learning in teaching reading at SMA 10 Luwu. The data of this study were collected from interviews of both students and teachers which had been transcribed by the researcher and also from class observation results to investigate students’ engagement in reading class. The researcher used a qualitative research method to analyze the data which had been analyzed by utilizing the interactive model of data analysis which employs data collection, data condensation, data display, and conclusion. The results of this study lead to several points which are: (1) teachers’ understanding of the student-centred learning paradigm is quite well and SCL has been implemented roundly in SMA 10 Luwu despite several shortcomings that still occur in the learning process, (2) teachers mostly implement some methods of SCL which are auditory intellectually repetition (AIR) learning method, brainstorming method, cooperative script method, and cooperative integrated reading and composition (CIRC), and (3) the weakest aspect of reading engagement that should be highlighted is from cognitive aspects. Specifically, the point of students does not use comprehension strategies well. This is due to students’ low mastery of vocabulary.]]>
<![CDATA[A Study on Speaking Skill Difficulties Encountered by the Eleventh-Grade Students of the Islamic Boarding School of Darul Aman Gombara ]]>
<![CDATA[Rahmayanti, Fadilah]]>;
<![CDATA[Sulaiman, Iskandar]]>;
<![CDATA[Halim, Abdul]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 4 No. 1 June 2024 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v4i1.183
<![CDATA[This research aims to find the students' speaking skill difficulties, the causes of students' difficulties and to know the teacher strategies for overcoming the speaking difficulties encountered by the eleventh-grade students of the Islamic boarding school of Darul Aman Gombara Makassar. The research design of this research is descriptive qualitative. The data were collected through classroom observation and interviews. The findings indicate that (1) The students' speaking skill difficulties encountered by the Islamic Boarding School Darul Aman Gombara students were classified into two aspects; linguistic and non-linguistic problems. The linguistic problems are divided into three kinds; lack of vocabulary, incorrect pronunciation, and lack of grammatical knowledge. Nonlinguistic Problem is divided into Fear of Making Mistakes, shyness, and anxiety. (2) There are some causes of the students' speaking skill difficulties encountered by the Islamic boarding school of Darul Aman Gombara students. Those problems were caused by several problems such as; insufficient subject knowledge, low motivation, limited practice, and English being difficult to learn. (3) and some strategies used by the teacher in overcoming students' speaking skill difficulties were; Games, Role Play, Storytelling, and Brainstorming.]]>
