THE USE OF DOMINO CARDS AS TEACHING MEDIA OF DESCRIPTIVE TEXT AT SMP N 6 WONOGIRI

This study explains how the teachers used domino cards in teaching descriptive text at SMP 6 Wonogiri. This type of research is descriptive qualitative. The subjects of this study were teachers and students of SMP 6 Wonogiri with 2 teachers and 6 students.This study uses interview and observation techniques in data collection. The results of this study indicate that the implementation of teaching descriptive text using domino cards improved students’ vocabulary mastery, student enthusiastic in learning process and fluency in writing descriptive text. However, there were several difficulties faced by the students as expressed by as follows: 1) the students had limited vocabulary and a tenses. 2) The students were unfamiliar with and never used domino cards before. 3) The students found it difficult to understand the instructions given. Although experiencing some difficulties, the students felt happy and enthusiastic about the domino cards as teaching media in learning descriptive texts.

Multicultural education based instruction for mental revolution in teaching Intercultural Communication: Indonesian university students’ Perspectives

Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society. This study aims at exploring the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation, documentation and videoing to get data. The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.

Investigating EFL Teachers' Emotional Regulation Strategies in Second Language Classroom Contexts

ABSTRACT It is of clear importance for EFL teachers to better regulate their emotions while facing multivariate classroom vicinities offering undeniable uniqueness possessed by each learner. As a contradictory, EFL teachers frequently undergo emotional impairs during engaging in their vocation as burnout, emotional exhaustion, boredom, frustration, and reluctance. Responding to this serious teaching issue, emotional regulation strategies should be introduced earlier for EFL teachers in order to bring about positive teaching-learning influences for the whole school communities in terms of enjoyable learning activities, spirited learners, committed educators, and a solid rapport established among educational boards. This current study attempted to probe more profoundly on tangible emotional regulation strategies implemented by EFL teachers teaching in distinctive school institutions. One research problem was formulated in this study namely, what are the specific strategies EFL Teachers apply to regulate their emotions in second language learning contexts? This qualitative study utilized narrative inquiry to better obtain more obvious portrayals out of the teachers’ real-time experiences of managing their emotional states for particular teaching periods. The findings of this study displayed that the diminution of EFL teachers’ negative emotions will enable learners to achieve their gratifying learning outcomes and retain teachers to survive longer in their current vocation.

Morphological Awareness Instruction for ESL Students’ Vocabulary Development and Reading Comprehension

This article aimed to investigate the ESL Senior High School student’s perception of Morphological Awareness Instruction and the students’ vocabulary and the significant differences of students who are trained using Morphological Awareness Instruction to enhance their reading comprehension. Two research questions were formulated, namely: First, how are the ESL Senior High School students’ understanding of the application of morphological awareness instruction to enhance their vocabulary and reading comprehension. Secondly, what are the differences of students who are trained using Morphological Awareness Instruction to enhance their vocabulary and reading comprehension with those who are not? To answer these questions, an experimental research method was implemented. The research sample consisted of 60 students of a Senior High School in Pleret, Bantul, Yogyakarta, who were selected using two phases of random sampling. The data set of questionnaires and tests were used to collect the data. The independent sample t-test was used to analyze the data. The results showed that the Morphological Awareness Instruction significantly improved students’ vocabulary skills and their reading comprehension.

Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

Learning Strategies in English Skills used by Good Language Learners in Millennial Era: A Positive Case Study in Universitas Negeri Makassar

This article is another part of the research results conducted with the aim of developing a theory of learning English as a foreign language. The other part has been reported in the article entitled Information Technology Used by Good Language Learners in Millennial Era in Solid State Technology Volume 3 Issue 5. Theory development is carried out by utilizing best practice as a data source. The research question is "What English learning strategies are used by high achievers in the millennial era?". The main questions are translated into 4 (four) questions based on 4 types of language skills: Listening, Speaking, Reading, and Writing. Research subjects were selected based on academic achievement. Subjects were students of the 4th semester of English Department with 20% of the best academic achievement. The selected subjects were 40 students from the English Education Study Program and the English Literature Study Program. They were called as good language learners in Universitas Negeri Makassar. The instrument used to collect data was a list of open questions consisting of 12 questions. The list of questions was distributed from March to May 2020 via google form to the WhatsApp account number of the research subjects. The collected verbal data were analyzed by using coding. The results of the study contain descriptions of the types of strategies used by research subjects in improving English listening, speaking, reading, and writing skills. This description also includes the length of time used to improve the four types of English skills.The result shows that, (1) the millennial good language learners’ use a number of language learning strategies to improve their four types of language skills: listening, speaking, reading, and writing. This information is beneficial for ELT teachers, learners, and further researchers for formulating post pandemic language pedagogy.

Developing Students’ Writing Ability through Google Application

This study aims to find out writing descriptive text ability of the tenth grade students of SMA 1 Barru by using Google application. Based on the information of the EFL teacher of SMA 1 Barru, she said that 70% of the tenth grade students of SMA 1 Barru have low ability to write in English descriptive text. In regard to this problem, the researcher intended to develop the students’ writing ability. This research applied a pre-experimental method with one group pretest and posttest design and used cluster random sampling technique, which just one class was taken as sample. In collecting data, the researcher used writing test through Google application. The result of the data analysis was showed that the students’ writing descriptive achievement developed after treatment through Google application. Based on the result of data analysis, the researcher concluded that the use of Google application was effective in developing the students’ writing descriptive text ability. The students do not only consume their own writing, but they can share to other via online.

Revising Syntactic Interference on Conversation Scripts by Contrastive Analysis Teaching Method

This study is a research to the third semester of DIV Midwifery students of Kartini Polytechnique Denpasar on Bahasa Inggris I class. The purpose of this research are (1) to identify the syntactic interference of Indonesian Language into English found in conversation scripts written by the third semester of DIV Midwifery students and (2) to investigate the quality of English conversation scripts after the application of contrastive analysis method. The data of this study were taken from English conversation scripts written by the third semester of DIV Midwifery students of Kartini Polytechnique. The interview and observation method also used in collecting the data of this research to find out the students understanding in English syntactic structure. The data were grouped, tabulated and analyzed through sociolinguistic theory of interference that supported by Surface Strategy Taxonomy as well, and the Contrastive Analysis Hypothesis. Based on the analysis, the syntactic interferences found are in level of phrase, clause and sentence; and the error caused by omission, addition, and mis-formation. The interview and observation method showed the increase of the student understanding in English syntactic structure after the application of contrastive analysis method that effect the better quality of English conversation scripts.

Exploring Language Style in Makassar Cultural Tourism

The purpose of this study is to analyze about language style of Makassar local tourism which tried to find out the kinds of language style that are mostly used in Makassar local tourism. This research focused on Matin Joos’ theory which discussed about language style. Then, it was analyzed by using descriptive approach. The research used six videos on youtube as the instrument to find out more valid data. The result of the study was that Formal style is mostly used by tourist in within conversation the authors found five times, followed by casual style found in fourth, casual style only once, and intimate style twice. This study provides insights into the language styles neccessary to communicate with foreigners which can be a source of material for teaching english to tourism students.

Perceptions on the Use of Movies and Multimodal Aspects for Teaching Conversational Competence to Porter Students

This study addresses these following questions: (1) How are the students’ and teachers’ perceptions toward the use of movies to teach conversational competence to porter students in a vocational high school?; (2) How are the students’ and teachers’ perceptions toward the use of movies to facilitate the students’ understanding of verbal and non-verbal conversational competence in the target situation of the job they will encounter as porters?; and (3) How can multimodal aspects help the students to master the conversational competence needed to become porters as reflected on the movies used in this study? This study employs descriptive qualitative design. The results show that movies are perceived to improve the conversational competence of porter students in a vocational high school. Movies facilitate the students’ understanding of verbal and non-verbal conversational competence in the target situation of the job they will encounter as a porter. The multimodal aspects help the students to master the conversational competence needed to be a porter as reflected on the movies. Therefore, movies along with their multimodal aspects are worthy for teaching conversational competence to porter students.