This paper points out the gender differences in English learning.It investigated students’ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female students’ of second grade at SMA Negeri 11 Makassar. It is to reveal their differences in English learning and the effect of gender differences in choosing language learning strategies. It is indicated that the entire student used six language learning strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strateg, affective strategy and social strategy but they had different ways in using them. Mostly, females used social strategy because they were more emphatic, social thinking and like cooperating with their peers while the males refered to the compensation startegy because their characteristics were more confident, fun, logical, active in expressing their opinion. So, it was concluded that gender differences affect in choosing language learning strategies of male and female students at SMA Negeri 11 Makassar.Keywords: language learning strategy, gender differences, classroom interaction
This research shows the implementation of contextual teaching and learning conducted by the English teachers of MAN 1 Enrekang in teaching English. MAN 1 Enrekang is senior high school that is located in Enrekang regency, Sulawesi Selatan, as one of the schools where most of the teachers there implement CTL method in teaching, include teaching English. However, sometimes the students still find it difficult to understand the material being taught, especially English. This research employed descriptive qualitative method, in which the data collected and analyzed qualitatively by giving description about the phenomena or facts have been found in the field. The subjects of the research were the English teachers of MAN 1 Enrekang. They are English teachers who have implemented CTL in teaching English. Based on the result, it can be concluded that the implementation of CTL method in teaching English to the students of MAN 1 Enrekang was not totally or fully conducted. There are seven elements should be applied in teaching and learning for implementing CTL. They are constructivism, inquiry, modeling, reflection, learning community, questioning, and authentic assessment. Eventhough the teachers understood and admitted implementing CTL in teaching English, the result of the observation shows that the English teachers applied only five elements of CTL in the classroom, while there were two elements of CTL those have not been applied because of the limited time in teaching and learning process, they are constructivism and inquiry. The element of CTL that was applied frequently is questioning
Abstract-This paper highlights the phonological modification of teachers' instructional talk in teaching English to secondary school students in South Sulawesi. The descriptive qualitative method was employed involving 10 English teachers teaching at ten different secondary schools. This study implemented direct classroom observation entailing videotape recording. This study found that the teachers modified their instructional talk into some Bahasa Indonesia sounds on either English vowels or consonants, in the beginning, during, and closing phases of teaching. Regarding English vowels, the modification mostly occurred on the front, central, and back vowels. The frequent modified in presenting teaching materials were the alveolar and velar plosive (t, d, k, and g), dental and alveolar fricative /, ð, s, and z)/, palato alveolar fricative (∫ and ʒ), and palato alveolar affricative (t∫ and dʒ). That modification, in short, bridged the teachers to talk in English as to make the students readily perceive the points of their presentation.
This study aimed to investigate the students' participation and the student's perceptions of the use of poster sessions in essay writing classes. A qualitative method was applied in this study. The study respondents were third-semester English Education Study Program students who took an essay writing class. Sixty-third-semester students from two classes were selected randomly to participate in the study. The participants consisted of 30 students. The reason for choosing the third-semester students was that they have studied Paragraph Writing in the previous semester. In other words, they have basic writing skills. Data was collected using classroom observation notes and semi-structured interviews. The study indicated that students were comfortable, confident, and continuously engaged in learning essay writing. The result further revealed that all students showed positive perceptions of the use of poster sessions. They felt enjoyed and satisfied in learning essay writing by using poster sessions. They thought this was a new way to learn writing using poster sessions. They showed their interest in learning. They not only improved their skills in essay writing but also improved their oral skills. It was recommended that further researchers examine students' writing ability using poster sessions and identify other aspects that foster students` success in a poster session.
The purpose of this study is to discuss and discover how students feel about using weekly quizzes in an EFL classroom. This research used mixed methods (QUAL-Quan). The population of in this study was the 3rd year students of the English Education Study Program at Universitas Negeri Makassar. Cluster random sampling was used to choose the 45 students for this study. The research used observation, interview, and a questionnaire as instruments. As a result, the students' perceptions of the utilization of weekly quizzes reflect this research. The result of the research showed that the students showed that students' perception of using weekly quizzes in EFL classroom in a positive category. According to the results of the research, it can be concluded that the use of weekly quizzes in EFL classroom can be a tool to determine and measure students' understanding of the material that has been taught previously.
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