English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.
The objective of this research is to know what kinds of nonverbal communication used by the second semester students of Informatics Study Program in studying English at Universitas Cokroaminoto Palopo. This research applied descriptive method. The population of this research is the second semester students of Informatics Study Program class 2P and 2J with the total population is about 70 students. And the participants are 35 students. They were taken by applying purposive sampling technique. In collecting the data, the researcher analyzed the data qualitatively and the instruments used observation checklist and supported by documentation. Based on the observation, the researchers conclude that there are some nonverbal communications that students used in studying English such as: gesture, posture, facial expression and eye contact.
This research is intended to find and describe students’ perception about running dictation in ESP classroom. Descriptive method is used of this research. To gain students’ perception about running dictation, the researcher used a questionnaire. The population of this research was the fifth semester students of Cokroaminoto Palopo University. The researcher applied purposive sampling technique and took 15 students as samples of this research. The results show that the students’ perception has advantages and also disadvantages towards running dictation method. The advantages namely: it can increase students’ vocabulary, practice students’ cooperation, practice students’ concentration and memory, and then make the learning process be more fun, interesting and not boring. Meanwhile, the disadvantages namely: it can make the students get injury and feel exhausted because of running. Therefore, based on their perceptions, in solving those problems, the researcher finds a new technique by changing the running becomes walking. This change will be called walking dictation method.
This research is a Classroom Action Research (CAR) conducted at SDN 104 Wiwitan which aims to improve students' reading literacy of class V in Indonesian learning through the REAP learning method. The sample of this research is 30 students in academic year 2021/2022. The instruments used to get the data are observation and test. Data analysis used quantitative and qualitative descriptive statistics. The result of this research showed that the average value of students in the first cycle was 51% with a classical learning percentage of 13%, and in the second cycle the average value obtained by students was 85% with a percentage of 93%. Judging from these data, it can be concluded that there is an enhancement in students' reading literacy in Indonesian learning after they being taught using REAP (Read, Encode, Annotae, Ponder) method, where from cycle I to cycle II it increased by 34%.
This research applied pre-experimental research. The research aimed at finding out whether whisper and write game can increase students’ ability in understanding simple past tense or not. The population of this research was the second grade students of Informatics Department at Cokroaminoto Palopo University. The researcher used purposive sampling technique in determining the students as sample. The sample was class 2F which consisted of 35 students. The instrument of the research was written test. The result shows that the mean score of the posttest is higher than mean score pretest (71.31 > 44.51). Meanwhile, P-Value is 0.00 and α is 0.05. It shows that P-value is smaller than α (0.00 < 0.05). It means that null Hypothesis (H0) is rejected and alternative Hypothesis (H1) is accepted. So, there is significant difference between the result of pretest and posttest after giving the treatment in teaching simple past tense by using whisper and write game. It can be concluded that whisper and write game can increase students’ ability in understanding simple past tense.
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