Sukardi Weda, Sukardi
State University of Makassar

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An Analysis of Positive Politeness Strategies to Promote Effective Interaction in The Classroom Nurmawati, Nurmawti; Atmowardoyo, Haryanto; Weda, Sukardi
ELS Journal on Interdisciplinary Studies in Humanities Vol 2, No 2 (2019): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v2i2.6340

Abstract

 In the teaching learning process, a lively and friendly atmosphere in the  classroom between teacher and students is the key to promote effective interaction. This study investigates an EFL classroom at the course in the terms of interaction between teacher and students to see how positive politeness strategies used by the teacher and the effect of positive politeness strategies in promoting effective interaction. One class of conversation class at the course was observed and recorded by the researcher. The recording were transcribed and analyzed by making use of related positive politeness strategies and effective interaction. Also, interview was done to get deeper data. The findings showed that positive politeness strategies existed in this class and it has created effective interaction between teacher and students and among the students. 
LANGUAGE LEARNING STRATEGIES OF NON-ENGLISH MAJOR STUDENTS IN DEVELOPING THE STUDENTS’ ORAL COMMUNICATION Atbar, Mustahrim; Atmowardoyo, Haryanto; Weda, Sukardi
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

Abstract Developing oral English communication proficiency for English major students is something usual, but for non-English major students who required to be proficient in oral English communication is obviously unusual. The questions that might arise are what strategies they apply to be proficient, how they apply those strategies and what makes those strategies useful or valuable for them. Therefore, the research questions for this problem are (i) What learning strategies are used by Civil Aviation Safety and Engineering Academy (CASEA) students in developing oral English communication? (ii) How do learning strategies facilitate CASEA students to be successful in English oral communication? (iii) What conditions are valuable for developing CASEA students’ English oral communication? The research aims at (i) Examining the learning strategies used by CASEA students in learning English. (ii) Exploring the ways learning strategies facilitate the CASEA students’ English oral communication. (iii) Exploring the conditions which valuable for developing students’ English oral communication. The research is applying qualitative research in the form of case study. The results of this study reveal that (i) the cadets in CASEA Makassar employed five strategies to develop their oral communication proficiency namely preparing production strategies, encouraging production strategies, effective production strategies, comprehension reaction strategies, and reinforcing comprehension strategies. (ii) Each of the employed strategies was facilitated the students to be proficient in oral English communication in certain way. It starts from collecting and organizing ideas (by preparing production strategies), lowering tense (by encouraging production strategies), covering limitations (by effective production strategies), understanding people’s ideas (by comprehension reaction strategies), and ensuring comprehension (by reinforcing comprehension strategies). (iii) Developing English oral communication can be maximal by the support of six conditions both internally and externally. The conditions are the presence of (1) certain motivation types, (2) extroverted personality, (3) prior English experience and preference in an English skill or element, (4) institutional policies, (5) supportive atmosphere, (6) media. Keywords: learning strategies, develop, oral communication, CASEA Makassar
LANGUAGE LEARNING STRATEGIES OF NON-ENGLISH MAJOR STUDENTS IN DEVELOPING THE STUDENTS’ ORAL COMMUNICATION Atbar, Mustahrim; Weda, Sukardi
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

Developing oral English communication proficiency for English major students is something usual, but for non-English major students who required to be proficient in oral English communication is obviously unusual. The questions that might arise are what strategies they apply to be proficient, how they apply those strategies and what makes those strategies useful or valuable for them. Therefore, the research questions for this problem are (i) What learning strategies are used by Civil Aviation Safety and Engineering Academy (CASEA) students in developing oral English communication? (ii) How do learning strategies facilitate CASEA students to be successful in English oral communication? (iii) What conditions are valuable for developing CASEA students’ English oral communication? The research aims at (i) Examining the learning strategies used by CASEA students in learning English. (ii) Exploring the ways learning strategies facilitate the CASEA students’English oral communication. (iii) Exploring the conditions which valuable for developing students’ English oral communication. The research is applying qualitative research in the form of case study.The results of this study reveal that (i) the cadets in CASEA Makassar employed five strategies to develop their oral communication proficiency namely preparing production strategies, encouraging production strategies, effective production strategies, comprehension reaction strategies, and reinforcing comprehension strategies. (ii) Each of the employed strategies was facilitated the students to be proficient in oral English communication in certain way. It starts from collecting and organizing ideas (by preparing production strategies), lowering tense (by encouraging production strategies), covering limitations (by effective production strategies), understanding people’s ideas (by comprehension reaction strategies), and ensuring comprehension (by reinforcing comprehension strategies). (iii) Developing English oral communication can be maximal by the support of six conditions both internally and externally. The conditions are the presence of (1) certain motivation types, (2) extroverted personality, (3) prior English experience and preference in an English skill or element, (4) institutional policies, (5) supportive atmosphere, (6) media.
Students’ Voice Toward Good English Teachers Characteristics at Secondary Schools in Indonesia Weda, Sukardi
ELT WORLDWIDE Vol 3, No 1 (2016): April 2016
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

This research aims at finding out the secondary school students’ voices towards good English teachers’ characteristics and the most dominant good teachers’ characteristics preferred by the students. This research employed descriptive method supported by descriptive statistics. There were thirty-two students participated in this research who were in the second year in 2012. The instrument used in this research was the checklist in which the students were asked to choose the descriptions which consisted of three choices; disagree, agree, and disagree. The research reports illustrate that students voices toward good English teachers characteristics in English as a Foreign Language (EFL) at a secondary school in Indonesia are ranging from explaining lesson objective clearly to provide jokes while teaching. The most dominant good teachers characteristics preferred by the secondary school students were "gives clear explanation" in which there were 56.25% students gave "strongly agree" answer. There were also "56.25% students gave "strongly agree" answer to "the teacher should provide jokes or funny stories in the classroom setting." There were 65.62% students gave "agree" answer to "the teacher should use a variety of materials." There were 65.62% students gave "agree" answer to "the teacher should be relaxed and he should create a pleasant atmosphere." Well prepared is also important in the classroom, where there were 62.5% students gave "agree" answer to this statement. There were 43.75% students gave "disagree" answer to “gives follow up/feedback.” Even though, the “disagree” choice to this statement is highest than other choices in the “disagree” choice but the “agree” and “strongly agree” choice have higher score, because the accumulation of the total score is 56.25%. This means that the teachers need to give feedback to students’ works in the classroom. Keywords: students’ voice, teachers’ good characteristics, EFL, secondary school
The Language Learning Strategies Used by Students of Merchant Marine Studies Polytechnics Makassar Rustam, Nilam Sari; Hamra, Arifuddin; Weda, Sukardi
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

This thesis aims to (1) to investigate the kinds of language learning strategies the merchant marine polytechnics students use in learning English, (2) to investigate the most dominant language learning strategies used by successful and unsuccessful students, and (3) to find out whether or not the successful students employ different language learning strategies from the unsuccessful students. The researcher applied descriptive quantitative method. The population of this research was the students of merchant marine polytechnics of Makassar in academic year 2014/2015.  The  sample  was  the  fourth  semester  students  of  nautical  study program,  class  C  which  consisted  of  30  students.  This  research  used  cluster random sampling technique. This research used 2 kinds of instruments; they were English skill tests and questionnaire. The research data was collected by using English skill tests and SILL questionnaire which were analyzed by descriptive and inferential statistic through SPSS 20.0 for windows program.The result of the descriptive quantitative data showed that (1) the nautical students of merchant marine polytechnics used six kinds of language learning strategies namely metacognitive, compensation, social, memory, cognitive, and affective strategy (2) the most dominantly used language learning strategies among the successful students is metacognitive strategy and the most frequently used language learning strategies among unsuccessful students is social strategy (3) there is a difference in using language learning strategies between successful students and unsuccessful students. The six language learning strategies were employed by the students in learning  English.  The  successful  students  employed  two  kinds  of  language learning strategies; metacognitive and compensation strategy while the unsuccessful students employed four kinds of language learning strategies namely social, memory, cognitive, and affective strategy. Keywords: Language Learning Strategies, Successsful/Unsuccessful Students, Metacognitive, Compensation, Social, Memory, Cognitive, And Affective Strategy
English Listening Lesson Library Online (ELLLO) as a Supporting Media in Learning Listening Palangngan, Sukmawati Tono; Atmowardoyo, Haryanto; Weda, Sukardi
ELT WORLDWIDE Vol 3, No 1 (2016): April 2016
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

This research aims to find out: (1) whether the use of English Listening Lesson Library Online (ELLLO) affects the students’ Listening comprehension achievement and (2) students’ perception tow Engish Listening Lesson Library Online (ELLLLO). This research employed Quan-Qual method with a type of quasi-experimental design namely regression discontinuity design. The population was the second year students of SMAN 3 Palopo which  consisting of nine classes in 2014/2015 academic year. The total number of population was 270 students. This research used the combination of random sampling and nonrandom sampling technique, random sampling to decide the sample of the quantitative analysis and nonrandom sampling to decide the qualitative analysis. The data were collected by two instruments namely a listening test  and interview. The description of data collected through the listening comprehension test showed that ELLLO (English Listening Lesson Library Online) is significantly affecting the students listening comprehension. All students agree that English listening Lesson Library Online (ELLLO) is a good supporting media since they have used it for about six weeks and their favourite activity is game activities. Keywords: effect, ELLLO, listening
Episodic Memory in EFL Classroom at Bosowa University Mardiana, Mardiana; Jabu, Baso; Weda, Sukardi
ELT WORLDWIDE Vol 3, No 1 (2016): April 2016
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

The objectives of this research are (1) to find out whether the use of episodic memory is effective to improve the writing ability of the fifth-semester students of English education department of Bosowa University Makassar and (2) to find out the component of writing that improves the students’ writing the highest. The method applied in this research was true experiment design. It involved two groups design. That was experimental and control group. The subjects of this research were taken from two classes at fifth semester  A and B in 2014/2015 academic year. The sample consisted of 40 students. They were randomly formed. The data of this research was collected through writing test. The result of the research through students writing test shows that the students writing ability improved after treatment. It was supported by the rate of the mean score of writing which were observed in the students posttest for the five components. The mean score of the experimental group was 71.89 which was higher than of the control group which was only 67.32 and the mean difference was 4.57. The content in the experimental group posttest were 83.50 while in the pretest only 67.50. The improvement of students score in experimental for the content component was 16 point. It was the highest of all components of writing. It can be concluded that (1) The use of episodic memory is effective to improve the writing ability of the fifth-semester students of English Education Department of  Bosowa University Makassar; (2) The component of writing that improves the students’ writing the highest is content.Keywords: Episodic memory, writing ability.
Problems on English Word Stress Placement Made by Indonesian Learners of English Weda, Sukardi
ELS Journal on Interdisciplinary Studies in Humanities Vol 1, No 3 (2018): SEPTEMBER
Publisher : Hasanuddin University

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Abstract

AbstractThis study focuses its investigation on the problems of stress placement in English words made by Indonesian learners of English (ILE). The subjects of the study were the students of English Literature Study Program Universitas Negeri Makassar (N = 66, 20 or 30.30% males and 46 or 69.69 females). Results of the study show that the Indonesian learners of English (ILE) were able to put the an acute accent (´) illustrating the primary stress on monosyllabic words (one syllable words) easily; two syllable words, except for word permit; three syllable words, except for the word determine; words with suffixes in reading test; words with prefixes, except for word imbalance; compound words, except for word sunrise; noun phrases; stress on verbs and stress on nouns. The ILE were not able to put an acute accent (´) illustrating the main stress on polysyllabic words with suffixes in written test, but the ILE has excellent competence for the words objectivity and disagreement. The ILE therefore tended to put the correct stress placement on reading test than on written test. The ILE often mistress the words in polysyllabic words, like: permit, determine, imbalance, accuracy, anchorage, etc.  Additionally, descriptive statistics shows the percentage of correct and incorrect pronunciation made by Indonesian Learners of English (ILE) in recording and written test. The educational implication of this study is that the practice for stress placement of words, ranging from monosyllabic words to polysyllabic words needs to be taught in English learning and teaching process in the classroom setting. This in keeping with the results of the questionnaires that ‘Learning correct stress placement needs large portion in EFL classroom’ with a mean 3.6061 and SD = .87493 and ‘Correct stress placement on words is important’ with a mean of 4.1515 and SD = .68483. Keywords: Pronunciation problems, stress, stress placement, English, ILE
ENGLISH LEARNING MOTIVATION OF NON-ENGLISH STUDENTS OF STMIK HANDAYANI MAKASSAR Rahmat, Agus; Sainu, Muhammad Nasiruddin; Weda, Sukardi
LEKSEMA: Jurnal Bahasa dan Sastra Vol 1, No 2 (2016)
Publisher : FITK (Islamic Education and Teacher Training Faculty) - IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v1i2.180

Abstract

This study describes (1) motivation in learning English, (2) influential factors in learning English, (3) influential motivation, and (4) ways to maintain and improve motivation to learn English.  This study used descriptive qualitative design. The subjects of the study were 20 EFL students sitting in semester I of STMIK Handayani Makassar in 2016.  Self report was used to collect data on motivation and interview was to explore in-depth features of motivation. The results show: (1) all 20 subjects were motivated in learning English; (2) factors affecting  motivation include internal factors, i.e. goal setting, expectancy, self confidence and  external factors, i.e. lecturer, classroom environment, activities, materials, the relevance, and feedback; (3) dominan influential motivation is instrumental motivation, and (4) to maintain and improve students’ motivation, English lecturers should use English in students’ proficiency, adaptable materials, comfortable classroom, communicative, creative,  patient, enthusiastic,  relax and friendly-smiling.
Book Review: Language and Social Relations by Asif Agha, Cambridge University Press, New York, 2007, 427 pages Weda, Sukardi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 2 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v3i2.553

Abstract

Book Review  Language and Social Relations by Asif Agha, Cambridge University Press, New York, 2007, 427 pagesAnalyzed by: Sukardi Weda, English Language and Literature Department, Faculty of Languages and Literatures, State University of Makassar, Makassar, Indonesia, sukardiweda@yahoo.com