Ethical Lingua: Journal of Language Teaching and Literature

10

Authors: Fibri Indira Lisanty

In interaction between teachers and students, there are some approaches that the teachers usually apply in teaching process in the classroom but the case here is what kinds of approaches that the students can appropriate. The approach which is not appropriate in the teaching and learning process will have an impact on development of cognitive, affective, and psychomotor students themselves. One of the existing approaches in teaching is persuasive approach, in which this approach can convince the students to adopt the material. This research is qualitative research which uses discourse analysis to analyze the data that the researcher has found. The samples of this research are three classes of sixth grade of Elementary school. The quantities of this class is 25 people for every class and it has been taken in one of course in Makassar, namely JILC. Having done the research, the researcher found that the negative persuasive appeals that to be used in classes and it makes the negative impacts of the students’ motivation in teaching and learning process.

12

Authors: Musliadi

The study deals with the problems of teaching and learning speaking, in particular those which are most relevant in the context of developing oral skills at the advanced level of foreign language proficiency. The complex nature of spoken language must be taken into account and reflected at each stage of the learning process. Thus, the study examines the difficulties connected with choosing the appropriate learning and teaching approach and discusses the relations of the learning approach into how it affects the teaching of speaking in the classroom. It also suggests some speaking activities which seem most suitable for advanced language learners in the light of the above learning approach proposed.

13

Authors: Supiani

The objectives of this research is to describe the process of teaching writing recount texts by using diary, to find out the teacher’s problemsand students’ responses toward using diary. The research employs a descriptive qualitative research, in which the instruments come fromobservation, interview and documentation. The subject of this research is an English teacher and 30 students ofthe eight grade of SMPN 03 Banjarbaru in the academic year 2015/2016. Findings show the use of diary in teaching writing recount text could help and develop students’ writing. The teacher explained and instructed in procedural teaching practice to diary usage. However, the problems were limited time at the activities and lack of the teacher’s knowledge. Generally, the use of diary gave a creativity both the teacher and students and made students motivated in learning writing. Thus, diary is one of effective ways to express the students’ ideas in writing because they can tell prior activities or experiences happened.

15

Authors: Muhammad Syamsir

The objective of the research was to find out whether or not the use of direct corrective feedback could improve the students’ writing ability to the fourth semester students of Sekolah Tinggi Ilmu Keperawatan (STIK) Stella Maris Makassar. The researcher applied quasi-experimental method using non-equivalent control class design. The Population of this research was the fourth semester students of Sekolah Tinggi Ilmu Keperawatan (STIK) Stella Maris Makassar in academic year 2013/2014. The sample was class A and class B, which consists of 80 students. This research used cluster random sampling. The researcher chose two classes of the fourth semester students of Sekolah Tinggi Ilmu Keperawatan (STIK) Stella Maris Makassar randomly, as the experimental class and the control class. The two classes were given treatment. The experimental class was treated by direct corrective feedback while the control class was taught with usual interaction feedback. The data were collected through writing test. The result of the data analysis showed that there was significant difference between the students’ score who were taught by using direct feedback and only with usual interaction feedback. It is proved by the mean score of the experimental class is higher than control class in the posttest. Moreover, the result of test of significant analysis indicates that the use of corrective direct feedback significantly improves the students’ writing ability. Based on the result, it could be concluded that the use direct of corrective feedback improved the students’ writing ability of the fourth semester students of Sekolah Tinggi Ilmu Keperawatan (STIK) Stella Maris Makassar in academic year 2013/2014.