English Education

Husnul Khatimah Haris. 2022. An Analysis of Personal Deixis and Social Deixis on Teaching and Learning Process at MAN 3 Makassar (An Ethnography Study). Department of English Education, Faculty of Teacher Training and Education. Universitas Muhammadiyah Makassar. This study aims to analyze the use of personal deixis and social deixis that occur in the process of learning and teaching English in the classroom. This research is based on ethnographic research with qualitative methods where data is obtained from observations and documentation results. The subjects of this study consisted of teachers and eleventh grade students of MAN 3 Makassar.
The research instrument used in this study was a guide to observation and documentation. This observation and documentation guide is used by researchers in order to facilitate and assist researchers in collecting the required data. The results of this observation and documentation will later be interpreted in structured words using several other supporting theories.
The results of this study will conclude what personal deixis and social deixis are used in the interactions contained in teaching and learning English activities in the classroom.

Tulisan ini membahas tentang bagiamana siswa meningkatkan minatnya dalam menulis, karena ini sangat diperlukan untuk tetap menjaga kreativitas siswa dalam menulis. Dan menulis adalah salah satu kegemaran dikalangan baik itu menulis lewat media social, kumpulan cerpen maupun kumpulan puisi-puisi. Didalam menulis sudah jelas kita mendapatkan tujuan mengapa kita menulis suatu hal dan otomatis terdapat begitu banyak hasil positif dari kegiatan tersebut. Dimana kita bias menuangkan hasil dari pemikiran kita menjadi suatu hasil yang sangat menguntungkan buat kita. Melalui dengan tulisan ini agar dapat membantu para siswa untuk meningkatkan aktivitas dalam menulis dengan cara mengetahui cara dan upaya untuk meningkatkan minat didalam menulis.

Tulisan ini membahas tentang bagiamana siswa meningkatkan kepercayaan diri dalam skill berbicara, karena ini sangat diperlukan dalam menunjang skill yang kita miliki. Dan dengan percaya diri dalam berbicara maka kita dapat mengeluarkan pendapat, ide, sanggahan maupun masukan kepada orang lain. Maka dari itu kita perlu meningkatkan kepercayaan diri yang kita miliki.

Tulisan ini membahas tentang bagiamana siswa meningkatkan kepercayaan diri dalam skill berbicara, karena ini sangat diperlukan dalam menunjang skill yang kita miliki. Dan dengan percaya diri dalam berbicara maka kita dapat mengeluarkan pendapat, ide, sanggahan maupun masukan kepada orang lain. Maka dari itu kita perlu meningkatkan kepercayaan diri yang kita miliki.

ABSTRACT
NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers
in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID).
English Education Department. The Faculty of Teacher Training and Education.
Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and
Nunung Anugrawati.
This research aimed at finding out; (1) types of code-switching used by
English teachers in foreign language classroom, (2) the factors triggering the
English teachers to use code-switching in the classroom, and (3) the functions of
code-switching used by English teachers in the classroom.
This research was conducted through descriptive qualitative method. The
samples of the research consisted of 6 English teachers. In order to gather the
data, the researcher used three instruments of research, they were: classroom
observation, recorder, and interview. The types of code-switching appearing in the
classroom were observed based on the theory proposed by Poplack, while the
factors triggering the teachers to use code-switching in the classroom proposed by
Holmes‟ theory, and the functions of code-switching in the classroom were
perceived through the functions proposed by Sert. Moreover, to interpret the data
gathered, the researcher analyzed them through three steps of analysis by using
mode from Miles and Huberman, they were: data reduction, data description, and
data classification.
The findings indicated that the types of code-switching were simply found
in three types: (a) inter-sentential code-switching (without inserting new
information and which inserts new information), (b) intra-sentential codeswitching
(translation or word/phrase substitution within a sentence), and (d) tagswitching
(interactional fillers code-switching). The factors triggering the English
teachers to use code-switching in the classroom was found for four reasons, they
are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other
statements or proverbs, and (d) lack of vocabulary. And another factors gather
from the classroom setting are: (a) the students‟ ability in English are not the
same, (b) code-switching emerges automatically or unconsciously, and (c) helping
the students to share their ideas. Moreover, the functions of code-switching used
by English teachers in the classroom were found for three functions; (a) topic
switch, (b) affective function, and (c) repetitive function.

the controversial concern is why some EFL students attain higher grades in English language exams than others who are under the same conditions and situations. We can say that, attitude is determined by the individual’s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude.

The mindset or paradigm in terms of education, experience changes in sustainable ways or every decade until the present moment. At first, came the idea that "if we want something, we should strive to achieve. Proverbial maid with a master, servant of the material requires the employer to obey and serve her master. So if someone needs a science, then we should look for people who are smarter than us to learn him. But in the year 1800 or in the 20th century, the paradigm changed or developed over raises new educational model, with create standardization system with the standard educational curriculum. Where it is, better known as the "factory model". This title is described from the aspects of sociology, business and religion. This emphasizes the usefulness of the capabilities such as compliance, order, unity and respect for authority.

the technology has been able to explain or illuminate the hidden mysteries of the brain. By studying this research revolution, we as a connoisseur or education practitioners find it helpful to know more about the systems and processes our brains work. We have understood that how many functions and mysterious things in our brain.

Ilmu dan teori harus selalu dikembangkan seiring perkembangan zaman. Telah dilihat sebelumnya tentang revolusi-revolusi ilmu pengetahuan, yang berkembang disetiap tahun atau dekade. Hal ini menjadi cerminan kemampuan manusia memunculkan dan menjalankan penelitian mereka. Sebagaimana dikatakan bahwa ”Tidak ada teori yang salah, tetapi bagaimana kamu melihat teori itu bermanfaat bagi kamu”(Jeri Janowsky), pernyataan ini dimaksudkan untuk tetap bereksperimen, jangan takut menciptakan teori dan metode baru karena kesemuanya itu kembali pada pemanfaatannya.