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All Journal EDUVELOP (Journal of English Education and Development) International Journal of Language, Education, and Literature (IJLEL) Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora
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Universitas Negeri Makassar
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perspective on the Dependency of Using Grammarly in Thesis Writing: A Mixed Method Study Nur Wahid Akhmad; Muhammad Basri Jafar; Samtidar
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/6gv80d66

Abstract

The purpose of this research is to determine the perspective of students' dependence on using Grammarly as a technological tool to improve grammar in academic writing, in this case thesis. The influence of Grammarly on student writing, as well as finding out the level of dependence on students in using Grammarly. This research uses mixed methods, namely qualitative and quantitative research designs. The subjects of this research were nine university students who were participants in this research. This research used interviews and questionnaires to collect data. The results of the research show that in using Grammarly as technology or a tool to improve grammar in writing a thesis, researchers found that unhealthy use of Grammarly can result in dependence on students which can affect mental health and reduce students' independent writing skills. The dependency experienced by students can be excessive anxiety when writing without Grammarly. Researchers found that students were dependent on Grammarly with an accumulated score of 75.55% from the questionnaire distributed to students.
Oral Argumentation under Constraints: A Qualitative Study of Critical Thinking in Indonesian Higher Education Gunawan; Sahril; Amirullah Abduh; Samtidar; Muhammad Jafar
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6216

Abstract

This study aims to explore the constraints that hinder the realization of critical thinking in students’ oral argumentation in higher education contexts. The study employed an interpretive qualitative case study design. The participants were four purposively selected lecturers who teach speaking courses emphasizing argumentative discussion at Universitas Muhammadiyah Bone. They had at least one semester of experience facilitating academic speaking activities and were selected through maximum variation sampling to capture diverse instructional perspectives. Data were collected through classroom observations, audio recordings of academic speaking activities, and interviews with lecturers. Thematic analysis was conducted iteratively to identify recurring linguistic, affective, and pedagogical constraints. The findings indicate that students’ oral argumentation is largely dominated by descriptive claims, with limited use of evidence, warrants, and rebuttals, revealing a gap between students’ critical thinking potential and their oral performance. This gap is affected by related language issues, like having a small vocabulary and not speaking smoothly; emotional factors, such as anxiety and fear of being judged; and teaching conditions, like not having enough training in argumentation and support for academic reading and writing. The study concludes that critical thinking in oral argumentation should be understood as a context-dependent and discursive practice rather than merely an individual cognitive ability. So, the research highlights the importance of teaching methods that combine language skills, emotional support, and clear training in argumentation to help improve critical thinking through speaking in higher education.
The Use of Youtube Media In Enhancing Vocabulary Mastery of Eleventh Grade Students at SMKN 1 Gowa St. Nurhikma; Syarifuddin Dollah; Samtidar
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 2 No. 1 (2026): JUNI 2026
Publisher : ITEKES Permata Ilmu Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates students’ perceptions of YouTube as a medium for learning English vocabulary among eleventh-grade vocational school students. With the growing use of digital platforms in language education, understanding how learners evaluate the effectiveness of such tools is increasingly important, particularly in supporting vocabulary development. Employing a qualitative descriptive approach, data were collected through classroom observations and semi-structured interviews with six purposively selected students. The findings indicate that students hold highly positive perceptions of YouTube, viewing it as an enjoyable, flexible, and supportive platform that provides contextualized audiovisual input for vocabulary learning. Features such as subtitles, replay options, and diverse content were perceived to facilitate comprehension, repeated exposure, and retention of new words, while also enhancing motivation and confidence. Challenges such as fast speech and pronunciation differences were noted but were generally manageable through repeated viewing and teacher guidance. Overall, the study concludes that YouTube serves as an effective complementary tool for vocabulary learning and has potential to strengthen more innovative, student-centered instructional practices.
Co-Authors Abduh, Amirullah Gunawan Muhammad Basri Jafar Muhammad Jafar Nur Wahid Akhmad Sahril St. Nurhikma Syarifuddin Dollah