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All Journal Phonologie : Journal of Language and Literature PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE PEDAMAS (Pengabdian Kepada Masyarakat) J-Shelves of Indragiri (JSI)
Chaerul Fadlan Saud
Universitas Negeri Makassar
Humanities Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PELATIHAN PENINGKATAN KOSAKATA BAHASA INGGRIS MELALUI ENGLISH MEETING CLUB BERBASIS REWARD AND PUNISHMENT PADA SISWA SMPN 21 MAKASSAR Fauzia Awalia; Chaerul Fadlan Saud; Munir Munir; Hasriani G Hasriani G; Chairil Anwar Korompot; Muhammad Akram Mahardika Kaharuddin; Nur Amalia; Yulia Amanda Putri; Rezki Amelia
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat penguasaan kosakata bahasa Inggris siswa kelas VIII.A SMPN 21 Makassar melalui kegiatan English Meeting Club yang didukung dengan strategi reward dan punishment. Program ini dirancang sebagai respons praktis terhadap keterbatasan penguasaan kosakata siswa, khususnya dalam memahami dan menggunakan adjective dan noun. Kegiatan dilaksanakan melalui tahapan identifikasi kebutuhan, penyusunan materi kosakata, pemberian penjelasan terbimbing, permainan edukatif berbasis kelompok, pemberian reward, punishment edukatif, serta refleksi akhir. Permainan Scrambled Word digunakan untuk memperkenalkan dan memperkuat adjective, sedangkan Snakes Word digunakan untuk membantu siswa mengidentifikasi noun dalam situasi belajar yang lebih aktif dan menyenangkan. Hasil pelaksanaan menunjukkan bahwa siswa menjadi lebih terlibat dalam kegiatan pembelajaran, lebih aktif berpartisipasi dalam kerja kelompok, serta lebih percaya diri dalam mengingat dan menggunakan kosakata yang diperkenalkan selama kegiatan berlangsung. Reward berfungsi sebagai bentuk apresiasi terhadap partisipasi aktif siswa, sedangkan punishment edukatif mendorong tanggung jawab dan refleksi tanpa menurunkan motivasi belajar siswa. Kegiatan pengabdian ini menunjukkan bahwa English Meeting Club dapat digunakan sebagai alternatif kegiatan pembelajaran untuk mendukung praktik penguasaan kosakata siswa sekolah menengah pertama.
STUDENTS' PRACTICES AND PERCEPTIONS IN USING DUOLINGO FOR ENGLISH LEARNING: A DESCRIPTIVE QUALITATIVE STUDY AT SMP NEGERI 25 BULUKUMBA Raodatul Jannah; Samtidar Samtidar; Chaerul Fadlan Saud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85420

Abstract

This study aims to describe students' practices and perceptions in using the Duolingo application for English learning at SMP Negeri 25 Bulukumba. This research employed a descriptive qualitative approach involving eight eighth-grade students selected through purposive sampling. Data were collected through observation checklists and semi-structured interviews. Observation was conducted to directly examine students' learning practices when using the Duolingo application, while interviews were used to explore students' practices and perceptions in greater depth. The data were analyzed using the stages of data reduction, data display, and conclusion drawing, as outlined in the analytical model proposed by Miles, Huberman, and Saldana (2014). The findings revealed that students' learning practices aligned with the three phases of Self-Regulated Learning (Zimmerman, 2002): forethought, performance, and self-reflection. Students actively set learning goals, consistently used Duolingo features, engaged in various learning activities, and evaluated their learning progress. Perceptions, as indicated by the Technology Acceptance Model (Davis, 1989), indicated that students had positive attitudes toward the Duolingo application. They considered it useful in supporting the development of vocabulary, grammar, and reading skills. In addition, they found the application easy to use, flexible, and engaging, thanks to its user-friendly interface and gamification features. Overall, the findings indicate that Duolingo supports students' independence, motivation, and the effectiveness of English learning. The application has the potential to serve as an innovative mobile-assisted language learning tool that enhances English instruction at the junior high school level.Keywords: Duolingo, learning practices, student perceptions, Self-Regulated Learning, Technology Acceptance Model.
The Impact of The Funeasylearn Application on Vocabulary Mastery: A Study of Mobile Technology Use in The Context of English Language Learning as a Learning Media Nur Insani Sakinah; A. Muliati M; Chaerul Fadlan Saud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79487

Abstract

This research examined the effectiveness of the FunEasyLearn application in enhancing students’ English vocabulary. Using a quantitative one-group pretest–posttest design with 29 eighth-grade students at SMP Negeri 26 Makassar, data were collected through vocabulary tests. The results revealed a significant improvement in students’ vocabulary scores, increasing from an average of 55.17 in the pretest to 81.03 in the posttest, with a paired-sample test result of p = 0.000 and an N-Gain score of 0.58, indicating a medium approaching high level of improvement. These findings suggest that FunEasyLearn is an effective and engaging digital tool that can be integrated into English teaching to support both classroom instruction and independent learning.Keywords: FunEasyLearn, vocabulary learning, digital learning media, English teaching, students’ evaluation.
The Essence of Critical Literacy in The Learning Process in Indonesian Higher Education Ahmad Arkam Ramadhani; Abdul Rahman R; Chaerul Fadlan Saud
Phonologie : Journal of Language and Literature Vol 5, No 2 (2025): Phonologie : Journal of Language and Literature
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/phonologie.v5i2.76325

Abstract

Abstract. This study examines how three English professors at Universitas Muhammadiyah Bulukumba in Indonesia apply critical literacy techniques in an EFL classroom. Understanding how these lecturers incorporate critical literacy into their lessons and identifying the difficulties they face are the goals of the study. A thorough understanding of the methods and experiences of 90 students and three lecturers was obtained through interviews and classroom observations. According to the results, the lecturers successfully implemented the five-step instructional framework of critical literacy, which entails encouraging students to read and think critically outside of the text, engaging them in inquiry, and fostering group discussions. The lecturers were able to successfully combine critical literacy techniques with conventional teaching approaches, even though they relied on textbook resources. By asking important questions and encouraging group conversations, they established a space where students felt free to voice their thoughts. In addition to improving pupils' critical thinking abilities, this method encouraged social awareness, tolerance, and accountability. Nevertheless, the study also identifies a number of difficulties in putting critical literacy practices into practice. The main obstacle was the pupils' poor language skills, which prevented them from fully interacting with the materials and debates. A lack of knowledge of critical literacy principles and ingrained teaching approaches also made it challenging to change classroom procedures to include critical literacy. The lecturers also had to deal with limitations relating to insufficient facilities and teaching materials, which reduced the efficacy of their lessons.Keyword: Critical literacy, learning process, higher education
STUDENTS’ EXPERIENCES IN USING GOOGLE SITES E-PORTOFOLIO FOR LEARNING ACCOUNTING VOCABULARY Musdalifah; Abdul Karim; Chaerul Fadlan Saud
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3334

Abstract

Digital learning innovations have increasingly transformed English for Specific Purposes (ESP), particularly in promoting learner autonomy, engagement, and reflection. Among these innovations, e-portofolios have been recognised as powerful tools for integrating language learning with professional skills. However, previous research has primarily focused on e-portofolios in writing and general English context, while limited attention has been given to their use in teaching accounting vocabulary, where learners often struggle to understand and retain specific terminology. This gap between theoretical expectations and classroom realities highlights the need to explore how e-portfolios can facilitate vocabulary learning in ESP courses.  This study aims to investigate student’s experience with Google Sites e-portofolios for learning accounting vocabulary in an English for Accounting course at Bahasa Inggris Program Sarjana Terapan Study Program, Universitas Negeri Makassar. Employing a qualitative descriptive design, the data were gathered from eight students through semi-structured interviews and analysed thematically. The findings revealed that students' first impressions were characterised by enthusiasm, curiosity, and a motivation to use Google Sites as an innovative learning platform. The process of creating and managing e-portfolios fostered creativity, organisation, and digital literacy, as students designed pages and linked vocabulary items to authentic accounting materials. Students perceived several benefits, including improved understanding and retention of accounting terms, enhanced confidence, and a stronger connection between academic learning and professional application. Despite minor challenges such as technical issues and time constraints, participants regarded e-portfolios as engaging and valuable learning tools. The study concludes that Google Sites e-portfolios effectively promote learner autonomy, reflection, and engagement in English for Specific Purposes (ESP) context. It is recommended that future ESP instruction provide technical orientation and continuous support to maximise the benefits of e-portfolios in language learning.
TEACHING DESCRIPTIVE TEXT IN AN INDONESIAN EFL CONTEXT: TEACHER STRATEGIES AND CLASSROOM CHALLENGES Dhiya Salsabila; Munir Munir; Chaerul Fadlan Saud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89091

Abstract

This study aimed to explore the strategies used by an English teacher in teaching descriptive text and the challenges encountered during their implementation at SMA IT Al-Ishlah Maros. Employing a descriptive qualitative design, the study involved one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings revealed that the teacher integrated the Genre-Based Approach (GBA) and Discovery Learning, supported by modeling, scaffolding, collaborative learning, and visual media to facilitate students’ understanding of descriptive text. Despite these strategies, the teacher encountered several challenges, including students’ low motivation, limited vocabulary, grammatical difficulties, mixed-ability classrooms, and limited instructional time. The study concludes that integrating structured and student-centered approaches can effectively support the teaching of descriptive text while highlighting the importance of teachers’ pedagogical flexibility in responding to diverse classroom needs. The findings provide practical insights for English teachers seeking to improve descriptive writing instruction in similar EFL contexts.Keywords: Descriptive text, Discovery Learning, Genre-Based Approach, Teacher Strategies, Writing instruction.
Co-Authors A. Muliati M Abdul Karim Abdul Rahman R Ahmad Arkam Ramadhani Dhiya Salsabila Fauzia Awalia Hasriani G Korompot, Chairil Anwar Muhammad Akram Mahardika Kaharuddin Munir Munir Musdalifah Nur Amalia Nur Insani Sakinah Raodatul Jannah Rezki Amelia Samtidar Samtidar Yulia Amanda Putri