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All Journal International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Ilmiah Multidisiplin Amsir Journal of English Education (Indolish)
Aswar Aswar
Universitas Tomakaka Mamuju, Indonesia
Religion Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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ANALYSIS OF STUDENT DIFFICULTIES IN WRITING THESIS IN ENGLISH EDUCATION PROGRAM AT IAIN PAREPARE Muh Riswan; Tulus Hermawan; Aswar Aswar
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.849

Abstract

Thesis writing is a central academic requirement for English education students, yet many students experience difficulties in converting ideas, research procedures, and academic language into a coherent thesis manuscript. This study aimed to describe the types of difficulties experienced by English Education Program students at IAIN Parepare in writing a thesis and to identify the factors that caused these difficulties. The study applied a descriptive quantitative design. Data were collected through a questionnaire administered to 25 seventh-semester students and analyzed using descriptive statistics, mean scores, and percentages. The findings show that academic difficulties were slightly more dominant than non-academic difficulties. Academic difficulties accounted for 51.68% of the total difficulty score and included academic writing style, grammatical rules, paraphrasing, and limited vocabulary. Non-academic difficulties accounted for 48.32% and included low motivation and limited feedback. The causal factors were also relatively balanced, with internal factors reaching 51.23% and external factors reaching 48.77%. The study concludes that thesis-writing support should integrate academic writing training, systematic feedback, vocabulary development, and stronger supervisory and institutional support.
Interactive-Based Academic Writing Instruction: A Model for Improving Students’ Writing Competence Abdul Rahman R.; Aswar Aswar
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 2 (2026): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i2.1337

Abstract

This study investigates the implementation of an interactive-based instructional model in teaching academic writing and its contribution to improving students’ writing competence in higher education. Academic writing has become an essential skill for university students, particularly in responding to the demands of scholarly communication and academic publication. However, many students still encounter difficulties in organizing ideas, developing arguments, maintaining coherence, and applying appropriate academic conventions. Traditional teacher-centered approaches are often considered less effective in fostering active engagement and critical thinking during the writing process. Therefore, this study proposes an interactive-based academic writing instruction model that emphasizes collaboration, discussion, feedback exchange, and active student participation. This research employed a qualitative descriptive approach involving university students enrolled in an Academic Writing course. Data were collected through classroom observations, interviews, documentation, and analysis of students’ writing performances. The findings indicate that the interactive-based instructional model significantly enhanced students’ engagement, confidence, and writing competence. Students demonstrated improvements in idea development, organization, academic vocabulary, grammatical accuracy, and critical argumentation. Furthermore, collaborative interaction between students and lecturers created a more supportive and reflective learning environment. The study concludes that interactive-based academic writing instruction provides an effective pedagogical framework for improving students’ academic writing competence and promoting active learning in higher education contexts.
Teaching Voiced and Voiceless Sounds in EFL Classrooms: A Conceptual Review of Challenges and Pedagogical Strategies Aswar Aswar; Abdul Rahman R.
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 2 (2026): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i2.1339

Abstract

The teaching of pronunciation, particularly the distinction between voiced and voiceless sounds, remains a critically underexplored domain within English as a Foreign Language (EFL) pedagogy. This article presents a conceptual review grounded in three theoretical pillars: phonological theory, first language (L1) transfer theory, and intelligibility-based pronunciation instruction. Three primary challenges are identified: L1 phonological interference, articulatory and perceptual difficulty, and limited phonological awareness among learners and teachers. Four evidence-based pedagogical strategies are proposed: explicit phonological instruction, minimal pair practice embedded in communicative tasks, auditory discrimination training, and technology-assisted pronunciation tools. The article argues that the intelligibility principle should guide instructional priorities, with high-functional-load contrasts such as /s/–/z/, /t/–/d/, and /f/–/v/ receiving primary attention. Implications are drawn for EFL teachers, curriculum designers, and teacher training programs.
The Efficiency of Using Chatgpt and Classpoint Online Apps in Improving English Teachers’ Formative Assessment Competence Aswar; Abdul Haris Sunubi; Magdahalena Tjalla; Zulfah Fakhruddin; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) - January
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i1.6336

Abstract

The high administrative workload often hinders teachers from developing innovative and interactive formative assessments. This study aims to examine the efficiency of using ChatGPT and ClassPoint in improving the formative assessment competencies of English teachers at junior high schools and to analyze teachers' perceptions of these technologies. This research employs a quantitative approach with a pre-experimental one-group pretest-post-test design, involving 9 English teachers from 7 schools. Data were collected through pretests and post-tests to measure teachers' formative assessment competencies and questionnaires to assess their perceptions. Statistical analysis utilized a paired t-test to compare pretest and post-test results, while descriptive statistics analysed perception data. The study results showed a significant improvement in teachers' formative assessment competencies, with scores increasing from 14.89 (pretest) to 31.11 (post-test), supported by a t-statistic value of -17.65 and a p-value < 0.01. The questionnaire analysis revealed highly positive responses, with over 90% of teachers strongly agreeing on the benefits of these technologies in creating diverse questions, speeding up the assessment process, and facilitating interactive formative assessments. These findings indicate that integrating ChatGPT and ClassPoint effectively enhances teachers' formative assessment competencies.
Co-Authors Abdul Haris Sunubi Abdul Rahman R. Ambo Dalle Magdahalena Tjalla Muh Riswan Tulus Hermawan Zulfah Fakhruddin