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All Journal IJoLE: International Journal of Language Education ANTHOR: Education and Learning Journal
Aswadi Aswadi
Universitas Muhammadiyah Sidenreng Rappang, Indonesia
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Effectiveness of the Game-Based Literacy Learning Model as an Innovation in Beginning Reading Learning for Second Grade Elementary School Students Irma Irma; Yusmah Yusmah; Aswadi Aswadi; Jamaluddin Ahmad; Nuraini Kasman; Syamsu T
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.457

Abstract

Low early reading skills in lower-grade elementary school students are often caused by the use of less varied and teacher-centered learning strategies. This study aims to deeply examine the effect of the Game-Based Literacy Learning model on improving early reading skills in second-grade students at State Elementary School 2 Rijang Panua. The research method used was a quasi-experiment with a non-equivalent control group design. Data collection was carried out through reading ability tests covering aspects of letter recognition, syllables, and simple sentences, reinforced by observations of learning activities. Data analysis techniques used descriptive and inferential statistics to compare the achievements between the experimental group and the control group. The results showed that the application of the learning model had a significant impact on increasing students' literacy skills. The group that received the game-based learning model intervention experienced a much higher increase in average scores compared to the group with conventional methods. Statistical analysis proves that this model provides a dominant contribution to students' reading success. The conclusion of this study is that the Game-Based Literacy Learning model is an effective learning innovation and is feasible to be implemented to accelerate early reading skills. This strategy is able to create an interactive and enjoyable learning environment, thereby optimizing students' cognitive engagement.
Students’ Needs and Challenges in Academic Writing: Toward a Social Media–Based Module for Digital Literacy and International Publication Geminastiti Sakkir; Sakaria Sakaria; Fauzan Hari Sudding Sally; Aswadi Aswadi; Nurhusna Nurhusna; Harnita Rosalia
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90043

Abstract

This study investigates students’ needs, challenges, abilities, digital literacy, and learning preferences in academic writing to inform the development of a social media–based English for Academic Writing module. Using a descriptive quantitative design, data were collected from 77 third-semester English education students at Universitas Negeri Makassar through a Likert-scale questionnaire. Findings show that students prioritize thesis and research proposal writing but face challenges in grammar, vocabulary, idea organization, and citation practices. Their abilities are generally moderate, with notable weaknesses in technical aspects. While students demonstrate adequate digital literacy in basic tools, they lack proficiency in advanced academic technologies. Social media engagement is dominated by YouTube, Instagram, and TikTok, with academic platforms rarely used. Students prefer interactive video tutorials, structured text modules, and immediate feedback. These results underline the importance of integrating social media into academic writing instruction to enhance students’ international publication readiness and digital literacy
Co-Authors Fauzan Hari Sudding Sally Geminastiti Sakkir Harnita Rosalia Irma Irma Jamaluddin Ahmad Nuraini Kasman Nurhusna Nurhusna Sakaria Syamsu T Yusmah Yusmah