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All Journal Scientechno: Journal of Science and Technology Lingeduca: Journal of Language and Education Studies
Andi Muhammad Dakhalan
Universitas Islam Negeri Datokarama Palu

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Ethics of Using Social Media for Learning: Encouraging Appreciation and Responsibility Erwin Erwin; Andi Muhammad Dakhalan
Scientechno: Journal of Science and Technology Vol. 3 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v3i2.1355

Abstract

In today’s era that is all about technology, social media is an important need for many people. Social media is now inherent in social circles, especially the current millennial generation. Almost all teenagers, adults and even children have social media. It is not uncommon for us to always be connected to the outside world through social media. The use of the internet through social media has presented a web forum that can form an online community. The purpose of the study is to find out the learning attitudes that can encourage students to use social media in learning in high school, as well as have a potential impact in encouraged, respectful and responsible attitudes in the use of social media as learning. The research uses a quantitative method that can be used to determine the results of research on student learning activities. The data was obtained from documents in the form of books and journals related to the theme, finally this research focused on encouraging students to social media as a form of attitude and responsibility in the world of Education. The results of these observations explain the ethics of using social media for learning in encouraging students to act respectfully and responsibly which can play an important role in encouraging the use of social media for students to be more concerned about their responsibilities. In this use, it is inseparable from an ability and a deficiency in the attitude of students if applied in learning, therefore educators and parents are very influential. The conclusion obtained from the study is that in encouraging the ethics of using social media today, social media has shown great hope in encouraging education. In this observation, the use of social media can be used as an attitude of respect and responsibility. With the use of social media, you can form good ethics to encourage mutual respect.
The Direct Method in Language Teaching: A Literature Review of Its Effectiveness Andi Muhammad Dakhalan; Jem Cloyd M. Tanucan
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1354

Abstract

The Direct Method in language teaching, which emphasizes teaching language through immersion and avoiding the use of the learner’s native language, has been widely used in educational settings for over a century. Its focus on oral communication, everyday vocabulary, and inductive grammar teaching has made it a popular approach. However, debates about its effectiveness compared to more modern teaching methods have persisted, particularly in terms of long-term language acquisition and proficiency. This literature review aims to evaluate the effectiveness of the Direct Method by analyzing studies conducted across various educational contexts. The review examines how this method impacts learners’ speaking, listening, and overall communicative competence. By synthesizing both qualitative and quantitative research, the study provides a comprehensive view of the strengths and limitations of the Direct Method. The findings indicate that while the Direct Method improves oral proficiency and listening skills in the short term, it may not be as effective for developing reading and writing skills. Studies show that the method fosters greater student engagement and motivation but may not adequately address the complexities of advanced grammar and academic language. Furthermore, the method’s effectiveness depends heavily on the teacher’s skill in creating immersive language environments. In conclusion, the Direct Method offers valuable benefits for beginner and intermediate learners, especially in communicative aspects of language. However, it requires supplementation with other approaches to develop comprehensive language proficiency. Future research should explore ways to integrate the Direct Method with more advanced instructional techniques for a balanced approach to language teaching.
FROM CULTURE SHOCK TO CROSS-CULTURAL UNDERSTANDING IN READING COMPREHENSION: A RECEPTION STUDY OF FIFTH-SEMESTER EFL STUDENTS AT FTIK UIN DATOKARAMA PALU ON STEINBECK’S “THE PEARL” Andi Muhammad Dakhalan; Ming Pong
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i2.3099

Abstract

Reading comprehension in EFL teacher education is increasingly framed as an ability to interpret texts critically, engage ethically with difference, and negotiate meaning across cultures. Yet, culturally distant literary texts often provoke affective disruption and moral discomfort that students may label as "culture shock". This qualitative reception study examines how culture shock, elicited through John Steinbeck’s novella The Pearl, became a generative starting point for cross-cultural understanding among ten fifth-semester EFL student-teachers at FTIK UIN Datokarama Palu. Data were collected from reflective reading journals written after each reading segment and a follow-up focus group discussion. The analysis applied an inductive thematic approach to trace recurring shock triggers, interpretive moves, and pedagogical implications. Four interrelated themes emerged: (1) shock at structural injustice and institutional betrayal, (2) shock around gendered violence and patriarchal constraints, (3) shock at materialism and the moral economy of wealth, and (4) movement toward cross-cultural understanding through perspective-taking, value negotiation, and critical comparison with local socio-religious frames. The findings suggest that structured reader-response tasks, especially reflective journals, help student-teachers transform initial emotional resistance into critical, dialogic interpretations that support intercultural reading competence. This study contributes (1) a context-sensitive model of how readers move from culture shock to cross-cultural understanding in an Islamic EFL teacher-education setting and (2) task-level design principles (journal prompts and discussion moves) that instructors can use to evidence and support that movement.
Co-Authors Erwin Erwin Jem Cloyd M. Tanucan Ming Pong