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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Ethical Lingua: Journal of Language Teaching and Literature ELS Journal On Interdisciplinary Studies in Humanities Jurnal Studi Guru dan Pembelajaran To Maega: Jurnal Pengabdian Masyarakat Indonesian TESOL Journal Ethical Lingua: Journal of Language Teaching and Literature Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra
Patang, Hafirah
PPG FKIP, Universitas Cokroaminoto Palopo, Sulawesi Selatan
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Implementation of Lesson Study as a Strategy to Optimize Differentiated Instruction in English Language Teaching Rahmawati Upa; Sri Damayanti; Hafirah Patang; Paldy; Miltan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5749

Abstract

This research aims at investigating how lesson study can be effectively utilized to support differentiated instruction in English language classrooms. This research used a qualitative approach with a case study design to gain an in-depth understanding of how lesson study can support differentiated instruction in English language classrooms. The subjects were 12 English teachers, 4 English lecturers and students participating in the lesson study process. This research used purposive sampling technique in selecting participants based on specific criteria, such as teachers, lecturers, and students experienced in differentiated instruction and engage in the lesson study process. It was conducted in SMK Negeri 1 Palopo with two cycles. The research procedure consisting of four: planning, implementation, observation, and reflection. Over two cycles, the implementation of different process differentiation techniques revealed valuable insights. In the first cycle, the use of process differentiation through media choice allowed students autonomy in their learning but highlighted the challenges faced by lower-ability students. Heterogeneous grouping led to passive participation among weaker students, as they relied on their higher-ability peers, and the freedom to choose media did not fully address their learning needs. In the second cycle, process differentiation was enhanced by introducing homogeneous groups and worksheets tailored to students' abilities, alongside increased teacher assistance for the basic group. This more structured approach resulted in significant improvements in student engagement, particularly among lower-ability students who benefitted from focused support. The advanced and intermediate groups also thrived with tasks matched to their skill levels, demonstrating the success of ability-based differentiation.
Interactive Multimedia in Differentiated Learning to Improve identifying of Simple Past Tense sentences in Vocational High School Students Upa, Rahmawati; Patang, Hafirah; Paldy, Paldy; Inrawati, Inrawati
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.5261

Abstract

This study aims to improve students' ability to identify simple past tense sentences through the use of interactive multimedia and differentiated instruction in the classroom. The context of English language learning, many students struggle to understand grammar material, particularly in recognizing the correct tense structure in sentences. Therefore, this study focuses on implementing methods that can help students better understand the use of the simple past tense effectively. The study uses a classroom action research method carried out in two cycles. The first cycle began with the use of an interactive video, followed by group discussions and individual assessments. The results showed that despite the implementation of content and process differentiation, most students did not meet the desired target. The second cycle, improvements were made through homogeneous grouping, more frequent pauses in the video, and increased support for students with lower competencies. The results of the second cycle showed a clear improvement in students' abilities, with 53% of students achieving the "Excellent" category and 42% in the "Good" category. These findings indicate that the application of appropriate differentiation strategies, structured multimedia use, and additional support for students with lower competencies can enhance students' learning outcomes in identifying simple past tense sentences. This study also emphasizes the importance of continuous reflection in teaching to improve English learning outcomes.
Kelas Interaktif Bahasa Inggris untuk Sains dan Teknologi: Upaya Pemberdayaan Literasi Global di Tingkat Sekolah Menengah Hafirah Patang; Rizal A.M. Sjachrun; Edi Wahyono; Yulvinamaesari Yulvinamaesari; Reski Yusrini Islamiah Yunus; Gita Srihidayati; Baso Ali
Jurnal Abdimas Indonesia Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i3.1718

Abstract

Penguasaan Bahasa Inggris sebagai bahasa internasional sangat penting dalam mengakses informasi global, khususnya di bidang sains dan teknologi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi Bahasa Inggris peserta didik melalui pendekatan kelas interaktif berbasis konten sains dan teknologi. Program ini dilaksanakan di tiga sekolah menengah, yaitu SMAN 5 Palopo, SMKN 1 Palopo, dan SMAN 12 Luwu Utara. Metode pelaksanaan meliputi ceramah interaktif, diskusi tematik, simulasi, dan penggunaan media digital. Hasil kegiatan menunjukkan adanya peningkatan antusiasme, minat belajar, dan pemahaman siswa terhadap Bahasa Inggris kontekstual. Kegiatan ini memberikan kontribusi nyata terhadap upaya pemberdayaan literasi global bagi generasi muda, khususnya di wilayah Sulawesi Selatan.
Teachers’ Strategies in Teaching Reading at the Eighth Grade Students of SMP Negeri 1 Palopo Riska Pasa’pangan; Hafirah Patang; Rahmawati Upa
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 2 (2023): Volume 10 No 2 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1025

Abstract

This descriptive qualitative study investigated the strategies used by English teachers in teaching reading to eighth-grade students at SMP Negeri 1 Palopo. Two teachers were selected through purposive sampling. Data were collected in July 2022 through classroom observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings revealed two dominant strategies. Teacher 1 applied Contextual Teaching and Learning by connecting texts with students’ daily experiences, using read-aloud and extensive-reading activities, and guiding students to identify unfamiliar vocabulary and important information. Teacher 2 used scaffolding by modelling fluent reading, guiding repetition, providing pictures and vocabulary support, and gradually transferring responsibility to students. Both teachers prepared lesson plans and materials and used motivational activities to maintain engagement. Limited vocabulary, low concentration, and the perception that English was difficult remained the main constraints. CTL and scaffolding functioned as complementary strategies for making reading texts meaningful and manageable for junior high school learners.
Integrating Toontastic into Reading Lessons: A Descriptive Study of Students’ Engagement and Comprehension in Senior High School Sri Rahayu; Rahmawati Upa; Paldy; Hafirah Patang
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6978

Abstract

This research explores the integration of Toontastic, a digital storytelling application, into reading lessons to enhance students’ engagement and reading comprehension in aSenior high school (SMA) setting. The obejective of this research is to find out how the integration of Toontastic into reading lessons influence students’ engagement and reading comprehension in Senior High School. Employing a qualitative descriptive method, the research involved classroom observations, student interviews, and analysis of digital storytelling products created by 24 eighth-grade students over a four-week period. The findings reveal that Toontastic significantly improved students’ behavioral, emotional, and cognitive engagement. Learners actively participated in story construction, expressed enthusiasm, and demonstrated deep interaction with the reading materials. Furthermore, students’ digital stories indicated improved comprehension of narrative texts, including accurate retelling, interpretation, and vocabulary use. The research highlights the value of digital storytelling as a learner centered approach that supports both engagement and textual understanding. It concludes with practical recommendations for educators and suggestions for further research, particularly in integrating technology into literacy instruction. This research contributes to the growing field of interactive media in education by providing insights into how digital tools like Toontastic can transform conventional reading practices.
The Invisible Toolbelt: Exploring the Variety of Language Devices in Effective Teacher’s Talk in Classroom Hafirah Patang; Reski Yusrini Islamiah Yunus; Wilda Lestari; Ridha Fadillah Rusdin
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.9560

Abstract

Teacher’s talk serves as more than a mere medium for instruction. It is a sophisticated pedagogical instrument that dictates the quality of classroom interaction and knowledge construction. This article explores the invisible toolbelt of language devices, ranging from rhetorical strategies and metaphors to pragmatic markers and corrective feedback which is employed by the teachers to facilitate learning. By synthesizing theories of classroom discourse and sociolinguistics, the study examines how these devices function as scaffolding tools that bridge the gap between complex curricula and students comprehension. The analysis highlights that effective teachers do not just speak but strategically manipulate linguistic variables to manage classroom dynamics, stimulate critical thinking, and foster an inclusive rapport. The findings suggest that conscious mastery of these linguistics tools is a critical component of teacher professional development, as it directly impacts the efficacy of instructional delivery and students engagement.
Co-Authors Ali, Baso Amaliah Rhamadhani Andrika Romi Putra Edi Wahyono Hamzah Machmoed Indah, Opik Dwi Inrawati Inrawati Inrawati, Inrawati Iski Sulastri Junaid, Rusdiana Masnah Miltan Muklim, Marlia Nasmilah, Nasmilah Nur Insan Tangkelangi Nurwijayanti Paldy Paldy, Paldy Rahmawati, Upa Reski Yusrini Islamiah Yunus Reski Yusrini Islamiah Yunus Ridha Fadillah Rusdin Riska Pasa’pangan Rizal A.M. Sjachrun Rosmiati, Rosmiati Ruspa, Abd. Rahim Sri Rahayu Srihidayati, Gita Supriani Supriani Wilda Lestari Yulvinamaesari Yulvinamaesari