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All Journal EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal Ethical Lingua: Journal of Language Teaching and Literature Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science Journal of Innovation in Educational and Cultural Research Jounal of Education and Teaching (JET) Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Jurnal Pendidikan dan Pengajaran (JPP) Decode: Jurnal Pendidikan Teknologi Informasi Jurnal Pendidikan Indonesia (Japendi) Jurnal Pengabdian Masyarakat Bangsa Celebes Journal of Language Studies Jurnal Pengabdian Masyarakat Mentari INTERACTION: Jurnal Pendidikan Bahasa
Maulina, Maulina
Department Of English Language Education, Universitas Muhammadiyah Kendari
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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THE ROLE OF CLASSROOM ENVIRONMENT IN DRIVING STUDENTS' MOTIVATION TO LEARN ENGLISH Pelis Petriani; Maulina Maulina; Rahmat Nasrullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1280

Abstract

This study aims to examine how classroom environment influence students’ motivation and comfort in learning at the Advanced Speaking class. Employing a qualitative approach, data were collected through open-ended questionnaires distributed to 14 participants by a Google Form. The responses were analyzed to identify key environmental factors that contribute to students’ motivation in language learning. The findings reveal that physical elements such as flexible seating arrangements, adequate lighting, proper ventilation, and the use of multimedia tools play a crucial role in creating a supportive and engaging learning atmosphere. Most respondents reported that a well-organized physical environment enhances their focus, participation, and overall comfort during speaking activities. Social interactions within the classroom, including group discussions and peer collaboration, were also found to significantly boost students’ confidence and willingness to speak. Furthermore, emotional support from both teachers and peers contributed to reducing anxiety and fostering a sense of acceptance. These emotional and psychological components were closely linked to an increase in both intrinsic and extrinsic motivation. Overall, the study concludes that a conducive classroom environment encompassing physical layout, social dynamics, and emotional support is essential in motivating students to participate actively in learning advanced speaking course. This current study highlights the need for educators and institutions to consider classroom environment as a strategic factor in designing effective language learning experiences. Future research is recommended to explore more targeted strategies for enhancing students motivation in language classrooms.
A SYSTEMATIC LITERATURE REVIEW OF USING SONGS TECHNIQUE IN TEACHING EFL TERTIARY STUDENTS Ete Rahmatia; Maulina Maulina; Muflihun Muflihun; Julianti Julianti
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1542

Abstract

This study analyzed content of 30 included previous published research articles from 2020 to 2024 focusing on how using songs can help improve EFL students’ pronunciation in tertiary education. Using different online tools like WhatsApp, Google Classroom, YouTube, Spotify, Joox, and TikTok to teach pronunciation through English songs, the results show that using songs in class played through those platforms helps EFL students improve important parts of pronunciation, such as sounds, stress, tone, rhythm, and how words connect when they speak. Besides, songs also help students copy native speakers, listen better, stay motivated, and feel less nervous when speaking. Among the tools studied, Spotify was used the most and worked best because it has features like matching lyrics and lets students learn on their own. This research gives teachers and language experts ideas on how to use songs and digital tools to make pronunciation lessons more effective for English learners.
The Impact of Mobile Learning Applications on Students’ Motivation in Learning English in MTS Neg. 3 Konawe Selatan Ahmad Junandar; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5646

Abstract

The integration of mobile learning applications has emerged as a promising strategy to enhance student engagement in English language learning, particularly in resource-limited educational settings in Indonesia. This study aimed to investigate the impact of mobile learning applications on students’ motivation in learning English at MTs Negeri 3 Konawe Selatan, Southeast Sulawesi. Employing a quasi-experimental design, the research involved 56 ninth-grade students from classes IX A, IX B, and IX C. The experimental group (n = 28) utilized mobile-assisted language learning (MALL) applications, while the control group (n = 28) received conventional classroom instruction over an eight-week period. Students’ motivation was measured using a validated questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as pre- and post-tests and analyzed with paired and independent sample t-tests. The results revealed a statistically significant increase in overall motivation scores in the experimental group compared to the control group (p < .05). Notable improvements were observed across all ARCS subscales, particularly in attention and satisfaction. Students reported higher engagement through interactive features, gamification, and flexible learning access. These findings indicate that mobile learning applications can effectively boost EFL learners’ motivation in Indonesian junior secondary schools. The study recommends the pedagogical integration of appropriate mobile technologies to support English teaching and learning in similar contexts.
The Integration of Digital Technology in English Language Teaching: A Study on IT-Based Innovation in Vocational High School, Kendari, Southeast Sulawesi Novi Scorpianti Amrin; Sam Hermansyah; Maulina
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5657

Abstract

The rapid advancement of digital technology has revolutionized English language teaching, yet its integration in Indonesian vocational secondary schools remains underexplored. This study examines the implementation of IT-based innovations in English language instruction at one of Vocational Hogh School, Kendari, Southeast Sulawesi, focusing on 29 students in Grade XII TKJ class. Employing a mixed-methods quasi-experimental design, the research integrated quantitative pre- and post-tests with qualitative data from semi-structured interviews, classroom observations, and student questionnaires collected over one semester. Digital tools including Google Classroom, Canva for Education, Quizizz, and video-based authentic materials were systematically incorporated to enhance students’ speaking, listening, reading, and writing skills. Results revealed a statistically significant improvement in overall English proficiency (p < 0.05), with post-test mean scores increasing by 28.4% compared to pre-test scores. Students reported higher motivation (M = 4.21, SD = 0.67 on a 5-point Likert scale) and greater engagement through interactive and collaborative digital activities. Qualitative findings highlighted improved learner autonomy and authentic language exposure, although challenges such as unstable internet connectivity and limited teacher digital competence persisted. This study concludes that strategic integration of IT-based innovations effectively enhances English language learning outcomes in vocational settings. The findings offer practical implications for English teachers and curriculum developers in similar Indonesian vocational high schools and contribute to the growing body of knowledge on technology-enhanced language teaching in developing contexts.
Developing Technology-Based Learning Media to Improve Students’ Listening Skills in Rural Area Sufrianti Purnama; Sam Hermansyah; Maulina; Nurul Aisyah Arif
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5658

Abstract

Listening comprehension continues to pose a significant challenge for vocational high school students in Indonesia, largely due to their limited exposure to authentic listening materials and the continued reliance on conventional, teacher-centred instructional practices. Addressing this issue, the present study aimed to develop and evaluate technology-based learning media designed to enhance students’ listening proficiency. This study employed a Research and Development (R&D) approach, adopting the ADDIE model, which encompasses five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 20 tenth-grade students from a vocational high school in Southeast Sulawesi. Data were collected through expert validation questionnaires, student response questionnaires, as well as pre-test and post-test assessments to measure students’ listening performance. The findings revealed that the developed learning media achieved high levels of validity and practicality, as indicated by expert evaluations. Furthermore, the implementation of the media led to a notable improvement in students’ listening comprehension, reflected in the significant increase between pre-test and post-test mean scores. Students also demonstrated highly positive responses, particularly in terms of the media’s attractiveness, ease of use, and perceived usefulness in supporting their learning process. In conclusion, the technology-based learning media developed in this study is both effective and feasible for enhancing listening comprehension among vocational high school students. These findings offer valuable pedagogical implications for English teachers, particularly in promoting the integration of technology-enhanced learning tools in vocational education settings.
The Use of Learning Management Systems (LMS) to Enhance the Effectiveness of English Language Teaching in MT's Ihya Assunnah Kolaka Ahmad Dani; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5659

Abstract

The rapid advancement of digital technology has transformed English language teaching, particularly through the adoption of Learning Management Systems (LMS) such as Google Classroom or Moodle. This study aimed to investigate the effectiveness of LMS in enhancing the overall quality and outcomes of English language teaching at MTs Ihya Assunnah Kolaka, Southeast Sulawesi, Indonesia. Employing a quasi-experimental pretest-posttest control group design, the research involved 23 eighth-grade students. The experimental group received English instruction integrated with LMS features for interactive materials, assignments, discussions, and feedback, while the control group followed conventional face-to-face teaching methods. Data were collected through pre- and post-tests focusing on English language skills (listening, speaking, reading, and writing) and analyzed using paired and independent sample t-tests. The findings revealed a statistically significant improvement in the experimental group’s English proficiency compared to the control group (p < 0.05), with notable gains in student engagement, motivation, and autonomous learning. Students also reported positive perceptions toward the flexibility and interactivity provided by the LMS. This study demonstrates that LMS can effectively support English language teaching in madrasah settings with limited resources. The integration of LMS is recommended to promote more student-centered and interactive learning experiences aligned with the Kurikulum Merdeka.
The Effect of IT-Based Applications on Students’ Speaking Skills in English Language Learning in Rural South East Sulawesi Nurul Aisyah Arif; Sam Hermansyah; Maulina; Sufrianti Purnama
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5667

Abstract

The integration of Information Technology (IT)-based applications in English language teaching has gained significant attention as a means to enhance students’ speaking skills, particularly in EFL contexts within rural areas. This study aimed to examine the effect of IT-based applications on the speaking skills of junior high school students in Rural Southeast Sulawesi. A quasi-experimental design was employed involving 82 students from grade VIII (44 students across two classes) and grade IX (38 students across two classes). The experimental group utilized various IT-based applications for interactive speaking practice, while the control group received conventional teacher-cantered instruction. Data were collected through pre-test and post-test speaking assessments and analysed using paired sample t-tests and independent sample t-tests. The findings revealed a statistically significant improvement in the speaking skills of students in the experimental group compared to the control group (p < 0.05), particularly in fluency, pronunciation, vocabulary, and grammatical accuracy. These results indicate that IT-based applications can effectively support the development of English-speaking proficiency among students in rural Indonesian schools. The study recommends the integration of technology-enhanced learning tools in the English curriculum to foster more engaging and effective language learning experiences.
Teachers’ Voices on the Transition from Curriculum 2013 to Kurikulum Merdeka in Indonesian Elementary Schools Novita Purnamasari Rahayu; Andi Rachmawati Syarif; Syarif Amin; Maulina; Sam Hermansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9938

Abstract

Curriculum reform is a continuous process aimed at improving educational quality and responding to evolving societal needs. In Indonesia, the transition from Curriculum 2013 (K13) to Kurikulum Merdeka represents a major shift toward flexible, competency-based learning. However, the success of such reforms largely depends on teachers who serve as the primary implementers of curriculum policies. This study aims to explore elementary school teachers’ perceptions, challenges, and recommendations regarding the transition from K13 to Kurikulum Merdeka in Kendari, Indonesia. The research employed a descriptive survey design involving 31 public elementary school teachers who had experience teaching under both curricula. Data were collected through a structured questionnaire consisting of 25 items and analyzed using descriptive statistics and thematic analysis. The findings indicate that most teachers perceive Kurikulum Merdeka positively, particularly appreciating its flexibility in lesson planning and its emphasis on essential learning content. Nevertheless, teachers reported several challenges during implementation, including limited time, insufficient training, and inadequate school resources. Despite these challenges, the majority of respondents expressed strong support for the new curriculum and believed it has the potential to improve the quality of learning. Teachers also recommended increased professional development opportunities, collaborative teacher forums, and clearer implementation guidelines from education authorities. These findings highlight the importance of incorporating teachers’ voices into curriculum reform processes to ensure sustainable and effective implementation of Kurikulum Merdeka.
Penguatan Peran Mobile Assisted Language Learning (MALL) dalam Pembelajaran Kosakata Bahasa Inggris pada Pembelajar ESL Sachrul Muh Saleh; Maulina Maulina; Syarif Amin; Widya Rizky Pratiwi; Sam Hermansyah
Jurnal Pengabdian Masyarakat Bangsa Vol. 4 No. 3 (2026): Mei
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v4i3.4360

Abstract

Penguasaan kosakata merupakan fondasi utama dalam komunikasi bahasa Inggris bagi pembelajar English as a Second Language (ESL), namun ketergantungan pada metode hafalan konvensional sering kali menurunkan motivasi belajar. Artikel ini bertujuan untuk mendeskripsikan implementasi program pengabdian masyarakat yang berfokus pada penguatan peran Mobile-Assisted Language Learning (MALL) dalam meningkatkan akuisisi kosakata. Metode yang digunakan adalah pendampingan intensif selama 8 minggu yang melibatkan 30 partisipan berusia 18-35 tahun di komunitas lokal. Instrumen evaluasi mencakup tes penguasaan kosakata (pre-test dan post-test), kuesioner persepsi, serta wawancara mendalam. Hasil pengabdian menunjukkan peningkatan signifikan pada rata-rata penguasaan kosakata peserta, meningkat tajam dari 200 kata menjadi 500 kata (p<0.05). Integrasi aplikasi berbasis gamifikasi seperti Duolingo dan Memrise terbukti memberikan fleksibilitas belajar yang tinggi sekaligus meningkatkan kepercayaan diri peserta dalam berinteraksi. Simpulan dari kegiatan ini menegaskan bahwa pemanfaatan teknologi mobile efektif dalam mengatasi hambatan geografis dan psikologis pembelajar. Program ini merekomendasikan penggunaan MALL sebagai model pembelajaran berkelanjutan untuk memperkuat literasi digital dan kemampuan linguistik di tingkat komunitas.
Sosialisasi Penguatan Identitas Linguistik Anak dalam Keluarga Bilingual Perspektif Autoetnografi dan Implikasinya terhadap Pemerolehan Bahasa Kedua Nining Nining; Maulina Maulina; Yuliyanah Sain; Andi Rachmawati Syarif; Faridawati Faridawati; Sitti Nurfaidah; Abdul Halim; Widya Rizky Pratiwi
Jurnal Pengabdian Masyarakat Bangsa Vol. 4 No. 3 (2026): Mei
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v4i3.4370

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman orang tua dan anak mengenai pentingnya penguatan identitas linguistik dalam keluarga bilingual serta implikasinya terhadap pemerolehan bahasa kedua. Kegiatan dilaksanakan melalui pendekatan edukatif dan reflektif berbasis autoetnografi yang melibatkan pengalaman personal sebagai sumber pembelajaran kontekstual. Metode yang digunakan meliputi sosialisasi interaktif, diskusi, refleksi pengalaman bahasa dalam keluarga, serta penggunaan media edukasi berupa presentasi dan leaflet. Evaluasi dilakukan melalui observasi partisipasi peserta, pemahaman terhadap materi, serta perubahan sikap terhadap penggunaan bahasa dalam keluarga. Hasil kegiatan menunjukkan bahwa partisipasi peserta mencapai 88%, pemahaman materi sebesar 83%, kesadaran terhadap pentingnya identitas linguistik mencapai 85%, dan respons terhadap media edukasi sebesar 92%. Temuan ini menunjukkan bahwa pendekatan reflektif berbasis autoetnografi efektif dalam meningkatkan kesadaran dan praktik penggunaan bahasa secara seimbang dalam keluarga bilingual serta mendukung pemerolehan bahasa kedua secara lebih optimal.
Co-Authors Abdul Halim Ahmad Dani Ahmad Dani Ahmad Junandar Alfredo M. Esteban Jr Alma Sri Andriyani Analiza Tanghal Andi Hamsiah Andi Hamzah Fansury Andi Rachmawati Syarif Andi Syaiful Zainal Angelica Ordanza Cortez Anwar Said Apple Jane Dj. Serrano Asdar Asdar Celso P. Resueňo Erica G. Dellos Santos Ete Rahmatia Fansury, Andi Hamzah Faridawati Faridawati Faridawati Faridawati Fitri Handayani Geminastiti Sakkir Griffin Mewoh Hastianah Hastianah Hastianah Hastianah Herianah Herianah Herianah Herianah Irfan Ullah Stanikzai Iwan Iwan Jerico Feliciano Ignacio Julianti Julianti Khadijah Maming Lejhana Andrea C. Bersabe Mark Ren D Villaflor Miftahul Khair Muflihun Muflihun Muhaimin Abdullah Muhammad Asrafil Husein La Ede Muhammad Ilham Naicellyn G. Carpio Nining Nining Novi Scorpianti Amrin Novita Purnamasari Rahayu Nurul Aisyah Arif Pelis Petriani Radiah Hamid Rahmat Nasrullah Rahmiatin, Titin Ramli Ramli Risman Wanci Risman Wanci Risna Ladjagang Rizal Nur Rasyiid Ronal Saputra Rosenell B Flores Rusli, Tri Indah Sachrul Muh Saleh Sam Hermansyah Sheryl Ann V. Narciso Sitti Nurfaidah Sofa Intan Sutarso Setyaningsih Sri Ratna Meldayana Sufrianti Purnama Sufrianti Purnama Sujariati Sujariati Syarif Amin Syarif Amin Syarif, Andi Rachmawati Titin Rahmiatin Ulan Rindayan Saputra Vetriana Aksam Widya Rizky Pratiwi Willy Andriani Yuliyanah Sain