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A Survey Study of Students’ Motivation in English Language Learning Andi Mangnguntungi Sudirman; Rusdiana Junaid; Wilhelmus Gon
BATARA DIDI : English Language Journal Vol. 1 No. 1 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

The purpose of this paper was to determine (1) the degree of students' motivation in English language learning and (2) the dominating motive between instrumental and integrative motivation in English language learning. This study was carried out at SMAN 1 Palopo. Mixed technique, which is mostly quantitative, was used, with a survey using an online Likert scale questionnaire administered to 31 respondents and five of them interviewed. The data has been evaluated quantitatively and statistically using the paired sample t-test and qualitative description. The questionnaire was examined according to the proportion of each response. To convert questionnaire data into percentages, the researcher multiplied the number of occurrences by 100 percent and then divided by the total number of respondents. The findings of this study reveal that SMAN 1 Palopo students have strong instrumental and integrative motivation, with a mean score of 4.12, when it comes to studying English. According to the results of the questionnaire survey, students' responses of agreement and strong agreement predominated, whereas responses of disagreement and severe disagreement did not occur considerably. The overall findings of the study indicate that students' English-learning motivation is mostly integrative. This indicates that students study English based on their initiative and desire to grasp and learn more about English culture.

An Excursion as a Great Medium of Writing Process to Teach Writing Rusdiana Junaid; Rustan Santaria
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): 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.v10i1.2941

Generally, most English language learners believed that writing is the most difficult language skill to perform. In addition, some English teachers/lecturers experience difficulties to encourage and motivate their students to write. There are a number of reasons why sometimes many language learners find it difficult to perform writing skills. One of the reasons is that they are sometimes asked to write about the topics they have little knowledge of. Another reason is if they are not interested in the topics they are asked to write about. This paper aims at describing one way in which English teachers can help their students get as much out of activity as possible despite their writing experiences, that is through an excursion. An excursion is a great way of encouraging and motivating the students to practice their writing skills. Data were obtained through observation of the field trip and written tasks performed by 32 of the fourth semester students of English Education Study Program, in academic year 2016/2017 at Cokroaminoto University, Palopo. Data obtained were analyzed qualitatively. The result of the research reveals that an excursion is an appropriate way for tackling the written tasks which are sometimes daunting for English language learners to perform. Such activity facilitates the students to write enthusiastically since the students know the subject matter they are writing about. In addition, through several activities in an excursion, the students can improve their vocabulary command, increase their grammatical knowledge, develop their English language skills in general and build up their self-confidence, particularly in performing writing tasks.Â Â

The Most Frequently Used Techniques In Teaching English Speaking at High Schools Nur Qolbi Rustan; Rusdiana Junaid
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.7.2.2024.4476

Teaching English with an appropriate technique can improve students speaking skills. This research aims to find out the most frequently used techniques in teaching English speaking at High Schools in Palopo. The main discussions were divided into two sub-focus of research questions, namely 1) What are the most frequently used techniques in teaching speaking English at High Schools in Palopo? 2) What are the problems faced by teachers in teaching speaking English at High Schools in Palopo? This type of research was classified as qualitative with the research approach used as a descriptive analysis. The research subjects of this study were 21 English teachers, the teachers at Junior High Schools, and Senior High Schools. Furthermore, the methods used in collecting the data were observation, in-depth interviews, and reference resources. Then, the data processing and data collection techniques were carried out in three stages, namely: data reduction, data display, and conclusion. The data were collected by using the WhatsApp app and Google Forms. The results of this study indicate that the techniques most often used in teaching speaking English at Palopo High Schools were: Role Play, Discussion and Debate, and Information Gap. Meanwhile, some of the challenges faced by teachers when teaching English, include 1) Lack of vocabulary, 2) Lack of confidence, 3) Mispronunciation, 4) Lack of facilities, and 5) Lack of motivation. The recommendation of this research was: 1) students should be abler to be motivated by the various techniques in learning English speaking. 2) As professional educators, the teachers should prepare themselves to use enjoyable techniques so that the students will focus on learning.

An Analysis of Problem Based Learning Strategy In Fostering Students’ Speaking Skill At The Second Semester Of Cokroaminoto Palopo University Amaliah Rhamadhani; Rusdiana Junaid; Hafirah Patang; Andrika Romi Putra
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 4 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i4.1050

In fostering students’ speaking skills, it is necessary to apply learning strategies that are consistent and in line with developing educational patterns. Problem Based Learning (PBL) is one option for fostering students’ speaking skills because it allows students to think critically about the problems raised in their learning and contributes to their goals in choosing an English major. This research aims to analyze the process of implementing the PBL strategy in fostering students’ speaking skills in class. This research is a qualitative quantitative study conducted at Cokroaminoto Palopo University with a focus on students’ speaking skills. The research was conducted in May–June 2024. This research provides valuable insights and recommendations for optimizing the use of PBL strategies in developing students’ speaking skills. Based on data analysis and interpretation, it is found that the implementation of PBL at the second semester students’ fulfilled four of the five characteristics of PBL proposed by Arends’. They are (1)The problems posed are real-world problems so that students’ can ask questions related to the problem and find various solutions to solve the problem; (2)The learning carried out by students’ is authentic inquiry and in accordance with scientific strategies; (3)The resulting product can be in the form of real work or a demonstration of the problem being solved for publication by students’; (4)Students’ work together and motivate each other regarding the problems they are solving so that they can develop students’ social skill.

The Most Frequently Used Techniques In Teaching English Speaking at High Schools Rustan, Nur Qolbi; Junaid, Rusdiana
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.7.2.2024.4476

Teaching English with an appropriate technique can improve students speaking skills. This research aims to find out the most frequently used techniques in teaching English speaking at High Schools in Palopo. The main discussions were divided into two sub-focus of research questions, namely 1) What are the most frequently used techniques in teaching speaking English at High Schools in Palopo? 2) What are the problems faced by teachers in teaching speaking English at High Schools in Palopo? This type of research was classified as qualitative with the research approach used as a descriptive analysis. The research subjects of this study were 21 English teachers, the teachers at Junior High Schools, and Senior High Schools. Furthermore, the methods used in collecting the data were observation, in-depth interviews, and reference resources. Then, the data processing and data collection techniques were carried out in three stages, namely: data reduction, data display, and conclusion. The data were collected by using the WhatsApp app and Google Forms. The results of this study indicate that the techniques most often used in teaching speaking English at Palopo High Schools were: Role Play, Discussion and Debate, and Information Gap. Meanwhile, some of the challenges faced by teachers when teaching English, include 1) Lack of vocabulary, 2) Lack of confidence, 3) Mispronunciation, 4) Lack of facilities, and 5) Lack of motivation. The recommendation of this research was: 1) students should be abler to be motivated by the various techniques in learning English speaking. 2) As professional educators, the teachers should prepare themselves to use enjoyable techniques so that the students will focus on learning.

Pelatihan Baca Tulis Aksara Lontara Berbasis Kearifan Lokal di Rumah Baca Akkitanawa Kabupaten Luwu Kilawati, Andi; Junaid, Rusdiana
Jurnal IPMAS Vol. 1 No. 3 (2021): September - Desember
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/ipmas.1.3.2021.103

Aksara Lontara merupakan salah satu prestasi peradaban yang harus dibumikan mulai jengang sekolah dasar, namun faktualnya siswa SD dan SM di lingkungan Pattedong masih belum menguasai baca tulis aksara ini. Pengabdian ini hadir memberikan pelayanan kepada siswa binaan di rumah baca Akkitanawa kecamatan Ponrang Selatan untuk revitalisasi baca tulis aksara Lontara’ pada jenjang sekolah dasar dan sekolah menengah pertama di Rumah Baca Akkitanawa Kabupaten Luwu. Sasaran Program ini adalah 9 orang siswa Sekolah Dasar dan 5 Orang siswa Sekolah Menengah Pertama. Kegiatan ini menggunakan pendekatan kearifan lokal yang dengan mengusung keunggulan lokal daerah di kabupaten Luwu. Pelatihan dilaksanakan dalam 2 bentuk yaitu : a) pelatihan aksara lontara menngunakan metode Sulo (Sulawesi Lontara) yang dilaksanakan selama 4 kali pertemuan dengan rincian kegiatan: 1) Penguasaan Indoq sure/induk aksara dengan menggunakan metode SULO, 2) penguasaan anaq sure’ (penanda vokal) dengan menggunakan metode SULO, 3) penguasaan kombinasi antara anaq sure’dengan indo’Sure’ menggunakan metode SULO dan 4) menulis karya ber-aksara Lontara, bentuk ke-2 kegiatan ini adalah lontara camp yang dilaksanakan selama 1 kali camp pada tanggal 18 Novemver 2021. Jadi, secara keseluruhan kegiatan abdimas ini dilaksanaka dalam 2 bentuk kegiatan selama 5 kali pertemuan. Indikator capaian kegiatan pelatihan baca tulis aksara lontara ini merujuk/berdasar pada indikator membaca dan menulis permulaan konten aksara Lontara.

Code-Switching Practices in English Language Classrooms: A Classroom Discourse Analysis and Its Pedagogical Implications for EFL Learning Junaid, Rusdiana; Santaria, Rustan; Masruddin; Rustan, Nur Qalbi
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.v13i2.9544

This study investigates code-switching practices in an Indonesian English as a Foreign Language (EFL) classroom through a qualitative classroom discourse analysis. Drawing on audio- and video-recorded classroom interaction, the study examines how teachers and students employ code-switching, the pedagogical functions it serves, and its implications for effective EFL teaching. The findings reveal that code-switching is systematic and predominantly teacher-initiated, occurring most frequently during instructional clarification, classroom management, and affective support. Student-initiated code-switching, although less frequent, functions primarily as an interactional repair strategy to maintain participation and negotiate meaning. Importantly, strategically timed code-switching mediates key learning processes, including comprehension facilitation, engagement regulation, and participation expansion. The study contributes empirical discourse-based evidence to ongoing debates on L1 use in EFL classrooms, challenging deficit-oriented perspectives and highlighting code-switching as a context-sensitive pedagogical resource. Implications are discussed for EFL pedagogy and teacher education in multilingual instructional settings.

The Role of Generative AI in Enhancing Second Language Writing Fluency Rusdiana Junaid; Affan Ramadhana; Nur Qalbi Rustan; Suci Putri Damayanti; Muh. Hardiansyah Pateha
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.9552

This mixed-methods quasi-experimental study evaluated the efficacy of generative AI-assisted feedback in improving EFL students' academic writing in comparison to traditional instructor feedback. Thirty-two sixth-semester students enrolled in an academic writing course were allocated to either an AI-assisted experimental group (n = 16) or a teacher-feedback control group (n = 16). Students submitted pre- and post-test argumentative essays assessed for fluency (total word count; average sentence length), correctness (errors per 100 words), and coherence (discourse markers; cohesion index). A questionnaire and semi-structured interviews elicited perceptions and ethical apprehensions. The AI group had superior advancements in fluency and coherence, although accuracy enhanced in both groups. Students appreciated immediacy and specificity, while acknowledged the dangers of excessive dependence and ambiguity in writing. Research indicates that AI can enhance instructor feedback by providing additional revision chances and fostering autonomy within integrity-centered advice in EFL academic writing.

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