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All Journal JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Klasikal: Journal of Education, Language Teaching and Science ARRUS Journal of Social Sciences and Humanities Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE GEMBIRA (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics
Muhalim, Muhalim
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THE EFFECTIVENESS OF ANIMATION VIDEO IN IMPROVING STUDENTS’ LEARNING INTEREST AT SMP NEGERI 2 SUNGGUMINASA Fuzia, Aldita Anggun; Muhayyang, Maemuna; Muhalim, Muhalim
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 1, March (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i2, June.73904

Abstract

This study aims to determine the effectiveness of using animation video to improve students' learning interests. The research method used was quantitative with a pre-experimental research design. The sample consists of 32 students from class IX.6, selected using a cluster random sampling technique. The data was collected using the questionnaire in the form of pre- and post-questionnaire as the research instrument. The data analysis results show that the use of animation video increased students' learning interest evidenced by the t-test value which is smaller than P (0.001 < 0.05) meaning that Ho is rejected, and Ha is accepted. So, it is concluded that the use of animation video is effective in improving students’ learning interests. Based on those results, it is considered that the use of animation video effectively gave significant results in the learning interest improvement among the students in class IX.6 at SMP Negeri 2 Sungguminasa.
STUDENTS’ PERCEPTION OF THE ROLE OF TEACHING STRATEGIES ON STUDENTS’ ENGLISH LEARNING MOTIVATION Nur, A. Dwi Anugrah; Muliati, A.; Muhalim, Muhalim
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, July (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v3i4, Dec.68358

Abstract

There are two objectives in this study, namely: 1) to find out how teaching strategies motivate students in English classes. 2) students' perceptions regarding the role of teaching strategies on their English learning motivation. This research is a type of mixed qualitative and quantitative research (mixed method) that employs a standard survey method for quantitative data collection and a descriptive method for qualitative data collection in order to determine how and what students think about the role of teachers' teaching strategies on students' motivation to learn English. The study's participants were students in grades 10 A and 10 B at SMK Negeri 2 Soppeng, and it used two types of instruments: Google Forms and interviews.  The snowball technique was employed for interview sampling, with the first student chosen by the English teacher who taught in both classes, followed by the first interviewee, and so on. 1) The study's findings demonstrated that teaching strategy is one of the primary elements influencing students' learning motivation. Teachers must be highly skilled and creative in order to motivate pupils to be more active and involved in their education. This study reveals that the majority of positive facts from students indicate that English teachers who teach in the two classes have been able to motivate students to interact and build a sense of passion. 2) As a result of detailing the three types of teaching tactics used by the teacher, the students experienced a variety of benefits that improved the efficacy of their learning. Furthermore, it can boost students' passion for studying and give them the impression that learning English will have a significant impact on their lives in the long run.
ENGLISH TEACHING CHALLENGES WITH STRONG LOCAL LANGUAGES IN REMOTE AREAS : AN ETHNOGRAPHIC STUDY Khatima, Dwi Husnul; Weda, Sukardi; Muhalim, Muhalim; Tahir, Muh
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (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.v7i1.1290

Abstract

This ethnographic study explores the challenges faced by English language teachers in remote areas with strong local language cultures, with a focus on SMPN 1 Kabangka, located in Muna Regency, Southeast Sulawesi. The study is guided by Ethnolinguistic Identity Theory, which emphasizes the role of language in shaping group identity and social belonging. In regions where a local language—such as Muna—is strongly embedded in daily communication, the introduction of English in the classroom creates both linguistic and cultural tensions.Using a qualitative ethnographic approach, data were collected through classroom observations and semi-structured interviews with three English teachers. The findings reveal that the dominance of the Muna language significantly affects instructional delivery, student engagement, and the development of English language skills. Teachers often resort to code-switching between English, Indonesian, and Muna to facilitate comprehension, but this strategy reduces consistent exposure to English and can impede learners’ language acquisition.Additional challenges include limited access to teaching resources, lack of professional development tailored to multilingual contexts, and the misalignment between the national curriculum and local linguistic realities. Students’ low motivation to learn English is also linked to their stronger identification with the local language, reinforcing the relevance of Ethnolinguistic Identity Theory in this context. Despite these obstacles, teachers demonstrate resilience and adaptability by incorporating local culture into English instruction, simplifying materials, and building rapport with students.
Enhancing Students’ Speaking Ability Using the Plan-Ahead Brainstorming Technique Affandi, Akhmad; Muhalim, Muhalim
Tamaddun Life Vol 21 No 2 (2022): December 2022
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (483.855 KB) | DOI: 10.33096/tamaddun.v21i2.212

Abstract

This research aimed at finding out whether or not the use of Plan-ahead Brainstorming in helping the second-year students of SMAN 1 Bantaeng to enhance their speaking skill. The steps of Plan-ahead Brainstorming in implementing consist of (1) giving the topic, (2) plan-ahead session, (3) brainstorming in small group, (4) individual oral report. This research employed pre-experimental method. The researcher used random sampling technique and the selected sample was the students in XI IPA1 with the total 28 number of students. The instrument of this research was speaking test in the form of oral test. The data acquired were then analyzed through descriptive and inferential statistics. The result of the data analysis showed that the probability value (0.00) was smaller than the level of significance (0.05). This indicated that the implementation of Plan-ahead Brainstorming enhanced the students` speaking skill. This indicates that the alternative hypothesis (H1) accepted. This research contributed extensively the theory about plan-ahead brainstorming in enhancing students speaking ability. The plan-ahead brainstorming is the technique that can influence the students speaking fluency effectively. The outcome of the use of plan-ahead brainstorming is useful in learning English, especially students in learning speaking. The student can decrease their skepticism and stammer in plan-ahead session to prepare what they want to utter. The researcher found that this technique is useful for teachers in order that they can use this technique more effectively as long as the teacher prepare specific time to implement this technique in several time.
Dari Daffodil ke Losari: Dialog Global–Lokal dalam Parafrasa Puisi Bahasa Inggris Komunitas Sastra Kota Makassar Iskandar, Iskandar; Fauzan, Muhammad Miftah; Azis, M, Abdul; Mohamad, Andi Riswan; Muhalim, Muhalim
Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2025:PROSIDING EDISI 3
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak  –  Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan meningkatkan keterampilan anggota Poem Lover’s Community FBS UNM yang merupakan salah satu Komunitas Sastra Kota Makassar dalam melakukan parafrasa puisi berbahasa Inggris secara kreatif dan kontekstual. Parafrasa diposisikan sebagai strategi pedagogis untuk memahami makna mendalam, gaya bahasa, dan nuansa budaya dalam karya sastra, sekaligus menjadi jembatan antara apresiasi dan produksi teks. Program dirancang secara multimodal (visual, kinestetik, naratif) melalui lokakarya tatap muka, simulasi, diskusi kelompok, dan refleksi kritis terhadap puisi berbagai periode dan gaya. Hasil menunjukkan peningkatan kemampuan peserta dalam mengidentifikasi makna implisit, mengadaptasi diksi dan citraan, serta menyusun parafrasa yang komunikatif dan estetis. Kegiatan ini memperkuat literasi sastra sebagai bagian dari kompetensi bahasa Inggris yang transdisipliner dan berbasis budaya, membuka ruang dialog antara teori ELT dan praktik sastra, serta memfasilitasi pembentukan identitas literasi kritis-kreatif di kalangan penggiat sastra muda Makassar.Kata kunci: parafrasa puisi, literasi sastra, multimodal learning, ELT, pengabdian masyarakatAbstrak  –  Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan meningkatkan keterampilan anggota Poem Lover’s Community FBS UNM yang merupakan salah satu Komunitas Sastra Kota Makassar dalam melakukan parafrasa puisi berbahasa Inggris secara kreatif dan kontekstual. Parafrasa diposisikan sebagai strategi pedagogis untuk memahami makna mendalam, gaya bahasa, dan nuansa budaya dalam karya sastra, sekaligus menjadi jembatan antara apresiasi dan produksi teks. Program dirancang secara multimodal (visual, kinestetik, naratif) melalui lokakarya tatap muka, simulasi, diskusi kelompok, dan refleksi kritis terhadap puisi berbagai periode dan gaya. Hasil menunjukkan peningkatan kemampuan peserta dalam mengidentifikasi makna implisit, mengadaptasi diksi dan citraan, serta menyusun parafrasa yang komunikatif dan estetis. Kegiatan ini memperkuat literasi sastra sebagai bagian dari kompetensi bahasa Inggris yang transdisipliner dan berbasis budaya, membuka ruang dialog antara teori ELT dan praktik sastra, serta memfasilitasi pembentukan identitas literasi kritis-kreatif di kalangan penggiat sastra muda Makassar.Kata kunci: parafrasa puisi, literasi sastra, multimodal learning, ELT, pengabdian masyarakat
Communication Strategies Used by Teacher in Teaching Speaking Skill at MTs Al-Falah Jeneponto Lestari, Putri Ayu; Dollah, Syarifuddin; Muhalim, Muhalim
Journal of Excellence in English Language Education Vol 4, No 4, October (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i4, October.78167

Abstract

This research aims to find out the communication strategies used by English teachers in teaching speaking skills and how the communication strategies used by English teachers in teaching speaking skills. The subjects of this research were two English teachers in MTs al-Falah Jeneponto. This research used descriptive qualitative method. The data sampling technique used was purposive sampling. The researcher used observation checklist and interview as instruments to collect data in this research. Based on the research findings, the results show that there are three communication strategies used by the two teachers which consist of achievement or compensatory strategies, stalling or time gaining and interactional strategies. Two teachers implemented it by: (1) achievement or compensatory strategies were used when explaining English material, usually mixing two languages, namely English and Indonesian, used by translating words one by one when students did not understand the sentences the teacher said, then used by the two teachers sign language such as when doing pantonyms, facial expressions and voice intonation apart from that it was used by reconstructing sentences without changing the meaning to be conveyed, and was used by describing or paraphrasing an object or target of action. (2) the strategy of stalling or time gaining, used by buying time when both teachers forget the words or sentences, they want to convey, and (3) interactional strategies, used by means of the ongoing learning process and finding expressions of lack of understanding trendy the form of words and forgetting how to pronounce them correctly, the teacher collaborates with students to find out the meaning or ask for help in understanding the word and pronounce it.
Secondary School Students’ Responses on The Use of Youtube Shorts-Microsoft Co-pilot AI Collaboration in English Grammar Learning: A Craap-Based Perspective Nugraha, Muhammad Rafli; Aeni, Nur; Muhalim, Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79482

Abstract

This study investigates secondary school students’ responses to the integration of YouTube Shorts and Microsoft Copilot AI in English grammar learning, assessed through the CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) model. Motivated by students’ declining interest in grammar and the limitations of traditional instructional methods, this research explores the pedagogical potential of combining short-form educational videos with AI-driven chatbots. Utilizing a quantitative descriptive approach, a CRAAP-based questionnaire was administered to a purposively selected Grade VIII class at UPT SMPN 33 Makassar following an AI-enhanced grammar learning intervention focusing on parts of speech and tenses. Results from 29 respondents revealed highly positive perceptions across all five CRAAP dimensions, with every statement receiving a “Strongly Agree” rating above 75%. Currency and Relevance emerged as the most endorsed aspects, while Authority and Purpose, though still positively rated, suggested the need for clearer source attribution. The findings indicate that the YouTube Shorts–Microsoft Copilot AI collaboration not only effectively supports grammar comprehension but also aligns with students’ digital preferences and fosters learner autonomy. This study affirms the value of integrating multimedia and AI in language education and encourages future efforts to enhance credibility, transparency, and long-term engagement with such tools.Keywords: English grammar learning, student responses, CRAAP model, AI, short video social media, YouTube Shorts, Microsoft Copilot AI.
Using Question-And-Answer Teaching Method to Improve Students’ Self-Confidence in Speaking Bastin, Alda; Jabu, Baso; Muhalim, Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79490

Abstract

 This study aims to determine the effectiveness of the question-and-answer teaching method in improving students’ self-confidence in speaking English. This research employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. The sample consisted of 34 students from class X.E4 at SMAN 5 Jeneponto, selected through purposive sampling. The research instrument was a speaking confidence test assessed using five self-confidence indicators adapted from Brown (2004), namely eye contact, facial expression, voice volume, fluency, and willingness to speak. The data were analyzed using a Paired Sample T-Test and N- Gain Score. The t-test result showed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the students’ pre-test and post- test scores. The average N-Gain score was 0.19, which falls into the low category. Nevertheless, there was a positive shift in students’ confidence levels—from “Not Confident” to “Moderately Confident.” This low gain may have been caused by the short duration of the treatment. The study concludes that the question-and-answer method is effective in enhancing students’ speaking confidence, especially by creating an interactive and supportive classroom environment. Keywords: Question-and-Answer Teaching Method, Speaking Self-Confidence.
Co-Authors Akhmad Affandi Akhmad, Fatmawati Alif S, Andi Ardiana Ardiana, Ardiana Asfah, Indrawaty Asriati Asriati, Asriati Azis, M, Abdul Baso Jabu, Baso Bastin, Alda Fadillah Fadillah Fauzan, Muhammad Miftah Furqoni, Inayah Fuzia, Aldita Anggun G, Hasriani Geminastiti Sakkir Hanin, Ummi Inzhagi, Muh. Aditya Iskandar Iskandar Khatima, Dwi Husnul Korompot, Chairil Anwar Maemuna Muhayyang Mohamad, Andi Riswan Muliati, A. Nugraha, Muhammad Rafli NUR AENI Nur, A. Dwi Anugrah Putri Ayu Lestari Rayhana S, Ryan Saputri, Yusyfiyah Adinda Sukardi Weda, Sukardi Sunra, La Syarifuddin Dollah Tahir, MUH Warsidi