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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Elsya : Journal of English Language Studies FOSTER: Journal of English Language Teaching La Ogi : English Language Journal JLE: Journal of Literate of English Education Study Program Lingua : Journal of Linguistics and Language
Hartina, St.
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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 1 
The Inappropriateness of English for Specific Purposes (ESP) with Learner’s Goals: A Need Analysis on Communication and Islamic Broadcasting Program Hartina, St.; Syahrir, Syahrir
Elsya : Journal of English Language Studies Vol. 3 No. 3 (2021): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v3i3.6671

Abstract

The course of English for Specific Purposes (ESP) is supposed to prepare students for the professional sector, yet the course at IAIN Palopo in Indonesi is designed in general English without any professional input or assessment of the learner's needs. This research is motivated by the Communication and Islamic Broadcasting program students’ complaints of unsatisfaction with the course since it does not meet their needs. This research aims to examine the English needs of students studying in the communication and Islamic broadcasting program. The researchers used a mixed-methods strategy that incorporates both quantitative and qualitative research. The participants in this study were 60 undergraduates and 30 graduate students. Data was gathered through questionnaires and interviews. The data was then analyzed using the comprehensive concept of need analysis proposed by Dudley-Evans & St. John (1998). The results revealed that the majority of students learn English to help them advance in their careers. Their top priority in ESP is to improve their speaking skills, followed by listening, reading, and writing. Due to the repetitive learning method, inappropriate textbook, and short duration, according to the interview results, the students were also unsatisfied with the present ESP course.
Developing Basic English Module for Secondary Level: Task Based Language Teaching Puspa Sari, Eka; Hartina, St.; Sahraini, Sahraini
FOSTER: Journal of English Language Teaching Vol. 5 No. 1 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i1.158

Abstract

The purpose of this study is to provide a suitable English-language curriculum for SMP Negeri 1 Bone-Bone. The five steps of the ADDIE model—analysis, design, development, implementation, and evaluation—are used in research and development as part of the research design. It used Ellis's (2017) Task Based Approach as a model to create the module. This research uses instruments such as observation, a questionnaire and interview for need analysis, expert validation, and a questionnaire for student and teacher perception. That designed module was tested on ten students of SMP Negeri 1 Bone-Bone. Therefore, the students' perception results obtained an average score of 3.64 which shows that the English module design is suitable for SMP Negeri 1 Bone-Bone. These results are supported by the results of the student questionnaire at SMP Negeri 1 Bone-Bone which are summarized as follows: the module consists of three themes, covering student needs, attractive design and layout, various integrated activities and skills, and providing guidelines for use. With modules, students can learn independently because they are adaptive and the instructions are easy.
Cup Stacking Games: The Contribution in Improving Students Speaking Ability Hartina, St.; Rabiah; Masruddin
JLE: Journal of Literate of English Education Study Program Vol 3 No 1 (2022): Volume 3 Number 1 July 2022
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v3i01.1120

Abstract

Cup stacking games allows the equal opportunities to each student to speak up during the classroom. Thus, the present study is to improve the students' speaking ability in by utilizing Cup stacking games. This study applied classroom action research which was conducted in four stages; planning, action, observation, and reflection. A total of 22 students in eleventh grade of SMAN 6 Luwu is the subject of speaking tests and observation.. The results of data analysis showed a significant improvement in students' speaking abilities until the second cycle. speaking test in cycle 2, there are 80 % of students reach 3.1-4.0 score categorized as good. In addition, the observation of cycle 2 showed that there are 75% of students got good criteria in class participation. Both of these criteria indicated that utilizing the cup stacking games can boost the students' speaking ability.
Teaching Writing Through Telegram Bot: The Impact on Students Writing Performance Syahreza; Hartina, St.
JLE: Journal of Literate of English Education Study Program Vol 4 No 1 (2023): Volume 4 Number 1 July 2023
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v4i01.2091

Abstract

The widespread use of mobile device technology and the release of new mobile device applications like Telegram offers a new innovation in integrating technology in language learning. Accordingly, this study intends to evaluate the Telegram BOT's efficacy in enhancing writing abilities at a high school in Palopo, South Sulawesi, Indonesia . It applied pre-experimental with a single group pre- and post-test design as its focal point. The population of this study is 36 first-grade students and took 14 students as the sample randomly. The data was analyzed by using SPSS 22 described statistically and evaluated. The result reveals that the use of telegram bot effective to enhance the students’ writing performance. It is proved that the student's mean score in post test (83, 79) was greater than in pre-test (64, 79) and the significance value (Sig. 2-tailed) is 0.000<0.05. It indicated that using the Telegram BOT Application as a learning medium improves the writing performance. Students can learn independently via Telegram BOT because the material has been provided all with detailed instructions in one of its features called Bot API.
Integrating Islamic Values and Local Wisdom in Designing English Textbook For Islamic Higher Education Wisran, Wisran; Hartina, St.; Furwana, Dewi
Elsya : Journal of English Language Studies Vol. 7 No. 1 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i1.22572

Abstract

The integration of Islamic values and local wisdom in English language education remains underexplored, particularly in the context of Islamic higher education. Many existing textbooks lack contextual relevance, leaving a gap in materials that can support both linguistic competence and cultural identity. This study seeks to address this gap by developing an English textbook specifically for students of the Islamic Family Law Study Program, incorporating both Islamic values and the local wisdom of Tana Luwu. Using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Research and Development (R&D) model, the study engaged 50 undergraduate students and three expert validators. The findings suggest a meaningful improvement in students’ English proficiency, as indicated by pre-test and post-test results, which showed a positive learning impact. The validation process also yielded encouraging results, with expert assessments averaging 3.6/4 for content and language, and 3.4/4 for design, suggesting the textbook's strong potential with minor refinements. Student perception surveys further reinforced its effectiveness, with 91% finding the textbook useful, 88% recognizing its cultural and religious relevance, and 80% highlighting its engaging and interactive features. Qualitative feedback highlights greater motivation and a stronger connection to English and Islamic legal principles. This study contributes to culturally responsive pedagogy by providing an empirical, data-driven framework for integrating religious and local cultural values into English language education. Its broader implication lies in offering a scalable model for similar curriculum developments in other disciplines, reinforcing education's role in preserving cultural identity while enhancing linguistic competencies in Islamic higher education.
ROLE, AUDIENCE, FORMAT, AND TOPIC (RAFT) STRATEGY TO ENHANCE EFL LEARNERS’ DESCRIPTIVE WRITING: A STUDY IN AN INDONESIAN MADRASAH Patmala, Kiki; Hartina, St.; Wisran, Wisran
La Ogi : English Language Journal Vol 11 No 2 (2025): JULY 2025
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v11i2.2351

Abstract

Writing remains one of the most demanding skills for English as a Foreign Language (EFL) learners, particularly in producing descriptive texts that require lexical variety, grammatical accuracy, and mechanical precision. Traditional approaches in Indonesian classrooms often emphasize form-focused drills and teacher-centered instruction, which may limit students’ engagement and creativity. This study investigates the effectiveness of the Role–Audience–Format–Topic (RAFT) strategy in enhancing senior secondary students’ descriptive writing performance. A quasi-experimental design was employed with 48 twelfth-grade students from MA Batusitanduk, divided into an experimental group taught using RAFT (n = 24) and a control group taught through conventional methods (n = 24). Both groups completed a pre-test and post-test assessed on vocabulary, grammar, and mechanics using a validated analytic rubric. Results revealed that the experimental group achieved a significantly higher mean post-test score (M = 72.33) than the control group (M = 65.33), t(46) = -5.432, p < .001, with a large effect size (Cohen’s d = 1.52, 95% CI [8.32, 15.02]). These findings confirm that RAFT effectively scaffolds planning and audience awareness, leading to substantial improvement in descriptive writing. The study offers theoretical implications for integrating cognitive and genre-based pedagogy, and practical recommendations for EFL teachers seeking to promote meaningful and engaging writing instruction in secondary education.
Global Perspectives on Social Media and Language Evolution Hartina, St.; Rivia, Dian
Lingua : Journal of Linguistics and Language Vol. 2 No. 4 (2024): Desember 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i4.1047

Abstract

Social media has become a transformative force in global communication, accelerating processes of linguistic change in unprecedented ways. This review aims to synthesize current research on how digital platforms reshape language through neologisms, semantic shifts, non-standard grammar, and sociolinguistic dynamics. A systematic search was conducted across databases including Scopus, Web of Science, JSTOR, and Google Scholar, using targeted keywords and rigorous inclusion criteria. Studies employing both qualitative and quantitative methods were analyzed to capture a comprehensive picture of digital language evolution. Results indicate that platforms such as Twitter, TikTok, and Reddit foster distinctive forms of linguistic innovation shaped by technological affordances and community practices. Neologisms and acronyms emerge rapidly, semantic changes redefine meanings of common words, and syntactic flexibility challenges traditional norms. Sociolinguistic factors, particularly age and community identity, drive adoption, while systemic influences such as globalization and digital connectivity accelerate diffusion. These findings highlight not only the creative adaptability of language but also the challenges posed by polarization and the erosion of traditional registers. The discussion emphasizes the need for inclusive language policies, translanguaging pedagogy, and teacher training to address these shifts. Limitations in current research include insufficient focus on syntax, underrepresentation of non-Western contexts, and methodological challenges in analyzing unstructured digital data. Future research should address these gaps to enhance understanding of digital linguistics. By situating social media as both a mirror and catalyst of linguistic change, this study underscores its central role in shaping communication in the twenty-first century.
Class Size in English Language Teaching: Teacher's Perspective Yahya, Amalia; A. Zainuddin, Andi Husni; Hartina, St.
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (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.v12i1.4975

Abstract

This qualitative study investigates the impact of class size variability on the teaching process within the English Language Teaching (ELT) context at UPT SP SDN 25 Pae-Pae, Wasuponda. Through in-depth interviews with English language teachers, the research aims to gain insights into teachers' perspectives and experiences regarding the influence of class size on instructional practices and student outcomes. The findings reveal significant disparities between large and small classes, with larger classrooms offering advantages in facilitating interactive and engaging learning experiences, while smaller classrooms present challenges, particularly during interactive sessions. Classroom management strategies emerged as crucial in addressing challenges in both large and small classroom environments, ensuring a conducive learning environment for all students. Additionally, the study highlights the psychological and social impacts of class size and learning environment conditions on students, emphasizing the importance of tailored approaches and adequate facilities in promoting positive social interactions and collaborative learning experiences. Overall, the research underscores the importance of adaptive teaching practices and continuous professional development in meeting the diverse needs of students across varying class sizes and learning contexts within ELT settings.
The Effectiveness of Survey, Question, Read, Recite and Review (SQ3R) Technique to Increase Students' Reading Comprehension Ratni, Ratni; Hartina, St.; Thayyib, Magfirah; Husnaini, Husnaini
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i1.230

Abstract

This study aims to analyze the effectiveness of Survey, Question, Read, Recite, and Review (SQ3R) technique in improving students' reading comprehension at SMPN 7 Palopo. The study employed a quantitative approach with an experimental design, involving students as research participants. The researcher used a total sampling which consists of 30 students. The researcher used reading tests as instruments in this study. The results showed that the average score of students in the post-test was higher than the average score obtained by students in pre-test (33.83<68.27). Apart from that, the t0 (ttest) value is 22.261 with a df (degrees of freedom) value of 29, while the tt (ttable) value is 2.042 for a standard significance level of 0.05 at df = 30. It shows that the value of the t-test is higher that the value of the t-table. The researcher also found a value (p) of 0.00 and alpha (α) of 0.05, resulting in p<α (0.00<0.05). The results revealed that the SQ3R technique significantly improved students' reading comprehension compared to conventional methods. Students taught using this technique demonstrated better abilities in identifying main ideas, specific information, and drawing conclusions from texts.
Co-Authors A. Zainuddin, Andi Husni Amalia Yahya, Amalia Furwana, Dewi husnaini, husnaini Ida Ayu Putu Sri Widnyani Magfirah, Thayyib Patmala, Kiki Puspa Sari, Eka Rabiah Ratni, Ratni Rivia, Dian Sahraini Sahraini, Sahraini Syahreza Syahrir Syahrir Wisran, Wisran