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All Journal DIKSI EDUVELOP (Journal of English Education and Development) Jurnal Ilmiah Ecosystem Elsya : Journal of English Language Studies Community Development Journal: Jurnal Pengabdian Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Nivedana : Jurnal Komunikasi dan Bahasa SALEE: Study of Applied Linguistics and English Education Journal of English Language and Education Surakarta English and Literature Journal Langue La Parole : Journal of Language Teaching and Pedagogy
Maming, Khadijah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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FOSTERING STUDENTS’ PRONUNCIATION BY USING WHISPERING TONGUE TWISTER Asriani; Maming, Khadijah; Sianna; Sahabuddin, Ilham
NIVEDANA : Jurnal Komunikasi dan Bahasa Vol. 6 No. 1 (2025): NIVEDANA: Jurnal Komunikasi & Bahasa
Publisher : Sekolah Tinggi Agama Buddha Negeri Raden Wijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/nivedana.v6i1.1250

Abstract

This study was designed based on the results of observations of the pronunciation skills of eighth grade students at SMPN 1 Parepare, South Sulawesi. Many average students' pronunciation skills are categorized as low, making it difficult to speak English. The researcherss provide solutions by teaching pronunciation using the whispering tongue twister method to students with the concept of playing while learning. Therefore, the purpose of this study is to find out whether the use of the whispering Tongue Twister method can help students' pronunciation. The researcherss used the pre-experimental method with a group pretest and post-test design. The population of this study included all VIII grade students at SMPN 1 Parepare, with a sample size of 32 students in class VIII.4 as the experimental class. The sample selection used the purposive sampling technique and data collection using pretest and post-tests with the text read. The treatment was done in four meetings with two aspects of assessment, namely accuracy and fluency. In analyzing the data, researcherss used SPSS 29. The results of the data analysis show an improvement in student pronunciation. This is evidenced by the average score on the initial test of students, which is 33.84 and the average score on the final test of students, which is 45.84. After analyzing the data, the result of the probability is 0.001 and the significance value is 0.05. This indicates that H0 was rejected and H1 was rejected. It can be concluded that the use of the Whispering Tongue Twister method can foster students' pronunciation at SMPN 1 Parepare in the 2023/2024 school year.
Exploring theme-based tasks using familiar topics in promoting secondary learners' speaking and writing skills Maming, Khadijah; Yassi, Abdul Hakim; Saleh, Noer Jihad; Jubhari, Ria Rosdiana
Diksi Vol. 31 No. 1: DIKSI (MARCH 2023)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v31i1.59414

Abstract

This study attempted to explore theme-based tasks using familiar topics in promoting learners' productive skills namely speaking and writing skill at Indonesian secondary school context. This study was pre-experimental research undertaken in five junior secondary schools. There are eighty-six students participated as research respondents. Test and observation checklist used as research instruments. The research findings reported the mean scores on productive skills acquired by the students were getting improvement from pretest to posttest. In speaking skill, the mean score of posttest was 58.95 was better than 40.76 in pretest mean score. Similarly, the mean score of writing posttest was 76.85 was higher than 63.86 in pretest. It indicated that the progress of students' score in speaking skill was 18.19 and the progress of students' score in writing skill was 12.99. Although the gain scores in speaking and writing tests are slightly different, but it can be stated the students' productive skills promote significantly. Then, the result of t-test value on students' speaking skill posttest and pretest was 18.37, while the t-test value on students' writing skill posttest and pretest was 16.42. The both of these values are higher than t-table value. It indicated there is a significant difference between pretest and posttest for both tests. The students' English productive skills after treated by implementation of theme-based tasks were categorized as good achievement. Additionally, the majority of students' learning activities in English class are categorized as good category. They participated positively in English learning activities in terms of good attention, high seriousness, and activeness in group work.Keywords: Familiar Topics, Improvement, Productive Language, Theme-Based Tasks 
Boosting the Students’ English-Speaking Ability in Oral Descriptive Text Maming, Khadijah; Sudarmanto; Afrida Aritonang
Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i2.4829

Abstract

his study describes the improvement of students' English speaking ability in oral descriptive text by using Tiktok videos. Tiktok videos can improve students' speaking skills because of the advantages of Tiktok as one of the learning media in vocabulary mastery. The tudents are interested in the existence of technology-based learning media that students are enthusiastic about learning when using cellphones. This study used a quantitative method of quasi experimental design. The population in this study were seventh grade students of MTsS DDI Takkalasi in the 2023/2024 school year. The overall population was 192 students and one class out of six classes was taken as a sample using the random sampling method. The instrument used to determine the results of improving student speaking using TikTok videos is using pretest and post test assessments. This type of research is classroom research with a quantitative approach. The results of data analysis stated that the use of tiktok videos can improve students' speaking skills, which is indicated by the results of the pretest in the experimental group (41.5) for a higher postest, namely (77.25) and from the results of the pretest control group (39.25) for a higher posttest, namely (76.75) at the t-test value (3.37) higher than the t-table value (2.042) at the 0.05 level. This indicates that H1 is accepted and H0 is rejected. This means that students who are taught using TikTok videos getting improvement on speaking skills which have better quality compared to students who are taught without using tiktok videos. The teachers also recognize the benefits of learning media on the use of technology is very helpful. The students also showed high enthusiasm and significant improvement in speaking skills after participating in learning activities using TikTok videos. This study concludes that TikTok can be an engaging and innovative tool for improving students' English-speaking skills, especially in the context of oral descriptive texts.
TPACK Practice in Indonesia: Implementation, Learning Outcome, and TPACK Literacy Adelya, Deana; Ammade, Salasiah; Maming, Khadijah
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.46541

Abstract

This study investigates the practice of Technological Pedagogical Content Knowledge (TPACK) in Indonesia, focusing on three key dimensions: implementation, learning outcomes, and teacher literacy. In response to the evolving demands of 21st-century education, this research aims to explore how Indonesian educators integrate technology within pedagogical and content frameworks. Using a qualitative literature review method, the study analyzed 53 scholarly articles published between 2016 and 2024. The findings suggest that TPACK implementation in Indonesia shows growing trends, particularly in the contexts of online and blended learning. Teachers who effectively applied TPACK strategies reported improved student engagement, motivation, and academic performance. However, several challenges remain, including limited access to digital infrastructure, inconsistent professional training, and varying levels of TPACK literacy among educators. The study highlights that while the framework holds promise, its sustainable application requires systemic support through policy, training, and institutional readiness. These insights contribute to the discourse on digital pedagogy in developing contexts and emphasize the importance of enhancing teacher competencies to align with future education demands.
The Teachers’ Perception of Activity-Based Tasks Integrated with Utilization of Web-Based Familiar Topics Maming, Khadijah; Sudarmanto; Yusmah
Surakarta English and Literature Journal Volume 8, Number 2 (August 2025)
Publisher : University of Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52429/selju.v8i2.72

Abstract

This research explores teachers' perceptions of activity-based tasks integrated with web-based familiar topics as an instructional model for English language teaching. It is oriented on activity-based language instruction tasks as one of the development models of the content-based instruction (CBI) approach. The participants of this research were ten English teachers. The questionnaire was used to obtain the research data regarding the teachers’ perceptions. The teachers showed their positive responses to activity-based tasks integrated with web-based familiar topics. The teachers commented positively that these tasks potentially trained them to utilize and organize learning materials into a sequence of interactive learning activities. Then, they perceived positively that activity-based tasks reinforced cooperative learning, empowered student-centered classroom activities, and created experiential learning. Similarly, the students expressed interest in learning English through theme-based tasks. It made an enjoyable learning atmosphere, allowed them to acquire meaningful learning experiences, fostered their oral and written English practice, and encouraged their active participation in the English learning class.
PENGELOLAAN SAMPAH PESISIR PANTAI UNTUK MEWUJUDKAN PROGRAM SDGS DESA PEDULI LINGKUNGAN LAUT Jadda, Asram AT; Setyawati, Henny; Syawal, Syawal; Maming, Khadijah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 5 (2024): Vol. 5 No. 5 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i5.31454

Abstract

Desa Ujung Labuang, Kabupaten Pinrang, dihadapkan pada tantangan serius terkait pengelolaan ekosistem pantai dan laut, terutama dampak pencemaran sampah plastik yang mengancam keberlanjutan lingkungan dan kesejahteraan masyarakat lokal. Untuk mengatasi masalah ini, dilakukan kegiatan pengabdian masyarakat dengan tujuan utama meningkatkan kesadaran dan keterampilan masyarakat dalam pengelolaan ekosistem pantai yang berkelanjutan, serta mendukung pencapaian Sustainable Development Goals (SDGs), khususnya tujuan 14 mengenai kehidupan di bawah air. Metode pelaksanaan meliputi penyelenggaraan seminar oleh tim pengabdian dari Universitas Muhammadiyah Parepare, diikuti dengan workshop pembuatan ekobrik. Peserta kegiatan terdiri dari 40 ibu rumah tangga yang merupakan anggota tim penggerak PKK di Desa Ujung Labuang, Kabupaten Pinrang. Workshop ini dilaksanakan di Desa Ujung Labuang dan melibatkan praktik langsung dalam mengumpulkan, mencuci, memotong, dan memadatkan sampah plastik ke dalam botol untuk dijadikan bahan ramah lingkungan. Selain itu, dilakukan juga pendampingan dalam merangkai ekobrik menjadi produk yang berguna berupa perabot rumah tangga. Tindak lanjut dari kegiatan ini mencakup monitoring dan evaluasi berkala untuk memastikan keberlanjutan program, serta pengembangan lanjutan dalam penerapan ekobrik dan pelatihan lanjutan bagi masyarakat. Dengan pendekatan holistik ini, diharapkan program ini tidak hanya memberikan dampak positif dalam menjaga lingkungan pantai dan laut, tetapi juga dalam memperkuat ekonomi lokal melalui pemanfaatan sumber daya lokal yang berkelanjutan dan inovatif.
Behaviorism Approach through Operant Conditioning: Motivating Students in English Speaking Class Sahabuddin, Ilham; Rasyid, Asriadi; Maming, Khadijah; Sianna, Sianna; Wahyuddin, Wahyuddin
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1682

Abstract

This study investigates whether applying behaviorist operant conditioning can better use reinforcement in EFL classrooms to increase students’ speaking confidence, skills, and motivation. Using a quasi-experimental, non-equivalent control-group design, an experimental class received reinforcement while a control class followed conventional instruction; pre/post tests and a Likert-scale motivation questionnaire were analyzed with t-tests. Results show significant gains for the experimental group: mean speaking scores rose to Satisfactory (82.37) versus the control’s Adequately outcome (69.12), score dispersion narrowed (SD 10.21 to 6.01), and post-test distributions shifted to Satisfactory. Motivation outcomes were robust, with most students reporting high motivation after reinforcement. We conclude that operant conditioning effectively strengthens desirable speaking behaviors, increases engagement, and reduces performance variability, offering a practical approach for speaking classes. Implications include integrating reinforcement, feedback, and repetition into classroom pedagogy to sustain gains.
Co-Authors -, Irmayani - A, Nasrullah Abdul Azis Ambar Adelya, Deana Afrida Aritonang Amaluddin Amaluddin, Amaluddin Ammade, Salasiah Arsyad, Nur Ainun Asriadi Rasyid Asriani Dinda S, Mawadda Eka Sasmita Hasman Hasman, Hasman Jadda, Asram AT Jubhari, Ria Rosdiana Maria Elaine A Cabuso Mimi Kartika Muh. Syukri Asqari Nasmilah, Nasmilah Nasrullah A Patahuddin Putra, Dany Prima Radiana, Sonia Permata Rahman, Ali Wira Riskiyanti, Riskiyanti A Sahabuddin, Ilham Saleh, Noer Jihad Sani, Ahliana Afifati Setyawati, Henny Sianna Sianna, Sianna SUDARMANTO Syawal, Syawal Wahyuddin Wahyuddin Wida Sari Yassi, Abdul Hakim Yusmah