Article Per Year (5 Year)
p-Index From 2021 - 2026
6.38
P-Index
This Author published in this journals
All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching Juwara : Jurnal Wawasan dan Aksara DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesian Notary JTechLP JoEELE PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies INTERACTION: Jurnal Pendidikan Bahasa
Syarifah Farahdiba
Universitas Negeri Makassar, Indonesia
Religion Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

Published : 44 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 44 Documents
Search

 1   2   3   4   5 
Facilitating Students’ Engagement through Interactive Educational Technology (Genially) Afnimelda Afnimelda; Munir Munir; Syarifah farahdiba
Journal of Excellence in English Language Education Vol 5, No 4, October (2026): 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.v5i4, October.89955

Abstract

This study aimed to examine whether the use of Genially as an interactive educational technology enhanced students' engagement in English learning. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants consisted of 74 eighth-grade students of SMP Negeri 30 Makassar, selected using cluster random sampling. Data were collected using a student engagement questionnaire administered before and after the intervention and analyzed using descriptive and inferential statistics. The Wilcoxon Signed-Rank Test revealed significant differences between the pre-questionnaire and post-questionnaire scores within each group, while the Mann–Whitney U Test indicated a significant difference between the experimental and control groups (p = .004). The descriptive analysis showed that behavioral and emotional engagement in the experimental group were categorized as high, whereas cognitive engagement was categorized as moderate. Overall, the findings indicate that the use of Genially significantly enhanced students' engagement in English learning.
An Analysis of Teachers’ Strategies in Teaching Students’ Speaking Skills at SMP Negeri 2 Pangkajene Nur Fajriah; Syarifah Farahdiba; Ahmad Talib
Journal of Excellence in English Language Education Vol 5, No 4, October (2026): 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.v5i4, October.89954

Abstract

This research investigates the instructional strategies employed by English teachers to develop students' speaking proficiency at SMP Negeri 2 Pangkajene. Specifically, the investigation highlights the practical application of these methods, the primary obstacles encountered, and the solutions formulated to address them. Utilizing a descriptive qualitative approach, the study involved three English educators as participants. Data were gathered via classroom observations alongside semi-structured interviews, which were subsequently examined employing the interactive analysis framework by Miles, Huberman, and Saldaña (2014). The results demonstrated that the teachers utilized a variety of techniques, such as supplying language input, ensuring student comprehension, delivering constructive feedback, facilitating speaking exercises, and actively guiding students during tasks. Conversely, the main difficulties faced were students' restricted vocabulary, low self-esteem, anxiety regarding errors, and diverse levels of oral competence. To resolve these issues, the educators motivated the students, adapted the learning activities, and offered supplementary guidance along with extra practice. Ultimately, the study concludes that effective teaching strategies are vital in enhancing both students' speaking capabilities and their confidence in communicating.
English Education Students' Perceptions of Lecturers' Attitudes and Their Influence on Learning Performance: A Qualitative Study H. O. Moureen S. Wijaya; Syarifah Farahdiba; Muh. Tahir
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.89229

Abstract

Lecturers’ attitudes play a crucial role in shaping students’ learning experiences, particularly in English as a Foreign Language (EFL) classrooms, where supportive and positive interactions can influence students’ motivation, engagement, and academic performance. However, students may perceive lecturers’ attitudes differently based on their individual learning experiences, making it important to explore these perceptions in higher education contexts. This study aimed to explore English Education students’ perceptions of lecturers’ attitudes and examine how these attitudes influence their learning performance. Employing a qualitative descriptive research design, the study involved English Education students selected through purposive sampling. Data were collected using semi-structured interviews and analyzed following Braun and Clarke’s thematic analysis, including data familiarization, coding, theme development, theme review, theme definition, and report writing. The findings revealed that students perceived lecturers’ positive attitudes through themes such as respectfulness, fairness, effective communication, supportiveness, and approachability. These attitudes were found to positively influence students’ motivation, classroom engagement, confidence, participation, and overall learning performance. Conversely, negative lecturer attitudes, including unfair treatment, poor communication, and lack of empathy, were perceived to reduce students’ motivation and willingness to participate in classroom activities. The study concludes that lecturers’ attitudes significantly contribute to creating a positive learning environment and enhancing students’ learning performance. These findings highlight the importance of fostering professional and supportive lecturer–student relationships to improve the quality of English language teaching in higher education.
AN EXPLORATION OF HIGH SCHOOL STUDENTS’ PERCEPTIONS OF INTEGRATING FUNDS OF KNOWLEDGE IN ENGLISH LANGUAGE LEARNING AT SMAN 3 TANA TORAJA Meilani Yip Wipada; Syarifah Farahdiba; Muhammad Arham
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 3, Nov (2026): 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.v5i3, Nov.90479

Abstract

This study examines the perceptions of 12th grade students in using Funds of Knowledge in learning English at SMAN 3 Tana Toraja. This study uses a qualitative approach. Data were collected through semi-structured interviews with four students, who were selected using purposive sampling techniques, based on their perceptions to gain deeper insights into their experiences using Funds of Knowledge and the impact students felt on their English language development at school after using Funds of Knowledge. Based on the interview results, the findings show multiple perspectives from students about their experiences and the resources they use outside of school to independently enhance their English language skills and confidence in the classroom. The findings reveal four main aspects for finding how students perceive the use of Funds of Knowledge in improving their English language skills: (1) students’ out of school learning experiences; (2) students’ perception of the relevance of Funds of Knowledge; (3) students’ interest in English language learning; and (4) engagement in learning. By support from their social environment, community, culture, technology, and daily lives, students are increasingly developing their English language skills. Therefore, Funds of Knowledge has been proven to have many positive impacts on students' English language development and influence their confidence in learning English at school.
Co-Authors A. Nur Ismi Afnimelda Afnimelda Ahmad Talib Akbar Maulana Amelia, Andi Resky Anak Agung Istri Sri Wiadnyani Anisa, Beby Annisa Maharani Annisa, Rara Nur Ariyani, Amra Arsi, Aliah Khusna Arya Priyangga Sumardi Asdar, Nur Aulia Asir, Niftahul Jannah Asmi Asmi Asriati Asriati, Asriati Bahsyar, Zulhijjah Baso Jabu, Baso Daniel Pakiding Dewa, Muh. Tegar Indar Dian Indah Kusuma G, Hasriani H. O. Moureen S. Wijaya Haryanto Atmowardoyo, Haryanto Ismail, Widya Sari Korompot, Chairil Anwar Kusuma, Dian Indah La Sunra La Sunra Lely Novia Maemuna Muhayyang Meidiyani, Resky Meilani Yip Wipada Melinda Muh. Tahir Muhammad Arham Muhammad Miftah Fauzan Muliati, A. Munir Munir Munir Munir, Munir Musdalipa, Musdalipa Muslim, Amanda Defasya Asyrah Noni, Nurdin Nur Fajriah Nurfadilah Nurfadilah Nurmiati Nurmiati Pondaag, Samuel Siloam Pratiwi, Hedriana Putri, Andi Sri Mega Rodhiyah, Kholifah Fitri Rustan, Nilasari Ryan Rayhana Sofyan, Ryan Rayhana Sahril Sahril Samad, Salma Samtidar, Samtidar Sari Ismail, Widya Shalihah, Andi Musfiqah Siswahyudianto Sultan Baa Sunra, La Syahrul Alqi Fariq Syarifuddin Dollah Tahir, Annisa Mujahidah Talib, Dr. Ahmad Yurika, Fatma