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All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL EDUKASI ETERNAL(english, teaching, learning, and Research Journal) ELS Journal on Interdisciplinary Studies in Humanities Jurnal Pendidikan Ekonomi (JURKAMI) Indonesian TESOL Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Inspiring: English Education Journal Panrannuangku Jurnal Pengabdian Masyarakat EduLine: Journal of Education and Learning Innovation Jurnal Abdimas Komunikasi dan Bahasa Juwara : Jurnal Wawasan dan Aksara Jurnal IPTEK Bagi Masyarakat Bakti Budaya: Jurnal Pengabdian kepada Masyarakat Dedikasi: Jurnal Pengabdian Kepada Masyarakat JTechLP Abdimas Indonesian Journal Phonologie : Journal of Language and Literature JoEELE Tamaddun JELTEC: Journal of English Language Teaching, Literature and Culture International Journal of Integrative Sciences International Journal of Contemporary Studies in Education Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE BATARA DIDI : English Language Journal The Academic: English Language Learning Journal Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics E-CLUE Journal of English Culture, Language, Literature and Education Axiology
Noni, Nurdin
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The Implementation of Entrepreneurship Course in EFL Classroom Indonesian Higher Education Context Mahmud, Adi F; Idul, Muhammad; Noni, Nurdin
EDUKASI Vol 22, No 2 (2024): EDISI OKTOBER 2024
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v22i2.8702

Abstract

The research aims to investigate the students' perspectives, benefits, and challenges throughout the delivery of the entrepreneurship course. A qualitative approach employing a descriptive design. It was carried out English education master's program at UNM. A total of thirteen English students from the academic years 2022-2023 and 2023-2024 as respondents. Data gathered through document analysis, questionnaires, and in-depth interviews. Data examines first, questionnaire analysis using Likert scales. Both the document and the in-depth interviews ware analysed outlined by Gay et al. (2009), which involves reading/memorising, describing, and classifying. The results indicate that the entrepreneurship programme at UNM is of exceptional quality, characterised by a strong vision and widespread impact. All participants hold a favourable opinion regarding the integration of entrepreneurship courses in the EFL classroom. This course align with the educational requirements of the 21st century. The entrepreneurial course positively influence the competence, skills, motivation, and mindset of respondents towards entrepreneurs, as well as enhance their English proficiency and skills. Nevertheless, certain limitations persist in the realm of entrepreneurial learning, including the execution of the online learner model, theoretical content, physical resources, and limited time periods for learning, all of which hinder its effectiveness.
Implementation of ICT on Speaking for Intercultural Communication at Higher Education: Lecturers’ Point of View Hasyim, Ruslan; Noni, Nurdin; Nur, Sahril
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.v6i2.6336

Abstract

This study investigates the implementation of Information and Communication Technology (ICT) in teaching speaking for intercultural communication from higher education lecturers’ point of view, focusing on pedagogical strategies, challenges, and outcomes. Through a qualitative case study involving three English department lecturers at Universitas Muhammadiyah Sorong, Indonesia. Data were collected via classroom observations, semi-structured interviews, and document analysis. Findings reveal that lecturers leveraged ICT tools such as video conferencing (e.g., Zoom), multimedia simulations, gamified platforms (e.g., Kahoot), and collaborative digital projects to support students’ intercultural competencies, including empathy, adaptability, and critical reflection. Structured activities like impromptu debates, role-plays, and multimedia case studies enabled authentic cross-cultural interactions, aligning with pedagogical frameworks such as the Zone of Proximal Development (ZPD) and Technology Acceptance Model (TAM). Despite ICT’s transformative potential, challenges included resource constraints (e.g., unstable internet, limited hardware), lecturer preparedness, and balancing theoretical knowledge with practical application. Lecturers adapted by integrating personal intercultural experiences, digital storytelling, and asynchronous tools (e.g., Padlet) to foster engagement. The study underscores ICT’s role in bridging cultural divides while highlighting the need for context-sensitive strategies, particularly in multilingual, resource-limited settings. Limitations include a small sample size and reliance on lecturer self-reports, suggesting future research should incorporate student perspectives.
Enhancing English Writing Skills: The Impact of the Task-Based Method at SMA Insan Cendekia Syech Yusuf Akidah, Nur Faizah; Dollah, Syarifuddin; Iskandar, Iskandar; Noni, Nurdin; Sakkir, Geminastiti; Sunra, La
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.73609

Abstract

This research identifies the impacts of implementing the task-based method in teaching English writing at SMA Insan Cendekia Syech Yusuf. The study addresses a research question focusing on how implementing a task-based method in teaching English writing impacts students' writing skills. The study involved two English teachers and four SMA Insan Cendekia Syech Yusuf students. Data were collected through classroom observations, interviews with teachers and students, and written assignments. The findings reveal that the task-based method in teaching English writing is implemented through a structured task cycle involving pre-task, task, and post-task phases. Furthermore, the students reported positive impacts of task-based language teaching on their writing skills, particularly regarding organization, coherence, and critical thinking. However, the challenges related to language proficiency, task understanding, and time constraints were identified as barriers to full engagement. The emotional engagement varied among students, with some expressing frustration due to language limitations, while others thrived in the collaborative and problem-solving aspects of task-based language teaching. The study concludes that while the task-based method in teaching English writing shows significant potential for improving students' English writing skills, careful consideration must be given to task design, teacher support, and addressing student proficiency levels to maximize effectiveness. Future research should explore strategies for overcoming these challenges and enhancing student engagement in task-based language teaching in writing classes.
The Lecturers’ Perception of Digital Games-Based Language Learning at Higher Education Mustari, Sri Hariati; Noni, Nurdin; Salija, Kisman; Sulaiman, Iskandar; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71565

Abstract

Digital learning has become a potential learning tool since the COVID-19 pandemic that has caused the use of new technologies including digital games-based language learning. However, the implementation still has different challenges due to technical, instructional and financial barriers. Previous studies suggest exploring more teaching experiences related to the use of digital games-based language learning for future contribution.  This study aims to explore the perception of the lecturers on digital games-based language learning in higher education. To achieve this goal, this study was conducted in an Indonesian higher education, the State University of Makassar by applying a qualitative case study to collect data. The researcher collected the data from 2 lecturers recruited using a convenient sampling technique. The thematic analysis was used to analyze the collected data.  This study explores teacher experiences in using digital games-based language learning in a speaking classroom. This study found that the lecturers perceived that Digital Games-Based Language learning (DGBLL) is useful, easy to use, and have a positive attitude toward its use. From this result, it is claimed academically that digital games-based language learning (DGBLL) can be used in speaking classrooms and modified based on learning objectives, learning outcomes and students’ learning needs.
Navigating Hybrid Pedagogies in English for Business: Insights from Indonesian Higher Education Hamid, Restu Januarty; Noni, Nurdin; Sunra, La; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71459

Abstract

This study explores the challenges and adaptive strategies employed by lecturers in implementing hybrid learning for English for Business (EfB) instruction within an Indonesian higher education context. Grounded in Connectivism, Sociocultural Theory, and Bloom’s revised taxonomy, the study employs a qualitative descriptive design involving semi-structured interviews with four experienced EfB lecturers, classroom observations, and document analysis. Thematic analysis revealed four interrelated domains: (1) disparities in access to technology and digital fluency, (2) limited interactional engagement in online settings, (3) underdeveloped information-management skills among students, and (4) lecturer readiness and workload concerns in hybrid environments. Findings indicate that infrastructural limitations and the digital divide significantly constrain equitable participation and pragmatic language use in hybrid classrooms. However, proactive instructional strategies such as the provision of offline materials, structured micro-tasks, and embedded digital literacy training can mitigate these challenges. The study underscores the centrality of technological, pedagogical, and institutional connectivity in shaping hybrid learning outcomes. It contributes to the growing body of HyFlex and ESP scholarship by offering context-rich insights from the Global South and provides implications for educators, institutional leaders, and policymakers seeking to design inclusive and resilient hybrid learning systems.
Fostering Self-Confidence: The Impact of Online-Based Hybrid Learning on English Speaking Proficiency Nur, Syauqiyah Awaliyah Alfiani; Noni, Nurdin; Korompot, Chairil Anwar
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.70605

Abstract

This study explores the impact of an online-based hybrid learning model on students’ self-confidence in speaking English as a foreign language. Conducted at Universitas Negeri Makassar, the research involved 20 second-semester English education students enrolled in an Interactive Speaking course. Employing a qualitative approach, data were collected through semi-structured interviews and analysed using NVivo software to uncover themes related to learners' confidence levels. The hybrid learning model integrated both synchronous platforms (e.g., Zoom, Google Meet, WhatsApp) and asynchronous tools (e.g., Google Classroom, Instagram, YouTube, SYAM-OK), offering students flexibility and multiple forms of engagement. Findings revealed three distinct self-confidence profiles among students high, moderate, and low. Students with high self-confidence reported enhanced participation and reduced anxiety due to the hybrid model's supportive structure. Those with moderate self-confidence highlighted the benefits of decreased social pressure and the ability to control their learning environment. In contrast, students with low self-confidence continued to struggle despite the flexible format, citing persistent fear of judgment and speaking errors. The study concludes that while online-based hybrid learning can effectively foster self-confidence in speaking for many students, it may not suffice for learners with deeply rooted anxiety. These findings underscore the need for tailored pedagogical strategies that combine technological affordances with targeted confidence-building interventions to ensure inclusive and effective language instruction.
Integrating Canva Audiovisual Media into Classroom Management: Exploration of Perceptions from Teachers and Students Nurlinda, Nurlinda; Noni, Nurdin; Abdullah, Abdullah
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44756

Abstract

Speaking is an essential component of English language learning, yet many EFL (English as a Foreign Language) students continue to struggle with fluency, confidence, and engagement in speaking activities. The integration of digital learning media is increasingly seen as a potential solution to these challenges, particularly through the use of audiovisual platforms such as Canva. This study aims to explore the perceptions of English language teachers and students regarding the use of Canva-based audiovisual media in improving students’ English speaking skills and supporting effective classroom management. Conducted at Pondok Pesantren Putra IMMIM Makassar, this qualitative study involved one English teacher and ten eighth-grade students. Data were collected through semi-structured interviews and classroom observations. The findings showed that teachers perceived Canva as a practical and innovative tool that supports structured lesson planning, increases student engagement, and aligns with 21st-century educational goals. Canva’s visual and audio features help improve focus, minimize distractions, and deliver content more effectively. Meanwhile, students gave positive perceptions, stating that Canva made speaking lessons more enjoyable, improved their understanding of the material, and increased their confidence in speaking. Although some technical limitations were noted, both teachers and students agreed that Canva significantly improved the overall learning environment. The study concludes by recommending consistent integration of audiovisual digital media to support teaching quality and speaking proficiency in EFL classrooms.
Effective Strategies for Shaping Students’ Discipline by English Teachers at SMPN 3 Polewali Annisa, Andi Nur; Noni, Nurdin; Talib, Ahmad
Journal of Excellence in English Language Education Vol 4, No 2, April (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.v4i2, April.72625

Abstract

This study examined the strategies used by English teachers to shape student discipline at SMPN 3 Polewali, focusing on methods such as self-directed, student-directed, and situation-directed strategies, as well as rewards and punishments. Using a descriptive qualitative approach, data were collected through classroom observations, teacher interviews, and documentation. The findings revealed that teachers involved students in creating classroom rules, fostering a sense of responsibility. Positive reinforcement, including praise and additional grades, effectively motivated students, while non-verbal cues like eye contact helped maintain classroom order. Teachers also used specific punishments, such as vocabulary memorization, for recurrent discipline issues. Among these methods, reward strategies proved to be the most influential in encouraging student discipline, as they fostered intrinsic motivation and reinforced positive behavior in a conducive learning environment.
The Effectiveness of Outdoor Learning Method to Improve Students’ English-Speaking Skills at SMAN 7 Bulukumba Mawaddah, Safira; Noni, Nurdin; Korompot, Chairil Anwar
Journal of Excellence in English Language Education Vol 4, No 2, April (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.v4i2, April.72616

Abstract

The research aims to find out whether or not the outdoor learning method is effective in improving students’ English-speaking skills. The researcher applied the pre-experimental method, and to achieve the research objectives, data collection was conducted through a pre-test and a post-test. The population of this study is all of the year 10th of SMAN 7 Bulukumba students, and the sample of this study consisted of 35 students of class X.1 in that school was recruited with the cluster random sampling technique. After being analyzed with a T-Test, the results of the pre-test and post-test of students’ English-speaking skills through the outdoor learning method indicate that the probability value, which is 0.001, was significantly lower than the level of significance (0.05). Therefore, the alternative hypothesis (H1) was accepted, and after being analyzed with the N-Gain value, the results showed that the improvement that occurred in the speaking skills of the sample group was low. This implies that the outdoor learning method may need to be combined with other strategies to achieve better results, especially in improving students' speaking, and this method will be taken into consideration for teachers in designing more interesting and interactive learning activities. Therefore, it can be concluded that outdoor learning is effective in improving students' English-speaking skills.
INOVASI PEMBELAJARAN DI MADRASAH: PENGENALAN DEEP LEARNING DAN PENYUSUNAN RPP DENGAN BANTUAN AI Novia, Lely; Noni, Nurdin; Radhiyani, Fitri; Mustikawati, Yunitari; Hajar, Andi
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 2 (2025)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v5i2.3531

Abstract

Education in Madrasah faces the challenge of developing learning methods that are in line with the needs of the 21st century, especially with the rapid development of technology. Deep Learning and Artificial Intelligence (AI) enable deeper understanding and relevant applications to improve the quality of teaching. The purpose of this service activity is to introduce the use of AI such as ChatGPT and Microsoft Copilot to create more efficient lesson plans, as well as interactive applications such as Canva and Heyzine to create engaging teaching materials. The methods used are workshop-based training and direct simulations. The results of the training showed a significant ability of teachers to use technology in creating lesson plans with a Deep Learning approach and utilizing AI in preparing lesson plans as well as using Canva and Heyzine technology in interactive teaching materials.
Co-Authors A Halim AA Sudharmawan, AA Abdul Halim Abdullah Abdullah Abubakar, Sugurawati Adi F Mahmud, Adi F admin admin, admin Adys, Himala Praptami Afra, Firyal Talietha AHMAD ALFIAN Ahmad Talib Akidah, Nur Faizah Almira, Nisa Amin, Fatimah Hidayahni Ananda, Ismawati Andi Ahmad Ahkam Anisam, St. Annisa, Andi Nur Anto Patak, Andi Anugrah, Nurul Apriliani, Fani Arif, Nurindah Fadillah Ariyani, Amra As Rakib, Andi Maharani Asfah, Indrawaty Asriati Asriati, Asriati Astri, Zul As’ad, Riska Dwi Putri Audyna Muhiddah Awwaliyah, Andi Astri Baso Jabu, Baso Burhamzah, Muftihaturrahmah Dahlan, Suratman Fairus Suryani Munir Fakhrurriana, Ria Fatima, St. Nur Aima Fhadli Noer, Fhadli Fitriyani Fortuna, Nursharikha Aghniya G, Hasriani Geminastiti Sakkir Gunawan Gunawan Hafsa, Hafsa Hajar, Andi Halim, Abd Hamsah, Herlina Haryanto Atmowardoyo, Haryanto Hasyim, Ruslan Hidayahni Amin, Fatimah Husain, uriah Fadliah Idul, Muhammad Ira Puspita Sari Irawan, Arya Putra Iskandar Iskandar Iskandar Sulaiman, Iskandar Isna Humaera, Isna Jafar, Muhammad Basri Khaer Hanafie, Nurharsya Kisman Salija, Kisman Korompot, Chairil Korompot, Chairil Anwar La Sunra Lely Novia Maemuna Muhayyang Mawaddah, Safira Mayang Sari Mohamad, Andi Riswan Muafiah, Nurul Muh. Rezky Chalik Muhammad Basri Muhammad Jafar, Muhammad Muhammad Tahir Munir Munir Munir, Munir Musa, Nur Ainun Mushaddiq, Mushaddiq Mustari, Sri Hariati Mustikawati, Yunitari Muthmainnah Muthmainnah Nasrullah A Ngabalin, Elsofly Dit Yamtel Nisa, Aulia Novia, Lely NUR AENI Nur Aisyah NUR, Syauqiyah Awaliyah Alfiani Nurchalis, Nur Fadillah R, Muh. Faizal Rahmania Rahmania Rahmat, Subhan Rahmayanti, Andi Ramdani, Amaliah Rara, Milani Reskyani, Reskyani Restu Januarty Hamid Rifani Vidia Riny Jefri, Riny Rosita, Siti Ryan Rayhana Sofyan, Ryan Rayhana Sahib, Nurfaizah Sahril Nur Salsabila, Putri Samtidar, Samtidar Sarmadani, Sarmadani Sehuddin, Muh. Farid Shalihah, Fadhilah A. Siswahyudianto sriwahyuni Sriwahyuni Sukmawati Sukmawati Sunra, La Syahrir, Andi Ahmad Syamsuri, Atifa Dila Syarifah Farahdiba Syarifuddin Dollah Syazwatika, Nurul Ulwiah, Pitrah Umar, Nur Fadhilah Virgita Crustia Waode Ade Sarasmita Uke Wulandari, Sami'an Yahya, Anisa Mujahidah Yasin, Riesky Ramadhani Yunitari Mustikawati Zul Astri