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All Journal Litera ELT Worldwide: Journal of English Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Journal of English Teaching and Applied Linguistics (JETAL) JEKPEND Jurnal Ekonomi dan Pendidikan Interference: Journal of Language, Literature, and Linguistics IJORER : International Journal of Recent Educational Research EduLine: Journal of Education and Learning Innovation Asean Journal of Science and Engineering (AJSE) Indonesian Journal Of Educational Research and Review Journal of Indonesian Scholars for Social Research JEELS (Journal of English Education and Linguistics Studies) JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Celebes Journal of Language Studies Research and Innovation in Applied Linguistics Journal of Language Learning and Assessment International Journal of Language, Education, and Literature (IJLEL) ASEAN Journal of Educational Research and Technology
Abduh, Amirullah
Universitas Negeri Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Empowering E-Learning for English Literacy Development: Insights from Lecturers Isma, Adi; Basri, Muhammad; Abduh, Amirullah; Putri, Andi Mega Januarti; Hustiana, Hustiana
JETAL: Journal of English Teaching & Applied Linguistic Vol 5 No 2 (2024): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v5i2.1495

Abstract

The integration of e-learning platforms in university settings has experienced notable growth, especially with the onset of the COVID-19 pandemic. This qualitative case study explored university lecturers' perceptions regarding the use of e-learning for teaching English literacy skills, specifically reading and writing. Semi-structured interviews were utilized for data collection with six lecturers from the English Department at Universitas Sulawesi Barat, Indonesia, who taught literacy courses during the 2022/2023 academic year. The findings revealed a spectrum of lecturers' experiences, beliefs, and attitudes toward e-learning-based literacy instruction. While initial challenges were encountered during the transition to online learning, the lecturers recognized benefits such as flexibility, efficient material sharing, and enabling remote assignments. However, connectivity issues, difficulties monitoring student progress, and the need for robust technological skills were identified as significant challenges. The lecturers advocated learner-centered, multimodal pedagogical approaches and emphasized the importance of balanced, blended learning that integrates both traditional classroom and online elements. The study highlights the potential of e-learning for enhancing English literacy education while underscoring the need to address infrastructural and pedagogical barriers.
Utilizing TPACK Framework in English Language Instruction for High School Students Wilda Toding, Rufina; Halim, Abd; Abduh, Amirullah; Mahmud, Murni; Halim, Nur Mutmainna; Julianti, Rahmah
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3638

Abstract

This century's learning advancement relies on different information technology mediums. Thus, educators must improve their ICT skills to improve learning and academic performance. There are two main goals of this study: 1) to find out how TPACK is used to teach and learn English in high school; and 2) to find out what problems English teachers run into when they try to use TPACK. The type of study being done is qualitative. Interviews, documentation, and observation were some of the methods used to gather information for this study. This study looks at 34 kids from XII IPA and one English teacher. English teachers' TPACK knowledge comes from how well technology fits with their teaching methods and English subject knowledge. Technology lets the teacher apply several instructional strategies for several learning environments. According to the Merdeka Curriculum, technology allows SMA 13 Makassar students to learn at their own pace and according to their choices. The English teacher utilized Quizizz or Google Classroom to handle assignments and provide timely feedback. Network service variability affects student engagement and learning equity. SMA 13 Makassar students may need help with coursework, internet forums, and extracurricular resources. While TPACK-based teaching depends on online resources, unreliable network connectivity limits availability. English teachers needing digital libraries, web-based platforms, or multimedia materials need consistent internet access. Unreliable access to these tools can interfere with courses requiring live quizzes, direct assessments, or online group projects to help students grasp complex English literature.
Teachers’ Perceptions and Experiences with Translanguaging Implementation in Rural EFL Classrooms: A Case Study from Indonesia Rasmin, La Ode; Dollah, Syarifuddin; Abduh, Amirullah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2491

Abstract

This study explores teachers' perceptions and experiences implementing translanguaging strategies in rural English as a Foreign Language (EFL) classrooms in south Buton, Indonesia. This research is a case study where the limit of this research is to focus on teacher perceptions and experiences in implementing translanguaging in English language learning in three secondary schools in rural areas in South Buton, Indonesia. The subjects of this research were three English teachers at three different schools in South Buton. This subject is expected to provide an overview of teachers' perceptions and experiences in implementing translanguaging in some rural schools in an Indonesian context. Data was collected through in-depth interviews and class observation with three experienced EFL teachers at three rural junior high schools in South Buton. The findings reveal that teachers perceive translanguaging as effectively enhancing students' learning comprehension, and the use of translanguaging can create inclusive and culturally responsive learning in EFL classrooms. The study highlights predominantly positive attitudes towards translanguaging, with teachers perceiving it as an effective tool for facilitating learning in linguistically diverse classrooms. Teachers report positive experiences, citing improved student understanding, increased engagement, and preservation of linguistic and cultural identities. The teachers' experience actively incorporated translanguaging strategies, using code-switching between English, Indonesian, and the local Cia-Cia language to enhance student comprehension. While acknowledging challenges such as balancing multiple languages and potential impacts on English proficiency development, teachers remain confident in translanguaging's effectiveness. This research is expected to contribute to the growing literature on translanguaging in EFL contexts and offer insights for educators in linguistically diverse settings.
How Do English Teachers Prepare Diagnostic Assessment for Students? Insight from Teachers’ Experiences in an Indonesian Remote Island Masbara, Abdi; Abduh, Amirullah; Iskandar, Iskandar
Journal of Language Learning and Assessment Volume 2, Number 2, December 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i2.112

Abstract

Purpose This research aims to describe the preparation of diagnostic assessment used by English teachers in an Indonesian remote island in Central Sulawesi.   Methodology This research was conducted at two Junior High Schools located far from the city center of Central Sulawesi. The researcher applied a qualitative case study design. A purposive sampling was used to gain the sample with theory of data saturation. The subject of this research was the three English teachers in the schools that implement Merdeka Curriculum. The data were collected through interview, observation and documentation. The data analysis technique used was thematic analysis.   Results/Findings The result of the research showed that the English teachers prepared the diagnostics assessment by scheduling time of assessment, identifying material of assessment and compiling assessment questions or instrument to be used in the implementation of the diagnostic assessment.   Implications The findings of this research underscore the critical importance of developing a curriculum that effectively supports the implementation of diagnostic assessments. Educational institutions and policymakers are encouraged to leverage these insights to create targeted training programs that enhance teachers’ abilities to design and execute diagnostic evaluations. Furthermore, the study highlights the potential for improving the overall quality of English language instruction in remote areas, as understanding the preparatory processes for diagnostic assessments can enable educators to identify students’ learning needs and tailor their interventions more accurately accordingly. Additionally, the research advocates for the adoption of the best practices in diagnostic assessment preparation, suggesting that other schools, particularly those in similar contexts, could benefit from implementing the successful strategies employed by the teachers at these junior high schools. Finally, this study paves the way for future research into the effectiveness of diagnostic assessments in enhancing student learning outcomes, encouraging subsequent investigations into the relationship between such assessments and academic achievement across diverse educational setting
THE ABILITY OF INDONESIAN UNDERGRADUATE STUDENTS IN PARAPHRASING ACADEMIC WRITING TEXTS Setiawan, Faisal Ari; Abduh, Amirullah; Baa, Sultan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 3 (2023): 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.v5i3.1099

Abstract

The aims of this study were to find out the English students’ ability in paraphrasing academic writing texts and the students’ perceptions of paraphrasing academic writing texts. The researcher applied a case study research design. The data collection used mixed-methods (quantitative and qualitative data). The data for this research were collected through test and an interview. The researcher employed the test as an instrument to discover the students' ability to paraphrase academic writing texts. Meanwhile, interviews were conducted to reveal students' perceptions of paraphrasing in academic writing texts. The sample for the test were 31 students. All participants for the test must meet the following criteria: Participants must be currently enrolled as students in the English Study Program and must be registered in an academic writing class. The test given to students focuses on four aspects by Jordan (1999), namely paraphrasing by changing synonyms, verb forms, word classes, and synthesis. In the interview session, seven students were selected for the interview. They were selected based on their respective abilities. This was done to make the students' perceptions more varied. The results of the study showed that students' paraphrasing ability by replacing vocabulary with synonyms were in the excellent category with the percentages of 67.74% and paraphrasing ability by replacing verb forms (active and passive) were also in the excellent category with the percentages 48.38%. However, students' ability to paraphrase by replacing word classes were in the unsatisfactory category, with student percentages of 70.96% and students' ability to paraphrase by synthesizing sentences were also in the unsatisfactory category, with student percentages of 48.38%. In the terms of students’ perceptions of paraphrasing academic writing text, the study found that despite many challenges students face in paraphrasing academic writing texts such as students lack of vocabulary, grammatical problems, and difficulty understanding the text, students believe that by doing strategies such as reading widely, practicing regularly, and improving skills, as well as support from lecturers, students can improve their paraphrasing skills for the better
THE STUDENTS’ PERCEPTIONS OF READING HABITS, INTRAPERSONAL INTELLIGENCE, AND READING COMPREHENSION LEVELS Musliha, Rina; Abduh, Amirullah; Hasbi, Muhammad; 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.v7i1.1271

Abstract

The purpose of this study was determined the students’ perceptions of reading habits, intrapersonal intelligence, and reading comprehension levels. The type of instrument in this study was questionnaire Researcher used quantitative method to collected the final scores of students’ perception. The sample of this study was showed to 30 students of the 12th - grade Language Class at Man 1 Bone from the language department who had English language skills was powerfull where the influence of reading habits and intrapersonal intelligence was related to their reading comprehension levels. All of the data in this study measured with SPSS 29 version for windows. Researcher had distributed the student perception questionnaire consisting of 15 statement items followed by 5 answer choices, namely Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D) and Strongly (Disagree). Each statement had points used linkert scale ranging from point 5 to one which has been filled in by 30 students.. Based on the results of data analysis, researcher found that as many as 50% of students or 15 students out of 30 students were in the interval of 39-48 points with a cumulative score of 96.7%. So, they have quite well know about their abilities related to students' reading habits, intrapersonal intelligence, and reading comprehension levels. Therefore, the majority of students consider themselves to had good reading habits and intrapersonal intelligence that is in line with students' self-confidence the contents of texts
THE USE OF CODE MIXING BY FOREIGN REFUGEES IN MULTILINGUAL ENVIRONMENT OF MAKASSAR CITY TOWARDS ENGLISH LANGUAGE TEACHING IN INDONESIA Hasbi, Andi Indah Permatasari; Abduh, Amirullah; Basri, Muhammad Arham; 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.v7i1.1283

Abstract

This study aimed to explore how code mixing is used in multilingual interactions among foreign refugees and how it impacts English language teaching in Indonesia. In Makassar, refugees experienced legal uncertainty and integration challenges, particularly in acquiring new languages. Code mixing, the practice of combining native languages with Indonesian or English, served as a means of adaptation, identity preservation, and communication, all viewed through a sociolinguistic lens. Using a descriptive qualitative approach, the study focused on refugees from Sri Lanka, Iran, and Afghanistan, gathering data through observations, interviews, and document analysis. Triangulation ensured data validity, while thematic analysis uncovered patterns related to language use, identity, social integration, and power dynamics. The results revealed that refugees’ language learning is strongly shaped by the sociolinguistic environment. Their language choices often reflected the local context and the languages spoken around them. Code mixing emerged as a practical communication strategy, with English serving as a key tool in bridging language barriers. Sociolinguistic factors greatly influenced how refugees acquired new languages, and these insights can help improve language education programs to better support refugee integration. Code mixing proved essential in helping refugees navigate multilingual interactions while adapting to their new cultural and linguistic surroundings. The combined use of English and code mixing facilitated communication, expressed personal identity, and supported social integration. The study also recommended that Indonesia adopt some of the refugees’ language learning strategies, such as peer learning, language exchange, contextual learning, and encouraging a tolerance for making mistakes. These methods could enhance English proficiency among Indonesians, promote multilingualism, and inspire further research into language acquisition
LECTURER AND STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING METHOD IN WRITING CLASSROOM Maulani, Nur; Abduh, Amirullah; Baa, Sultan
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.v7i1.1309

Abstract

The purposes of this research were to discover the lecturer’s perception toward task-based language teaching in writing classroom, to describe how the lecturer use task-based language teaching in writing classroom and to discover the stduents’ perceptions about the impact of task-based language teaching on students’ writing achievement. This research was conducted at State University of Makassar in Makassar. This research used a qualitative method with a case study design. The technique of data analysis was carried out through the following steps: data reduction, data display and data verivication. The subjects of this research were lecturer who taught English writing and the 4th semester students at State University of Makassar. Data collection was carried out through semi-structured interview and documentation. The results of this research showed that the lecturer faced some challenges when teaching writing using TBLT such as difficulty with students who lack vocabulary and lecturer has limited time to give feedback on students’ task. In the process of classroom teaching implementation, the lecturer prepares an RPS before present the material. In evaluating teaching writing, the lecturer evaluated students’ task by identify the grammar mistakes and provide feedback on students’ task. The students feel many benefits when teaching writing using TBLT method by the lecturer such as improving their writing skills and directly practicing their writing skills. The implementation of the TBLT method should be flexible and innovative in the lecturer's approach during the writing teaching and learning process in the classroom. In addition, the majority of students appreciate the benefits of this method and the lecturers who implemented it
Developing a Hybrid Learning Model Based on Moodle E-Learning on Morphology Course Abdullah, Abdullah; Talib, Ahmad; Abduh, Amirullah
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 (299.917 KB) | DOI: 10.33096/tamaddun.v21i2.164

Abstract

This study aimed to develop a hybrid learning model and design instructional material for the Morphology course at Makassar State University's Faculty of Languages and Literature in order to develop students' knowledge of linguistic theories and skills, in particular those pertaining to the English language. These improvements were intended to benefit students in the English department. Following a research design and development model that has been designed will be the development of a learning model and the design of instructional content. This study is an extensive process that designs the needs of students and develops the product or course material of morphology to increase the ability or skills of students in learning language through hybrid learning based on moodle. Specifically, this research focuses on the development of a hybrid learning environment (e-learning). Students enrolled in the English department of the Faculty of Languages and Literature at the State University of Makassar are the subjects of this study's population. The participants in the English Education and Literature Study Program would serve as the sample for this investigation. The findings of the study indicate that there may be a hint of a hybrid learning model based on student worksheet activities or exercises, Syllabus, design instructional material for a morphology course, and moodle e-learning. The findings of the study implicate on the pedagogical practice of Moodle e-learning within an EFL hybrid learning setting.
Quizizz Based Application in Teaching Reading in an Indonesian EFL Junior High School Context Nurhaya, Nurhaya; Abduh, Amirullah
Tamaddun Life Vol 22 No 1 (2023): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i1.305

Abstract

This study employs a case study design with a qualitative descriptive approach that aimed to shed light on; (1) the teachers’ perception on Quizizz in teaching reading, (2) the implementation of Quizizz in teaching reading and, (3) the impacts of Quizizz on students’ reading comprehension. The participants of this research were three teachers selected through purposive sampling. The instruments used were observation, interview and teachers’ documents. The findings of this research revealed that; (1) stemming on teachers’ interview, teachers’ perception on Quizizz in teaching reading was classified into two categories namely highly and moderately perceived on Quizizz in teaching reading. Furthermore, (2) the implementation of Quizizz in teaching reading was classified into two categories namely moderately implemented and lowly implemented in utilizing Quizizz in teaching reading. Finally, (3) the findings had shown that Quizizz had positive impacts on students’ reading comprehension in literal level, inferential level, critical level and creative level. The findings of this study underline the potential of digital applications like Quizizz in revolutionizing the pedagogical approach in Indonesian EFL classrooms, particularly in the teaching of reading skills.
Co-Authors A Halim Abd. Azis Abdi Gunawan, Abdi Abdul Halim Abdullah Abdullah Abdullah Abdullah Pandang Abdurrahman Hi. Usman Achmad, Sitti Fatimah Adi Isma Ahmad Talib Akib, Muhaiminah Alwiah, Artati Amalia, Nurul Ilmi Ambo Dalle Amra Ariyani Andi Alfiana Andi Alif Batara Andi Astri Awwaliyah Anhar, Andi Fausia Anshari Anshari Apriyana Melly I. M. Arham, Muhammad Asep Bayu Dani Nandiyanto Asnur, Muhammad Nur Ashar Asri Ismail Auliah, Wahyuli Awaludin Rizal Baa, Sultan Baso Ahmad Khaeruddin Baso Jabu, Baso Basri, Muhammad Arham Bilad, Muhammad Roil Bulkis, Iin Dedy Darmawan Dewi Kartika Sari Dewi Kartika Sari Dunakhir, Samirah Erlan, Frerianta Farida, F. FARTIZAN, Siti Fatimannisa, Aulia Firman Firman Fitriyani Geminastiti Sakkir Hajriah, Hajriah Halim, Abd Halim, Nur Mutmainna Haryanto Atmowardoyo Hasbi, Andi Indah Permatasari HASNAWI HARIS, HASNAWI Herlina B Hery Widijanto Hustiana, Hustiana Irman Suherman Iskandar Iskandar Israr, Mohammad Jayadi, Karta Jayadi, Karta Jibran, Ahmad Ari Julianti, Rahmah Khairiyah, Nabila Ananda Khusnul Hidayah Kisman Salija, Kisman Korompot, Chairil Anwar Kurnia Rahman Kurniadi, Muslimah Kusubakti Andajani La Ode Rasmin M, Andi Fitri Rahmasari Maemuna Muhayyang Maemuna Muhayyang Mah, Aisyah Aminny Martin Andrew Masbara, Abdi Masnur, Fildah Aini Maulani, Nur Muchtar, Jumardin Muh. Al Fairenza Arqam Muh. Al Ikhsandi Palysa Putra Muh. Ichsan Ali Muh. Mushaddiq A Muh. Tahir Muhammad Agus Muljanto Muhammad Arham Muhammad Asfah Rahman Muhammad Azis Muhammad Basri Muhammad Basri Muhammad Basri MUHAMMAD HASBI Muhammad Tahir Munir Munir, Munir Murni Mahmud Musliha, Rina NUR AENI Nurdin Noni Nurhaya, Nurhaya Nurul Hikmah Nurul Husna Amalia Nurwijayanti Patak, Andi Anto Prastio, Bambang Putri, Andi Mega Januarti R. Siti Pupu Fauziah Rahman, Ufia Ananda Ramadhani, Ananda Salsabilah Ramlan Mahmud Ramly Ramly RASMIN, La Ode Ratu Amalia Awal Renaldi, Isnaini Achmad Ridisrawan, Akhmad Muflih Rifdhah, Nadhifah Rina Musliha Rini Anggriani Roekhan Roekhan Roestamy, Martin Rosmaladewi Rosmaladewi Rosmaladewi, R. Rosmaladewi, Rosmaladewi Sahril Sahril Samad, Sulaeman Samad, Sulaiman Samtidar Samtidar Samtidar, Samtidar Sapnur, Aisyah Setiawan, Faisal Ari Shafa Shafa Sitokkonni, Joice Sukardi Weda, Sukardi Sultan Baa Supardi, S. Surya Annysa Litha Sya, Mega Febriani Syahrianti Syahrianti Syam, Chaidir Syarifuddin Dollah Tahir, MUH Toding, Rufina Wilda Widya Wilda Toding, Rufina Wulandari, Rafika Yasdin, Yasdin Yuni Pratiwi Yunitari Mustikawati Zurgawi Zurgawi