Article Per Year (5 Year)
p-Index From 2021 - 2026
10.141
P-Index
This Author published in this journals
All Journal Litera ELT Worldwide: Journal of English Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Indonesian TESOL Journal 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

Published : 84 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 84 Documents
Search

 5   6   7   8   9 
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
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.
The Use of Kahoot! Application to Increase Students’ Motivation in Learning English Darmawan, Dedy; Abduh, Amirullah; Korompot, Chairil Anwar
Journal of Excellence in English Language Education Vol 4, No 4, October (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.v4i4, October.78163

Abstract

The results of the research revealed that the use of the Kahoot! application in learning English in non-formal education is the right thing because in addition to being effective in gamification and technology-based learning, it can also attract motivation to learn English in course institutions or non-formal education. The innovations or novelty that can be found in this research compared to previous research are because previous similar research conducted research in formal schools which are indeed mandatory for all students to follow, while this study was conducted in non-formal schools by looking at the status of a course community by relying on registration and acceptance of new students and their workforce. In how a course community can survive and maintain its existence through the quality of its teaching and learning, one of which is by using the Kahoot! application to increase students' motivation to learn English.
The Use of Cooperative Learning to Enhance Students Engagement in English Classroom Wulandari, Rafika; Abduh, Amirullah; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the use of cooperative learning to enhance student engagement in the English classroom at SMP Negeri 1 Mare. Using a qualitative case study approach, data were gathered through observations and interviews involving one teacher and ten eighth-grade students. The research explores perceptions and challenges in implementing cooperative learning and seeks strategies for improvement. Findings indicate that both teacher and students perceive cooperative learning as highly beneficial. The teacher integrates strategies such as Think-Pair-Share, role assignments, and reflective questioning to foster active participation and collaborative learning. Students report increased motivation, reduced anxiety, and improved confidence in using English, especially in speaking and vocabulary tasks.However, challenges persist. Unequal participation, time management issues, and occasional group conflicts were observed. The teacher addresses these through structured group roles, frequent feedback, and adaptive support. Students also demonstrate problem-solving by improving communication and collaboration skills. The study concludes that cooperative learning promotes a more interactive, inclusive, and dynamic classroom environment. While implementation challenges remain, strategic adjustments and clear guidance can significantly enhance the effectiveness of cooperative learning. These insights offer practical implications for teachers seeking to optimize engagement in English language instruction through collaborative methods.
Informal Identification of Student Learning Styles by Primary School Teachers: Insights from a Qualitative Study: Informal Identification of Student Learning Styles by Primary School Teachers: Insights from a Qualitative Study Sitokkonni, Joice; Abduh, Amirullah; Fitriyani; Widya
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores how primary school teachers informally identify and categorize students’ learning styles in the classroom. While learning style theories such as Fleming’s VARK model are widely known, their practical application in primary education often lacks formal support or diagnostic tools. In the context of Indonesia’s Kurikulum Merdeka, where differentiated instruction is encouraged, teachers are expected to address diverse student learning needs. However, little is known about how teachers recognize learning preferences in everyday classroom practice. This study employed a qualitative descriptive approach and involved six teachers from IBC School Makassar. Data were collected through classroom observations and semi-structured interviews, then analyzed using Miles and Huberman’s interactive model. The findings revealed that teachers used informal strategies such as observing student behavior, participation patterns, and task preferences to identify visual, auditory, reading/writing, and kinesthetic learners. Although no formal instruments were used, teachers demonstrated intuitive awareness of students’ learning preferences and adjusted their teaching accordingly. Most teachers adopted a multimodal approach, reflecting the overlap and fluidity of learning styles among students. These results suggest that informal identification methods, while flexible and contextually effective, could be strengthened by institutional training and support systems. The study contributes to a deeper understanding of teacher-led learning differentiation and highlights the importance of perception-based strategies in inclusive classroom environments.
Co-Authors A Halim Abd. Azis Abdi Gunawan, Abdi Abdul Halim Abdullah Abdullah Abdullah Abdullah Pandang Abdurrahman Hi. Usman Achmad, Sitti Fatimah Adi Isma 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 Azis Azis, Azis Baa, Sultan Baso Ahmad Khaeruddin Baso Jabu, Baso Bilad, Muhammad Roil Bulkis, Iin Dedy Darmawan Dewi Kartika Sari Dewi Kartika Sari Dunakhir, Samirah Erlan, Frerianta Farida, F. FARTIZAN, Siti Fatimannisa, Aulia Fauzan, Muhammad Miftah Firman Firman Fitriyani Geminastiti Sakkir Hajriah, Hajriah Halim, Abd Halim, Nur Mutmainna Haryanto Atmowardoyo 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 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 Fajar B MUHAMMAD HASBI Muhammad Tahir Munir Munir, Munir Murni Mahmud 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 Ramly, Ramly RASMIN, La Ode Ratu Amalia Awal Renaldi, Isnaini Achmad Ridisrawan, Akhmad Muflih Rifdhah, Nadhifah Rina Musliha Rini Anggriani Rishanda, Raihan 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 Supardi Surya Annysa Litha Sya, Mega Febriani Syahrianti Syahrianti Syam, Chaidir Syarifuddin Dollah Toding, Rufina Wilda wattiheluw, Nurlaila Widya Wilda Toding, Rufina Wulandari, Rafika Yasdin, Yasdin Yuni Pratiwi Yunitari Mustikawati Zurgawi Zurgawi