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All Journal Litera ELT Worldwide: Journal of English Language Teaching Script Journal: Journal of Linguistic and English Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development) Indonesian TESOL Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Journal of Vocational Education Studies (JOVES) Journal of English Teaching and Applied Linguistics (JETAL) Journal of Applied Science, Engineering, Technology, and Education JEKPEND Jurnal Ekonomi dan Pendidikan Interference: Journal of Language, Literature, and Linguistics IJORER : International Journal of Recent Educational Research Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EduLine: Journal of Education and Learning Innovation Indo-MathEdu Intellectuals Journal Asean Journal of Science and Engineering (AJSE) LETS: Journal of Linguistics and English Teaching Studies Indonesian Journal Of Educational Research and Review Journal of Indonesian Scholars for Social Research 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 GLENS: Global English Insights Journal
Abduh, Amirullah
Universitas Negeri Makassar, Indonesia
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The Use of Cooperative Learning to Enhance Students Engagement in English Classroom Rafika Wulandari; Amirullah Abduh; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/v4z7j067

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 Joice Sitokkonni; Amirullah Abduh; Fitriyani; Widya
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/9s9yff51

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.
Exploring Scaffolding In Teaching English At SMP Yapend Makassar Isnaini Achmad Renaldi; Amirullah Abduh; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/3071r647

Abstract

This study investigates the implementation of scaffolding strategies in teaching English at SMP Yapend Bungaya Makassar, focusing on teachers’ perceptions and instructional practices. The research aims to: (1) How is the teacher perception about scaffolding learning strategies in teaching English at SMP Yapend Bungaya Makassar? (2) How does the teacher apply scaffolding in teaching English at SMP Yapend Bungaya Makassar?. This qualitative study employs a case study approach, with data collected through observation, interviews, and documentation. The subject of the study is an English teacher at SMP Yapend Bungaya Makassar.The findings reveal that teachers hold both positive and negative perceptions toward scaffolding in English instruction. On the positive side, scaffolding is seen as an effective approach to enhance student motivation, foster engagement, and support gradual understanding of complex materials. However, challenges such as time constraints and the need to balance assistance for students with varying proficiency levels were also reported.In practice, the application of scaffolding follows three main stages in accordance with Bruner’s modes of representation: (1) Enactive stage—hands-on tasks involving real objects to build concrete understanding; (2) Iconic stage—the use of visual storytelling and simple multimedia tools to aid comprehension; and (3) Symbolic stage—guided practice that gradually leads students to independent use of the English language through verbal prompts, written exercises, and feedback.The study concludes that scaffolding is a well-implemented and beneficial teaching strategy at SMP Yapend Bungaya Makassar. It provides meaningful support for students to progress from dependence to independence in their language learning journey. This strategy is particularly relevant in the context of the Kurikulum Merdeka, which emphasizes student-centered and differentiated learning. The research contributes to the growing body of literature on scaffolding in classrooms and offers practical insights for English teachers seeking to improve instructional practices.
Enriching Students' Vocabulary Mastery by Using Extensive Reading for 11th Grade Students at SMA Negeri 1 Sidrap Abdi Gunawan; Amirullah Abduh; Nur Aeni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79474

Abstract

Vocabulary is a necessary thing in a language. There is no language without vocabulary. Vocabulary knowledge is a must thing in learning a language. In order to understand what someone intend to express, we need to understand their word implication, word structure, and word decision. In order to express something clearly, we need to consider our word implication, word structure, and word decision. So, vocabulary holds a key of language comprehension. This study aims to discover the contribution of extensive reading to enrich students’ vocabulary, by utilizing pre-experimental design method to process the data gathered from the 11th grade students of SMA Negeri 1 Sidrap. The study finds out that there are little to no impact of extensive reading on improving students’ vocabulary. Keywords: Vocabulary, Vocabulary Mastery, Extensive Reading
English Language Learning in Encouraging the Aviation Security: Case Study at Vocational Training Program Maya Masita; Muhammad Basri; Amirullah Abduh; Saptandri Widiyanto; Ahmad Rossydi; Anugerah Febrian Syam
Journal of Vocational Education Studies Vol. 9 No. 1 (2026): Vol 9 No 1
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v9i1.13160

Abstract

Indonesian Language is playing a crucial role as a unifying tool and the official language for government communications as stated at Article 36 of the 1945 Constitution of Indonesia. However, the International Civil Aviation Organization (ICAO) designates six official languages: French, English, Spanish, Russian, Arabic, and Chinese, to facilitate communication among its 193 member states. This study employs a qualitative design, utilizing document analysis and interviews to explore the potential strategies for improving English language proficiency in the aviation sector. The results indicate that to enhance English proficiency among aviation personnel in Indonesia, tailored ESP Programs, simulation-based training, regular assessments, and blended learning approaches should be implemented. Collaborations with international organizations and support from the government will further ensure alignment with ICAO standards, fostering effective communication in critical situations. The discussion highlights the importance of English proficiency at Indonesian airports for providing directions and services, in compliance with Indonesia's ratification of ICAO's six languages. This study recommends some potential strategies to strengthening English language education in Indonesia's aviation sector to support effective international communication and enhance service quality at airports, aligning with ICAO standards.
Teachers’ Perceptions and Experiences with Translanguaging Implementation in Rural EFL Classrooms: A Case Study from Indonesia La Ode Rasmin; Syarifuddin Dollah; Amirullah Abduh
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.
A Systematic Review of Qualitative Studies on Critical Thinking in EFL Speaking Instruction Andi Rahmayanti; Iskandar Sulaiman; Amirullah Abduh
Indo-MathEdu Intellectuals Journal Vol. 7 No. 3 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i3.5890

Abstract

Critical thinking is increasingly seen as an important competency in learning to speak English as a Foreign Language (EFL), but qualitative evidence regarding its implementation and development is still scattered and has not been comprehensively synthesized. This research aims to synthesize the results of qualitative research regarding the conceptualization, implementation, and experiences of students and teachers in developing critical thinking through EFL speaking learning. The research was conducted using a systematic literature review method following PRISMA guidelines. Data sources are reputable scientific articles published in the 2019–2024 period and obtained from various academic databases. Articles were selected based on predetermined inclusion and exclusion criteria, then analyzed using thematic synthesis techniques. The results of the study show three main themes, namely: (1) critical thinking is understood as the ability to analyze, evaluate, provide reasons and make decisions in speaking activities; (2) learning strategies such as discussion, debate, problem-based learning, argumentation, and Content and Language Integrated Learning (CLIL) are effective in encouraging the development of critical thinking; and (3) teachers and students view speaking activities as a potential means for developing critical thinking skills. This study also identified research limitations in aspects of assessment, longitudinal studies, and EFL contexts that are still underrepresented. Research findings emphasize the importance of implementing dialogical and reflective speaking learning to develop critical thinking skills optimally.
A Bibliometric Analysis of Translation Studies in Indonesia: Mapping Trends and Research Trajectories Novriyanto Napu; Usman Pakaya; Hanisah Hanafi; Moon Hidayati Otoluwa; Amirullah Abduh
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2342

Abstract

Background: Translation Studies has expanded internationally through bibliometric, computational, and interdisciplinary developments, yet the publication trajectory of Translation Studies in Indonesia has not been mapped systematically. A bibliometric overview is therefore needed to identify the field’s thematic concentration, collaboration patterns, and publication visibility. Methodology: This study employed a bibliometric design using records retrieved from Scopus and selected Indonesian peer-reviewed journals published between 2014 and 2025. After eligibility filtering, 137 Indonesia-focused records and 7,113 international reference records were analyzed using Biblioshiny. Findings: Indonesian Translation Studies was dominated by humanistic, pedagogical, and culturally oriented themes, whereas corpus-based, computational, and machine-translation topics appeared less frequently. In contextual comparison with the international reference set, the Indonesian corpus showed slower thematic diversification and lower visibility of technology-oriented translation research. Conclusion: These findings indicate that Indonesian Translation Studies is growing, but its publication profile remains more concentrated in humanistic and pedagogical domains than in technology-oriented and corpus-based areas. This pattern matters because it influences how the field may engage with emerging methods, international collaboration, and wider scholarly visibility in contemporary Translation Studies. Originality: This study provides a bibliometric mapping of Indonesian Translation Studies based on peer-reviewed publication records and situates the national corpus in contextual comparison with an international reference set.
Dataset on the Number of Schools, Teachers, and Students in Sulawesi, Indonesia: Kindergarten, Primary, Junior, Senior High, Vocational, and Islamic Boarding Schools with Educational Access, Quality, and Cultural Implications to Solve Challenges and Strategies in Education Management and Support Sustainable Development Goals (SDGs) Amirullah Abduh; Sitti Fatimah Achmad; Chaidir Syam; Sulaeman Samad; Muhammad Arham; Mustafa Mustafa; Abdullah Pandang
ASEAN Journal of Educational Research and Technology Vol 5, No 1 (2026): AJERT: VOLUME 5, ISSUE 1, March 2026
Publisher : Bumi Publikasi Nusantara

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

Abstract

This study presents a dataset on schools, teachers, and students in Sulawesi, Indonesia, covering kindergarten, primary, junior, senior high, and Islamic boarding schools. Using a descriptive mixed approach that combines statistical data, interviews, focus group discussions, observations, and document reviews, the study examines educational access, quality, governance, and cultural dimensions. Findings reveal disparities in enrollment across school levels, unequal teacher distribution between urban and rural areas, and limited cultural integration in curricula. Some levels showed participation gaps, while community involvement in school management remained weak. The dataset emphasizes the need for equitable teacher deployment, culturally responsive pedagogy, and community-based governance to support sustainable education reform and the achievement of Sustainable Development Goals.
Contextualizing Multicultural Instruction in Indonesian EFL Classrooms: A Qualitative Case Study of Pedagogical Practices in Junior High Schools Mohammad Rafi’i Mohammad Sata; Amirullah Abduh; Sultan Baa
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.10161

Abstract

This study explores how Multicultural Instruction (MI) is implemented in junior high school English classrooms. A pre-observation was conducted to identify whether multicultural elements had been integrated prior to the main observation phase. Using a qualitative case study approach, the research employed observation checklists to examine teacher activities in the classroom across two different schools. The findings reveal that MI has been implemented through five key dimensions: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering classroom culture. However, the depth and mode of implementation vary between the two contexts. In SMPN 1 Tolitoli, MI is enacted through a more experiential, reflective, and student centered approach, where cultural content is deeply contextualized and connected to students’ lived experiences. whereas, SMPN 7 Tolitoli demonstrates a more structured and material-driven approach, emphasizing systematic instruction, guided analysis, and consistent classroom procedures. Despite these differences, both teachers successfully promote intercultural awareness, respect for diversity, and equitable participation. This study highlights that MI implementation is context-dependent and shaped by teachers’ pedagogical orientations, suggesting that both experiential and structured approaches can serve as complementary models in multicultural English language teaching. The findings contribute to the growing body of research on culturally responsive pedagogy by providing empirical insights from Indonesian EFL classrooms.
Co-Authors A Halim Abd. Azis Abdi Gunawan Abdul Halim Abdullah Abdullah Abdullah Abdullah Pandang Abdurrahman Hi. Usman Adi Isma Akib, Muhaiminah Alwiah, Artati Amalia, Nurul Ilmi Ambo Dalle Amin, Fatimah Hidayahni Amra Ariyani Andi Alfiana Andi Alif Batara Andi Astri Awwaliyah Andi Rahmayanti Anhar, Andi Fausia Anshari Anshari Anugerah Febrian Syam Apriyana Melly I. M. Arham, Muhammad Asep Bayu Dani Nandiyanto Asnur, Muhammad Nur Ashar Asri Ismail Auliah, Wahyuli Awaludin Rizal Azis Azis Baa, Sultan Baso Ahmad Khaeruddin Baso Jabu, Baso Bilad, Muhammad Roil Bulkis, Iin Chaidir Syam 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 Gunawan Gunawan Gunawan Hajriah, Hajriah Hanisah Hanafi Haryanto Atmowardoyo HASNAWI HARIS, HASNAWI Herlina B Hustiana, Hustiana Irman Suherman Iskandar Iskandar Iskandar Sulaiman Isnaini Achmad Renaldi Israr, Mohammad Jayadi, Karta Jayadi, Karta Jibran, Ahmad Ari Joice Sitokkonni 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 Mansyur Mansyur Markuna Martin Andrew Masbara, Abdi Masnur, Fildah Aini Masthurah, Nur Maya Masita Mohammad Rafii Mohammad Sata Mohammad Rafi’i Mohammad Sata Moon Hidayati Otoluwa 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 Arham Muhammad Asfah Rahman Muhammad Azis Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Fajar B Muhammad Hasbi Muhammad Jafar Muhammad Nur Ashar Asnur Muhammad Tahir Munir Munir, Munir Murni Mahmud Mustafa Mustafa Novriyanto Napu Nur Aeni NUR AENI Nurdin Noni Nurhaya, Nurhaya Nurlaila Wattiheluw Nurul Hikmah Nurul Husna Amalia Nurwijayanti Patak, Andi Anto Prastio, Bambang Putri, Andi Mega Januarti R. Siti Pupu Fauziah Rafika Wulandari Rahman, Ufia Ananda Ramadhani, Ananda Salsabilah Ramlan Mahmud Ramly Ramly Ramly Ramly Ratu Amalia Awal Ridisrawan, Akhmad Muflih Rifdhah, Nadhifah Rina Musliha Rini Anggriani Rishanda, Raihan Roekhan Roekhan Roestamy, Martin Rosmaladewi Rosmaladewi Rosmaladewi, R. Rosmaladewi, Rosmaladewi Rossydi, Ahmad Rufina Wilda Toding Sahril Sahril Nur Samad, Sulaiman Samtidar Samtidar Samtidar Samtidar Samtidar Samtidar, Samtidar Sapnur, Aisyah Saptandri Widiyanto Setiawan, Faisal Ari Shafa Shafa Siswahyudianto Sitti Fatimah Achmad Sukardi Weda, Sukardi Sulaeman Samad Sultan Baa Supardi Surya Annysa Litha Sya, Mega Febriani Syahrianti Syahrianti Syarifuddin Dollah Usman Pakaya Wahyuddin Widya Yasdin, Yasdin Yuni Pratiwi Yunitari Mustikawati Zurgawi Zurgawi