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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian TESOL Journal FOSTER: Journal of English Language Teaching Al Lughawiyaat Journal An-Nafs: Kajian Penelitian Psikologi Indonesian Journal of English Language Teaching and Applied Linguistics
Fakhruddin, Zulfah
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Resilience in Teaching: Uncovering Grit Differences Based on Marital Status in Madrasah English Teachers Afiah, Nur; Fakhruddin, Zulfah; Samaun, Siti Salina
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 2 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i2.6273

Abstract

This research aims to analyze grit differentiation based on marital status among English teachers in madrasahs. A mixed-method approach was used, combining quantitative and qualitative data collection. The study identified three forms of grit differences among English language teachers: teaching spirit, persistence in work, and consistency of interest in the teaching profession. These differences appear to be influenced by marital status. Married teachers tend to have higher grit levels compared to their unmarried counterparts. This difference can be attributed to the role of a supportive partner, who provides a vital support system within the family, enhancing mental resilience through emotional, social, and economic support. Married teachers are also more likely to have a long-term commitment to their profession, contrasting with unmarried teachers, who may often exhibit less stability in their motivation.
Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers Sunubi, Abdul Haris; Rustam, Utari; Fakhruddin, Zulfah; Arqam, Arqam; Tjalla, Maghdalena; Mustary, Emilia; Afiah, Nur
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers
What Students Say about Grammar Learning: A Comparative Study in Online and Offline Classes Faridh, Aco Zulham; Fakhruddin, Zulfah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6369

Abstract

The objective of this study is to explore the differences in students' perceptions of grammar learning in online and offline classes at Kresna Kampung Inggris, as well as how these perceptions can potentially be utilized to optimize learning methods. 60 respondents-30 from the online class and 30 from the offline class-who had completed the Grammar 1 program participated in the descriptive-comparative quantitative methodology. A Likert scale questionnaire was adopted to collect data on six perception indicators, including course structure and organization, student interaction, instructor presence, student engagement, student satisfaction, and perceived learning. All of the indicators in the online class were classified as very positive, according to the results of the descriptive statistical analysis, whereas the offline class acquired positive categories for five indicators and very positive for the instructor presence indicator. As indicated by the results of the normality (Kolmogorov-Smirnov) and homogeneity (Levene's Test) tests, the data satisfied the requirements of parametric statistics. The Independent Sample t-test revealed a substantial distinction in students' perceptions of online and offline grammar classes, hence the alternative hypothesis (H1) was confirmed and the null hypothesis (H0) was disregarded. This result validates the unique characteristics of both methods that can be fully maximized. Instead than focusing on identifying the most appropriate method, this study aims to enhance the less successful aspects of each method while integrating its strengths. Therefore, the findings of this study argue for a more flexible grammar learning technique that is attentive to students' needs and varied learning environments.
Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers Sunubi, Abdul Haris; Rustam, Utari; Fakhruddin, Zulfah; Arqam, Arqam; Tjalla, Maghdalena; Mustary, Emilia; Afiah, Nur
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers
What Students Say about Grammar Learning: A Comparative Study in Online and Offline Classes Faridh, Aco Zulham; Fakhruddin, Zulfah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6369

Abstract

The objective of this study is to explore the differences in students' perceptions of grammar learning in online and offline classes at Kresna Kampung Inggris, as well as how these perceptions can potentially be utilized to optimize learning methods. 60 respondents-30 from the online class and 30 from the offline class-who had completed the Grammar 1 program participated in the descriptive-comparative quantitative methodology. A Likert scale questionnaire was adopted to collect data on six perception indicators, including course structure and organization, student interaction, instructor presence, student engagement, student satisfaction, and perceived learning. All of the indicators in the online class were classified as very positive, according to the results of the descriptive statistical analysis, whereas the offline class acquired positive categories for five indicators and very positive for the instructor presence indicator. As indicated by the results of the normality (Kolmogorov-Smirnov) and homogeneity (Levene's Test) tests, the data satisfied the requirements of parametric statistics. The Independent Sample t-test revealed a substantial distinction in students' perceptions of online and offline grammar classes, hence the alternative hypothesis (H1) was confirmed and the null hypothesis (H0) was disregarded. This result validates the unique characteristics of both methods that can be fully maximized. Instead than focusing on identifying the most appropriate method, this study aims to enhance the less successful aspects of each method while integrating its strengths. Therefore, the findings of this study argue for a more flexible grammar learning technique that is attentive to students' needs and varied learning environments.
Designing English Listening Materials through YouTube Video Editing: Training for English Teachers of Islamic Junior High Schools, Parepare, South Sulawesi Fakhruddin, Zulfah; Usman, Usman; Rahmawati, Rahmawati; Sulvinajayanti, Sulvinajayanti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i2.475

Abstract

This study was conducted to help English teachers in designing English listening materials in form of audio and textbook through YouTube video editing. 18 English teachers of 10 Islamic junior high schools in Parepare were trained to write English listening materials in form of textbook and to edit video(download ,import, cut, merge, and export video) in form of audio.150 students were observed and tested to evaluate teachers’ products. Training materials consist of: (1) searching and download video through YouTube, (2) editing video that includes import, cut, merge, and export video, and (3) writing worksheet that contains phoneme discrimination dan listening comprehension exercise in form of multiple choice,true false,and completion. Training activities include: (1) explanation, (2) practice, (3) grouping, (4) assignment/design, and (5) evaluation and revision. After following training, teachers’ ability was categorized into good and fair in designing English listening materials. More than 50% teachers were categorized into good in editing video and 72% teachers were categorized into good in writing listening exercise. Students’ English listening learning outcome was categorized into good after learning by using teachers’ products and students have positive attitude in learning English listening skill.
Exploring EFL Students’ Experiences of Islamic Value-Concordant Learning through the Lens of Self-Determination Theory Fakhruddin, Zulfah; Kalsum; Jamal, Karmila
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8285

Abstract

This study aims to describe the levels of psychological satisfaction and frustration specifically autonomy, competence, and relatedness experienced by 200 EFL students from the Faculty of Tarbiyah at IAIN Parepare within faith-based English learning environments. Using a quantitative survey method, data were collected through a structured questionnaire and analyzed using descriptive statistics. The results revealed a moderate level of satisfaction (M = 3.69) and a low level of frustration (M = 2.31), indicating that students’ basic psychological needs were generally well supported. High satisfaction was found in autonomy and relatedness, suggesting that students felt respected, connected, and free to express themselves within a context that integrates Islamic values such as ṣidq (honesty), amānah (responsibility), and raḥmah (compassion). Meanwhile, competence remained moderate, implying that some learners continued to face challenges in achieving language mastery. These findings suggest that Islamic value-concordant learning characterized by the integration of moral, spiritual, and cultural principles of Islam into language teaching can enhance students’ motivation, social bonds, and emotional well-being while reducing anxiety and pressure. The novelty of this study lies in applying Self-Determination Theory (SDT) within an Islamic higher education context to explore how faith-aligned pedagogy supports psychological needs. However, this research is limited to one institution; future studies could adopt a comparative or longitudinal design to deepen understanding. In conclusion, integrating Islamic values into English language learning not only strengthens students’ linguistic and academic outcomes but also nurtures psychological fulfilment and spiritual growth, making it a holistic approach to education.
The Students’ Perception to Artificial Intelligence (AI) in English language Learning Karmila, Evi; Fakhruddin, Zulfah; Dalle, Ambo; Saepudin, Saepudin; Mujahidah, Mujahidah
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.13069

Abstract

In the era of digital transformation, the integration of using artificial intelligence has gained significant attention, especially in English language learning study in the English Education Program at State Islamic Institute (IAIN) Parepare. This study identifies students’ perceptions on the use of Artificial Intelligence in English Language Learning and also the advantages and challenges students in State Islamic Institute (IAIN) of Parepare. Using the Technology Acceptance Model (TAM) as the theoretical foundation, the study focuses on two key constructs: Perceived of Usefulness (PU) and Perceived Ease of Use (PEoU). Employing a descriptive quantitative approach, data were collected from 30 participants, comprising 15 students from the 3rd semester and 15 students from the fifth semester, through structured questionnaires using a semantic differential scale. Findings reveal that students are highly useful and relatively easy to use in English language Learning. The students reported higher mean scores in both PU (4,130 = very useful) with positive perception and PEoU (4,213= very easy), reflecting their professional experience and familiarity with technology integration. Students, while positive, exhibited slight scores in both Advantages (4,283= Highly Advantages) and Challenges (4,213= Very High Challenges), highlighting variability due to differences in digital literacy and access. The study underscores the need for improvement and support in technical independence and initial learning phases.
Memory Strategies in Vocabulary Learning: Evidence from Junior High School EFL Learners Nurhafizah; Fakhruddin, Zulfah; Ambo Dalle; Mujahidah; Magdahalena Tjalla
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.356

Abstract

This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.
Paraphrasing Techniques and Challenges in EFL Academic Writing: Evidence from Indonesian University Students Dzulhijayani Ali, Alsa; Mujahidah; Fakhruddin, Zulfah; Tjalla, Maghdahalena
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.425

Abstract

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.
Co-Authors Abdul Haris Sunubi Ambo Dalle Angraini, Najia Arqam, Arqam Dzulhijayani Ali, Alsa Faridh, Aco Zulham Indradewa, Rhian Jamal, Karmila Kalsum Karmila, Evi Miftahul Farid, Miftahul Mujahidah Mujahidah Mujahidah Mustary, Emilia Nur Afiah, Nur Nurhafizah Nurhafizah Rahmawati, Rahmawati Ramli Ramli Rustam, Utari Saepudin Saepudin Samaun, Siti Salina Sulvinajayanti Sulvinajayanti, Sulvinajayanti Tjalla, Maghdahalena Tjalla, Maghdalena Usman Usman