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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English REiLA: Journal of Research and Innovation in Language Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Journal of Education Research Journal of Administrative and Sosial Science (JASS) Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Proceeding of the International Conference on Global Education and Learning INTERACTION: Jurnal Pendidikan Bahasa KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Sain, Yuliyanah
Universitas Muhammadiyah Kendari
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Implementation of Traditional Game in Enhancing Students’ Motivation Filandari, Frizka; Sain, Yuliyanah; Nasrullah, Rahmat; Rusli, Tri Indah
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1407

Abstract

This study aims to analyze the implementation of traditional games in English learning and their impact on student motivation at SMPN 20 Kendari. A descriptive qualitative method was used with purposive sampling, involving class 7F students as research subjects. Data were collected through interviews and classroom observations, then analyzed through data reduction, data presentation, and conclusion drawing. The results show that the Lengko-Lengko game significantly increases students’ interest, attention, and participation in learning. The classroom becomes more interactive and enjoyable, encouraging teamwork, responsibility, and student confidence in discussions and asking questions. Beyond academic achievement, the game also strengthens character, promotes positive cultural values, and enhances social relationships among students. Lengko-Lengko proves to be an effective and innovative teaching method that can be applied not only in English lessons but also across other subjects to create meaningful and engaging learning experiences.
Students Perception towards Traditional Game in Improving Students' Motivation in English Language Learning Arsita, Dita; Sain, Yuliyanah; Nasrullah, Rahmat
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1406

Abstract

This study explores students’ perceptions of using the traditional game Lengko-lengko to enhance motivation in English learning. A descriptive qualitative method was employed with 15 seventh-grade students at SMP Negeri 20 Kendari as participants, selected through purposive sampling. Data were collected through semi-structured interviews and documentation, then analyzed using Miles and Huberman’s interactive model. The findings reveal that Lengko-lengko fosters three aspects of intrinsic motivation: curiosity, enjoyment, and sense of achievement. Students showed eagerness to explore new vocabulary, experienced greater enjoyment through interactive and collaborative activities, and developed pride and confidence from their achievements during the game. These aspects created a continuous motivational cycle that supported active participation, cultural appreciation, and positive attitudes toward English learning. The study suggests that integrating traditional games into teaching strategies not only enriches students’ language learning experiences but also preserves cultural values.
Exploring the Language Attitudes of the Tolaki Community in Kendari: A Comprehensive Sociolinguistic Analysis Sain, Yuliyanah; Hermansyah, Sam
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14415

Abstract

This study explores the language attitudes of the Tolaki people in Kendari City, Southeast Sulawesi, focusing on their perceptions of the Tolaki language in comparison to immigrant or dominant languages such as Indonesian. As a sociolinguistic investigation, the research examines how language pride, loyalty, and awareness influence language maintenance or contribute to language shift. The study targets all native speakers of the Tolaki language residing in Kendari, a city administratively divided into 10 sub-districts. A multi-stage sampling technique was adopted to ensure a representative sample. Stratified sampling was employed to select participants based on demographic factors such as age, gender, education, and occupation. In the first stage, six sub-districts—Abeli, Kendari, Poasia, Puwatu, Kambu, and Wua-wua—were chosen due to their high concentration of Tolaki speakers. A total of 322 respondents participated in the study. Data were collected using structured questionnaires to measure language attitudes, semi-structured interviews to explore deeper personal and cultural insights, and direct observation to assess actual language use in daily contexts. The quantitative data were processed using SPSS, while qualitative data were analyzed thematically. The findings revealed that language attitudes among Tolaki speakers—especially concerning pride in using the language, loyalty to its use, and awareness of its norms—were generally low. This decline in positive language attitudes, particularly among younger generations, has contributed to a noticeable language shift. The Tolaki language is increasingly marginalized in daily communication, indicating a weakening intergenerational transmission and a growing dominance of Indonesian in informal and public domains.
Student’s Perception About Using Youtube Educational Video in Learning Vocabulary Wulandari, Yolanda; Sain, Yuliyanah; Aradhawaty , Syenja
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.v13i1.6241

Abstract

The purpose of the study was to determine students' perception of the use of YouTube educational videos in learning English vocabulary. The research method used is qualitative and the sample in this study is 6 grade XI students of SMKN 10 South Konawe who were selected based on their habits in using YouTube as an English learning medium. Data were collected through semi-structured interviews to explore the experiences, benefits, and challenges faced by students in learning vocabulary using YouTube. The results showed that all participants responded positively to the use of YouTube as a vocabulary learning medium. Based on these findings, YouTube can be an effective learning tool in improving English vocabulary mastery. Teachers are advised to integrate YouTube educational videos in classroom learning to increase students' interest and understanding of English.
Lecturer’s Belief and Classroom Practices on The Use of Video in English Language Teaching Rahim, Titin Rahmiatin; Fatnalaila, Fatnalaila; Sain, Yuliyanah; Syarief, Andi Rachmawati; Tohamba, Citra Prasisca P.; Muflihun, Muflihun
Langkawi: Journal of The Association for Arabic and English Vol 10, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5817

Abstract

This study aims to investigate the EFL lecturer's beliefs in teaching speaking using video to fifth-semester students in a private university in Indonesia. A qualitative method was employed as the design of this study, involving an in-depth exploration of the lecturer's perspectives and practices. An English teacher was purposefully selected as the research subject of the study. The data were collected through stimulated recall and semi-structured interviews, allowing for a comprehensive understanding of the lecturer's beliefs and classroom practices. The findings were categorized into six major themes: 1) the source of the lecturer's belief in teaching speaking using video; 2) the purpose of using video in teaching speaking skills; 3) the reasons for using video in teaching speaking skills; 4) the reflection of those beliefs in classroom practices; 5) considerations in choosing the videos; and 6) challenges faced by the lecturer in teaching speaking using video. The results revealed that there was no discrepancy between the teacher's beliefs and teaching practices. The lecturer believes that using video in teaching speaking classes enables students to learn individually, which is reflected in his teaching practice. For example, the lecturer allows students to watch videos individually, facilitating a more personalized learning experience. This alignment between belief and practice underscores the importance of integrating multimedia tools in language teaching, as they can enhance student engagement and autonomy. The study highlights the potential of videos as a valuable resource in language education, particularly in improving speaking skills among EFL learners
Pelatihan Dasar Menganalisis Data dengan Mengunakan Google Colab di SMA Muhammadiyah Kendari Yuliyanah Sain; Aynun Andriani; Nahla Nurhidayah
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 3 No. 1 (2023): Maret : Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v3i1.1163

Abstract

Program Merdeka Belajar Kampus Merdeka (MBKM) merupakan bentuk pelaksanaan menteri pendidikan dan kebudayaan yang bertujuan mendorong mahasiswa untuk menguasai berbagai keilmuan untuk bekal memasuki dunia kerja. Yang wajib dilakukan oleh mahasiswa, pengabdian kepada masyarakat yang dilakukan ini adalah memberikan pengetahuan tentang dasar bahasa pemrograman phyton. Mata pelajaran informatika mencakup lima materi yang bakal menunjang kompetensi siswa di era revolusi industri 4.0. Yakni, teknik komputer, jaringan komputer/internet, analisis data, dampak sosial informatika, dan programming. Mata pelajaran Informatika sesuai dengan kebutuhan masa depan anak bangsa. SMA MUHAMMADIYAH KENDARI adalah salah satu SLTA yang siap menerapkan mata pelajaran informatika sebagai mata pelajaran utama (wajib) yang akan diterapkan secara serentak pada Tahun Pelajaran 2021/2022, dengan keterbatasan guru informatika (komputer) yang dimilki oleh SMA MUHAMMADIYAH KENDARI sehingga merasa perlu Siswa/I-nya untuk mendapatkan pembelajaran diluar dari pada jadwal belajar yang ada disekolah. Asistensi Mengajar yang kami lakukan yaitu memberikan pelatihan dengan materi diantaranya adalah dasar bahasa pemrograman phyton, aplikasi google colab dan pemrosesan data dengan menggunakan bahasa python. Metode yang digunakan dalam pelatihan ini adalah ceramah, tanya jawab dan praktikum. Hasil dari pelatihan ini didapatkan bahwa para peserta pelatihan merasa kegiatan ini sangat bermanfaat dan dapat menambah pamahaman serta keterampilan mereka dalam hal menggunakan google colab dan pemahaman bahasa pemrograman terutama bahasa pemrograman Phyton.
INTEGRATING TECHNOLOGY IN ENGLISH CLASSROOM AT ELEMENTARY SCHOOL: EFL PRE-SERVICE TEACHER PERSPECTIVE Diyan Adyanti; Yuliyanah Sain; Faridawati Faridawati; Rahmat Nasrullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): 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.v6i3.1235

Abstract

Effective technology integration is believed to be able to increase student motivation in learning while also helping teachers' work become easier. This research aims to determine pre-service teachers' perspectives on how technology is used to increase student motivation in learning English in elementary school students. This research focuses on learning applications used by pre-service teachers. Qualitative descriptive methods were used as the design of this research. Data were collected through semi-structured interviews involving two EFL students participating in a campus teaching program. The findings show that pre-service teachers use the Duolingo and Quizizz applications in teaching English. Integrating technology in the form of learning applications gets positive results where students are motivated to learn English because students seem more active and comfortable learning with the learning while playing system. So the use of technology is felt to be very fun and makes learning not become saturated and boring
Exploring ICQs as a tool for effective English language teaching: A systematic literature review Khairunnisa, Ulfah; Maulina; Rahmiatin, Titin; Nurfaidah, Sitti; Sain, Yuliyanah; Halim, Abdul; Osabel, Arnie C.; Villaflor, Mark Ren D.
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.12306

Abstract

This systematic literature review examines empirical studies on ICQ in EFL classrooms. Guided by PRISMA 2020, eleven peer-reviewed articles published between 2016 and 2025 were selected from Google Scholar, Taylor & Francis Online, and ERIC. The review identifies ICQ types, methodological trends, and pedagogical contributions to instruction-giving and understanding-check practices. Findings indicate that ICQs are mainly used as comprehension checks, confirmation checks, and clarification requests. Form-based ICQs commonly appear as yes/no and Wh-questions, while display questions dominate the purpose-based category. Methodologically, qualitative studies dominated, followed by mixed-methods and limited quantitative research. The review concludes that effective ICQs should be specific, task-based, and evidence-seeking to strengthen instructional clarity and classroom interaction in EFL contexts.
Gamification in Technology-Based English Language Teaching: Enhancing Student Engagement at Baitul Qur’an Al Askar Kota Kendari Sachrul Muh. Saleh; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5671

Abstract

The integration of gamification into technology-based English language teaching (ELT) has emerged as a promising strategy to address low student engagement in EFL classrooms. This study investigated the effectiveness of gamification elements embedded in digital platforms to enhance student engagement among tenth-grade students at Baitul Qur’an Al Askar Madrasah Aliyah. Employing a quasi-experimental pre-test and post-test design, the research involved 36 students who participated in gamified English lessons utilizing platforms such as Kahoot! and Quizizz. Gamification elements, including points, badges, leaderboards, and instant feedback, were integrated into vocabulary, grammar, and speaking activities over a 12-week intervention period. Student engagement was measured using a validated 5-point Likert-scale questionnaire adapted from the Student Engagement Instrument, supplemented by classroom observations and semi-structured interviews. Quantitative analysis using paired-sample t-tests revealed a statistically significant increase in overall engagement scores from pre-test (M = 3.18, SD = 0.75) to post-test (M = 4.47, SD = 0.62), t(35) = -8.76, p < .001. Qualitative findings further indicated heightened motivation, active participation, and collaborative learning. The study concludes that gamification in technology-based ELT effectively boosts student engagement in Islamic senior high school settings. Practical implications for EFL teachers and suggestions for future research are discussed.
The Effectiveness of Digital Platforms in Enhancing Students’ English Vocabulary Mastery in SMA AL Quran Wahdah Islamiyah Kendari Iwan; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5674

Abstract

Vocabulary mastery is fundamental to English language proficiency, yet many Indonesian senior high school students continue to face challenges in acquiring adequate vocabulary due to conventional teaching methods. This study aimed to investigate the effectiveness of digital platforms in enhancing English vocabulary mastery among eleventh-grade students at SMA Al Quran Wahdah Islamiyah Kendari. A pre-experimental one-group pretest-posttest design was employed, involving 23 students from Class XI selected through purposive sampling. The intervention consisted of systematic vocabulary learning activities utilizing selected digital platforms over an eight-week period. Data were collected through a validated vocabulary achievement test administered before and after the treatment. Quantitative data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed a statistically significant improvement in students’ vocabulary scores following the implementation of digital platforms (p < 0.05). Students also reported higher motivation and engagement during the learning process. This study concludes that digital platforms constitute an effective, accessible, and student-centered tool for improving vocabulary acquisition in EFL contexts. The results offer practical implications for English teachers and curriculum developers seeking to integrate technology in technology-limited or faith-based secondary schools in Indonesia.
Co-Authors Ahmad Junandar Aliah, Nuraziza Aliah, Nurazizah Amin, Syarif Aradhawaty , Syenja Arsih Wahyuni Arsita, Dita Aynun Andriani Diyan Adyanti Eka Setyowati Ervin Ervin Evinda Purnama Faridawati Faridawati Fatnalaila, Fatnalaila Filandari, Frizka Idhayani, Nurul Iwan Julianti Kamsinah Kamsinah Khairunnisa, Ulfah Maulina Maulina, Maulina Muflihun, Muflihun Nahla Nurhidayah Nasrullah, Rahmat Nufus, Siti Hayatun Nur Cahaya Nurasia Natsir Nurul Aisyah Arif Osabel, Arnie C. R, Novita P Rahmat Nasrullah Rahmiatin, Titin Rusli, Tri Indah Sachrul Muh. Saleh Sam Hermansyah Sanhas, Tasman Sarjaniah Zur Sheryl Ann V. Narciso Siti Khotimah Sitti Nurfaidah Sucipto Sucipto Sucipto Sufrianti Purnama Syarief, Andi Rachmawati Syarif, Andi Rachmawati Tohamba, Citra Prasisca P. Villaflor, Mark Ren D. Wa Ode Sari Amalia Wulandari, Yolanda