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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JP3 (Jurnal Pendidikan dan Profesi Pendidik) Klasikal: Journal of Education, Language Teaching and Science Jurnal Pendidikan dan Pengajaran (JPP) Journal of English Language and Education Al Lughawiyaat La Ogi : English Language Journal Tamaddun International Journal of Research in Education (IJRE) INTERACTION: Jurnal Pendidikan Bahasa
Syarif, Andi Rachmawati
Universitas Muhammadiyah Kendari
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DOMESTIC CULTURE SHOCK:A PHENOMENOLOGICAL STUDY OF THE EXPERIENCES OF STUDENTS PARTICIPATING IN A STUDENTS EXCHANGE PROGRAM IN SEMARANG Srirahayu, Srirahayu; Maulina, Maulina; Syarif, Andi Rachmawati
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.24561

Abstract

This study aims to explore the dynamics of adaptation among students participating in the Pertukaran Mahasiswa Merdeka (PMM) Program in Semarang, particularly in the Modul Nusantara activities. Using a qualitative approach with a phenomenological method, this study involved three participants who were interviewed using a semi-structured approach, then analyzed using thematic analysis. The results of the study indicate that the adaptation process of students follows the stages of Lysgaard's model (1955), namely honeymoon, crisis, recovery, and adjustment. In the initial stage, students prepare administratively, mentally, physically, and financially, and build expectations about the new culture. The honeymoon phase is characterized by enthusiasm for the local environment and culture, followed by the crisis phase, which brings about culture shock due to differences in language, food, and social norms. Recovery strategies include observation, asking questions, and building relationships with local students. In the final stage, students feel comfortable, consider the destination city as a second home, and appreciate diversity. The Nusantara module is deemed crucial in introducing local culture, fostering nationalism, and promoting tolerance. These findings underscore the role of PMM as an effective cross-cultural learning tool in the domestic Indonesian context.
A SURVEY RESEARCH OF ENGLISH DEPARTMENT STUDENTS’ PROFICIENCY LEVEL SCORE OF DUOLINGO ENGLISH PRACTICE TEST Wali, Asri Indah; Syarif, Andi Rachmawati; Syahriani, Ririn
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.24043

Abstract

Assessing students' English proficiency is a crucial aspect in evaluating learning effectiveness, particularly in English Language Education study programs. However, limited research has examined student achievement in the context of online test-based evaluation. This study aimed to determine students' English proficiency levels based on Duolingo English Practice Test (DEPT) scores and examine their implications for English language teaching in higher education. This study employed a descriptive quantitative approach through a survey of 60 students from semesters 2, 4, and 6. Data were obtained through independent DEPT score collection uploaded by respondents via Google Form. The results showed that most students were at a moderate proficiency level, with average scores ranging from 75 to 89. Only a small proportion of students achieved the high category, and there was significant variation between individuals and between semesters. These findings suggest a need for re-evaluation of implemented learning strategies and the importance of increasing students' exposure to contextual language practices. Programs such as Student Talent Search and English Language Day can be supportive tools, but their implementation needs to be optimized to have a significant impact on improving language proficiency. This study contributes to highlighting the importance of synergy between learning evaluation, student motivation, and the quality of language teaching strategies in higher education.
ENHANCING VOCABULARY THROUGH ENGLISH SONGS : A SELF-DIRECTED LEARNING EXPERIENCED FOR EFL STUDENTS Rinda Wati Rahman; Andi Rachmawati Syarif; Citra Prasiska Puspita Tohamba
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.v6i3.1236

Abstract

This study explores the use of songs in self-directed learning (SDL) to enhance vocabulary acquisition among English as a Foreign Language (EFL) students. While vocabulary acquisition is essential in language learning, there is limited research on how students independently use songs outside the classroom to improve their vocabulary. This qualitative case study examines the experiences of two students from Universitas Muhammadiyah Kendari, focusing on their strategies, challenges, and perceived benefits of using songs for vocabulary development. Purposive sampling was used to select participants who had a strong interest and experience in using songs for language learning, ensuring relevant insights.Data were collected through in-depth interviews, where participants discussed their song selection process, vocabulary learning strategies, and the challenges they faced. Thematic analysis was applied to identify key themes, such as motivation, repetition, self-directed learning strategies, and challenges, including fast-paced lyrics and slang.The findings show that personal motivation plays a key role in song selection, with participants choosing songs that resonate emotionally and have clear lyrics. Repetition was vital for vocabulary retention, while self-directed strategies like looking up unfamiliar words online helped expand vocabulary. However, challenges such as fast-paced lyrics and slang required adaptations, such as slowing down songs or using supplementary resources.This study highlights the potential of songs as a tool in SDL for vocabulary acquisition, suggesting a balanced approach that integrates songs with other language learning methods. It provides practical insights for EFL educators considering the use of songs in language learning
STUDENTS’ HABIT OF WATCHING ENGLISH MOVIES IN ACQUIRING VOCABULARY Mentari Sukma Yanti; Andi Rachmawati Syarif; Tri Indah Rusli
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.v7i1.1262

Abstract

The study explores the impact of English movies on students' vocabulary acquisition in Indonesia, focusing on how students acquire vocabulary through their habits of watching English movies. Using a descriptive qualitative approach, the research analyses the relationship between movies and English language learning. The findings reveal that regular watching English movie improved vocabulary, particularly difficult words. Participants felt more confident using new vocabulary in daily conversations and understood the meaning of words contextually. Additionally, this study identifies several key themes that contribute to vocabulary acquisition: input experience and understanding, the influence of subtitles, challenges and strategies in understanding dialogue, visuals as learning support, reflection and learning experience, and the impact of the habit of watching movies. The findings support Krashen’s Input Hypothesis theory, suggesting that movies can be used as an effective learning tool to expand vocabulary. However, the study has limitations, such as its limited sample size and the focus on one movie genre. Future research should involve more diverse participants, explore different movie genres, and use mixed methods to obtain more comprehensive data.
IMPROVING ELEMENTARY STUDENTS' VOCABULARY MASTERY THROUGH EDUCATIONAL ENGLISH VIDEOS: A STUDY IN MORAMO Arsih Wahyuni; Andi Rachmawati Syarif; Faridawati Faridawati; Eko Saputra Nurdiansa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1370

Abstract

English language skills is becoming increasingly vital in today's globalized world. Proficiency in vocabulary is essential for language acquisition since it improves students' conversational abilities and academic achievement. The purpose of this study is to assess the impact of educational English videos in promoting vocabulary acquisition among primary school pupils in Moramo. The study was conducted with one class of 16 grade five pupils at SDN 8, Moramo. Using a one-group pretest-posttest design that included 15 numbers of the pre-test. Data analysis revealed that the mean post-test score exceeded the mean pre-test score, with averages of 7.18 for the pre-test and 9.43 for the post-test. Statistical analysis using a paired sample t-test showed an improvement of 2.25 points in student performance after the test. The results of the paired sample t-test showed a significance value of 0.00 (p < 0.05), which means there is a significant difference between before and after the treatment. Therefore, it can be concluded that the alternative hypothesis (H1) is accepted, meaning the use of English educational videos significantly improved vocabulary achievement among primary school students in Moramo.
The Impact of Mobile Learning Applications on Students’ Motivation in Learning English in MTS Neg. 3 Konawe Selatan Ahmad Junandar; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
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.v13i1.5646

Abstract

The integration of mobile learning applications has emerged as a promising strategy to enhance student engagement in English language learning, particularly in resource-limited educational settings in Indonesia. This study aimed to investigate the impact of mobile learning applications on students’ motivation in learning English at MTs Negeri 3 Konawe Selatan, Southeast Sulawesi. Employing a quasi-experimental design, the research involved 56 ninth-grade students from classes IX A, IX B, and IX C. The experimental group (n = 28) utilized mobile-assisted language learning (MALL) applications, while the control group (n = 28) received conventional classroom instruction over an eight-week period. Students’ motivation was measured using a validated questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as pre- and post-tests and analyzed with paired and independent sample t-tests. The results revealed a statistically significant increase in overall motivation scores in the experimental group compared to the control group (p < .05). Notable improvements were observed across all ARCS subscales, particularly in attention and satisfaction. Students reported higher engagement through interactive features, gamification, and flexible learning access. These findings indicate that mobile learning applications can effectively boost EFL learners’ motivation in Indonesian junior secondary schools. The study recommends the pedagogical integration of appropriate mobile technologies to support English teaching and learning in similar contexts.
The Use of Learning Management Systems (LMS) to Enhance the Effectiveness of English Language Teaching in MT's Ihya Assunnah Kolaka Ahmad Dani; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
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.v13i1.5659

Abstract

The rapid advancement of digital technology has transformed English language teaching, particularly through the adoption of Learning Management Systems (LMS) such as Google Classroom or Moodle. This study aimed to investigate the effectiveness of LMS in enhancing the overall quality and outcomes of English language teaching at MTs Ihya Assunnah Kolaka, Southeast Sulawesi, Indonesia. Employing a quasi-experimental pretest-posttest control group design, the research involved 23 eighth-grade students. The experimental group received English instruction integrated with LMS features for interactive materials, assignments, discussions, and feedback, while the control group followed conventional face-to-face teaching methods. Data were collected through pre- and post-tests focusing on English language skills (listening, speaking, reading, and writing) and analyzed using paired and independent sample t-tests. The findings revealed a statistically significant improvement in the experimental group’s English proficiency compared to the control group (p < 0.05), with notable gains in student engagement, motivation, and autonomous learning. Students also reported positive perceptions toward the flexibility and interactivity provided by the LMS. This study demonstrates that LMS can effectively support English language teaching in madrasah settings with limited resources. The integration of LMS is recommended to promote more student-centered and interactive learning experiences aligned with the Kurikulum Merdeka.
Teachers’ Voices on the Transition from Curriculum 2013 to Kurikulum Merdeka in Indonesian Elementary Schools Novita Purnamasari Rahayu; Andi Rachmawati Syarif; Syarif Amin; Maulina; Sam Hermansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9938

Abstract

Curriculum reform is a continuous process aimed at improving educational quality and responding to evolving societal needs. In Indonesia, the transition from Curriculum 2013 (K13) to Kurikulum Merdeka represents a major shift toward flexible, competency-based learning. However, the success of such reforms largely depends on teachers who serve as the primary implementers of curriculum policies. This study aims to explore elementary school teachers’ perceptions, challenges, and recommendations regarding the transition from K13 to Kurikulum Merdeka in Kendari, Indonesia. The research employed a descriptive survey design involving 31 public elementary school teachers who had experience teaching under both curricula. Data were collected through a structured questionnaire consisting of 25 items and analyzed using descriptive statistics and thematic analysis. The findings indicate that most teachers perceive Kurikulum Merdeka positively, particularly appreciating its flexibility in lesson planning and its emphasis on essential learning content. Nevertheless, teachers reported several challenges during implementation, including limited time, insufficient training, and inadequate school resources. Despite these challenges, the majority of respondents expressed strong support for the new curriculum and believed it has the potential to improve the quality of learning. Teachers also recommended increased professional development opportunities, collaborative teacher forums, and clearer implementation guidelines from education authorities. These findings highlight the importance of incorporating teachers’ voices into curriculum reform processes to ensure sustainable and effective implementation of Kurikulum Merdeka.
Language Preference and Diglosic Practice Among Islamic Boarding School Students: A Case Study in Sociolinguistics Masnawati; Andi Rachmawati Syarif; Syarif Amin; Ibrahim Manda
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10050

Abstract

This study investigates language preference and diglosic practices among students at an Islamic boarding school in Indonesia, where Arabic, English, and Indonesian coexist in daily communication. Language choice is shaped by sociocultural domains and institutional norms (Fishman, 1972; Holmes, 2013). Although Arabic and English are officially promoted, their use reflects unequal functional distribution consistent with classical diglossia (Ferguson, 1959). Using a qualitative case study design (Creswell & Poth, 2018), data were collected through non-participant observations, semi-structured interviews, and document analysis. Data were analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings indicate the dominance of Arabic in religious activities and peer interaction, while English is largely limited to classroom instruction. Arabic functions as a high-status variety linked to religious authority and institutional ideology (Ferguson, 1959), whereas English occupies a restricted pedagogical role shaped by language policy and symbolic capital (Bourdieu, 1991; Spolsky, 2004). The study highlights how institutional ideology sustains diglosic hierarchies in Islamic boarding school contexts.
ESP Teachers’ Beliefs and Practices in Fostering Autonomous Learning: A Study on Motivation among Non-English Major Students Hadriani Hadriani; Titin Rahmiatin Rahim; Andi Rachmawati Syarif
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.801

Abstract

This study aims to explore ESP teachers' beliefs and practices in fostering autonomous learning through assessing students' motivation in non-English majors. The sampling method used convenience sampling. One lecturer at Universitas Muhammadiyah Kendari who teaches at the Faculty of Agriculture was recruited as a participant. Data were collected using questionnaires and interviews, which were adapted from Yang and Wyatt (2021) and focused on understanding student motivation as well as the practices implemented. Data analysis was conducted using qualitative and evaluative approaches. The results showed that the implementation of project-based learning (PBL) was very effective in motivating students to learn Autonomously. Although initially students had limitations in English speaking ability, structured support and practical activities helped them feel more confident. Future research is recommended to explore other learning methods that can increase students' motivation and engagement, such as collaboration-based learning and the use of digital technology.
Co-Authors Ahmad Dani Ahmad Junandar Amin, Syarif Arsih Wahyuni Basuki Rahmat MS Citra Prasiska Puspita Tohamba Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita Eko Saputra Nurdiansa Faridawati Faridawati Faridawati Faridawati Faridawati, Faridawati Fatika Sari Hadriani Hadriani Hapsa, Siti Hijra Hijra, Hijra Ibrahim Manda Jamaluddin Jamaluddin Mardia, Sitti Indah Masnawati Maulina Maulina, Maulina Maulina, Maulina Mega Fatimah Rosana Mentari Sukma Yanti Muflihun muflihun Muflihun Muflihun Muh. Adnan Dzaky Setiawan Muhammad Subhan Jagad Novita Purnamasari Rahayu Nurfadilla Nurlaila Nursidah Nursidah Nursidah Nurul Aqilah Putri, Tara Andina Rahmia, Nurul Syakinah Rahmiatin, Titin Rinda Wati Rahman Ririn Syahriani Risal, Laode Sain, Yuliyanah Sam Hermansyah Sitti Nurfaidah Srirahayu, Srirahayu Syahriani Syarif Amin Titin Rahmiatin Rahim Tri Indah Rusli Wali, Asri Indah