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All Journal ELT Worldwide: Journal of English Language Teaching IJoLE: International Journal of Language Education Tamaddun
Hudriati, Andi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating the Influence of Stereotype in Intercultural Communication Towards English Literature Students of Universitas Muslim Indonesia Hudriati, Andi; Noer, Muli Umiaty; Nadifah, Naurah
ELT Worldwide: Journal of English Language Teaching Vol 7, No 1 (2020)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v7i1.15397

Abstract

This study's objectives explored two prominent cases: (1) the forms of stereotype in Literature Faculty and (2) how the influence of stereotype in intercultural communication toward the students of Literature Faculty. This study applied qualitative research, which explored the stereotype and intercultural communication toward Literature Faculty students. The researcher applied purposive sampling to gain data. There were 15 students participated as the participant, and the data were obtained through interviews. This study shows that stereotypes in Literature Faculty were stereotypes towards Makassar Ethnicity (Rudely) and stereotypes towards Buginese (Uang Panaik it is too expensive). Even though the students learned many negative stereotypes toward Makassarese and Buginese, most students were not affected by these negative stereotypes. The students chose to trust personal experience and establish effective communication with Makassarese and Buginese, which eventually eliminated negative stereotypes towards the Makassarese and Buginese groups.
EFL Higher Education Students’ Psychological Factor in Speaking Classroom Activities at Universitas Muslim Indonesia: A Research Report Burhanuddin, Burhanuddin; Hudriati, Andi; Juniansyah, Dedi
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.38370

Abstract

The aim of this study is to determine what types of psychological factors sixth-semester EFL higher education students confront when speaking English and how to overcome these psychological factors. This study employs qualitative descriptive methods with two variables. This research used the technique of purposive sampling to select participants, in which volunteers are chosen based on the criteria and objectives of the study. In this study, twenty 2019 Academic Foreign Language Student of the Sixth Semester participated. This research employed qualitative data analysis techniques (questionnaire). The score assigned to each student as a result. Using the Likert Scale Procedure, the data obtained from this study were analyzed. The findings revealed that the majority of students are affected by the same psychological factors, namely Anxiety, Lack of Self-Confidence, Fear, and Shyness. The majority of students are terrified of speaking English. They experience discomfort and agitation if they are required to answer or ask questions in English. Also, the results demonstrated that the sixth-semester ABA UMI class of 2019 possessed an extremely high degree of motivation. This is where they feel that learning English is crucial, since they are constantly asking their professors and peers about subjects they do not understand, and their desire to learn in English is quite strong. The study suggests that educators should focus on enhancing students' psychological factors, particularly motivation, anxiety, and self-confidence, to improve their speaking performance in the EFL classroom. The findings of this study contribute to the body of knowledge on the impact of psychological factors on EFL learners' speaking skills, and can help educators develop effective strategies to improve their students' speaking proficiency in the EFL classroom.
Empowering English Language Learning: Unleashing the Potential of Cooperative Learning Model at SMKN 3 Takalar Hudriati, Andi; Sulastri, Sulastri; Rahmat, Rahmat
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53889

Abstract

The primary aim of adopting the cooperative learning approach in the context of English language learning is to investigate the potential improvement in students' English language competency within the X TKJ 3 class at SMKN 3 Takalar. The study used a research methodology known as classroom action research, commonly referred to as PTK (Praktikum Tindakan Kelas). The research was conducted over a span of two cycles. The statistics about student learning activities during the initial session of cycle 1 reveals an average activity level of 74%. Following this, during the subsequent meeting, there was seen a rise in the mean activity level, reaching 84%. The data regarding the advancement of student learning activities during cycle 2 meeting 1 indicated an average increase of 91%, which subsequently escalated to 96% during meeting 2. The findings from the study on the impact of cooperative learning model on English language learning outcomes in cycle 1 indicated an average score of 72. Furthermore, it was noted that a significant proportion of students, specifically 50%, were able to successfully attain the intended learning outcomes. During the second cycle, a notable rise was observed, as shown by an average score of 81 or a completion rate of 100% among the student population. Therefore, it can be deduced that the utilization of cooperative learning models holds the capability to augment the outcomes of English language acquisition among students in class X TKJ 3 at SMKN 3 Takalar.
Hybrid Learning in New Normal Times: Shedding Light on the Current Teaching Practices Towards Second Language Acquisition in Higher Education Context Hudriati, Andi; Yunus, Muhammad; Arham, Muhammad
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.36220

Abstract

With the pandemics still an ongoing issue and the sudden shift to full distance learning, English language learning in Indonesia has been severely impacted. The current study sheds light on the current teaching practices within Academic writing Classes of Full-time online learning in Indonesian Higher Education Context during the pandemics. The aim of the study focuses on (1) the impact of the change in learning process during the pandemics in terms of EFL students’ second language acquisition within academic writing environment and (2) lecturers’ perception on the shift in the approaches they used to accommodate safety protocols during the pandemics (3) how lecturers cope with the technological changes made to provide a successful SLA input in a hybrid learning setting. This study was carried out through a qualitative approach with a case study design in mind. The study analyzed the current teaching process based on Westhoff’s effective second language acquisition which served as the framework of the study. The study employed a qualitative approach using observation and interview as the instrument and analyzed based on Miles & Huberman’s qualitative data analysis technique. The present study found that there were three approaches that the lecturers preferred, they are (1) Hybrid-led second language Acquisition, (2) Synchronous-led second language acquisition, and (3) Asynchronous-led second language acquisition. These approaches were influenced by the lecturers’ views which was categorized into three namely; (1) hybrid-led which focuses both on theoretical and practical, (2) theoretical-led which leans solely on writing and reading skills, and (3) practical-led which emphasized on oral output production. The study presents a finding on how Indonesian lecturers current teaching practices during the pandemics within academic writing setting by looking into the teaching performance and how their views shape the learning process for students to learn the target language.
Enhancing Paragraph Writing Proficiency: A Study of Students' Performance Post Global English Textbooks Exposure Yunus, Muhammad; Dalle, Muhammad Basri; Kaharuddin, Kaharuddin; Hudriati, Andi; Strid, John Evar
International Journal of Language Education Vol. 8, No. 1, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i1.60913

Abstract

The article focuses on identification of students’ performance to write paragraphs and the topics needed by students to be developed post global English textbooks exposure. This study aimed to investigate description of current students’ performance to write paragraphs after studying a paragraph writing using Global English Textbooks and to find out the topics needed by students to be developed as teaching English textbook materials for Paragraph Writing Course. The research employed a mixed-methods approach, combining quantitative analysis of students' paragraph writing performance with qualitative interpretation into their perceptions to the use of global English textbooks as writing paragraph teaching materials. The total samples were 44 students of English Study Program, Faculty of Letters, Universitas Muslim Indonesia. To obtain information from the informants, the researchers employed questionnaires of Paragraph Writing distributed to the students through the Learning Management System (LMS) Google form.  The results showed that students exhibited a wide range of proficiency levels in paragraph writing, from advanced to fundamental deficiencies, necessitating targeted support across all skill levels. Moreover, a significant proportion of students lacked confidence in their writing abilities, emphasizing the importance of tailored instruction to address uncertainties effectively. Challenges with global English textbooks, including language complexity and cultural references, exacerbated these issues. Despite the inherent benefits of paragraph writing, such as language development and critical thinking skills, some students questioned its relevance in non-native English education settings. Additionally, doubts about fundamental language aspects like vocabulary and grammar underscored the need for focused instruction in these areas. Overall, addressing these challenges required comprehensive supports and resources to enhance students' paragraph writing skills and confidence levels effectively. Meanwhile, the exploration of sixty topics provided valuable insights into students' interests and knowledge. Among them, sixteen topics emerged as notably popular, indicating a strong resonance with students. These topics ranged from personal narratives to societal issues, reflecting students' diverse values and concerns. Furthermore, themes related to self-improvement and academic success garnered considerable interest, underscoring students' aspirations for growth. Even less chosen topics still demonstrated students' engagement with various aspects of interpersonal relationships and cultural identity. Moreover, the inclusion of less common topics reflected students' recognition of broader educational and patriotic ideals, albeit with less enthusiasm.
Enhancing English Language Learning Through the Cooperative Learning Method: A Study Among Communication Studies Students at UMI Hudriati, Andi; Rahmat, Rahmat; Mujaddidah, Husnul
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.v23i2.796

Abstract

This Classroom Action Research (CAR) investigated the effectiveness of cooperative learning in enhancing student motivation and academic performance in an English course for first-semester Communication Studies students at the Faculty of Letters, Universitas Muslim Indonesia (UMI). A total of 25 students participated in two iterative cycles, each comprising planning, implementation, observation, and reflection. Data were collected through observation sheets that tracked classroom activities and assignments designed to evaluate improvements in listening, speaking, reading, and writing skills. The results from Cycle 1 showed a moderate increase in student engagement, from 67% to 78%, but did not meet the predetermined mastery criterion (average score of 72, below the minimum of 75). In contrast, Cycle 2 revealed a marked improvement, with engagement levels rising from 84% to 90%, and the average score increasing to 86. Observational data indicated that shifting to a student-centered classroom environment and regulating mobile phone use for academic purposes boosted students’ confidence and collaboration. Students also demonstrated enhanced comprehension and fluency, aligning with broader findings in cooperative learning literature. Overall, these findings underscore the potential of cooperative learning to address the limitations of conventional lecture-based instruction. By engaging students in structured group activities, fostering peer support, and offering consistent feedback, cooperative learning can significantly improve motivation and learning outcomes. The success of this approach suggests that it may be beneficial for adoption in other higher education contexts seeking to elevate student participation and language proficiency.
Narrowing Proficiency Gaps in Heterogeneous Secondary EFL Classrooms with Cooperative Learning Hudriati, Andi; Syamsu, Awaluddin; Selfiyanti, Selfiyanti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76376

Abstract

Heterogeneous proficiency remains a persistent challenge in English as a Foreign Language (EFL) classroom, where students’ varied skills in vocabulary, grammar, reading, and writing often lead to unequal participation and achievement. This study investigated the impact of cooperative learning (CL) on managing proficiency differences in a secondary classroom and explored students’ perceptions of the approach. A pre-experimental one-group pretest–posttest design was employed with 20 tenth-grade students at a public secondary school in Indonesia. The intervention spanned four sessions incorporating Think-Pair-Share, Jigsaw information sharing, and guided peer feedback. Data were collected through a composite proficiency test and a 10-item Likert-scale perception questionnaire. Results showed a substantial improvement in proficiency, with mean scores rising from 56.40 (SD = 11.84) to 82.95 (SD = 6.53), t(19) = 11.56, p < .001, Cohen’s d = 2.58. Classifications shifted from heterogeneous (“Poor,” “Fair,” “Good”) to uniformly higher levels (“Good,” “Very Good”). Student perceptions were predominantly positive, with highest agreement for increased motivation (75%), responsibility (70%), and confidence (65%). These findings demonstrate that short, structured CL interventions can significantly enhance proficiency and foster inclusivity, supporting both sociocultural and cognitive load theoretical perspectives. The study contributes to international debates on equity in language education and offers practical guidance for teachers and policymakers seeking scalable, student-centered strategies for heterogeneous classrooms.
Co-Authors Aristyanty, Risty Burhanuddin Burhanuddin Dalle, Muhammad Basri Indriany, Chichi Juniansyah, Dedi Kaharuddin Muhammad Arham Muhammad Yunus Mujaddidah, Husnul Muli Umiaty Noer Nadifah, Naurah Rahmat Rahmat Ratnawati Ratnawati Riskawati Riskawati, Riskawati Rusdiah Rusdiah S, Rahmadani Sain, Najihuddin Selfiyanti, Selfiyanti Strid, John Evar Sulastri Sulastri Sumirna, Sumirna Syamsu, Awaluddin