Article Per Year (5 Year)
p-Index From 2021 - 2026
3.24
P-Index
This Author published in this journals
All Journal ETERNAL(english, teaching, learning, and Research Journal) Klasikal: Journal of Education, Language Teaching and Science ARRUS Journal of Social Sciences and Humanities JoEELE International Journal of Business English and Communication (IJoBEC) PEDAMAS (Pengabdian Kepada Masyarakat) J-Shelves of Indragiri (JSI) Jihapenmas Inovasi Sosial: Jurnal Pengabdian Masyarakat International Journal of Language, Education, and Literature (IJLEL) Tintamas: Jurnal Pengabdian Indonesia Emas Axiology IEC: Journal of Educational Innovation SEJAHTERA: Jurnal Pengabdian Kepada Masyarakat
Musdalifah
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
Pendampingan Pelaksanaan English Camp untuk Meningkatkan Kepercayaan Diri Siswa SMP di Makassar dalam Berkomunikasi Bahasa Inggris A. Kamariah; Citra Dwi Safitri; Muhammad Fahri Jaya Sudding; Musdalifah; Surya Anantatama Sembiring
Sejahtera: Pengabdian Kepada Masyarakat Vol 1 No 2 (2026): Mei
Publisher : PT Cendekia Education Center

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

Abstract

This community service activity aimed to enhance junior high school students’ confidence in communicating in English through an English Camp program conducted at SMP Negeri 46 Makassar. The program employed a participatory approach grounded in experiential learning, encouraging active student involvement in meaningful and contextual communication practices. A series of interactive activities, including ice-breaking sessions, vocabulary building, role plays, group discussions, and speaking performances, were designed to create a supportive and low-anxiety learning environment. The results demonstrated that the English Camp significantly improved students’ confidence in speaking English, as reflected in their increased willingness to participate, greater activeness during activities, and improved courage in expressing ideas. Additionally, observations indicated heightened student engagement, enthusiasm, and interaction throughout the program. These findings suggest that experiential and communicative learning approaches are effective in fostering students’ confidence and participation in language learning. Therefore, the English Camp can be considered an effective alternative strategy to support the development of students’ English communication skills, particularly in building confidence, and it is recommended that similar programs be implemented sustainably and integrated into regular school learning activities to maximize their impact.
Exploring Students’ Self-Regulated Learning on Motivation in Learning New Vocabulary Ramadhan; La Sunra; Musdalifah
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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: 10.66720/6gdach53

Abstract

This study aims to explore the types, perceptions, and how self-regulated learning influences students' motivation when learning vocabulary. The researcher used a qualitative descriptive method to achieve the research objectives. Data were collected through semi-structured interviews. Participants in this study were twelve English Language Education students in the 2023/2024 academic year, who were selected purposively. Based on the results of the study, there are seven forms of self-regulated learning that students use in learning: learning from English podcasts on YouTube, learning from watching gaming YouTube content, learning from English songs, learning from watching English films, learning from OME TV, learning by posting vocabulary lists in easily visible places, and learn by English Message. Students also have various perceptions about self-regulated learning that help maintain their motivation when learning vocabulary, namely because they feel the positive impact of implementing self-regulated learning, remember their learning process, SRL makes their learning more enjoyable, they are motivated because their learning strategies are the same as their hobbies, and they are motivated because the strategies are easy to use. So, it can be concluded that self-regulated learning acts as an effective bridge between personal interests and academic goals, changing vocabulary learning from a passive effort into an active, autonomous, sustainable, and highly motivating process.
Eksplorasi Dampak Strategi Pembelajaran Multimodal Terhadap Pemerolehan Bahasa Bagi Pelajar EFL A Kamariah; Citra Dwi Safitri; Nurul Ilmi Sudirman; Muhammad Fahri Jaya Sudding; Musdalifah
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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

Abstract

This article investigates how multimodal learning strategies shape language acquisition among second-semester EFL students in an Applied English Study Program at a public university in Indonesia. Using a qualitative exploratory design, the study examines students’ experiences, responses, and language development during English lessons that systematically integrate texts, images, audio, videos, slides, classroom discussions, gestures, and digital platforms. Data were gathered through classroom observations, semi-structured interviews, documentation, and analysis of students’ learning tasks, then analyzed thematically to identify patterns of change in comprehension and production. The results show that multimodal learning strategies enhance input comprehension, vocabulary growth, oral and written production, learning engagement, communicative interaction, and students’ capacity for meaning-making across modes. Multiple, complementary modes of representation help learners process English materials more easily, retain new vocabulary, express ideas with greater confidence, and take a more active role in classroom interaction, provided that media selection and task design are carefully aligned with learning goals and proficiency levels. Overall, the study positions multimodal learning not merely as media variation, but as a pedagogical strategy that supports more comprehensive and context-sensitive language acquisition in EFL settings.
Meningkatkan Kesadaran akan Pentingnya Pendidikan dalam Membangun Masa Depan Melalui Webinar Edukasi Citra Prasiska Puspita Tohamba; Safitri Nuraini; Nanda Refana Magdalena; Musdalifah; Hardianti
Jurnal Hilirisasi Pengabdian Masyarakat Vol. 2 No. 2 (2025): August 2025
Publisher : STIE Mahardhika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/jihapenmas.v2i2.1469

Abstract

Pendidikan memegang peranan strategis dalam membangun kualitas sumber daya manusia yang berkelanjutan di tengah dinamika global dan perkembangan teknologi yang pesat. Namun, masih terbatasnya pemahaman masyarakat mengenai peluang pendidikan global, khususnya studi di luar negeri, menjadi tantangan yang perlu direspons melalui kegiatan edukatif. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan webinar edukasi bertema “Belajar Tanpa Batas: Mengapa Kuliah di Luar Negeri Itu Istimewa?” yang diselenggarakan oleh kelompok KKN-Dik Universitas Muhammadiyah Surakarta (UMS) di Kota Kendari. Metode yang digunakan adalah deskriptif dengan pendekatan kualitatif melalui teknik observasi, wawancara, dan dokumentasi selama kegiatan berlangsung. Hasil penelitian menunjukkan bahwa pelaksanaan webinar mampu meningkatkan kesadaran peserta akan pentingnya pendidikan sebagai investasi masa depan, memperluas wawasan mengenai sistem pendidikan luar negeri, serta menumbuhkan motivasi untuk melanjutkan studi ke jenjang yang lebih tinggi. Temuan ini menegaskan bahwa kegiatan edukasi berbasis webinar efektif sebagai media literasi pendidikan global. Oleh karena itu, program serupa perlu dikembangkan secara berkelanjutan untuk memperkuat kesiapan generasi muda dalam menghadapi persaingan global.
NEED ANALYSIS IN LEARNING ENGLISH FOR ACCOUNTING STUDENTS IN ISLAMIC UNIVERSITY Musdalifah; Muhammad Fahri Jaya Sudding; Ashabul Kahfi Susanto; Citra Dwi Safitri; Andi Kamariah
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2950

Abstract

The lack of English learning materials tailored to the specific academic and professional needs of accounting students in Islamic universities presents a challenge in preparing students for the global workplace. This study aims to identify the English learning needs of accounting students at an Islamic university in order to develop relevant and effective learning materials. Data were collected using a google Form questionnaire distributed to students, English lecturers, accounting lecturers and graduates. The data were analyzed using a descriptive qualitative approach. The findings indicate that all four language skills (listening, speaking, reading, and writing), along with language components such as grammar and vocabulary, are considered important by respondents. The students preferred teaching methods that include discussion, exercise, demonstrations, role-play, vocabulary drills, group work, and video-based learning. Regarding assessment, the majority of students favored restricted response tests, written tests, matching items, performance-based tests, and multiple-choice questions. In addition to general English topics, students express the need to learn terminology related to Islamic Accounting. Essential language functions identified include self-introduction, participating in meetings, and communicating in professional contexts such as client interactions and academic conferences. These findings can be used to produce English learning material tailored to specific needs of accounting students in Islamic higher education institutions
STUDENTS’ EXPERIENCES IN USING GOOGLE SITES E-PORTOFOLIO FOR LEARNING ACCOUNTING VOCABULARY Musdalifah; Abdul Karim; Chaerul Fadlan Saud
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3334

Abstract

Digital learning innovations have increasingly transformed English for Specific Purposes (ESP), particularly in promoting learner autonomy, engagement, and reflection. Among these innovations, e-portofolios have been recognised as powerful tools for integrating language learning with professional skills. However, previous research has primarily focused on e-portofolios in writing and general English context, while limited attention has been given to their use in teaching accounting vocabulary, where learners often struggle to understand and retain specific terminology. This gap between theoretical expectations and classroom realities highlights the need to explore how e-portfolios can facilitate vocabulary learning in ESP courses.  This study aims to investigate student’s experience with Google Sites e-portofolios for learning accounting vocabulary in an English for Accounting course at Bahasa Inggris Program Sarjana Terapan Study Program, Universitas Negeri Makassar. Employing a qualitative descriptive design, the data were gathered from eight students through semi-structured interviews and analysed thematically. The findings revealed that students' first impressions were characterised by enthusiasm, curiosity, and a motivation to use Google Sites as an innovative learning platform. The process of creating and managing e-portfolios fostered creativity, organisation, and digital literacy, as students designed pages and linked vocabulary items to authentic accounting materials. Students perceived several benefits, including improved understanding and retention of accounting terms, enhanced confidence, and a stronger connection between academic learning and professional application. Despite minor challenges such as technical issues and time constraints, participants regarded e-portfolios as engaging and valuable learning tools. The study concludes that Google Sites e-portfolios effectively promote learner autonomy, reflection, and engagement in English for Specific Purposes (ESP) context. It is recommended that future ESP instruction provide technical orientation and continuous support to maximise the benefits of e-portfolios in language learning.
FRAMING ECONOMIC STABILITY THROUGH LANGUAGE: A CRITICAL DISCOURSE ANALYSIS OF REDENOMINATION NEWS COVERAGE Muhammad Fahri Jaya Sudding; Surya Anantatama Sembiring; Musdalifah; Citra Dwi Safitri
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3346

Abstract

This study examines how Indonesian online news constructs the discourse of rupiah redenomination by analysing linguistic patterns, discursive structures, and ideological representations embedded within financial reporting. Using Norman Fairclough’s Critical Discourse Analysis (CDA), the article “Pemerintah Kembali Hidupkan Wacana Redenominasi Rupiah, Ekonomi Peringatkan Risiko Inflasi” was analysed across five levels: textual analysis, discursive practice, social practice, integrated interpretation, and explanatory critique. The findings indicate a discursive tension between government ambition to advance redenomination as a formal policy initiative and economists’ cautionary framing that emphasises risks of inflation, unstable exchange rates, high implementation costs, and uneven public readiness. The news text privileges technocratic voices and constructs redenomination as a potentially destabilising policy rather than a symbol of economic modernisation. This study concludes that online media play a critical role in shaping public perception by foregrounding expert skepticism and reproducing ideologies of fiscal prudence, market stability, and technocratic authority.
STUDENTS’ PERCEPTION AND MOTIVATION TOWARD THE USE OF TWO STAY TWO STRAY IN ENGLISH LEARNING FOR ECONOMICS STUDENTS Musdalifah; Muhammad Fahri Jaya Sudding; Citra Dwi Safitri; Surya Anantatama Sembiring; Andi Kamariah
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3357

Abstract

This qualitative study examines students’ perceptions and motivation toward the use of the Two Stay Two Stray (TSTS) technique in English for Economics classrooms. Data were collected through semi-structured interviews to students from Economics faculties. The results indicate that students generally perceive TSTS as an engaging and enjoyable method that enhances their understanding of English materials through peer explanation, interaction, and collaborative learning. Most participants stated that TSTS made complex concepts easier to grasp, increased their participation, and allowed them to learn new vocabulary and communication skills in a more relaxed environment. In terms of motivation, the technique encouraged students to prepare before class, boosted their confidence in speaking, and reduced anxiety compared to traditional lecture-based teaching. However, several challenges were noted, including limited time for explanation, uneven group roles, and the need for clearer instructions. Despite these constraints, students strongly recommended the continued use of TSTS and suggested improvements in time management, group allocation, and the addition  of games or ice-breaking activities to enhance engagement. The study concludes that TSTS is an effective and motivating collaborative strategy for teaching English for Economics.
EXPLORING THE EFFECTS OF GAMIFICATION IN GRAMMAR INSTRUCTION ON BEGINNER EFL STUDENTS’ GRAMMATICAL UNDERSTANDING AND LEARNING MOTIVATION Citra Dwi Safitri; A. Kamariah; Muhammad Fahri Jaya Sudding; Musdalifah
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3602

Abstract

Gamification has gained increasing attention in EFL learning because it can create more engaging and interactive classroom environments. However, beginner EFL students often experience difficulties in understanding grammar and maintaining learning motivation through traditional instructional methods. This study aimed to explore the effects of gamification on beginner EFL students’ grammatical understanding and learning motivation through the use of Quizizz and Wordwall in grammar instruction. This study employed a descriptive qualitative research design involving 20 first-year university students enrolled in a Basic English Grammar course. Data were collected through close-ended questionnaires and semi-structured interviews with eight selected participants. The findings revealed that gamification positively supported students’ grammatical understanding through interactive practice, repeated exposure, and immediate feedback. In addition, gamified activities increased students’ motivation, engagement, confidence, and participation during grammar lessons. Students perceived grammar learning as more enjoyable and less monotonous when using gamified platforms. The study suggests that gamification can serve as an effective instructional approach to support grammatical understanding and learning motivation among beginner EFL students.
BRIDGING THEORY AND PRACTICE: PRE-SERVICE TEACHERS’ REFLECTIVE EXPERIENCES DURINGSCHOOL VISIT PROJECTS IN TEFL CLASS Musdalifah; Citra Dwi Safitri; Muhammad Fahri Jaya Sudding
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3609

Abstract

This study explores pre-service teacher’s reflective experiences during school visit projects implemented in Teaching English as a Foreign Language (TEFL) classes. The study aims to investigate how school visit activities help pre-service teacher connect pedagogical theories experiential learning. Employing a qualitative descriptive design, this study involved 15 undergraduate students enrolled in a TEFL course at an Indonesian university. The participants were selected using purposive sampling because they were directly involved in the school visit project. The project was conducted in five schools representing different educational levels, including elementary school (SD), junior high school (SMP), and involved five English teacher as interview participants. The data were collected through reflective journals, classroom observation reports, questionnaire, and semi-structured interviews. The findings revealed that the school visit project provided meaningful experiential classroom practice. The Participants reported improved understanding of teaching methods, classroom management, instructional strategies, and student engagement in authentic classroom settings. The project also enhanced students’ pedagogical awareness, reflective thinking, and analytical skills. However, several challenges were identified, including limited observation time, difficulties taking observation notes, nervousness during teacher interviews, and challenges understanding classroom dynamics. The data were analyzed using thematic analysis by coding and categorizing participants’ responses into several themes related to reflective learning and pedagogical development. This study concludes that school visit projects can serve as effective experiential and reflective learning activities in TEFL teacher education.
Co-Authors A Kamariah A. Kamariah A. Kamariah Abdul Karim Abdul Karim Ahmad Azhari Amin, Fatimah Hidayahni Andi Kamariah Andi Kamariah Ariyani, Amra Arlin Adam, Arlin Ashabul Kahfi Susanto Asrifan, Andi Chaerul Fadlan Saud Citra Dwi Safitri Citra Prasiska Puspita Tohamba Dwiyanti, Diza Aura Fatimah Hidayahni Amin Geminastiti Sakkir Hardianti Hardianti Hardianti, Hardianti Ikhsan Ibrahim Jaya, Muhammad Fahri Kamariah, A. Kamaruddin, Syamsu A. La Sunra Maharani, Sardian Misnawaty Usman Muhammad Fahri Jaya Sudding Muhammad Fahri Jaya Sudding Mustari, Ichwan Nanda Refana Magdalena Nur Masthurah Nurul Ilmi Sudirman Ramadhan Rina Oktavianti Rini Koen Iswandari S , Sivaraja Sabalius Uhai Safaitri, Citra Dwi Safitri Nuraini Safitri, Citra Dwi Sahril Nur Saud, Chaerul Fadlan Sri Diana Sudding, Muhammad Fahri Jaya Surya Anantatama Sembiring Surya Anantatama Sembiring Syarifuddin Dollah Vivekanantharasa, Raveenthiran Vivit Rosmayanti Wahid, Areski