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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Review Pendidikan dan Pengajaran (JRPP) Klasikal: Journal of Education, Language Teaching and Science IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat The Academic: English Language Learning Journal
Syam, Ulfah
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GESTURES FOR LEARNING VOCABULARY TOWARDS STUDENTS’ SPECIAL NEEDS (DEAF): Gestures For Learning Vocabulary Towards Students' Special Needs (Deaf) Toninel, Mega Fransiska; Sahib, Nurfaizah; Syam, Ulfah
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 8 No 2 (2023): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v8i2.1045

Abstract

English has become important in the 4.0 era since numerous electronic devices, such as medical equipment for doctors or salespeople who interact with foreigners in malls, have English conditions. Because of the various cultures that continue to enter Indonesia, ordinary as well as oustanding school systems must learn more about English by expanding their English vocabulary, especially for students special needs, and sign language is employed as a teaching tool in exceptional schools. The purpose of this research is to learn gestures for vocabulary learning for students special needs (deaf), specifically eleventh-grade students at SLB-B YPPLB Makassar. The research method used was qualitative. The responses from observations, questionnaire sheets, and interview sessions have been reviewed by the researcher. According to the data, the first, SIBI, was used in vocabulary learning for students at the Makassar YPPLB SLB-B school because it was less complicated and better organized. Second, it could be concluded that the teacher's influence was indeed important for students, but student interaction was actually very influential on the mood and enthusiasm of students when learned in class, and the third was that using video was ineffective for them to learn because it was difficult for them to understand.
THE IMPLEMENTATION OF SCIENTIFIC APPROACH ON SPEAKING SKILL AT SMA NEGERI 18 MAKASSAR Arruan, Ewin; Fansury , Andi Hamzah; Syam, Ulfah
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 9 No 1 (2024): THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v9i1.1109

Abstract

The aim of this research was to find out how the implement scientific approach to improve ability on speaking skill at SMA Negeri 18 Makassar. The method used in this research was quantitave experimental research with one group pre-test post-test research design. Speaking test was used as the instruments of collecting the data. The sample of this research were the second grade with 20 students. The result of data analysis showed that there was an enhancement speaking skills of fluency and pronunciation through the implementation scientific approach. The mean score of the students increased from 44.75 and the pre test to 76,25 on the post test. Based on the result of data analysis, the writer concludes that there was an enhancement after implementing the scientifict approach on speaking skill in second grade at SMA Negeri 18 Makassar.
Optimalisasi Google Drive sebagai Basis Data di Era 5.0 Muriati, St; Syam, Ulfah; Rampeng, Rampeng; Molier, Dahlia D; Bakri, Muhammad
IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Vol 4, No 1 (2024): IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat
Publisher : IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/iptek.v4i1.64529

Abstract

Perubahan transformasi pendidikan berlangsung sangat fantastis melalui integrasi teknologi dalam dunia pendidikan. Kemajuan teknologi dan komunikasi yang begitu pesat memberikan dampak besar bagi kehidupan manusia. Kemajuan teknologi informasi yang begitu pesat di era merdeka belajar seperti sekarang ini adalah penggunaan Cloud Storage seperti Google Drive. Google Drive merupakan sebuah layanan yang ditawarkan Google yang menyediakan ruang penyimpanan hingga 15GB secara gratis. Kegiatan ini dilaksanakan melalui tiga tahapan yakni tahap perencanaan, tahap pelaksanaan kegiatan, dan tahap evaluasi. Beberapa manfaat dari penggunaan Google Drive ini antara lain: tempat penyimpanan atau basis data, menerjemahkan file, mengedit file bersama, melakukan back up file, mengkonfersi file Pdf menjadi teks, menyimpak link dan history, back up chat WhatsApp, serta melakukan update progress secara berkala pada tugas atau proyek yang sedang kita kerjakan. Dari kegiatan pelatihan ini diperoleh bahwa seluruh peserta kegiatan dapat memahami penggunaan oprimalisasi Google Drive sebagai basis data. Melalui kegiatan penggunaan Google Drive sebagai basis data di era 5.0 diperoleh manfaat secara efektif, praktis, efisien, dan optimal dalam kehidupan sehari-hari sebab data dapat diakses dimanapun dan kapanpun.
PROBLEMATIKA KURIKULUM DENGAN KERANGKA UBD DI SD INPRES MONGINSIDI MAKASSAR Febrianti, Anggie; Pare, Eti Tangke; Ningsih, Fardhilla Dwi Wahyu; Agusniati, Andi; Syam, Ulfah; Muhammad, Achmad Fajar
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 2 (2025): Volume 8 No. 2 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i2.44198

Abstract

Penelitian ini bertujuan untuk menganalisis problematika implementasi kurikulum dengan kerangka Understanding by Design (UbD) di SD Inpres Monginsidi Makassar. Pendekatan UbD, yang menekankan pada pembelajaran berbasis pemahaman mendalam, menghadapi berbagai tantangan dalam konteks pendidikan dasar. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa problematika utama meliputi keterbatasan pemahaman guru terhadap konsep UbD, minimnya pelatihan dan pendampingan, serta kurangnya dukungan fasilitas yang memadai. Selain itu, keberagaman latar belakang peserta didik dan keterbatasan waktu juga menjadi kendala dalam penerapan kurikulum berbasis UbD. Temuan ini menekankan pentingnya pelatihan intensif bagi pendidik, dukungan kebijakan yang berkelanjutan, dan penyesuaian kurikulum agar lebih kontekstual dengan kebutuhan lokal. Dengan upaya ini, penerapan kerangka UbD dapat lebih optimal dalam meningkatkan kualitas pembelajaran di SD Inpres Monginsidi Makassar.
SELF-REGULATED EFL SPEAKERS THROUGH METACOGNITIVE INSTRUCTION Syam, Ulfah; Sahib, Nurfaizah; Rampeng, Rampeng
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (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.v7i3.1693

Abstract

This qualitative study investigates the role of metacognitive instruction in developing self-regulated English as a Foreign Language (EFL) speaking skills among undergraduate students. Speaking is often perceived as one of the most challenging language skills due to its cognitive complexity and affective demands. Drawing on theories of metacognition and self-regulated learning, this study explores how metacognitive instruction is implemented in EFL speaking classrooms, how it fosters students’ self-awareness, and how it contributes to the development of self-regulation in speaking. Data were collected through classroom observations, semi-structured interviews, and analysis of instructional materials at State University of Makassar. The data were analyzed thematically using systematic coding and categorization procedures. The findings reveal that metacognitive instruction was implemented through structured pre-speaking, while-speaking, and post-speaking stages that explicitly emphasized planning, monitoring, and evaluation. The instruction enhanced students’ linguistic and affective self-awareness and supported the gradual development of self-regulated speaking behaviors, including independent monitoring, self-correction, and motivational regulation. The study highlights the pedagogical value of integrating metacognitive instruction into EFL speaking classrooms to promote learner autonomy, confidence, and sustainable speaking development
SEMANTIC AND PRAGMATIC DIFFICULTIES AMONG INDONESIAN EFL LEARNERS: A CONTEXT-BASED ANALYSIS Efrasia Dade, Mariana; Meliana; Nabila Sari, Baiti; Syam, Ulfah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62127

Abstract

Communicative competence in English depends not only on grammatical accuracy but also on the integrated command of semantic meaning and pragmatic appropriateness, two domains that have received comparatively limited research attention within Indonesian EFL settings. This pre-research article presents the conceptual and methodological foundation for a qualitative descriptive study designed to investigate the semantic and pragmatic difficulties experienced by undergraduate Indonesian EFL learners at Universitas Bosowa, Makassar, South Sulawesi, through a context-based analytical lens. Building on an integrated theoretical framework that draws on speech act theory, the cooperative principle, the Interface Hypothesis, Relevance Theory, Politeness Theory, Conceptual Semantics, and Schema Theory, the study is designed around three objectives: identifying the semantic difficulties learners encounter in contextual language use, examining the pragmatic difficulties learners face in interpreting and producing meaning, and analyzing how situational, social, and cultural contextual factors shape these difficulties. Data are intended to be collected through Discourse Completion Tasks, semi-structured interviews, and classroom observation, and analyzed using inductive thematic coding triangulated across instruments. Because data collection has not yet been conducted, the discussion and conclusion presented here are necessarily anticipatory. The study is expected to contribute a more integrated understanding of how semantic and pragmatic difficulties co-occur among Indonesian EFL learners, with implications for the design of more context-sensitive EFL curricula and classroom instruction.
SEMANTIC AND PRAGMATIC CHALLENGES FACED BY INDONESIAN EFL LEARNERS Suci, Nur Annisa; Hidayah Tullah. S, Nur; Sato, Maria Rosa Mistika; Syam, Ulfah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62726

Abstract

The semantic and pragmatic difficulties Indonesian English as a Foreign Language (EFL) learners encounter are examined in this study. Even though a large number of Indonesian EFL students exhibit sufficient grammatical proficiency, they frequently struggle to comprehend contextual meanings and use language correctly in social situations. The purpose of this qualitative descriptive study is to identify significant factors and investigate the semantic and pragmatic difficulties encountered by 20 Indonesian high school EFL students. Semi-structured interviews, classroom observations, and document analysis of students' oral and written tasks were used to gather data, which was then subjected to thematic analysis. The study's findings show that while students possess sufficient grammatical knowledge, they struggle greatly to comprehend language in everyday communication situations. Lexical ambiguity, taking figurative language literally, and doubt regarding the meaning of words in context are the main semantic problems identified. In the meanwhile, pragmatic issues include misinterpreting deixis, misusing politeness techniques, and having trouble comprehending indirect intent in speech acts. The primary causes of these difficulties include first language interference, cultural norm variations, and a lack of exposure to real English interactions. The significance of explicitly combining semantic and pragmatic competences in English language learning is concluded by this study.
Co-Authors -, Rampeng Andi Agusniati Arruan, Ewin Efrasia Dade, Mariana Fansury, Andi Hamzah Febrianti, Anggie Hidayah Tullah. S, Nur Meliana Molier, Dahlia D MUHAMMAD BAKRI Muhammad, Achmad Fajar Nabila Sari, Baiti Ningsih, Fardhilla Dwi Wahyu Pare, Eti Tangke Sahib, Nurfaizah Sato, Maria Rosa Mistika St Muriati, St Suci, Nur Annisa Toninel, Mega Fransiska