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All Journal IRJE (Indonesian Research Journal in Education) BIA': Jurnal Teologi dan Pendidikan Kristen Kontekstual Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Indonesian TESOL Journal Sinergitas Multidisiplin Ilmu Pengetahuan dan Teknologi (SMIPT) FOSTER: Journal of English Language Teaching Didache: Journal of Christian Education Abdimas Langkanae Teaching English as a Foreign Language Overseas Journal (TEFLO) Jurnal Keguruan dan Ilmu Pendidikan Celebes Journal of Language Studies Jurnal Dieksis ID AgroSainT: Jurnal Ilmiah
Panggua, Selvi
Program Studi Pendidikan Bahasa Inggris, FKIP UKI- Toraja, Sulawesi Selatan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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The Impact of Teacher Talk Towards Students’ Language Attitude in Learning English Speaking Skill Mangngemba, Sintike; Tandikombong, Matius; Panggua, Selvi
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7280

Abstract

Students’ language attitude in learning English speaking Skill. The researcher conducted the research used quantitative method. The convenience sampling was used to obtain data from 19 7th semester students of English Education study program who had participated all the speaking class. The data were obtained by questionnare technique. Data were analyzed using the T test, correlation coefficient (Pearson product moment), coefficient of determination and linear regression. The results of hypothesis testing using t test analysis, the t-count value is 5.053 and the t-table is 2.120, meaning that the t-count value is greater than the t table, namely 5.053 > 2.120. with a significance level of 0.00 < 0,05. It means that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted. The conclusion is teacher talk has a positive impact towards students’ language attitude in learning english speaking skill. These results show that teacher talk is an important factor in shaping students' language attitudes, so the communication approach used by lecturers in learning English speaking needs to be designed effectively to achieve better results. Keywords: Impact, Teacher Talk, Language Attitude , English Speaking Skill.
Exploring the impact of school field experience on prospective English teachers’ readiness Rachel; Panggua, Selvi; Siumarlata, Viktor; Patandung, Yosef
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.43106

Abstract

This research investigates how the Program Pengenalan Lapangan or PLP (the School Field Experience Program) influences English teacher candidates’ preparedness. Using a 22-item questionnaire, data were collected from 41 participants through a quantitative descriptive method. Results show that 78.71% believe the school field experience program enhanced their readiness, particularly in instructional planning, classroom management, communication, and character development. The high percentage of positive responses suggests that the school field experience program effectively bridges theory and practice. However, lower parental communication and administrative task scores indicate aspects needing improvement. The research highlights the value of experiential learning in teacher education and suggests enhancing the program through reflective teaching and stronger mentorship.
The Impact of Teacher Talk Towards Students’ Language Attitude in Learning English Speaking Skill Mangngemba, Sintike; Tandikombong, Matius; Panggua, Selvi
Jurnal Dieksis ID Vol. 5 No. 1 (2025): Januari - Juni 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/dieksis.5.1.2025.927

Abstract

This research is important due to the crucial role teacher talk plays in the process of learning English, particularly in developing students’ speaking skills. Students’ language attitudes towards speaking are strongly influenced by how teachers or lecturers communicate during the learning process. Therefore, understanding the impact of teacher talk on students’ language attitudes is urgent to ensure effective learning and improved outcomes. This study aims to investigate the effect of teacher talk on students’ language attitudes in learning English speaking skills. A quantitative method was employed, with convenience sampling used to collect data from 19 seventh-semester students in the English Education program who attended all speaking classes. Data were collected through questionnaires and analyzed using t-tests, Pearson product-moment correlation, coefficient of determination, and linear regression. The hypothesis testing showed a t-count value of 5.053, greater than the t-table value of 2.120, with a significance level of 0.000, below the 0.05 threshold. This means the Null Hypothesis (H0) is rejected, and the Alternative Hypothesis (Ha) is accepted, confirming a positive and significant impact of teacher talk on students’ language attitudes in learning speaking skills. The findings highlight teacher talk as an important factor in shaping language attitudes, suggesting lecturers need to design communication approaches effectively in English speaking classes to achieve better results.
Transforming the Value of Family Fellowship in Rambu Solo’ Culture: A Christian Education Perspective Patandung, Yosef; Panggua, Selvi; Sukito, Adi; Randalele, Christian Elyesar
BIA': Jurnal Teologi dan Pendidikan Kristen Kontekstual Vol 8, No 2 (2025): December 2025
Publisher : Institut Agama Kristen Negeri Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34307/b.v8i2.629

Abstract

Rambu Solo’, a traditional Torajan funeral ceremony, embodies strong values of family fellowship that continue to be practiced within predominantly Christian communities in North Toraja. However, the transformation of these cultural values into Christian Religious Education (CRE) has not been systematically explored. This study aims to examine how the family fellowship values embedded in the cultural context of Rambu Solo’ are transformed into the values of Christian Religious Education.This study employed a qualitative ethnographic approach and was conducted in North Toraja Regency. Data were collected through in-depth interviews with two key informants, a traditional leader who also serves as a pastor and a Christian Religious Education teacher, as well as through participant observation during Rambu Solo’ ceremonies. The data were analyzed using thematic content analysis and theological-hermeneutical reflection. Ethical considerations were ensured through informed consent, voluntary participation, and the confidentiality of informants.The findings revealed two core values of family fellowship within Rambu Solo’: (1) unity in thought and emotion (sangngina and karapasan), and (2) unity in action through mutual cooperation (sangtiangkaran). These values are culturally preserved while being theologically reinterpreted within Christian education. The transformation process demonstrates that the cultural values of unity and mutual assistance are not eliminated; rather, they are reoriented toward biblical principles of fellowship, particularly the unity of believers in Christ and communal responsibility within the Body of Christ. Therefore, Rambu Solo’ functions as a cultural medium through which Christian Religious Education contextualizes biblical teachings on unity, love, and communal solidarity within Toraja society.
Peningkatan Keterampilan Kerajinan Anyaman Rakki’ bagi Warga Jemaat Kasimpo Rachel Rachel; Linerda Tulaktondok; Selvi Panggua
Abdimas Langkanae Vol. 6 No. 1 (2026)
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jpm.v6i1.763

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan teknis warga Jemaat Kasimpo dalam membuat kerajinan anyaman rakki’ berbahan dasar lidi. Secara khusus, kegiatan ini diarahkan untuk membantu peserta mengenali bahan lidi yang layak pakai, memahami teknik dasar anyaman, membentuk pola rakki’, merapikan produk, serta melihat peluang pemanfaatan rakki’ sebagai produk rumah tangga dan produk kreatif bernilai ekonomi. Permasalahan mitra meliputi belum meratanya keterampilan warga dalam mengolah lidi, belum adanya pelatihan terarah tentang pembuatan rakki’, serta belum optimalnya pemanfaatan potensi bahan lokal sebagai kegiatan produktif. Kegiatan dilaksanakan di Jemaat Kasimpo dengan melibatkan 22 peserta. Metode pelaksanaan mencakup identifikasi kebutuhan, koordinasi dengan mitra, persiapan bahan dan alat, penyuluhan, demonstrasi, praktik langsung, pendampingan, evaluasi hasil karya, serta refleksi. Hasil kegiatan menunjukkan bahwa peserta mampu memahami tahapan pembuatan rakki’, mempraktikkan teknik dasar anyaman, menghasilkan produk sederhana, dan menunjukkan minat untuk mengembangkan keterampilan tersebut. Dampak kegiatan bagi mitra terlihat pada meningkatnya keterampilan praktis, tumbuhnya kepercayaan diri peserta, terbentuknya kerja sama antarwarga, dan munculnya peluang kegiatan produktif berbasis potensi lokal.
Leadership, Competence, and Dedication of Christian Education Teachers in the Remote Area of Seko Yosef Patandung; Selvi Panggua; Adi Sukito; Yong Ho Yoon
Didache: Journal of Christian Education Vol. 7 No. 1 (2026): June
Publisher : Sekolah Tinggi Teologi Simpson Ungaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46445/djce.v7i1.1154

Abstract

Disparities in the quality and equity of education remain evident in remote areas such as Seko, where teachers perform their professional roles under extreme constraints. This study highlighted the paradox between national demands for teacher professionalism and the reality of challenging geography, limited facilities, and policy inequities faced by teachers in Seko. This research aimed to analyze in depth how teacher leadership contributes to the development and maintenance of competence and dedication amid these limitations, within the framework of inclusive education and educational justice. The study was set in the 3T (tertinggal, terdepan, dan terluar—disadvantaged, frontier, and remote) region of Seko. A qualitative descriptive approach using an action research design was employed. Data was collected through in-depth interviews, field observations, and document analysis. Results: The findings revealed that teachers in Seko adopt transformational, adaptive, and service-oriented leadership styles. Their professional and pedagogical competence was shaped by their adaptability, creativity in utilizing local resources, and strong commitment to delivering culturally relevant learning. Their dedication was reflected in their physical, moral, and spiritual sacrifices. In conclusion, teacher leadership, competence, and dedication were intertwined, forming the foundation of the educational ecosystem in Seko. Teachers function not only as educators but also as social leaders and symbols of resilience, safeguarding educational justice and sustainability in remote areas.
Vocational Students' Speaking Challenges and Strategies for Employability: A Qualitative Study Erni Sriati; Markus Deli Girik Allo; Selvi Panggua
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.417

Abstract

This study investigates the challenges vocational students encounter in developing English-speaking skills and self-efficacy, and explores the learning strategies and classroom practices they perceive as helpful for global employability. Employing a qualitative research design with thematic analysis following the Miles and Huberman interactive model, data were collected through in-depth interviews with seven vocational students and classroom observations at a vocational school in Indonesia. The interview protocols captured students' linguistic, affective, and environmental challenges, as well as their perceptions of helpful strategies and practices. The findings revealed eight major speaking challenges: linguistic difficulties in spontaneous speech production; pronunciation and vocabulary barriers; affective barriers including anxiety, fear, and lack of confidence; fear of negative evaluation; peer influence on speaking willingness; insufficient classroom speaking opportunities; limited out-of-class practice; and resource limitations. Students identified eight helpful strategies: utilization of digital media for independent learning; repetition and preparation strategies; pair work and group discussions; structured speaking activities; supportive teacher practices; authentic communication opportunities; supportive classroom environments; and integration of vocational contexts. Classroom observations confirmed limited speaking practice time, student hesitation, and the effectiveness of pair work and teacher modeling. This study contributes to understanding speaking development in vocational contexts by highlighting the interconnected nature of linguistic, affective, social, and environmental challenges. The findings offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance vocational students' oral communication skills for global workforce participation.
Analysis of the Correlation between the Use of Authentic Videos and the Development of HOTS in English Language Learning Rachel Rachel; Linerda Tulaktondok; Selvi Panggua
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7570

Abstract

This study aims to analyze the correlation between the use of authentic videos in English language learning and the development of Higher Order Thinking Skills (HOTS) among university students. HOTS encompasses critical, creative, and analytical thinking skills, as well as problem-solving abilities. Authentic videos, such as films, news videos, and YouTube videos, are considered to offer real-world context that can aid students in developing these high-level thinking skills. This study employed a quantitative correlational research design to investigate the relationship between the use of authentic videos in English language learning and the development of Higher Order Thinking Skills (HOTS) among students.  The data were gathered via a questionnaire assessing students' perceptions of the use of authentic videos in relation to their thinking skills. The findings indicate a positive correlation between authentic video usage and context understanding, as well as an improvement in listening skills. However, YouTube videos, particularly those by non-educational content creators, showed a negative impact on HOTS development, especially in listening comprehension and context understanding. The study also found that gender and academic semester influenced the perception of video usage benefits, with female students and those in higher semesters reporting greater improvements in HOTS. This research highlights the effectiveness of using carefully selected and structured videos to enhance HOTS in English learning. It recommends that educators integrate a variety of relevant, engaging video content that aligns with learning objectives to foster critical thinking, creativity, and problem-solving. The study also encourages teachers to regularly evaluate the impact of video content on student engagement and academic progress to refine their teaching practices.
Co-Authors Adi Sukito Christian Elyesar Randalele Dan Mangoki Erni Sriati Gasong, Dina Johana R. Tangirerung Linerda Tulaktondok Mala Tundu, Ika Riana Mangngemba, Sintike Markus Deli Girik Allo Matius Tandikombong, Matius Muthmainnah Muthmainnah Nur Aeni Patandung, Yosef Rachel Rachel Rachel Sukito, Adi Viktor Siumarlata Yong Ho Yoon Yosef Patandung