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All Journal Humanis : Jurnal Pengabdian Kepada Masyarakat Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Interference: Journal of Language, Literature, and Linguistics Mattawang: Jurnal Pengabdian Masyarakat Kharisma Tech Wen Chuang: Journal of Foreign Language Studies, Linguistics, Education, Literatures, Cultures, and Sinology JTechLP JoEELE Prosiding Seminar Nasional Universitas Ma Chung INSIGHT: Indonesian Journal of Social Studies and Humanities Seminar Nasional Hasil Penelitian LP2M UNM Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Humanities and Social Studies
Adys, Himala Praptami
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The Effect of Direct Feedback on Manuscript Development and Public Speaking Performance Adys, Himala Praptami
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.262

Abstract

Public speaking remains a critical competency in business communication, yet many students struggle with performance anxiety and skill development. This study investigates the relationship between direct feedback on manuscript preparation and public speaking performance among 56 Business English Communication (BEC) students over one academic semester. Employing a quantitative quasi-experimental design, the research examined performance improvements following four systematic feedback interventions on speech manuscripts prior to mid-semester presentations. Results revealed statistically significant improvements in public speaking performance, with students demonstrating enhanced confidence, clarity, and delivery effectiveness. The findings suggest that structured manuscript feedback serves as a scaffolding mechanism that reduces anxiety while improving content organization and presentation skills. This research contributes to pedagogical approaches in business communication education by demonstrating the efficacy of iterative feedback processes in developing professional speaking competencies.
Analysis of German Language Learning Outcomes Regarding Learning Styles Azizah, Laelah; Usman, Misnawaty; Adys, Himala Praptami; Sapitri, Nur Faida
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 9, NO 2 (2025): ERALINGUA (Article in Press)
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i2.78032

Abstract

Abstract. This research aims to identify students' learning styles and determine whether there are differences in learning outcomes among the students of class XI 2 at SMA N 4 Enrekang. The research is qualitative and employs a descriptive approach. The primary research instrument is the researcher, and the supporting instruments used are Likert scales and interviews. The study results showed that among the 29 students, 51.73% with a visual learning style achieved learning outcomes in German subjects, with an average grade of 84. Among students with a kinesthetic learning style, 31.03% achieved learning outcomes in German, with an average score of 77.2, and 17.24% of students with an auditory learning style achieved learning outcomes in German, with an average score of 80.8. Of these three categories, the visual learning style, which many students in class XI 2 SMA N 4 Enrekang have, is the most popular.Keywords: Learning style, learning outcome
The Efficacy of a Multimodal Pedagogical Interventions on ESP Vocabulary Mastery among Civic Education Students Adys, Himala Praptami; Amin, Fatimah Hidayahni; Sakkir, Geminastiti
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i2, April.84058

Abstract

This study examines the effectiveness of multimodal instructional media integrating text-based and video-based materials in developing English for Specific Purposes (ESP) vocabulary among Civic Education students, while also investigating potential gender-related differences in learning outcomes. Anchored in multimodal learning theory, the study proceeds from the premise that text and video constitute complementary rather than competing modes of vocabulary instruction, each contributing unique affordances to learners' lexical development. An interrupted time series quasi-experimental design was adopted, involving 82 second-semester Civic Education students at Universitas Negeri Makassar, Indonesia, who participated in four structured treatment sessions alternating between text-based and video-based instruction. Pre-test and post-test assessments were administered at every session, consistently demonstrating significant vocabulary gains across all treatments. Mean scores progressed from 75 (pre-test, Session 1) to 88 (post-test, Session 4), with female students outperforming their male counterparts across all assessment points. These findings contribute substantively to the ESP vocabulary research literature by demonstrating that multimodal text-video integration yields both immediate and cumulative vocabulary gains, and by foregrounding the pedagogical significance of gender as a variable in ESP instructional design.
The Use of Context Clues in Teaching Economic English Vocabulary for Development Economics Students Adys, Himaya Praptani; Adys, Himala Praptami
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i2, April.84063

Abstract

This study investigates the effectiveness of context clue strategies in teaching economic English vocabulary (English for Specific Purposes/ESP) for Development Economics students at Universitas Negeri Makassar. Using a quantitative pre-experimental approach (one-group pre-test post-test design), 109 students (31 male, 78 female) aged 18-20 years with English proficiency ranging from basic to intermediate participated in the study. Data were collected through economics-based vocabulary tests administered before and after eight instructional sessions. Paired samples t-test analysis revealed a statistically significant improvement from pre-test (M = 52.37, SD = 8.94) to post-test (M = 74.18, SD = 7.62), t(108) = 42.07, p < .001, Cohen's d = 2.44 (very large effect). Pearson correlation analysis indicated a strong positive relationship between context clue ability and vocabulary gain (r = .612, p < .001). These findings imply that explicit context clue instruction significantly benefits all proficiency groups, with the basic group showing the highest relative gain. This study supports the integration of context clue strategies into economics ESP curricula.
Co-Authors Ahmad Azhari Ambo Dalle Amin, Fatimah Hidayahni Ariyani, Amra Asnur, Muhammad Nur Ashar Asriati Asriati, Asriati Awwaliyah, Andi Astri Burhanuddin Burhanuddin Dini, Citra Hardianti Ernawati Ernawati Ernawati Faiqah, Afifah Fonda, Surya G, Hasriani Geminastiti Sakkir Hajar, Andi Hanafie, Nurharsya Khaer Hery Widijanto Himaya Praptani Adys izmy alwiah musdar Kamariah, Andi Kasriani, Kasriani Maemuna Muhayyang Mannahali, Misnah Mariangga, Imanuela Putri Misnawaty Usman Mohamad, Andi Riswan Noni, Nur Nasharuddin Noni, Nurdin Nurjanna, Rifda Rosmaladewi, Rosmaladewi Saleh, Nurming Sapitri, Nur Faida Seny Luhriyani Sunusi Suhaeb, Laelah Azizah S. Surya Anantatama Sembiring Syarifuddin Dollah Usman, Misnawaty Wahyuni, Ika Yuli