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All Journal Jurnal Diskursus Islam DIDAKTIKA : Jurnal Kependidikan International Journal of Research on English Teaching and Applied Linguistics LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Yauri, Andi Muhammad
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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THE EFFECTIVENESS OF E-LEARNING SYSTEM USING GOOGLE DOCS ON STUDENTS’ WRITING SKILLS IN NARRATIVE TEXT Yusniar, Yusniar; Yauri, Andi Muhammad; Nur, Hasriati
DIDAKTIKA Vol 16 No 2 (2022)
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v16i2.3885

Abstract

This paper investigates the effectiveness of e-learning system by using Google Docs feature in Google Classroom on students’ writing skills in narrative text. This research aims to finding out whether or not using Google Docs feature in Google Classroom is effective on students’ writing skills in narrative text at the eleventh grade of SMAN 26 Bone. The method of this research was quantitative research with a pre-experimental one-group pretest-posttest design. The sample of this research was selected by using purposive sampling technique. The instrument of this research was collected by using a writing test. In the pre-test, the students were given topic about writing narrative text with the theme of fable. The treatment in this research was given six times. In the post-test, the students were given the same instructions as in the pre-test. The result of analyzing data, the mean score in the pre-test was 55.74 and the mean score in the post-test was 80.65. The t-test showed that the sig. 2 tailed was .000, while the alpha was 0.05. It could be concluded that H1 was accepted and H0 was rejected. It can be stated that the use of Google Docs feature in Google Classroom is effective on students’ writing skills in narrative text  Keywords: e-Learning, Google Classroom, Google Docs, narrative text, writing skills.
The Challenges Faced by Indonesian Diaspora Teachers in Applying a Religious Psychology Approach to Teaching at Sangkhom Islam Wittaya School, Thailand Qudratullah, Qudratulah; Samsinar, Samsinar; Yauri, Andi Muhammad; Wardana, Wardana; Abidin, Kurniati; Aziz, Muhammad Bachtiar
DIDAKTIKA Vol 19 No 1 (2025): DIDAKTIKA : JURNAL KEPENDIDIKAN
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v19i1.8978

Abstract

This study aims to reveal the challenges faced by Indonesian diaspora teachers in applying a religious psychology approach to teaching at Sangkhom Islam Wittaya School, Thailand. Using a qualitative approach, this research employs a case study method involving observation, in-depth interviews, and document analysis. The research subjects consist of Indonesian diaspora teachers teaching at the school. The results show that teachers face challenges in the form of cultural differences, language barriers, adaptation to the local curriculum, and difficulties in integrating religious values with students' educational needs. Additionally, support from the school and local community plays a crucial role in helping teachers overcome these challenges. This study contributes to the development of more effective teaching strategies for Indonesian diaspora teachers, especially in religious-based schools abroad. 
INTEGRATING DIGITAL READABLE APPLICATIONS TO FOSTER STUDENTS' MOTIVATION IN ENGLISH READING Yauri, Andi Muhammad; Kasmiati, Kasmiati; Nur, Hasriati; Adisaturrahimi, Andi; Dj, Muhammad Zuhri
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.9079

Abstract

As a successful strategy for raising students' interest and engagement, the use of digital resources in language learning has grown in significance. The purpose of this study is to look into how incorporating Readable applications affects students' motivation to read in English. Thirty eleventh graders from Bone, Indonesia, public senior high school participated. Using a pre-experimental design and a quantitative methodology, the data was gathered via a motivation survey and statistically examined. A higher mean score and a statistically significant difference (p < 0.05) between pre- and post-test results demonstrated that students' enthusiasm to read English texts was greatly enhanced by using Readable applications. These results imply that digital reading platforms might provide a more engaging and dynamic learning environment that encourages students' independence and curiosity. The study advises teachers to include similar digital tools into their teaching practices and emphasizes the pedagogical implications of technology-enhanced learning in tackling motivating issues in EFL reading classrooms.
The Use of Smart TV in Teaching English: A Case Study at Senior High Schools in Watampone Masdar, Zulfikar; Yauri, Andi Muhammad; Hidayat S, LD. Dian; Nur, Hasriati; Musfirah
DIDAKTIKA Vol 19 No 02 (2025): DIDAKTIKA : JURNAL KEPENDIDIKAN
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v19i02.10657

Abstract

This study aims to describe the benefits and roles of Smart TV in teaching English at Indonesian senior high schools. The Smart TV in this study refers to digital technology provided by the Ministry of Education under the Smart School Program, which was initially implemented during the Covid-19 pandemic and is now integrated into regular classroom activities. This qualitative research employed a case study design involving three English teachers from different senior high schools in Watampone. The data were collected through interviews and classroom observations. The findings reveal that the use of Smart TV offers several benefits in English teaching, including fostering students’ engagement, enhancing their interest and motivation, and improving classroom interaction. In addition, Smart TV serves as an effective learning resource that provides teachers with easier access to teaching materials and enables the use of audiovisual content to support language comprehension. Observations confirmed that Smart TV promotes more dynamic, enjoyable, and technology-oriented learning environments. The study concludes that Smart TV plays a significant role in supporting teachers’ pedagogical practices and students’ learning experiences, suggesting its potential for wider integration in language classrooms.
STUDENTS’ SELF-DIRECTION IN LEARNING ENGLISH LISTENING SKILLS AT AN ISLAMIC UNIVERSITY Rachman, Muhammad Fajaruddin; Yauri, Andi Muhammad; Nursidah
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10553

Abstract

This study explores how students at an Islamic university engage in self-directed learning (SDL) to enhance their English listening skills and what motivates that engagement. Using a qualitative descriptive design, semi-structured offline interviews were conducted with seven 6th–8th semester English majors (June 16–17, 2025). Data were transcribed, coded, and member-checked. Findings show that students set academic/professional goals (e.g., TOEFL/IELTS, postgraduate study, employability) as well as social/personal goals (e.g., reducing insecurity, building confidence). They select authentic, accessible materials YouTube, podcasts/TED Talks, films, songs, TikTok and employ repetition, note-taking, shadowing, and self-evaluation (e.g., prediction tests), with technology functioning as a central enabler. Key challenges include wavering motivation, focus and consistency, time constraints, and distracting environments; feedback from lecturers/peers and perseverance (personal drive, family support, future aspirations) help sustain progress. Intrinsic (interest, enjoyment, competitiveness) and extrinsic factors (exams, career targets, lecturer cues, peer influence) jointly shape SDL. The study concludes that SDL is vital for listening development when autonomy is supported by purposeful goals, strategic routines, constructive feedback, and technology use. Implications include designing autonomy-oriented tasks, guiding critical use of digital resources, and improving institutional supports (labs, study groups, workshops) to foster lifelong learning.
IMPROVING STUDENTS’ VOCABULARY USE IN SPEAKING THROUGHT CONTEXT-BASED DRAWING ACTIVITIES Lestari, Pinta; Yauri, Andi Muhammad; Ilmi HL, Siti Nurul
Jurnal Diskursus Islam Vol 13 No 3 (2025): Desember: Pendidikan, Menajemen, Bahasa Arab
Publisher : Program Pascasarjana, UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jdi.v13i3.64299

Abstract

This research aims to improve students' vocabulary use in speaking through context-based drawing activities. Many students at SMPN 3 Mare experience difficulties in understanding and using English vocabulary, especially nouns, verbs, and adjectives. This limitation hinders their ability to express ideas orally, understand teacher instructions, and participate confidently in classroom communication. Previous studies emphasize that speaking ability is strongly influenced by vocabulary mastery and that meaningful vocabulary learning must be contextualized to support real-life communication. Context-based drawing activities have been shown to increase students' engagement, creativity, and conceptual understanding by visualizing language in familiar contexts. Therefore, this study applies context-based drawing as a strategy to help students practice using vocabulary meaningfully while describing their drawings orally. Using a classroom action research design, data were collected through observations, speaking tests, and interviews. The results showed that the use of context-based drawing activities significantly improved students' recall, accuracy, and fluency in speaking. Students became more confident in constructing sentences and were better able to identify and use vocabulary according to its grammatical category. The results showed that context-based drawing activities were effective in creating a more engaging learning atmosphere and improving vocabulary use in speaking. This method can serve as an alternative learning strategy for English teachers to support active communication and meaningful vocabulary learning.
THE IMPACT OF ONLINE LEARNING PLATFORM ON ENGLISH LANGUANGE PROFICIENCY AMONG HIGH SCHOOL STUDENTS Hara, Annisa; Darwis, Nirwana; Yauri, Andi Muhammad
Jurnal Diskursus Islam Vol 13 No 3 (2025): Desember: Pendidikan, Menajemen, Bahasa Arab
Publisher : Program Pascasarjana, UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jdi.v13i3.64300

Abstract

The widespread adoption of digital technology has influenced the way English as a Foreign Language (EFL) is learned, particularly through the use of online learning platforms and artificial intelligence (AI)–based applications. This study examines the role of online learning platforms in supporting English language proficiency among eleventh-grade students at Madrasah Aliyah As'adiyah Uloe. A quantitative descriptive approach was employed, involving 20 students as research participants. Data were collected through a structured questionnaire designed to explore students’ experiences and perceptions of both conventional online platforms, such as Zoom and Google Classroom, and AI-based tools, including ChatGPT and Gemini.This data is taken from analysis using statistical techniques.The findings reveal that AI-based platforms are perceived as helpful in facilitating English learning by providing flexible access to learning, clearer explanations, and assistance in understanding instructional content. Conversely, platforms used for fully online instruction were perceived as less effective than face-to-face learning, as most students indicated a preference for direct classroom interaction. These results suggest that AI-based platforms serve more effectively as supportive learning resources rather than as substitutes for in-person instruction. Therefore, this study recommends the adoption of a blended learning approach that integrates AI-assisted platforms with face-to-face teaching to enhance students’ English language proficiency.
Co-Authors Adisaturrahimi, Andi Aziz, Muhammad Bachtiar Darwis, Nirwana Dj, MUHAMMAD ZUHRI Hara, Annisa Hidayat S, LD. Dian Ilmi HL, Siti Nurul Kasmiati Kasmiati Kurniati Abidin, Kurniati Lestari, Pinta Masdar, Zulfikar Musfirah NUR, HASRIATI Nursidah Qudratullah, Qudratullah Rachman, Muhammad Fajaruddin Samsinar Samsinar Wardana Wardana Yusniar, Yusniar