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All Journal Journal of Development Research Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) INTERACTION: Jurnal Pendidikan Bahasa Ethical Lingua: Journal of Language Teaching and Literature English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment Indonesian Journal of Psycholinguistics (IJP)
Andi Bulkis Maghfirah Mannong
Universitas Muhammadiyah Makassar
Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Teachers' Questioning Strategies to Attract Students' Activeness and Curiosity in the Classroom Interaction Abdul Rahman; Nurdevi Bte Abdul; Andi Bulkis Maghfirah Mannong
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.207

Abstract

The purpose of this study were to find out (1) what types of questioning strategies the English teachers used to attract students' activeness and curiosity in the classroom interaction and (2) what are students’ responses on teachers’ questioning strategies at SMP Muhammadiyah Limbung. The subject of this research are 2 English teachers and 6 students with purposive sampling technique. The object of this research are to find out what types of questioning strategies the English teachers used in the classroom interaction and what are students’response on the teachers’ questioning strategies. This research used descriptive qualitative method. Data collected from classroom observation class with field notes and interview. Data analysis is divided into three stages: data reduction, data display, and verification (conclusion drawing).The results of this research was English teachers of SMP Muhammadiyah Limbung used questioning strategies. They used probing questioning strategy and factual questioning strategy. They used some of classification probing questioning strategy, they were prompting probing question, clarifying question and switching probing question. The teachers used probing questioning strategy, especially for using prompting probing question is to make students more excited to answer the question with some clues from their teacher. And then, using clarifying probing question is to make students remember the material that their teacher had been given them before and next, using switching probing question is to give the chance for the other students to answered the question when their friend answered the question, so they can discuss about their answer and make it conclusion to find the right answer. And also they used factual questioning strategy to require the students to recall specific information students have learned. It can conclude that used questioning strategies was very helpful for the teachers to make their students more active in the class and help them to understand about the material delivered by the teacher.
Investigating The Students' Reading Difficulties in Understanding English Text Nurul Annisa; Ummi Khaerati Syam; Andi Bulkis Maghfirah Mannong
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.228

Abstract

The purpose of this study is to identify the difficulties faced by the eighth-grade students of SMP Negeri 3 CAMBA, as well as the factors causing the students' problems understanding English reading text. This study is qualitative. The eighth-grade students of SMP Negeri 3 CAMBA were the research subjects. The data collection methods are interviews and tests. The researcher presents the data from the difficulties in understanding English reading text. The result of the research shows that there are 26.31% of students have difficulties understanding to look for the main idea of the text. Then, there are 12.86% of students have difficulties understanding the vocabulary of the text. Then, there are 8.77% of students have difficulties in understanding and making inferences from the text. Next, there are 52.04% of students have difficulties understanding to look for the detailed information in the text. The factor causing the students difficulties found in comprehending English reading text there is difficulty in understanding the meaning of words, difficulty in determining the main idea, difficulties in understanding a long sentence in the text, difficulty in understanding vocabulary, house environment, and school environment.
Integrating Artificial Intelligence (AI) into EFL in Higher Education: Challenges and Opportunities for Indonesian Teachers and Students Sitti Maryam Hamid; Andi Bulkis Maghfirah Mannong; Saiful Saiful; Nico Irawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7717

Abstract

Artificial intelligence (AI) is increasingly embedded in English as a Foreign Language (EFL) learning, offering both pedagogical opportunities and challenges in higher education. Understanding how teachers and students employ AI platforms is essential to optimize their benefits while addressing potential risks. This study employed a mixed-methods approach at a private university in Makassar. Quantitative data were collected through surveys involving 70 students and 35 English teachers, while qualitative insights were obtained from in-depth interviews with 30 students and 15 teachers. Data triangulation ensured reliability across survey and interview findings. Survey results showed differences in AI platform usage between teachers and students. Teachers primarily used QuillBot for paraphrasing, Turnitin for plagiarism detection, ChatGPT for chatbots, and Hello English for English-based learning. Students favored HIX.AI for paraphrasing, GPTZero for plagiarism, DeepSeek for chatbot interaction, and ELSA for English practice. Both groups frequently used DeepL as a translation tool. Interview data revealed challenges for teachers, including balancing facilitator roles with AI use, limited platform updates, accessibility barriers, and high costs of premium versions. Students’ challenges included overreliance on AI and limited access due to paid subscriptions. The findings highlight both opportunities and constraints in AI-assisted EFL learning. While AI enhances personalization and efficiency, it risks dependency and inequity in access. The study underscores the need for digital literacy training for teachers, institutional support for equitable access, and the development of adaptive AI-based learning models tailored to local contexts.
Co-Authors Abdul Rahman Ahmad Wahyudi Aras Anisyah Haslinda Haslinda Hasnawati Latief Hilda Hafid Ika Sastrawati Irmayani Lilih Insyirah M. Arief Paturusi Nico Irawan Nunung Anugrawati Nur Amaliah Amaliah Nur Hidayat Nurdevi Bte Abdul Nurul Annisa Radiah Hamid Ridha Sari Saiful Saiful Sitti Maryam Hamid St Asriati Ummi Khaerati Syam Uyunnasirah Hambali