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All Journal International Journal of Evaluation and Research in Education (IJERE) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education PINISI Discretion Review JoEELE Vokatek : Jurnal Pengabdian Masyarakat Seminar Nasional Hasil Penelitian LP2M UNM Foreign Language Instruction Probe International Journal of Language, Education, and Literature (IJLEL)
Andi Anto Patak
Universitas Negeri Makassar
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Exploring Discovery Learning Using Cue Card to Enhance Interpersonal and Transactional Text Teaching at SMKN Tapango : A Classroom Action Research Styana Ika Wahyuni; Sukardi Weda; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/6pqh5r02

Abstract

This research aims to explore the effectiveness of discovery learning using cue cards in enhancing the teaching of interpersonal and transactional texts at SMK N Tapango. Conducted as Classroom Action Research (CAR) from April to June 2024, the study involved 35 students of class X DKV A. The research was implemented over two cycles, with each cycle comprising stages of planning, action, observation, and reflection. Data were collected through a combination of document, observations and were analyzed using both qualitative and quantitative methods to assess the progress and effectiveness of the learning strategy. The results demonstrated a significant improvement in the students' understanding and application of interpersonal and transactional texts. The use of cue cards in the discovery learning model proved to be highly effective, as evidenced by the increase in average student scores from the pre-cycle diagnostic assessment to the final cycle, rising from an average score of 58.8% to 85.2%. These findings underscore the potential of discovery learning with cue cards as a powerful tool in engaging students and enhancing their communication skills in vocational high school settings.
Investigating Teacher’s Reinforcement in English Class wiwi satriani; Baso Jabu; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/41p70837

Abstract

The research objectives are outlined: 1) to find out the types of teacher’s reinforcement. 2) to understand the impact of teacher’s reinforcement on students’ performance. A qualitative method with a case study design was employed. The subjects of the research were an English teacher and her students in the second year of SMKN Tapango. The data was analyzed using thematic analysis. The finding of the research shows that the teacher’s reinforcement used by the teacher were praising Students’ answers, appreciating students’ positive behavior, showing an attention the students, respecting students’ effort, providing fun and challenging activity and rewarding students’ task. Furthermore, the impact of teacher’s reinforcement were developing students’ behavior including students’ motivation and students’ confidence and impact on students’ learning achievement. In conclusion, the teacher used some types of the teacher’s reinforcement in the class and it has impact on students’ behavior and student’s achievement.
The Use of Cooperative Learning Strategy to Improve Student’s Reading Skill Hirma Mutiara Suyeti; Syarifuddin Dollah; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/h76jav30

Abstract

This research aims to determine the effectiveness of using a cooperative learning strategy to improve student’s reading skills in learning using the cooperative strategy. The research data were qualitative. The research subject was 23 students. It comprises 12 female and 11 male students of the English Language Faculty at UNM Makassar.In the academic year 2023/2024. The research data was gathered through monitoring the teaching-learning process, interviewing students and collaborators, talking with collaborators, and photographing the learning process. The action research was carried out in two cycles, with cooperative learning methods such as pair-reading, think-pair-share, numbered head together, round table brainstorming, and group discussion as the main activities, with various ready tasks, engaging media, material handouts, and rewards serving as complements. The instruments employed in this study were observation guidelines, interview guidelines, and digital cameras. The results demonstrate that cooperative learning increased students' reading skills in various areas, such as finding significant concepts, obtaining essential information, and guessing. Students appeared more eager and engaged in the teaching and learning process. Keywords: Cooperative Learning Strategy, Reading Skill, Reading Comprehension
An Analysis of Writing Anxiety among EFL Graduate Program Students Zumrah Magfirah Ruslan; Muhammad Tahir; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/egke8r43

Abstract

This study aims to explore graduate student’ writing anxiety regarding the types and factors contributing to it. The researcher applied descriptive qualitative method to achieve the research objectives. The data were collected through interview and observation. The participants were ten graduate students of English Language Education Graduate Program of Universitas Negeri Makassar in the academic year of 2023/2024. The result of the study reveal that students experienced four primary types of writing anxiety, those are cognitive anxiety, somatic anxiety, avoidance behavior, and perfectionism anxiety. Furthermore, several factors contribute to writing anxiety, including linguistic difficulties, fear of negative evaluation, difficulties in organizing ideas, time pressure and deadlines, and overanalyzed. In addition, this study is only limited to qualitative method and only ten participants, it is recommended for the next researches to apply different method and study more participants.
Wordwall as a Digital Assessment Tool: Teachers’ Perspectives in an Indonesian Secondary School Muhammad Ayyub Herianto Ayyub; Abd Halim; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/k0a6vd59

Abstract

This study explores English teachers’ perspectives on the use of Wordwall as a digital assessment tool in junior high school English classrooms. Amid the growing integration of educational technology, Wordwall has gained popularity for its interactive and game-based assessment features. While previous studies have examined its instructional functions, limited attention has been given to how teachers perceive its use as a formative or summative assessment instrument, particularly in rural educational contexts. Employing a qualitative descriptive design, the study involved semi-structured interviews with two English teachers from SMPN 1 Tinondo, a rural school in Southeast Sulawesi, Indonesia. Data were analyzed thematically using Braun and Clarke’s framework, focusing on patterns in teacher beliefs, experiences, and evaluative judgments of Wordwall’s functionality. The findings revealed that teachers perceive Wordwall positively due to its ability to enhance student engagement, streamline assessment, and deliver immediate feedback. Teachers also noted its alignment with curriculum standards and its potential to support student-centered evaluation. However, the study also highlighted contextual factors that shape these perceptions, including access to digital infrastructure and prior digital literacy. This research contributes to the growing body of literature on digital assessment by offering insights into teacher agency, perception formation, and the pedagogical relevance of gamified tools. It also emphasizes the importance of contextualizing digital tool adoption within rural educational environments. The findings hold implications for policymakers, teacher training programs, and future research on localized technology integration.
Students' Perception on Jigsaw Cooperative Learning Strategy in Teaching and Learning Activities at the Eleventh Grade Rahmi; Muhammad Tahir; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/dj5tfc60

Abstract

This study aims to investigate and evaluate how students at SMAN 4 Takalar perceive the challenges they face and how they are resolved when teaching descriptive text writing, especially in the wake of the covid-19 pandemic, using the Jigsaw model cooperative learning strategy. Traditional teaching and learning environments were drastically changed by the global pandemic, which created new challenges for both teachers and students, particularly in skill-based areas like writing. Students frequently struggle with descriptive text writing because it requires careful attention to detail, a comprehensive vocabulary, and logical arrangement. By encouraging active participation, peer-to-peer instruction, and cooperative problem-solving, the Jigsaw model, a cooperative learning approach in which students become “experts” on a portion of the material before teaching it to their peers is proposed as a potentially successful tactic for minimizing these learning difficulties. Particularly, this study looks into how students perceive the challenges that come with writing descriptive texts and how the Jigsaw method either helps them get outside existing challenges or creates new ones. Data will be collected through in-depth interviews, and documentations with eleventh-grade students at SMAN 4 Takalar using a qualitative research methodology. The anticipated findings will provide insight on how students explicitly perceive challenges in producing descriptive texts (such as vocabulary acquisition, idea development, organization, and grammar) and offer insights into how the Jigsaw technique affects these perceived issues. Students are expected to report advantages like higher confidence, better structural comprehension through collaborative text construction, and expanded vocabulary through peer interaction. On the other hand, the study will also find out what new challenges students have when using the Jigsaw strategy in a post-pandemic context, like adapting to group projects following extended periods of distance learning, controlling group dynamics, or ensuring personal responsibility. This study has significant implications for creating better and successful writing instruction strategies in the changing educational environment, providing useful advice for English teachers in Indonesia.
Students’ Perceptions of Dubbing Muted Animation in English Speaking Classrooms: A Case Study at Greenfield Language College (GRACE) Ariani; Syarifuddin Dollah; Andi Anto Patak; Fitriani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/8bc7wm12

Abstract

This paper aims to explore students' perceptions of using the dubbing muted animation movie clip technique in English speaking classrooms at Greenfield Language College. We employed a case study as our research design. By using convenient sampling, we recruited 5 participants to participate in our study. The results show that students at Greenfield Language College overwhelmingly perceive the dubbing muted animation movie clip technique in English speaking classrooms as a highly positive pedagogical approach, as evidenced by recurring themes of enjoyment and interest, increased speaking confidence, and a proactive engagement with challenges and difficulties. This study contributes to a more nuanced understanding of effective multimedia integration in language pedagogy and offers valuable insights for curriculum developers and educators.
Students’ Effect in Using TikTok for Vocabulary Mastery and Students’ Interest in Learning English at an Islamic Secondary School Arini Rusli; Andi Anto Patak; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/p1r3ma42

Abstract

This study examines how students at SMP IT As'adiyah Kaloling, a distant Islamic boarding school in Bantaeng, Indonesia, use TikTok in relation to their vocabulary knowledge and motivation in studying English. The study, which used a one-group pretest-posttest design and a quantitative technique, recruited 27 seventh-grade children. A vocabulary test, an interest survey, and structured interview questions were among the tools. With the mean score rising from 47.78 on the pretest to 86.67 on the posttest, the results showed a considerable improvement in the students' vocabulary mastery. This resulted in a normalized gain of 0.74, which was classified as high. With scores increasing from 37.63 to 44.89 and a normalized gain of 0.67 (medium-high category), students' engagement also improved. TikTok videos were used in the classroom for activities like sports and noun learning from @bluepopenglish. TikTok videos were used in the classroom for tasks like studying nouns from @bluepopenglish and sports vocabulary from @tinyme. All students considered TikTok-based learning to be more engaging and inspiring, according to structured interviews. The results are consistent with prior research that highlights TikTok's pedagogical potential for vocabulary learning and student engagement. This study's uniqueness is its rural setting, which demonstrates that, with teacher guidance, TikTok can be successfully included even in schools with little resources. TikTok showed to be an interesting tool that promotes vocabulary mastering and boosts students' enthusiasm and confidence in learning English, despite drawbacks such internet connection and the lack of a control group.
Beyond Perfect Grammar: Artificial Intelligence, Writing Development, and Academic Integrity Asrul Muarif; Muhammad Tahir; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/dtbn5785

Abstract

The increasing use of Artificial Intelligence (AI) tools in higher education has significantly influenced students’ academic writing practices, raising concerns about writing development and academic integrity. This study explores how AI impacts students’ writing skills and academic integrity from the perspectives of English lecturers teaching academic writing courses at a state university in Indonesia. Employing a qualitative research design, data were collected through semi-structured interviews and classroom observations. Reflexive Thematic Analysis was used as the primary analytical approach, supported by metadata analysis to strengthen data interpretation. The findings indicate that AI contributes positively to surface-level writing aspects such as grammatical accuracy and text organization. However, excessive reliance on AI tools tends to reduce students’ originality, critical thinking, and engagement in the writing process. Lecturers also reported growing challenges in maintaining academic integrity, as AI-generated texts often blur the boundaries between assistance and misconduct. The absence of clear institutional policies and the limited reliability of AI detection tools further complicate the issue. This study concludes that while AI has the potential to support students’ writing development, its uncontrolled use poses serious risks to authentic learning and academic integrity. The findings highlight the importance of developing AI literacy, adopting process-oriented assessment, and establishing institutional guidelines to ensure the ethical integration of AI in academic writing instruction.
When AI Writing Tools Become a Crutch: A Study of Student Difficulties in Indonesian Senior High School Ulfa Haera; Andi Anto Patak; Vivit Rosmayanti
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.834

Abstract

Penggunaan alat bantu penulisan berbasis kecerdasan buatan (AI) dalam pendidikan menengah telah menimbulkan tantangan pedagogis yang signifikan, namun masih sedikit yang diketahui mengenai kesulitan spesifik yang dihadapi siswa saat menggunakan alat-alat tersebut. Studi kasus kualitatif ini mengkaji kesulitan yang dialami oleh delapan siswa kelas XII di SMAN 12 Sinjai, Indonesia, saat menggunakan alat AI seperti ChatGPT, Grammarly, Quillbot, dan Google Translate untuk tugas menulis bahasa Inggris. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik reflektif. Temuan menunjukkan delapan kategori utama kesulitan: (1) ketergantungan berlebihan pada AI, (2) ketidakmampuan mengevaluasi saran AI, (3) penggunaan AI yang tidak efektif untuk koreksi tata bahasa, (4) pemahaman terbatas tentang kemampuan AI, (5) hambatan teknis dan akses, (6) hilangnya suara pribadi, (7) kesulitan mengintegrasikan saran AI, dan (8) ilusi kemajuan. Kesulitan yang paling umum adalah ketergantungan berlebihan, yang dilaporkan oleh kedelapan peserta, dengan para siswa mengungkapkan rasa takut dan panik ketika alat AI tidak dapat diakses. Temuan ini menunjukkan bahwa tanpa intervensi pedagogis yang terstruktur, alat penulisan AI dapat berfungsi sebagai penopang daripada sebagai landasan bagi pembelajaran siswa.
Co-Authors Abdul Azis Abdul Halim Abdul Wahid Andi Sahtiani Jahrir Ariani Arini Rusli Aris Baharuddin Asrul Muarif Baso Jabu, Baso Denok Sunarsi Fatimah Hidayahni Amini Fitriani Fitriyani Geminastiti Sakkir Hirma Mutiara Suyeti Khadijah Khadijah La Sunra Muhammad Ayyub Herianto Ayyub Muhammad Tahir Nehru Pasoloran Pongsapan Nur Aeni Nur Afni Nurdin Noni Raden Mohamad Herdian Bhakti Rahmi Riny Jefri Rosmini Rosmini Sahril Nur Seny Luhriyani Sunusi Styana Ika Wahyuni Sukardi Weda Syarifuddin Dollah Ulfa Haera Vivit Rosmayanti wiwi satriani Zumrah Magfirah Ruslan