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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cakrawala Indonesia Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Madaniya Interference: Journal of Language, Literature, and Linguistics Jurnal Dedikasi JOLLT Journal of Languages and Language Teaching EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Jurnal Abdimas Komunikasi dan Bahasa Juwara : Jurnal Wawasan dan Aksara Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE The Academic: English Language Learning Journal Mutiara: Multidiciplinary Scientifict Journal Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) BAKTI : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Axiology
Maemuna Muhayyang
Universitas Negeri Makassar
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Journal : Celebes Journal of Language Studies

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Students’ Perception of using Weekly Quizzes in EFL Classroom Geminastiti Sakkir; Nur Safitri S; Maemuna Muhayyang
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.82

Abstract

The purpose of this study is to discuss and discover how students feel about using weekly quizzes in an EFL classroom. This research used mixed methods (QUAL-Quan). The population of in this study was the 3rd year students of the English Education Study Program at Universitas Negeri Makassar. Cluster random sampling was used to choose the 45 students for this study. The research used observation, interview, and a questionnaire as instruments. As a result, the students' perceptions of the utilization of weekly quizzes reflect this research. The result of the research showed that the students showed that students' perception of using weekly quizzes in EFL classroom in a positive category. According to the results of the research, it can be concluded that the use of weekly quizzes in EFL classroom can be a tool to determine and measure students' understanding of the material that has been taught previously.
An Implementation on Professional Competence of Junior High School English Teachers Sari, Dewi Kartika; Muhayyang, Maemuna; Abduh, Amirullah
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.101

Abstract

This research aimed to find out the way junior high school English teachers implemented their professional competencies in online teaching and learning. This research applied mix method by combining quantitative and qualitative method. The data were collected from three junior high school English teachers in Makassar using questionnaire and interview. The result of this research showed that the three teachers implemented almost all the elaboration of the implementation of professional competency in which teacher A and C were in excellent category while teacher B in good category. In conclusion, junior high school English teachers in Makassar continued to apply the principles of professional competencies even though the teaching and learning process was carried out online.
English Phonological Modification of Teacher Talk for Indonesian Secondary School Students Muhayyang, Maemuna
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.110

Abstract

Phonological modification of teacher talk is one of crucial things in teaching English as a foreign language for secondary school students. It aims at providing a comprehensible input and language model for students within the efforts of creating effective and meaningful teaching and learning activities designed. Therefore, this study is to explore the ways of employing English phonological modification and the reasons for using it for teaching secondary school students. To gain the data needed, the researcher applied descriptive qualitative research to explore the phenomenon in EFL classroom interaction involving three English teachers who perform their teaching at two different secondary schools in South Sulawesi, Indonesia; SMA Negeri 1 dan 2 Parepare. A direct classroom observation entailing audio recording and interview were utilized to gain the data and analyzed based on the conversational analysis framework. The data analysis reveals that EFL teachers regularly modify their English phonology by using four distinctive features, namely it is more extended pauses, slow rate of speech, exaggerate articulation, and clear articulation. Moreover, these modifications occurred in three numbers of reasons for emphasizing the presented materials, providing understandable and comprehensible input, and modeling the students to the target language. Those findings are taken into account that the use of phonological modification accelerated students’ comprehension in learning English.
The Implementation Steps of Project-based Learning in English Language Teaching at Islamic Boarding School Yamin, Muhammad; Halim, Abd.; Muhayyang, Maemuna
Celebes Journal of Language Studies Vol. 3 No. 1 June 2023
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v3i1.126

Abstract

Project-based learning is a student-centered method of organizing learning in projects in which the students drive their learning and the teacher plays as facilitator in a project designed. This research aimed to explore the implementation steps of the Project-Based Learning (PjBL) approach employed by a teacher in an EFL classroom. It used a descriptive qualitative method. For the description of PjBL steps, the researchers administered classroom observation and in-depth interviews taking an English teacher as the informant at Al Ihsan Islamic boarding School, Polewali Mandar, West Sulawesi. The findings revealed that the teacher implemented three major steps of PjBL in English language teaching, that is (1) planning and preparation, (2) the project work, and (3) report and presentation. Planning and preparation steps showed the best sample of previous project work referring to a real-life example of language usage and building the project activities’ framework; the project work step guided the project’s implementation and monitored the progress of the students’ project; and report and presentation step bridged the discussion and encouraged peer assessment among the students’ work. Based on these three steps, it is concluded that the implementation of PjBL had a positive impact not only on English language learning as a whole but also on other areas of learning, that is critical thinking, collaboration and communication skills of the students as well.
Developing English Vocabulary Mastery of Students at SMPIT Ibnu Sina Makassar through Word Card Games Muhayyang, Maemuna; Asriati, Asriati; G, Hasriani
Celebes Journal of Language Studies Vol. 3 No. 1 June 2023
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v3i1.128

Abstract

This study is to describe two main points, namely (1) the development of English vocabulary mastery of 7th-grade students of SMPIT Ibnu Sina, Makassar using word card games, and (2) the aspects of vocabulary that hinder their English vocabulary development. Pre-experimental research method with pre and post-test design was used to quantitatively describe the impact of the treatment given through the use of word card games in developing students' vocabulary mastery comprising three aspects, namely (1)vocabulary forms in spelling and pronunciation, (2) denotative meaning of vocabulary, and (3) vocabulary usage focusing on the use of Present and Past Tense sentence patterns both in oral and written forms and the hindering aspects of their vocabulary mastery development which are then described qualitatively. The grade 7 students of SMPIT Ibnu Sina, Makassar totalling 28 students were the population of this study using the census sampling technique. To collect data, a vocabulary test was administered in three forms of questions, namely (1) spelling and pronunciation, (2) matching for vocabulary meaning, and (3) multiple choice and making simple sentences. The results showed that (1) the word cards could develop the English vocabulary mastery of students in terms of vocabulary form, vocabulary meaning, and vocabulary use empirically indicated by the mean score of pre-tests as 58.13 taken into an average category and post-tests is 79.72 classified into a good category and (2) the aspect that hinders students' vocabulary mastery is pronunciation and sentence construction. These findings are simply considered that word card games can be implemented to bridge the development of students’ vocabulary mastery coming along with teaching English structures.
The Application of Classroom Management in Teaching English at SMPN 1 Lilirilau M, Andi Fitri Rahmasari; Abduh, Amirullah; Muhayyang, Maemuna
Celebes Journal of Language Studies Vol. 4 No. 1 June 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i1.188

Abstract

The aim of this research is to highlight the ways of an English teacher managing classroom interaction at SMPN 1 Lilirilau, Soppeng. It utilized a case study research design with one seventh-grade English teacher as the subject of this research. The research instruments were an observation and interview to strengthen the data gain through the observation coming with three qualitative data analysis methods, namely data reduction, data display, and the verification of conclusions. The data analysis found the five key aspects of classroom management were utilized by the teacher in English classroom interaction, namely (1) physical classroom design, (2) rules and routines, (3) teacher-student relationship, (4) engaging instruction, and (5) discipline. The physical design of classroom involves a modified U-shape seating arrangement, fostering interaction; rules and routines emphasize attentive listening, hand-raising, and punctuality, with specific routines for movement and learning process; positive teacher-student relationship contributes to a comfortable class atmosphere facilitated by a number of interactive teaching methods and game-based learning; effective classroom discipline remains a challenge, with unresolved issues potentially disrupting learning. These findings effectively lead the teacher to manage the classroom interactively and to avoid having some disruptive behaviors of the students in learning English as a foreign language.
EFL Students’ Perceptions to the Benefits of Online Group Discussion Magfira, A.; Weda, Sukardi; Muhayyang, Maemuna
Celebes Journal of Language Studies Vol. 4 No. 1 June 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i1.189

Abstract

This research aims to describe the students’ perceptions of online group discussion in EFL research methodology project. In frame of qualitative research, it utilized a case study research design taking 12 the Magister program students at Universitas Negeri Makassar. It used a semi-structured interview as the research instrument that was in thematic analysis coming with some steps, namely familiarizing self with the data, coding, generating and reviewing the themes, and writing the report. The results of this research showed that the students positively perceive the online group discussion in learning the course of Research Methodology indicated by (a) positive collaborative experiences, (b) increasing engagement, (c) challenging and stimulating, (d) social interaction, and (e) various learning styles. The positive collaborative experiences involve improving students’ understanding, share ideas and experiences, collaborative problems solving, collaboratively to finish the project; Increasing engagement allows an active participation; challenging and stimulating contributes to appreciate the challenge of defending the ideas, an opportunity to learning from the experience of others, learning from new viewpoints from group members, and to improve the quality of thinking and analysis; social interaction remains developing interpersonal communication skills, supportive learning environment, promotes effective teamwork, and improves learning experience; and various learning styles include platform for sharing ideas and experiences, variety of learning media and styles, improved students understanding. These findings lead to a conclusion that the use of the online group discussion in learning bridges the students to have a good interaction and communication among the students in EFL classroom.
Students’ Perceptions of the Effectiveness of Online Learning in Intensive Speaking Course Fadilla, Andi Aenul; Muhayyang, Maemuna; Munir
Celebes Journal of Language Studies Vol. 4, No. 2 December 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i2.201

Abstract

This study aims to investigate students' perceptions of the effectiveness of online learning in intensive speaking courses. The research method used is the descriptive-qualitative method. The participants in this study were students of the 2022 class of the English Language Education study program, at Makassar State University for the 2022/2023 academic year. Eight students were selected as participants using a simple random sampling technique. The instrument of this research is an interview. Qualitative descriptive analysis was used to analyze the data collected in the interview transcripts. Overall, students have positive and negative perceptions of the effectiveness of online learning in intensive speaking courses. The students revealed that online learning in intensive speaking courses had positive and negative impacts on their learning process. Positive perceptions of online learning in intensive speaking courses include 1) increasing skills, 2) flexibility, and 3) increasing self-confidence. In contrast, the negative perceptions found from online learning in intensive speaking courses are 1) non-technical constraints, 2) technical constraints, and 3) lack of interaction. Even though students' perceptions varied, based on the data obtained, students' positive perceptions were more dominant than their negative perceptions. In addition, they all argued that online learning in intensive speaking courses was effective. Therefore, it can be concluded that online learning in intensive speaking courses is effective.
Exploring the Intensity of Corrective Feedback in Online English Instruction: A Study of Synchronous and Asynchronous Modes Muhayyang, Maemuna; Novia, Lely
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.230

Abstract

This research examines the degree of intensity in the delivery of corrective feedback (CF) by EFL lecturers within online English language instruction, with particular attention to synchronous and asynchronous communication modes. Adopting a descriptive qualitative framework, the study gathered data through classroom observations and in-depth interviews with eight lecturers teaching various English courses at Universitas Negeri Makassar. The analysis centered on three principal dimensions of feedback intensity: attention, duration, and frequency. The results indicated that CF provided via synchronous platforms—such as video conferencing or real-time chat—was generally more immediate, intensive, and frequent. This mode enabled lecturers to address student errors dynamically and offer direct feedback that fostered metacognitive engagement and timely revisions. Conversely, CF delivered asynchronously through tools such as email, discussion forums, and learning management systems was found to be less intensive, broader in scope, and delayed, often influenced by limited student engagement and the self-directed nature of asynchronous interaction. Despite these differences, asynchronous feedback facilitated more deliberate and structured responses. The study underscores that CF intensity is influenced by technological capabilities, the nature of the course content, and the frequency of lecturer-student interaction. It concludes that a strategic integration of both synchronous and asynchronous feedback modalities can significantly improve the effectiveness of online English language instruction.
Neurolinguistic Profiles of Language Impairment and Recovery in Indonesian-Speaking Post-Stroke Aphasia Patients Tammasse; Jumraini; Muhayyang, Maemuna; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.231

Abstract

Post-stroke aphasia is a complex language disorder resulting from damage to brain regions responsible for linguistic function. This study aims to identify patterns of language impairment and potential recovery in aphasic patients using a neurolinguistic approach based on Bahasa Indonesia. Employing a qualitative descriptive design, data were collected from ten outpatient aphasia patients at RSUP Dr. Wahidin Sudirohusodo, Makassar, through structured linguistic interviews, adapted language assessment tools (BNT-Ina and MoCA-Ina), and transcription of spontaneous speech. The findings reveal varied disruptions across five linguistic components—phonology, morphology, syntax, semantics, and pragmatics—depending on the type of aphasia. Broca’s aphasia is characterized by agrammatism and articulatory deficits with preserved comprehension; Wernicke’s aphasia features fluent but semantically incoherent speech and poor understanding; while Global aphasia involves extensive impairment across all language domains. The analysis demonstrates how the agglutinative morphology and flexible syntax of Bahasa Indonesia influence the manifestation of aphasia and the design of rehabilitation strategies. Language recovery is interpreted through the lens of neuroplasticity, showing compensatory activation in non-dominant brain areas and improved outcomes through culturally contextual, mother-tongue-based therapy. This study contributes to the development of linguistically informed, localized aphasia interventions and underscores the importance of integrating neurolinguistic and sociocultural factors in language rehabilitation.
Co-Authors A Halim A. Egi Setiawan A. Muliati A.Muliyana A.Azis Abduh, Amirullah Abdullah, Sitti Aisyah Adhe Ramdhany Syam Adys, Himala Praptami Afra, Firyal Talietha Ahmad Bukhori Muslim Ahmad Talib Ainun Ainun Ainun Nurdzizati Aliyah Nur Khalizah Alqadry, Nusul Anti Alyah, Alijawati Alyarosali Alyarosali Amanda Nur Utami Amin, Fatimah Hidayahni Amra Ariyani Amra Ariyani Amra Ariyani Amra Aryani Ananda Salsabilah Ramadhani Andi Alfiana Andi Nindyia Nur Ramadani Putri Andi Pogeng, Andi Khofifah Andi Rahmi Utami Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Ariyani, Amra Armas, Muhammad Fakhrul Arung, Stevany Datu Aryati, Shinta Sutji Rahayu Asilah, Nur Asis, Alya Difa Asriati Asriati Asriati Asriati Asriati Asriati, Asriati Asrifan, Andi Astuty, Ratri Septi Aulia Mutmainna Bachtiar Auliyaputri, Nurul Azhari, Ahlam Azis, Nurul Maghfirah Baa, Sultan Balawara, Andi Wulan Bangsa, Ade Fitriani Kesuma Bashir, Sitti Nurul Mutmainnah Al Baso Jabu, Baso Basri, Muhammad Arham Basri, Nurhasna Besse Siska Ulfia Ningsih Cardoso , Luís Dahlia Dahlia Dasilva, Yudha Anfantri Dewi Kartika Sari Dzhelilov, Akhtem A Ernawati Fadilla, Andi Aenul Fadliyah, Riskatul Farahdiba, Syarifah Farida Hasan Firmansyah Firmansyah Furqoni, Inayah Fuzia, Aldita Anggun G Hasriani G, Hasriani Gandhy, Dwi Shintia Geminastiti Sakkir Geminastiti Sakkir Hajar, Andi Hartawan, Hari Haryanto Atmowardoyo, Haryanto Hasriani G Hasriani G Hasriani G, Hasriani G Hasriani Hasriani, Hasriani Hasrullah Hasrullah Hazah Agung Izni Helmiyanti Himaya Praptani Adys Ihsan, M. Muadz Muwaffaq Jamiah Jamiah Jihan Nur Faatihah DM Jumraini Jumriah Rusdi Kamaruddin, Adinda Kholis, Wahidin Nur Kirana, Haritsah Ayu Kisaman Salija Kisman Salija, Kisman Korompot, Chairil Anwar Kurnia Annisa La Sunra Lely Novia M, Andi Fitri Rahmasari Magfira, A. Mansyur Mardiyanah Nasta Mardiyanah Nasta Marlina Marlina Martin Andrew Masyithah NR, Nurul Megawati Megawati Misnawaty Usman Mudinillah, Adam Muh. Tahir Muh. Tahir Muh.Fakhrul Armas Muhalim, Muhalim Muhammad Asfah Rahman Muhammad Basri Jafar Muhammad Rifqi Syamsuddin Muhammad Tahir Muhammad Tahir Muhammad Wiranto Muhammad Yamin Muhammad Zainal Arifin, Muhammad Zainal Mukhlisah Syahrul Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Mursyidah Saleh Mustika Mustika Mustika Mutia Asisyifa Noni, Nurdin Novayanti Sopia Rukmana Novia, Lely Nur Aeni NUR AENI Nur Fadhilah Nur Fadilah Nur Malikul Mulki Rahman Nur Safitri Nur Safitri S Nurdin Noni Nurdzizati, Ainun Nurhasina Nurhasina Nurindah Purnama Sari Nurrahmi Nurrahmi Nurul Hikmah Perti, Desy Puspasari Pramustia Murti Putra, Aldhy Alamsyah Putri Ramadhani, Putri Putri, Hadriyanti Eka Raden Mohamad Herdian Bhakti Rahmad Risan Rahmad Risan Rahmah, Amaniar Rahman, Ufia Ananda Rajni, Andi Febrianti Ramadhani, Adelia Reski, Ade Ervina Rini Yunianti Siregar Rizki Fauzi Ruslan, Zumrah Magfirah Ryan Rayhana Sofyan Ryan Rayhana Sofyan, Ryan Rayhana Safitri, Dea Serly Sahib, Nurfaizah Sahril Nur Sahril Nur Sahril Sahril Sally, Fauzan Hari Sudding Samsul, Cheria Tri De Afril Samtidar, Samtidar Shideng, Ahmad Sintia Ekawati Sri Yulianti B St. Fajriana Tahir St. Sarah Al-Azhari Suarni Dewi Suci Amaliah Suhaefi, Mutia Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syahruni, Syahruni Syamsiarna Nappu Syamsiarna Nappu, Syamsiarna Syamsinar Syamsinar Syarifuddin Dollah Talib, Dr. Ahmad Tammasse Thahirah Thahirah Ulviana Rasni Umar, Nur Fadhilah Wa Ode Julistina Toresa Yunisah Azzahra Zahirah M, Nur Fadilah Zikriyah Zikriyah Zurgawi Zurgawi