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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 Wiralodra English Journal (WEJ) 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 Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Jurnal Abdimas Komunikasi dan Bahasa Juwara : Jurnal Wawasan dan Aksara SIGEH ELT : Journal of Literature and Linguistics Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun 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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Students’ Learning Strategies to Increase Their English Reading Interest Perti, Desy Puspasari; Muhayyang, Maemuna; G, Hasriani
Journal of Excellence in English Language Education Vol 4, No 2, April (2025): 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.v4i2, April.72628

Abstract

This research focused on identifying the learning strategies of eighth-grade students at SMPN 18 Makassar to increase their English reading interest. This research used a descriptive qualitative method to achieve the research objective. The data was collected through interviews. The subject of this study was 7 students of grade VIII SMPN 18 Makassar, academic year 2023/2024, and selected using a simple random sampling technique. The findings revealed that the students applied cognitive, metacognitive, and socio-affective strategies in improving their reading interest. Cognitive strategies help students understand and remember information better by summarizing the text. Metacognitive strategies such as planning, monitoring, and evaluating help students to manage their learning process, which makes reading more purposeful. Socio-affective strategies involve social interaction and emotional support, like interacting with friends or teachers, and self-reward makes reading more enjoyable. Therefore, it is essential to incorporate these strategies into educational practices to make reading more effective and enjoyable for students.
The Impact of Written Feedback on Students’ Learning Motivation Abdullah, Sitti Aisyah; Muhayyang, Maemuna; Korompot, Chairil Anwar
Journal of Excellence in English Language Education Vol 4, No 2, April (2025): 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.v4i2, April.72630

Abstract

This study examines the significant impact of written feedback on students' learning motivation, focusing on three key types: writing skills feedback, content feedback, and motivational feedback. Utilizing a qualitative research method, data were gathered through structured interviews with seven 8th-grade students at SMPN 18 Makassar, selected through simple random sampling. The research explores how these types of feedback contribute to students' overall academic progress and intrinsic motivation to learn. Writing skills feedback helps students identify and correct errors, enhancing the structure and quality of their written work. Content feedback ensures the clarity, completeness, and understanding of learning materials, allowing students to gain deeper insight into the subject matter. Motivational feedback, on the other hand, plays a critical role in boosting students’ self-confidence, encouraging perseverance, and fostering a positive attitude toward learning. The findings indicate that these three types of written feedback positively influence students’ learning motivation by promoting greater engagement and persistence in learning tasks. Written feedback not only aids in improving students’ writing performance but also contributes to their personal development by making the learning process more interactive and rewarding. The study concludes that the strategic use of written feedback can significantly enhance students’ learning motivation, ultimately leading to better academic outcomes.
Students’ Perception on the Implementation of Teachers’ Verbal and Nonverbal Immediacy Behaviors on Enhancing Their English Learning Motivation Nurdzizati, Ainun; Muhayyang, Maemuna; Amin, Fatimah Hidayahni; Tahir, Muhammad
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.74697

Abstract

This study explores students’ perceptions of the implementation of teachers’ verbal and nonverbal immediacy behaviors in enhancing their English learning motivation. A quantitative research method was employed, with questionnaires used as the primary instrument for data collection. The study was conducted at SMAN 22 Makassar, involving 60 eleventh-grade students as respondents. The data obtained through the questionnaires were analyzed using descriptive statistical analysis. The findings revealed that students held generally positive perceptions toward both verbal and nonverbal immediacy behaviors demonstrated by their teachers. Among the most highly valued behaviors were showing concern, using humor, giving praise or positive feedback, smiling, standing with confidence, and employing expressive vocal tones. These results indicate that students are more motivated to engage in English learning when their teachers communicate in ways that foster emotional connection, attentiveness, and encouragement
The Correlation Between Teacher’s Teaching Style and Students’ English Learning Achievement Samsul, Cheria Tri De Afril; Muhayyang, Maemuna; Korompot, Chairil Anwar
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 3, No 3: August (2024) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v3i3.65582

Abstract

This research aims to determine teacher's teaching style, students' English learning achievement, and the correlation between teacher's teaching style and students' English learning achievement. This research used a quantitative approach and the correlation method. The sample in this research was 20 students of class XI IPA 1 SMAN 2 Kendari, and the sample was selected using a purposive sampling technique. Data was obtained from questionnaire and test answers from 20 respondents and 1 English teacher which were then correlated. The results of the research concluded that: (1) the dominant teacher teaching style chosen by respondent was interactional teaching style, second was personal teaching style, third was technology, and finally classical. So, it can be concluded that teacher more often use an interactional teaching style, meaning that teachers and students are interdependent, both are subjects of learning, and neither is considered good or vice versa, (2) The English learning achievement of class XI IPA 1 SMAN 2 Kendari is in the medium category. This can be seen in the students' English test results with an average score of 53.25. So, achievement in this research is the result achieved by students in the learning process by trying to master the knowledge, skills or attitudes as expected. Low learning achievement can be influenced by internal factors and external factors that were not studied by researchers, and (3) the correlation between teacher teaching style and students' English learning achievement obtained a rxy result of 0.512 (between 0.410 - 0.600) where the two variables have a moderate degree of correlation and positive correlation form. It can be concluded that the hypothesis which states that there is a relationship between the teacher's teaching style and students' English learning achievement is accepted. So, whatever teaching style a teacher uses should be in accordance with the learning objectives so that it can support the student learning process and obtain optimal results.Keywords-- Teacher’s Teaching Style, Learning Achievement
AN ANALYSIS OF CLASSROOM INTERACTION TO DEVELOP STUDENTS’ SPEAKING ABILITY IN SMPN SATAP 3 CINA Asilah, Nur; Atmowardoyo, Haryanto; Muhayyang, Maemuna
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 3: August (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i3.76509

Abstract

This research aims to find out(1) the type of classroom interaction used by teacher in developing students’ speaking ability, and (2) types of classroom interaction affect the students’ speaking ability.This research uses qualitative methods by using 3 research instruments, namely, observation, documentation, and interview, this research was conducted on teacher and grade 8 students at SMPN Satap 3 Cina. This research used purposive sampling by selecting 10 students based on the results of the highest to lowest English learning scores. The results of the analysis of this study indicate that the type of classroom interaction used by teacher to develop students' speaking abilities, namely collaborative learning, discussion, interactive sessions, telling, reading with a loud voice, and role play. Of the six types of classroom interaction used by the teacher, all students who were interviewed said that the types of classroom interaction that can improve students' speaking skills are collaborative learning, discussion, and role-play. As for the interactive session, telling, and reading with a loud voice type of class interaction, most students think that this type of class interaction has not been able to improve their speaking ability because some students are still nervous, feel embarrassed, and still lack vocabulary. This is also confirmed by the teacher, apart from that lack of learning media in schools. Based on this, it can be concluded that students’ speaking abilities affect to increase through classroom interactions used by teacher to students, including grammar, fluency, vocabulary, comprehension, and chronological age. Keywords: Class Interaction; Speaking Ability
Improving EFL Students’ Writing Skills Through News Video-Based Learning Strategy In News Item Text Alyah, Alijawati; Muhayyang, Maemuna; Halim, Abdul
Mutiara: Multidiciplinary Scientifict Journal Vol. 2 No. 6 (2024): Mutiara: Multidiciplinary Scientifict Journal
Publisher : Al Makki Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57185/mutiara.v2i6.162

Abstract

The present research aimed to discover improvements in EFL students’ writing skills ability through a news video-based learning strategy in news item text. The researcher applied a quantitative method with a one-group pretest-posttest classroom research design (pre-experimental). The data obtained in this research were calculated using the manual statistical method and SPSS statistics version 27. The data were analyzed using the statistical formula of paired sample t-test computation. The population of the research was all of the students in the Acceleration class of MAN 2 Kota Makassar, where the participants consisted of 14 students as well as the sample of the research. Based on the mean score of the students’ pretest was 78 in average to good categories while the mean score of the students’ posttest was 84 in good to excellent categories. Moreover, the result of the data was supported by the t-test analysis, in which the t-test value was higher than the t-table value (-3,113>2,160). So, it can be summarized that H0 was rejected and Ha was accepted, which means a News Video–based Learning Strategy through YouTube of VOA Learning English effectively increases EFL students’ writing skills while composing a news item text paragraph.
Teacher Reinforcements on Students’ English Learning Motivation Alqadry, Nusul Anti; Muhayyang, Maemuna; Samtidar, Samtidar
Journal of Excellence in English Language Education Vol 4, No 3, July (2025): 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.v4i3, July.76620

Abstract

The purpose of this research is to determine the effect of giving reinforcement on students' motivation to learn English. Researcher used a descriptive quantitative approach with an Ex-post facto research design without giving special treatment to research subjects. This research was conducted at UPT SMK NEGERI 6 Makassar at the XI Culinary 1 and 2 class levels, with a total population of 31 students. The sample of this study used all the existing population. The results indicated that teacher reinforcement was at a relatively low level, with an average score of 46.6, while students' motivation to learn English was at a moderate level, with an average score of 53.38. The results of the statistical analysis indicated that the impact of teacher reinforcement on student motivation was not statistically significant, with a regression coefficient (β1) of -0.044 and p-values of 0.720 from the t-test and F-test, which exceeded the 0.05 significance level. So, it fails to reject H0. Based on these results, it can be concluded that the teacher reinforcement given does not have a significant effect on student learning motivation.
The Profile of Teachers' Emotional Intelligence in EFL Classroom Bashir, Sitti Nurul Mutmainnah Al; Muhayyang, Maemuna; Sofyan, Ryan Rayhana
Journal of Excellence in English Language Education Vol 4, No 3, July (2025): 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.v4i3, July.76618

Abstract

The objectives of this research are to find out (1) the level of teachers' emotional intelligence in English as a foreign language (EFL) classroom interaction at SMPN 2 Mappakasunggu, and (2) the affecting factors of the level of teachers' emotional intelligence in English as a foreign language (EFL) classroom interaction are at SMPN 2 Mappakasunggu. Utilizing a qualitative descriptive research design, the researchers conducted observation and interview with four English teachers at SMPN 2 Mappakasunggu. The results identified that teachers' emotional intelligence levels are divided into five aspects: self-awareness, self-regulation, motivation, empathy, and social skills. The study also identified internal factors, such as hereditary factors, religious factors, building-relationship factors, self-motivation, and external factors, including family factors, school environment factors, and community environment factors, that influence teachers' emotional intelligence. The findings also suggest that teachers with higher levels of emotional intelligence tend to create a more positive classroom atmosphere, handle conflicts more effectively, and demonstrate a greater ability to motivate and engage students. Conversely, teachers with lower levels of emotional intelligence may struggle with classroom management and face challenges in building strong relationships with their students. Based on these findings, it is recommended that teachers attend training that can improve emotional intelligence, and further research should be suggested to explore the effect of emotional intelligence on student learning outcomes.
USING STUDENT-CENTERED LEARNING METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY Reski, Ade Ervina; Korompot, Chairil Anwar; Muhayyang, Maemuna
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, July (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v3i1, March.60079

Abstract

This research aimed to find out whether using the SCL method is effective in improving students’ grammar ability or not. The researcher used a one-shot case study as the research design with treatment and post-test which consisted of 30 multiple-choice grammar tests. This research was conducted at SMA Negeri 19 Gowa in the eleventh grade with a total population of 214 students. The sample was Class XI IIS 2 with a total of 34 students selected using random sampling technique. The research data was analyzed quantitatively using a paired sample t-test. The mean score of the pre-test was 68.80 and the post-test was 84.80. The data showed the increased score after the sample received treatment and based on the sig. value (2-tailed) was 0.00 < 0.05. It can be concluded that using student-centered learning was effective in improving students’ grammar ability.
INCREASING STUDENTS’ LISTENING SKILLS USING SPOTIFY AT SMK LANIANG MAKASSAR Arung, Stevany Datu; Muhayyang, Maemuna; Aeni, Nur
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i3, Sept.76795

Abstract

The purpose of this research is to determine whether the use of the Spotify application can improve students' listening skills. This research used a quantitative approach with a purposive sampling technique and used a pre-experimental design. The population of this research consisted of XI Nursing class students of SMKS Laniang Makassar, South Sulawesi, with a sample size of 27 students. Data collection was done through pre-test and post-test. The results of the analysis showed that the mean value of the pre-test was 59.22 with a classification of “very poor” and the mean value of the post-test was 74.11 with a classification of “good”, the probability value (sig. 2-tailed) < 0.001, which is lower than the significance level of 0.05. The researcher found that the H0 was rejected and H1 was accepted. Based on the results of data analysis, the researcher concluded that the use of the Spotify application improves students' listening skills at SMK Laniang Makassar.
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 Shideng Ahmad Talib Ainun Ainun Ainun Nurdzizati Alamsyah Alamsyah Aliyah Nur Khalizah Alqadry, Nusul Anti Alyah, Alijawati Alyarosali Alyarosali Amaniar Rahmah Amin, Fatimah Hidayahni Amiruddin, Achmad Fauzi Amirullah Amirullah Amra Ariyani Amra Ariyani Amra Ariyani Amra Aryani Amsar Ramadhan Ananda Salsabilah Ramadhani Andi Alfiana Andi Nindyia Nur Ramadani Putri Andi Pogeng, Andi Khofifah Andi Rahmi Utami Andi Sukri Syamsuri Andi Sukri Syamsuri Andi Yunisma Wardani Andry Hasryan Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Annisa Nur Hidayah Arham, Muhammad Ariyani, Amra Armas, Muh.Fakhrul 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 Besse Siska Ulfia Ningsih Cardoso , Luís Dahlia Dahlia Dasilva, Yudha Anfantri Dea Serly Safitri Dewi Kartika Sari Dzhelilov, Akhtem A Ernawati Fadilla, Andi Aenul Fadliyah, Riskatul Farida Hasan Fauzan Hari Sudding Sally 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 Hasriani, Hasriani Hasrullah Hasrullah Hazah Agung Izni Herman Tahir Himaya Praptani Adys Ihsan, M. Muadz Muwaffaq Ika Yuli Wahyuni 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 Lely Novia M, Andi Fitri Rahmasari Magfira, A. Mahyuddin, Adib Mansyur Mardiyanah Nasta Mardiyanah Nasta Marlina Marlina Martin Andrew Mastie, Muh. Ichsan Mahdi Masyithah NR, Nurul Megawati Megawati Misnawaty Usman Mudinillah, Adam Muh. Fakhrul Armas Muh. Tahir Muh. Tahir Muh.Fakhrul Armas Muhalim Muhalim Muhalim, Muhalim Muhammad Arham Muhammad Arham Basri Muhammad Asfah Rahman Muhammad Basri Jafar 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 Mutmainna Hasan Nayla Putri Humairah Noni, Nurdin Novayanti Sopia Rukmana Novia, Lely NUR AENI Nur Aeni Nur Fadhilah Nur Fadilah Nur Malikul Mulki Rahman Nur Safitri Nur Safitri S Nur Syafa Malik Nurdin Noni Nurdzizati, Ainun Nurhasina Nurhasina Nurhasna Basri Nurhasna Basri Nurindah Purnama Sari Nurmutya Annisa Nurrahmi Nurrahmi Nurul Hikmah Perti, Desy Puspasari Pramustia Murti Putra, Aldhy Alamsyah Putri Ramadhani, Putri Putri, Andi Siti Nurhasanah Navilah Putri, Hadriyanti Eka Raden Mohamad Herdian Bhakti Rahmad Risan Rahmad Risan Rahman, Ufia Ananda Rajni, Andi Febrianti Ramadhani, Adelia Reski, Ade Ervina Rini Yunianti Siregar Rizki Fauzi Ruhwana, A. Isma Ruslan, Zumrah Magfirah Ryan Rayhana Sofyan Ryan Rayhana Sofyan, Ryan Rayhana Sahib, Nurfaizah Sahril Nur Sahril Nur Sally, Fauzan Hari Sudding Samsul, Cheria Tri De Afril Samtidar, Samtidar Sintia Ekawati Siswahyudianto Sri Yulianti B St. Fajriana Tahir St. Sarah Al-Azhari Suarni Dewi Suci Amaliah Suci Rahmawati Sudding Sally, Fauzan Hari Suhaefi, Mutia Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syahruni, Syahruni Syamsiarna Nappu Syamsiarna Nappu, Syamsiarna Syamsinar Syamsinar Syarifah Farahdiba Syarifuddin Dollah Talib, Dr. Ahmad Tammasse Thahirah Thahirah Ulviana Rasni Umar, Nur Fadhilah Yunisah Azzahra Zahirah M, Nur Fadilah Zikriyah Zikriyah Zurgawi Zurgawi