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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
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Students’ Perspectives on the Intensity of Lecturer Corrective Feedback and Its Impacts on Their Self-Confidence and Self-Expression in Learning English Muhayyang, Maemuna; Novia, Lely; Nappu, Syamsiarna
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.264

Abstract

The purpose of this study is to obtain data regarding students' perceptions of the intensity of corrective feedback (CF) provided by lecturers and its influence on their self-confidence and self-expression abilities. To achieve the above objectives, a qualitative approach was used thru in-depth semi-structured interviews conducted with students from the English Language Education Study Program, Faculty of Languages and Literature, Makassar State University, who were taking English courses thru synchronous and asynchronous media. To analyze the data obtained, this study uses thematic analysis, which includes the stages of transcription, data reduction, coding, categorization, and the extraction of thematic meaning. The results of the research data analysis show that (1) students positively perceive the intensity of corrective feedback, which includes attention, duration, and frequency, differing between one lecturer and another because synchronous CF provides space for direct interaction and quick clarification, while asynchronous CF gives students the opportunity to reflect and correct errors independently; and (2) the intensity of CF has a positive impact on increasing students' self-confidence and self-expression in English, both orally and in writing, although feedback that is too frequent and delivered inappropriately can reduce motivation and cause anxiety. The results of this study conclude that a balance of intensity and approach in providing corrective feedback has a positive impact on the optimal linguistic and psychological development of students.
WORKSHOP DEEP LEARNING BAGI GURU SMA: Menciptakan Pembelajaran Berkesadaran, Bermakna dan Menyenangkan La Sunra; Suci Amaliah; Ahmad Talib; Fitri Radhiyani; Maemuna Muhayyang
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 2 No. 2 (2025): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Data pendidikan nasional dari Kemendikbudristek (2024) dan OECD (2023) menunjukkan bahwa lebih dari 68% guru di Indonesia masih menerapkan pembelajaran berbasis hafalan dan berorientasi ujian, yang berdampak pada rendahnya keterlibatan siswa dan lemahnya kemampuan berpikir tingkat tinggi. Program pengabdian masyarakat ini dirancang untuk menjawab kesenjangan pedagogis tersebut melalui penerapan kerangka Deep Learning yang menekankan Mindful, Meaningful, dan Joyful Learning kepada guru-guru Bahasa Inggris SMA di Kota Makassar, sejalan dengan implementasi Kurikulum Merdeka. Kegiatan dilaksanakan melalui lokakarya partisipatif dan berbasis pengalaman yang melibatkan 42 guru dalam sesi refleksi, diskusi kolaboratif, serta perancangan Modul Ajar berbasis Deep Learning. Dengan mengacu pada siklus pembelajaran pengalaman Kolb (1984), guru diajak untuk mengalami, merefleksikan, mengkonseptualisasikan, dan menerapkan strategi pembelajaran mendalam ke dalam modul ajar mereka. Hasil evaluasi menunjukkan adanya peningkatan 78% dalam kemampuan guru merancang modul ajar berpusat pada siswa yang memadukan kesadaran diri, relevansi kontekstual, dan suasana belajar yang menyenangkan, serta tingkat kepuasan 91% terhadap kebermanfaatan pelatihan. Lebih jauh lagi, program ini melahirkan komunitas belajar profesional bernama Makassar EFL Deep Learning Educators Circle (MEDLEC), yaitu jejaring guru reflektif yang berkomitmen menumbuhkan inovasi pembelajaran bermakna dan berkelanjutan. Program ini berhasil memperkuat otonomi pedagogis, kolaborasi guru, dan keselarasan praktik mengajar dengan filosofi Kurikulum Merdeka yang menekankan kemandirian, relevansi, dan kebahagiaan dalam belajar
PELATIHAN PEMBELAJARAN MENULIS BAHASA INGGRIS BERBASIS PBL DAN HEUTAGOGY BAGI GURU BAHASA INGGRIS DI KECAMATAN WONOMULYO POLEWALI MANDAR Sahril Nur; Amra Aryani; Maemuna Muhayyang; Mansyur; Rizki Fauzi
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 2 No. 2 (2025): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Keterampilan menulis dalam Bahasa Inggris merupakan salah satu kompetensi esensial abad ke-21, namun keterampilan ini seringkali menjadi tantangan terbesar dalam pembelajaran. Guru-guru di Kecamatan Wonomulyo, Polewali Mandar, teridentifikasi masih cenderung menggunakan metode konvensional yang berpusat pada guru dan berpusat pada produk, sehingga mengakibatkan rendahnya motivasi siswa. Kegiatan pengabdian kepada masyarakat (PkM) ini bertujuan untuk memperkenalkan dan mempraktikkan dua model pembelajaran inovatif, yaitu Project-Based Learning (PBL) dan Heutagogi (pembelajaran mandiri), untuk meningkatkan kompetensi pedagogik guru dalam mengajarkan keterampilan menulis. Metode kegiatan yang digunakan adalah pelatihan partisipatif, lokakarya, dan simulasi (micro-teaching). PBL menyediakan kerangka kerja untuk tugas menulis yang autentik dan bermakna, sementara Heutagogi mendorong otonomi dan kemandirian siswa dalam proses pembelajaran. Peserta kegiatan adalah 25 guru Bahasa Inggris yang tergabung dalam MGMP. Hasil dievaluasi menggunakan pre-test dan post-test (pengetahuan) serta penilaian produk RPP (keterampilan). Hasil pelatihan menunjukkan peningkatan pengetahuan guru yang signifikan, dengan rata-rata skor pasca-tes mencapai 81 (kategori Baik) dari skor pra-tes 38 (Sangat Buruk). Lebih lanjut, 100% peserta berhasil menyusun rencana pembelajaran yang mengintegrasikan PBL dan Heutagogi dalam konteks lokal. Pelatihan ini berhasil memberikan solusi pedagogis alternatif yang selaras dengan tuntutan Kurikulum Mandiri.
Addressing Practices in Mata Najwa Show: A Sociolinguistic Approach to Media Discourse Maemuna Muhayyang; Muh.Fakhrul Armas; Syamsiarna Nappu
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4577

Abstract

Addressing refers to the words or phrases used by speakers to address interlocutors during a conversation. It plays a significant role in communication, reflecting various social factors such as hierarchy, familiarity, and politeness. This study examines the types of addressing used by Najwa Shihab in the Mata Najwa Show, focusing on how different address terms are employed in formal settings. A descriptive qualitative approach was used, analyzing data from three episodes of the show, sourced from Najwa Shihab’s YouTube video titled “Ironi Korupsi Kala Pandemi.” The findings revealed four types of addressing: first names, kinship terms, titles, and special nicknames. Among these, kinship terms were most frequently used. The study also identifies that the choice of addressing terms was influenced by factors such as social status, age, politeness, and the degree of closeness between the speaker and the interlocutor. The results suggest that addressing practices in formal settings are complex and context dependent. Future research could explore how cultural contexts and power dynamics influence addressing practices in media discourse.
Linguistic Representation of Women: A Study of Eight Varieties of Women's Language in Little Women Movie Maemuna Muhayyang; Muh.Fakhrul Armas; Syamsiarna Nappu
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4578

Abstract

Language not only reflects but also shapes societal roles, and in Little Women, the way women express themselves through language offers a powerful lens into their social realities. This study examines the linguistic representation of women using eight varieties of women’s language in the Little Women movie. The central problem of this research is to identify which features of women’s language are employed by the main female characters based on their social context. A qualitative descriptive approach was adopted, analysing data from the movie’s dialogues and its script. The analysis was grounded in Lakoff’s (1975) theory of women’s language features. The findings show that not all varieties of women’s language are employed by the main characters. Jo, the central character, utilized eight features, including lexical hedges (48.6%), empty adjectives (1.3%), intensifiers (8.5%), hypercorrect grammar (1%), rising intonation on declaratives (18.4%), and super polite forms (10.9%). Tag questions and precise color terms were not used. Furthermore, the use of these linguistic features is closely connected to the social conditions and gender roles in their society.
Fillers and Hedges in Mrs. Tri Risma Maharini’s Speeches Muhayyang, Maemuna; Armas, Muhammad Fakhrul
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.81352

Abstract

Women differ in the linguistic features they use, and Lakoff’s theory has served as a foundation for subsequent researchers to distinguish between women’s and men’s language. This study explores the use of fillers and hedges in the speeches of Mrs. Tri Risma Maharini, drawing on Lakoff’s foundational theory to examine gendered language differences. The primary objective is to identify the types and functions of fillers and hedges employed in her speeches. To analyze fillers, Rose’s (1998) typology is combined with insights from Stenström (1994) and Baalen (2001), while the classification of hedges and their functions is based on Salager-Mayer’s (1995) framework. A descriptive qualitative approach, using discourse analysis, was employed to investigate the data. The findings aim to highlight the types and functions of fillers and raise awareness among learners about their use during moments of hesitation in foreign language communication—an inherent aspect of spoken language. Additionally, the study underscores the role of hedges in signaling sensitivity to others’ feelings, suggesting that hedging expressions contribute to a more empathetic and contextually aware exchange.
LECTURER INSTRUCTIONAL STRATEGIES IN EFL CLASSROOM: CLASSROOM MANAGEMENT PERSPECTIVES Asriati, Asriati; Muhayyang, Maemuna
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1574

Abstract

This research aimed at describing the instructional strategies used by the lecturers in knowledge and language skills subjects in English for both instructional and management talks. The method employed was an exploratory descriptive qualitative method in which the observation and open-ended interviews with individuals were conducted. The data resources were lecturer talk in knowledge and skill subjects consisting of seven lecturers. The result of this research shows that the lecturers both in knowledge and language skills employed whole class, group/pair, and individual instructional strategies. The reasons for utilizing them lied on the nature of the subject, the purpose and objectives of each sub course material to scan and see the general ability and the basic interpersonal communication skills of the students in English. Based on these findings, it implicitly takes into account that varying instructional strategies bridge the lecturers to manage their talks in EFL classroom interaction to foster and sharpen the students’ English language development.
Exploring the Effects of Teacher’s Nonverbal Communication on EFL Students' Academic Motivation Mutia Asisyifa; Maemuna Muhayyang; Nur Aeni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7428

Abstract

Teacher’s nonverbal communication significantly effects students’ learning experiences, particularly in EFL Islamic classroom context where language and motivation are closely linked. This study examined the effects of teachers’ nonverbal communication on students’ academic motivation using an explanatory sequential mixed-methods design. Quantitative data were collected from 60 students through questionnaires measuring seven aspects of nonverbal communication namely proxemics, haptics, kinesics, chronemics, oculesics, physical environment, and paralanguage and three aspects of motivation that is, autonomy, competence, and relatedness. Qualitative data were obtained through classroom observations and interviews with ten selected students. Findings revealed that kinesics and proxemics received the highest ratings, indicating active use of gestures and classroom movement to engage students. Haptics and paralanguage scored lowest, suggesting limited use due to cultural norms. Correlation and regression analyses indicated a strong positive relationship between teachers’ nonverbal communication and student motivation. Observations confirmed that smiling, nodding, using hand gestures, and approaching students created a positive and low-anxiety learning atmosphere. Interviews supported these results, with students expressing greater confidence, comfort, and willingness to participate when teachers-maintained eye contact, used expressive gestures, and adjusted their proximity. This study highlights the importance of nonverbal behaviors in fostering a motivating EFL learning environment. Teachers’ awareness and intentional use of such cues can strengthen engagement and emotional connection, even in culturally specific settings.
ANALYSIS OF STUDENTS’ PRONUNCIATION ERRORS ON ENGLISH INTERDENTAL FRICATIVE SOUNDS: SOCIOLINGUISTIC PERSPECTIVES Maemuna Muhayyang; Asriati Asriati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1583

Abstract

THE PICTURES OF TEACHERS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS IN EFL CLASSROOM PRACTICES Maemuna Muhayyang; Ainun Nurdzizati; Asriati Asriati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1605

Abstract

This study investigates the ways of English teachers performing verbal and nonverbal immediacy behaviors to boost the students’ learning motivation in EFL classroom context. Using a descriptive qualitative design, data were collected through nonparticipant classroom observations of two English teachers at SMAN 22 Makassar. An observation checklist and field notes were used to identify patterns of verbal and nonverbal immediacy based on established immediacy frameworks. The findings show that teachers actively used various verbal behaviors, namely inviting students to speak, providing positive feedback, addressing students by name, using humor, showing concern, employing inclusive pronouns, and engaging in self-disclosure. Nonverbal behaviors such as physical proximity, supportive gestures, eye contact, facial expressions, teacher movement, and vocal variety were also consistently demonstrated. These behaviors were strategically applied to build rapport, sustain attention, and create a supportive classroom atmosphere. Overall, the study highlights that verbal and nonverbal immediacy play a crucial role in fostering students’ motivation in the Indonesian EFL context and underscores the importance of teachers being intentional and culturally sensitive in applying immediacy strategies.
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