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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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Exploring the Impact of Students' Listening Needs on the Development of Lecturers’ Pedagogical Competence in Intensive Listening Courses Hasriani G, Hasriani G; Risan, Rahmad; Muhayyang, Maemuna; Aeni, Nur; Cardoso , Luís
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17974

Abstract

In the context of English as a Foreign Language (EFL) in higher education, Intensive Listening courses are expected to prepare students for the demands of academic listening yet teaching practices do not always align with students' actual needs. This study explores the impact of students' listening needs on the development of lecturers' pedagogical competencies in Intensive Listening courses. Using a mixed-methods needs analysis design, data were collected from 120 students in three classes through questionnaires, classroom observations, and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while observation and interview data were analyzed thematically and combined through triangulation. The research findings indicate that students prioritize academic listening as their primary goal, but still struggle with lexical density, high speech rate, accent variation, and note-taking when dealing with long spoken texts involving multiple speakers. Students also strongly prefer multimodal and scaffolded activities, particularly video-based materials supported by transcripts or subtitles and clear guidance at the pre-listening, during-listening, and post-listening stages. These needs point to specific areas where lecturers' pedagogical competencies need to be strengthened, including planning and designing academic listening tasks, implementing process-oriented instruction and strategies, and implementing assessments that truly reflect the demands of academic listening. This study proposes the EPMT (ESP-informed, Process-oriented, Metacognitive, and TPACK-supported) model as a practical framework for aligning Intensive Listening pedagogy with students' needs.
Students’ Affective Silence in English Classroom Interaction Muhayyang, Maemuna; Nasta, Mardiyanah; G, Hasriani; Sakkir, Geminastiti
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.35751

Abstract

Abstract. This study is to describe the influencing factors of students’ affective silence in English classroom interaction. It used descriptive qualitative method taking all twelfth-grade students of science class consisting of 31 participants as the data resources. Three instruments were utilized to gain the data, namely (1) observation, (2) questionnaire, and (3) interview. The findings of this study show that there were ten affective factors influencing students’ silence in the classroom. They are (1) feeling nervous, (2) lack of self-esteem, (3) lack of self-confidence, (4) fear of making mistakes and worrying about other people's judgment, (5) worrying about their inability, (6) feeling unable to meet the teacher's expectations, (7) students’ personality, (8) avoiding awkwardness, (9) feeling embarrassed, and (10) avoiding showing off their ability. These factors empirically indicate that students' silence during the teaching and learning process takes place in the classroom is not always influenced by their cognitive inability but the affective aspect turns out to be something that quite dominates their inability to express themselves. Based on these findings, it takes into account that the students were not able to participate in teaching and learning process because of affective factors that trigger their inactivity.Keywords: Affective, Passiveness, Silence
SILENCE SPEAKS: THE POLITENESS OF BEING SILENT IN REFUSAL AMONG BUGINESE PEOPLE Muhayyang, Maemuna; Armas, Muh.Fakhrul; Syamsuri, Andi Sukri; Putri, Andi Siti Nurhasanah Navilah; Amiruddin, Achmad Fauzi; Ruhwana, A. Isma
SIGEH ELT : Journal of Literature and Linguistics Vol 6, No 1 (2026)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/sigeh.v6i1.4852

Abstract

This study investigates the use of silence as a politeness strategy in the speech act of refusal among native Buginese speakers. While often regarded merely as the absence of speech, silence in the Buginese context serves significant pragmatic functions. The research aims to identify the various forms of silence, its role as a politeness strategy, the influence of the cultural value of Siri’, and the social contexts that shape its use. A descriptive qualitative approach was employed, with data collected through in-depth interviews with Buginese participants. The findings reveal that silence in Buginese refusals is multimodal, expressed through nonverbal cues such as lowered gaze, faint smiling, and delayed verbal responses. Functionally, silence acts as a face-saving strategy that helps to mitigate conflict and preserve interpersonal harmony. The study further highlights that this practice is deeply intertwined with the cultural value of Siri’ (dignity/shame), that speakers choose silence to avoid causing embarrassment to the interlocutor. This strategy is most commonly employed in hierarchical settings, especially when engaging with elders or respected figures. The study concludes that silence is a purposeful communicative competence that reflects the local wisdom and social ethics of Buginese society
Enhancing EFL Students’ Speaking Performance through Digital Storytelling: A Quasi-Experimental Study at Mts. Madani Alauddin Pao-Pao Nurhasna Basri; Muhammad Tahir; Maemuna Muhayyang
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.315

Abstract

This study aims to investigate the use of digital storytelling as a learning medium to improve students’ speaking skills. Specifically, it examines whether the implementation of digital storytelling significantly enhances students’ ability to speak English and explores students’ perceptions toward its use in the learning process. This research used a quantitative approach with quasi experimental design. The population of the research was the eighth-grade students. The sample was 20 students as experimental class and 20 students as control class20 students in the experimental class and 20 students in the control class.The researcher used test and questionnaire as the instruments of this research. The researcher used a speaking test and a students’ questionnaire as the instruments of this research. This research analysed the effect of using digital storytelling in improving students’ speaking skills. The design of this research was a quantitative research through quasi experimental using a non-equivalent group design. Quasi experimental in this research to measure the effect of the objects being experimented with. The result showed that the mean score of pre-tests in the experimental class was 51.8, and in the control class was 52.4. and the mean score of the experimental class in the post-test was 66.5, and the control class was 58.61. There was a significant effect of the mean score between the two groups on students’ speaking skills in using digital storytelling, but not in MTs Madani Alauddin Pao-pao. Questionnaire responses were analysed descriptively to determine the mean score of 4.075 shows that students’ attitude in the affective component belongs to the Positive category. The study concluded that the use of digital storytelling has a positive impact on students' speaking skills at MTs Madani Alauddin Pao- pao. Students feel more confident, more creative, and can better organise their ideas. Despite challenges in terms of technical skills and the time required to create digital stories, the benefits gained from using digital storytelling are significant in improving students' speaking skills.
PROMOTING STUDENTS’ AGENTIC ENGAGEMENT THROUGH PROJECT-BASED LEARNING: CHALLENGES AND SOLUTIONS IN EFL CLASSROOM Muh. Fakhrul Armas; Maemuna Muhayyang
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.611

Abstract

Recent studies show that agentic engagement in Project-Based Learning (PjBL) is still not widely understood, particularly in collectivist settings like Indonesia. Much of the existing research has focused on measuring agency or linking it to other factors, but less attention has been given to how agency actually develops and unfolds in everyday classroom interactions. This study seeks to address that gap by examining how students engage in an English as a Foreign Language (EFL) class at Madrasah Aliyah Negeri (MAN) 1 Soppeng, South Sulawesi. Through interviews with 15 students and one teacher, several challenges emerged: language barriers, fear of making mistakes, and limited classroom time often hinder students’ ability to take initiative. The findings also highlight the importance of teacher responses, which can either encourage or discourage students from actively participating. To strengthen agentic engagement, the study suggests adopting creative teaching strategies, building supportive teacher-student relationships, and connecting lessons to students’ real-life goals. These insights not only deepen our understanding of agency in collectivist cultures but also emphasize the need for more research in secondary schools. Ultimately, the study calls for continued exploration to better support student autonomy and empower learners in their educational journey.
AN EXPLORATION OF STUDENTS’ PERCEPTIONS TOWARD THE USE OF DEEPL TRANSLATOR IN ENGLISH LANGUAGE LEARNING Mastie, Muh. Ichsan Mahdi; Muhayyang, Maemuna; Arham, Muhammad
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) 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.v5i2.85416

Abstract

 This study aims to explore students perceive of the use of DeepLTranslator. This research used a qualitative descriptive method. The data collection in this study was carried out by interviewing 4 students from the English Department at Universitas Negeri Makassar. The results of this study found that students perceive DeepL as an effective and user-friendly tool for learning English, particularly in understanding texts, writing, and checking grammar. The students said that DeepL translations are more natural and accurate than other tools like Google Translate. Its simple interface and practical features make it accessible even for beginners. However, some students noted limitations, such as a limited number of available languages and the need for a premium account to access full features. Despite its usefulness, students do not rely solely on DeepL and often attempt translate independently. Their openness to trying other tools reflects digital literacy and learner autonomy Keywords: Students’ Perception, DeepL Translator, English Language Learning
THE EFFECTIVENESS OF PEER TUTORING LEARNING TO IMPROVE STUDENTS’ SPEAKING ACCURACY Mahyuddin, Adib; Muhayyang, Maemuna; Sudding Sally, Fauzan Hari
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) 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.v5i2.85403

Abstract

This study investigated the effectiveness of peer tutoring learning in enhancing students’ speaking accuracy. The main purpose was to determine whether peer tutoring learning significantly improves students’ speaking accuracy. A quantitative approach with a pre-experimental design was applied to examine the influence of peer tutoring on students’ speaking accuracy. The population comprised all second-grade students of SMPN 2 Sungguminasa, totaling 120 learners, from which 42 students were chosen as the sample. A speaking test was utilized as the research instrument. The findings indicated that peer tutoring learning was highly effective in improving students’ speaking accuracy, as demonstrated by the T-test result with a significance value of 0.000, which was lower than 0.05. Therefore, the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. The results also showed a substantial improvement in students’ scores from the pre-test to the post-test, especially in the aspects of pronunciation, vocabulary, and grammar. It can be concluded that peer tutoring learning is effective in improving students’ speaking accuracy.Keywords:  peer tutoring, speaking, accuracy
Penggunaan Game Digital Berbasis Web dalam Pembelajaran Bahasa Inggris di Yayasan Pendidikan Bungaya Ryan Rayhana Sofyan; Maemuna Muhayyang; Fauzan Hari Sudding Sally; Ika Yuli Wahyuni
Jurnal Abdimas Indonesia Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i2.1596

Abstract

Pengabdian ini bertujuan untuk meningkatkan motivasi dan hasil belajar siswa dalam pembelajaran bahasa Inggris melalui penggunaan game digital berbasis web seperti Wordwall di Yayasan Pendidikan Bungaya. Metode pelaksanaan melibatkan tahap pengenalan, pendampingan guru dan siswa, serta kompetisi interaktif berbasis game yang berlangsung selama lima hari. Pada tahap awal, guru dan siswa diperkenalkan pada konsep pembelajaran berbasis game digital, sementara tahap pendampingan membantu guru merancang kegiatan pembelajaran dan siswa beradaptasi dengan metode baru. Teknik analisis yang digunakan adalah kualitatif, melalui observasi partisipatif dan wawancara dengan siswa dan guru untuk mengukur efektivitas game digital terhadap motivasi, keterlibatan, dan pemahaman bahasa Inggris siswa. Hasil kegiatan menunjukkan adanya peningkatan motivasi dan partisipasi aktif siswa dalam proses belajar. Siswa lebih antusias dan lebih berani menggunakan bahasa Inggris, terutama dalam aspek kosakata, tata bahasa, serta keterampilan mendengar dan berbicara. Meskipun terdapat kendala terkait akses perangkat teknologi dan koneksi internet, metode pembelajaran berbasis game digital ini terbukti mampu menciptakan suasana kelas yang lebih interaktif dan dinamis, serta meningkatkan hasil belajar siswa.
An Analysis of English Pronunciation Made by Students with Makassarese Accent in Pronouncing Plosive Voiceless Consonants Ahmad Shideng; Maemuna Muhayyang; Muhammad Arham Basri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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: 10.66720/2rh4v848

Abstract

This study investigates the challenges faced by students at IMMIM Boarding School in Makassar regarding the pronunciation of plosive voiceless consonants (/p/, /t/, /k/). Using descriptive qualitative analysis, the research identifies the types and causes of pronunciation errors and explores the teacher's role in addressing these issues. Data were collected from 19 second-grade students through pronunciation tests, recordings, and teacher interviews. The results revealed a total of 98 errors, with omission being the most prevalent. Internal factors such as age and motivation, along with external factors like language exposure, contributed to these errors. The findings emphasize the need for targeted instructional strategies to improve pronunciation skills.    
The Use of Digital Storytelling in Improving Students’ Speaking Skills at Mts Madani Alauddin Pao-Pao Nurhasna Basri; Muhammad Tahir; Maemuna Muhayyang
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/dv6hkf47

Abstract

This research used quantitative approach with quasi experimental design. The population of the research was the eighth-grade students. The sample was 20 students as experimental class and 20 students as control class. The researcher used speaking test, and students’ questionnaire as the instruments of this research. This research analyzed the effect of the use digital storytelling in improving students’ speaking skills. The aims of the research were to find out (1) the effect of digital storytelling on students’ speaking skills at MTs Madani Alauddin Pao-Pao, (2) the students’ perception of the use digital storytelling on students’ speaking skills at MTs Madani Alauddin Pao-Pao.The design of this research was quantitative research through quasi experimental using non-equivalent group design. Quasi experimental in this research will be used to measure the effect of the objects being experimented. It also aims to compare two groups, experimental and control group which were given different treatments through the media usage. The result showed that the mean score of pre-tests in experimental class was 51.8 and in control class was 52.4. and the mean score of experimental class in post-posttest was 66.5 and control class was 58.61. There was significant effect of the mean score between two groups on students’ speaking skills in using digital storytelling and not in MTs Madani Alauddin Pao-pao. The study concluded that the use of digital storytelling has a positive impact on students' speaking skills at MTs Madani Alauddin Pao- pao. Students feel more confident, more creative, and can better organize their ideas. Despite challenges in terms of technical skills and the time required to create digital stories, the benefits gained from using digital storytelling are significant in improving students' speaking skills.
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