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All Journal ELT Worldwide: Journal of English Language Teaching Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education TLEMC (Teaching and Learning English in Multicultural Contexts) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Vocational Education Studies (JOVES) IJORER : International Journal of Recent Educational Research Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Language, Education, and Literature (IJLEL) Journal of English Language Teaching and Literature (JELITA) Proceeding UMSurabaya Indonesian EFL Journal
Muhammad Basri
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Transformasi Evaluasi Pembelajaran Bahasa Inggris Berbasis AI: Efektivitas Pelatihan ChatGPT bagi Guru di Kabupaten Takalar Muhammad Arham; Muhammad Basri
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.v5i2.1679

Abstract

Inovasi dalam evaluasi pembelajaran menjadi kunci peningkatan mutu proses belajar-mengajar Bahasa Inggris, terutama di wilayah semi-rural yang menghadapi keterbatasan sumber daya. Tujuan utama dari Program Kreativitas Masyarakat (PKM) ini adalah untuk meningkatkan pemahaman dan keterampilan guru dalam merancang evaluasi pembelajaran yang lebih efektif dan efisien dengan bantuan kecerdasan buatan, serta untuk menyediakan model pelatihan yang dapat direplikasi di daerah lain. Artikel ini melaporkan hasil pelatihan tentang pemanfaatan ChatGPT sebagai alat bantu penyusunan instrumen evaluasi, yang diikuti oleh 25 guru Bahasa Inggris dari jenjang SMP dan SMA di Kabupaten Takalar. Kegiatan berlangsung pada April 2025 di SMP Negeri 3 Magarabombang. Metode PKM ini dilakukan dengan cara mengumpulkan data melalui pre-test dan post-test pengetahuan, observasi praktik, analisis kualitas soal, serta refleksi tertulis guru. Hasil menunjukkan peningkatan signifikan skor pengetahuan (d = 2,60), efisiensi waktu kerja (penghematan 46 %), dan mutu instrumen (reliabilitas KR-20 rata-rata 0,82). Analisis tematik terhadap persepsi peserta mengungkap tiga manfaat utama: percepatan administratif, peningkatan variasi soal, dan dorongan refleksi pedagogis. Namun, muncul pula kekhawatiran terkait etika penggunaan AI dan kesiapan infrastruktur. Pembahasan menekankan pentingnya pendekatan micro-professional development berbasis praktik langsung dan pendampingan reflektif. Pelatihan ini memberikan model pengembangan profesional yang layak direplikasi dalam skala lebih luas untuk mendorong integrasi teknologi cerdas dalam evaluasi pembelajaran di Indonesia.
Pemanfaatan Teknologi AI untuk Mendukung Pemahaman Membaca melalui Materi Autentik Kontekstual dalam Konteks Perguruan Tinggi Islam Zulkifli Surahmat; Muhammad Basri; Abdul Halim
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28024

Abstract

enelitian ini bertujuan untuk mengkaji dampak pemanfaatan teknologi kecerdasan buatan (AI) dalam penggunaan materi autentik kontekstual terhadap peningkatan kemampuan pemahaman membaca mahasiswa di lingkungan perguruan tinggi Islam. Metode yang digunakan adalah kuasi-eksperimen dengan desain pretest-posttest kelompok kontrol non-ekuivalen. Sampel terdiri dari dua kelas yang diambil melalui teknik cluster random sampling, masing-masing berjumlah 36 mahasiswa dari mata kuliah Bahasa Inggris. Kelompok eksperimen diajarkan menggunakan materi autentik kontekstual yang relevan dengan kehidupan dan budaya mahasiswa, serta diperkaya dengan fitur-fitur berbasis AI seperti pembelajaran adaptif, analisis kosakata otomatis, dan umpan balik interaktif. Sementara itu, kelompok kontrol menggunakan materi konvensional tanpa dukungan teknologi AI. Data dikumpulkan melalui pretest dan posttest yang dirancang untuk mengukur kemampuan pemahaman membaca. Analisis data dilakukan secara deskriptif dan inferensial. Hasil penelitian menunjukkan adanya peningkatan signifikan pada skor posttest kelompok eksperimen dibandingkan dengan pretest mereka. Sebaliknya, peningkatan pada kelompok kontrol relatif kecil. Hasil uji t menunjukkan perbedaan yang signifikan antara kedua kelompok (t = 3.064, p = 0.003), yang mengindikasikan bahwa integrasi teknologi AI dalam materi autentik kontekstual lebih efektif dalam meningkatkan kemampuan membaca dibandingkan pendekatan konvensional. Temuan ini menggarisbawahi pentingnya pemanfaatan teknologi AI dalam pengembangan materi pembelajaran bahasa Inggris di perguruan tinggi Islam, terutama untuk mendukung keterampilan membaca yang kontekstual dan relevan secara budaya. Penelitian selanjutnya disarankan untuk mengeksplorasi dampak jangka panjang dari pendekatan ini terhadap penguasaan kosakata, keterampilan berbahasa lainnya, serta integrasi AI dalam pembelajaran berbasis nilai-nilai Islam.
Implementation of Google Docs Based Learning in Academic Writing class Muhammad Akbar; Muhammad Basri; Muhammad Tahir
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/v61pzy75

Abstract

This research explored Google Docs based learning in teaching academic writing at Indonesian Higher Education. The objective of this research is to find out the implementation of Google Docs based learning in teaching writing skills at Indonesian Higher Education. This research used a purposive sampling technique to get data. The subjects of this research were one lecturer and five students from STKIP YPUP Makassar. The data resource of this research was collected through an observation checklist in the classroom and semi-structured interviews with the lecturer and students. The result showed that, the implementation of Google Docs in Indonesian Higher Education enhances collaboration and real-time interaction in academic writing. Google Docs is Highly implemented to enhances collaboration and real-time interaction, with a few implemented Google Docs in Moderately and Low implementation. To optimize Google Docs, students should actively use this platform, Lectures should provide comprehensive tutorials, University must ensure reliable curriculum and internet and other researcher should further explore on diverse learning outcomes.
Virtual Learning Environment (VLE) in Teaching Writing Skill in Indonesian Higher Education Nur Insyirah; Muhammad Tahir; Muhammad Basri
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/sa1v0c77

Abstract

This research aims to investigate (1) lecturer’s perception of Virtual Learning Environment (VLE) in teaching writing skill and (2) lecturer’s implementation of Virtual Learning Environment (VLE) in teaching writing skill. The researcher employed a qualitative method with a case study approach. The subjects of the study a lecturer, selected using a purposive sampling technique. The lecturer was selected based on their experience teaching a writing class within a Virtual Learning Environment using both synchronous and asynchronous instructional methods. The data were collected through observations, interviews, and document analysis, and were analyzed using a thematic analysis technique. The data analysis revealed that (1) the lecturer viewed VLE as something positive by its usefulness, ease of use, and flexibility, however also reported some challenges such as poor internet connection, lack of social interaction, and variety of students engagements. (2) The lecturer implemented VLE thoroughly in planning (integrating multimedia resource and having weekly essay assignments), teaching and learning process (keep track on students’ improvements and engagement), and evaluations (flexible media submissions and using writing rubrics score). Moreover, future research involving larger-scale studies is recommended to further explore deeper insights into optimizing virtual teaching methods.
English Language Learning in Encouraging the Aviation Security: Case Study at Vocational Training Program Maya Masita; Muhammad Basri; Amirullah Abduh; Saptandri Widiyanto; Ahmad Rossydi; Anugerah Febrian Syam
Journal of Vocational Education Studies Vol. 9 No. 1 (2026): Vol 9 No 1
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v9i1.13160

Abstract

Indonesian Language is playing a crucial role as a unifying tool and the official language for government communications as stated at Article 36 of the 1945 Constitution of Indonesia. However, the International Civil Aviation Organization (ICAO) designates six official languages: French, English, Spanish, Russian, Arabic, and Chinese, to facilitate communication among its 193 member states. This study employs a qualitative design, utilizing document analysis and interviews to explore the potential strategies for improving English language proficiency in the aviation sector. The results indicate that to enhance English proficiency among aviation personnel in Indonesia, tailored ESP Programs, simulation-based training, regular assessments, and blended learning approaches should be implemented. Collaborations with international organizations and support from the government will further ensure alignment with ICAO standards, fostering effective communication in critical situations. The discussion highlights the importance of English proficiency at Indonesian airports for providing directions and services, in compliance with Indonesia's ratification of ICAO's six languages. This study recommends some potential strategies to strengthening English language education in Indonesia's aviation sector to support effective international communication and enhance service quality at airports, aligning with ICAO standards.
TRANSLANGUAGING AS CHALLENGE AND SUPPORT: VOCATIONAL ESP STUDENTS' EXPERIENCES IN INDONESIAN HIGHER EDUCATION Marlia Marlia; Muhammad Basri; Sahril Sahril; Ferawaty Syam; Andi Adisaturrahimi
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.132

Abstract

Translanguaging has received growing attention in multilingual education; nonetheless, its pedagogical implications in English for Specific Purposes (ESP) within vocational higher education are still inadequately examined, especially in Global South contexts. This study, guided by Sanford’s Challenge and Support Theory, examines vocational students' perceptions of Translanguaging techniques as both educational tools and possible limitations in English for Specific Purposes (ESP) classrooms. A qualitative descriptive design was utilized to conduct semi-structured interviews with twenty-one vocational undergraduates participating in ESP courses at an Indonesian higher education institution. Thematic analysis was employed to examine data for recurring patterns of challenge, support, and pedagogical balance. The results indicate that Translanguaging functions as a dual-purpose educational strategy. It offers cognitive support that enhances understanding of subject-specific concepts, alleviates linguistic anxiety, and promotes classroom engagement. Conversely, students indicated that unregulated or excessive use of their first language could limit exposure to English, impede language processing, and obstruct the development of communicative autonomy. Students underscored the significance of instructional mediation, asserting that Translanguaging is most advantageous when utilized as a temporary aid rather than a replacement for involvement in the target language. This study enhances Translanguaging scholarship by framing classroom language practices as a dynamic continuum of challenge and support, rather than a binary distinction between L1 and English. The results underscore the necessity for pedagogically refined Translanguaging procedures in vocational English for Specific Purposes contexts, where language accessibility must be balanced with the advancement of professional English skills. Implications are presented for English for Specific Purposes pedagogy, educator decision-making, and multilingual language policy in vocational higher education.
Exploring Lecturers' Insights on Metacognitive Scaffolding in Writing Instruction Anugrah Puspita Ayu Muhammad; Kisman Salija; Muhammad Basri; Waode Ade Sarasmita Uke
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2413

Abstract

This study investigates lecturers' perceptions of metacognitive scaffolding in writing instruction at Universitas Halu Oleo. Utilizing a qualitative exploratory case study design, data were collected through interviews with three lecturers from the Faculty of Teacher Training and Education. Thematic analysis revealed that while lecturers acknowledge the benefits of metacognitive scaffolding for developing independent writers, they encounter obstacles such as large class sizes, time constraints, and varied student engagement. The study aimed to provide insights for improving writing instruction practices and policy development. Lecturers discovered that metacognitive scaffolding is essential for helping students develop writing performances and engagement. The study’s findings align with literature emphasizing the importance of metacognitive strategies and structured feedback in writing instruction. The integration of technology and the positive impact of lecturers' personalities further support the effectiveness of metacognitive scaffolding in enhancing students' writing performance and engagement. Lecturers perceive the implementation of metacognitive scaffolding in writing courses as crucial for improving students' writing performance and fostering independent, reflective learning, although they acknowledge challenges such as students' difficulties with coherence and vocabulary and the distractions of technology.
Lecturers' Perception of Hybrid Metacognitive-Based Instruction in Teaching Critical Listening in Indonesian Higher Education Institution Muhammad Safar Nur; Muhammad Basri; Sahril Sahril
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.830

Abstract

This study explores lecturers’ perceptions of Hybrid Metacognitive-Based Instruction (HMBI) in teaching critical listening at an Indonesian higher education institution. Employing a qualitative descriptive design, data were collected from 10 lecturers through semi-structured interviews, questionnaires, and document analysis. The findings highlight the effectiveness of HMBI in fostering critical listening skills by integrating metacognitive strategies such as reflection, goal-setting, and self-regulation with hybrid tools, including podcasts and online discussions. Lecturers reported improvements in student autonomy, engagement, and analytical abilities, particularly in identifying implicit meanings and evaluating spoken content. However, challenges were identified, including technological barriers, time-intensive preparation, and initial student resistance to reflective practices. These obstacles underscore the need for institutional support, such as reliable technological infrastructure, professional development programs, and scaffolding strategies to ease the adoption of HMBI. The study emphasizes the potential of HMBI as a transformative approach to teaching critical listening, blending active learning principles with technological innovation to enhance higher-order cognitive skills. Recommendations include tailored strategies for gradual implementation and addressing digital divides to optimize its impact. The research contributes to the growing discourse on hybrid learning models and metacognitive instruction, offering practical insights for educators and institutions in diverse educational contexts.
Co-Authors Abduh, Amirullah Abdul Halim Abdurrahman Hi. Usman Andi Adisaturrahimi Andi Muliati Anugerah Febrian Syam Anugrah Puspita Ayu Muhammad Awaludin Rizal Baso Jabu, Baso Farzana Sharmin Pamela Islam Ferawaty Syam Hardianti Hardianti Ismail Anas Isna Humaera Kisman Salija, Kisman M. Jufrianto Marlia Marlia Maya Masita Milda Ningsih Samir Muhammad Akbar Muhammad Arham Muhammad Safar Nur Muhammad Tahir Murni Mahmud Musdalifah Yakkop Mustaqimah Mustaqimah Nur Insyirah Paramma, Muhammad Azwar Raden Mohamad Herdian Bhakti Rahyuni Rahyuni Reskyani Reskyani Rossydi, Ahmad Sahril Nur Saptandri Widiyanto Syarifuddin Dollah Waode Ade Sarasmita Uke Wasir Talib Widya Karmila Sari Achmad Yunitari Mustikawati Zulkifli Surahmat