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All Journal Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching VIVID Journal of Language and Literature Al Ishlah Jurnal Pendidikan English and Literature Journal IJoLE: International Journal of Language Education ELLITE: Journal of English Language, Literature, and Teaching Voices of English Language Education Society Polingua : Scientific journal of Linguistics, Literature and Language Education Journal of English Education and Teaching (JEET) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Journal of English Teaching and Applied Linguistics (JETAL) Community Development Journal: Jurnal Pengabdian Masyarakat Madaniya Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Interference: Journal of Language, Literature, and Linguistics JOLLT Journal of Languages and Language Teaching JoEELE ELITERATE : Journal of English Linguistics and Literature Studies Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies International Journal of Language, Education, and Literature (IJLEL) ELLITE: Journal of English Language, Literature, and Teaching Axiology Jurnal Sipakatau Proceeding UMSurabaya
Abdul Halim
Universitas Negeri Makasar
Religion Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Wordwall as a Digital Assessment Tool: Teachers’ Perspectives in an Indonesian Secondary School Muhammad Ayyub Herianto Ayyub; Abd Halim; Andi Anto Patak
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
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/k0a6vd59

Abstract

This study explores English teachers’ perspectives on the use of Wordwall as a digital assessment tool in junior high school English classrooms. Amid the growing integration of educational technology, Wordwall has gained popularity for its interactive and game-based assessment features. While previous studies have examined its instructional functions, limited attention has been given to how teachers perceive its use as a formative or summative assessment instrument, particularly in rural educational contexts. Employing a qualitative descriptive design, the study involved semi-structured interviews with two English teachers from SMPN 1 Tinondo, a rural school in Southeast Sulawesi, Indonesia. Data were analyzed thematically using Braun and Clarke’s framework, focusing on patterns in teacher beliefs, experiences, and evaluative judgments of Wordwall’s functionality. The findings revealed that teachers perceive Wordwall positively due to its ability to enhance student engagement, streamline assessment, and deliver immediate feedback. Teachers also noted its alignment with curriculum standards and its potential to support student-centered evaluation. However, the study also highlighted contextual factors that shape these perceptions, including access to digital infrastructure and prior digital literacy. This research contributes to the growing body of literature on digital assessment by offering insights into teacher agency, perception formation, and the pedagogical relevance of gamified tools. It also emphasizes the importance of contextualizing digital tool adoption within rural educational environments. The findings hold implications for policymakers, teacher training programs, and future research on localized technology integration.
Exploration of TPACK in Upper Level School in Indonesia EFL Teacher’s View Rufina Wilda Toding; Abd Halim; Amirullah Abduh
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/wckady58

Abstract

The advancement of learning in the 21st century is closely tied to various information technology tools. Consequently, educators must enhance their ICT skills to improve both teaching effectiveness and student academic performance. This study has two main objectives: (1) to examine how TPACK is implemented in the teaching and learning process, and (2) to identify the challenges English teachers face when applying the TPACK framework in their instruction. A qualitative research approach was used, incorporating observations and interviews as data collection methods. The study focused on an English teacher and students from Class XI MIPA 2 at Senior High School 13 Makassar. The TPACK knowledge of the English teacher is reflected in how effectively technology aligns with pedagogical strategies and subject knowledge. By integrating technology, the teacher can apply diverse instructional strategies across different learning environments, following the Merdeka Curriculum. This approach allows students to learn at their own pace and according to their individual preferences. To facilitate teaching and assessment, the English teacher used Quizizz and Google Classroom for managing assignments and providing timely feedback. However, inconsistent network connectivity significantly impacted student engagement and learning equity. Since TPACK-based instruction relies heavily on online resources, limited internet access became a major obstacle. Additionally, web-based platforms and multimedia materials require a stable internet connection for effective classroom integration. Interruptions in connectivity disrupted activities such as live quizzes, direct assessments, and online group projects, which are essential for helping students master complex English concepts. To address these challenges, institutions must invest in technological infrastructure and provide teachers with the necessary support and training to effectively adapt to various situations and ensure the successful implementation of TPACK in English education. Keywords: TPACK, High School, English language
The Implementation of Students' Active Learning (SAL) Approach in Teaching English at SMK Nasional Makassar Widya Astuti Ridwan; Abd Halim; Fitriyani Bakri
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/ynmyv221

Abstract

The objectives of this research were to find out: (1) Interpretation of the Teacher’ perception toward Students’ Active Learning implementation (2) The classroom management of Students Active Learning implementation (3) The strengths of Students’ Active Learning approach in teaching English. To achieve the purpose above, the researcher applied a Descriptive Qualitative Approach. This research was carried out at SMK Nasional Makassar. The subjects of this research were students' and the teacher of classes XI at SMK Nasional Makassar. All of them were chosen by using purposive sampling, it will be narrowed as a sample of 2022-2023 academic years. For the students, the researcher takes the classes taught by the teacher i.e teacher A taught XI TKJ 1 then teacher B taught XI TKJ 2. each class has 30 students. The researcher conducted field research method by using observations (video recording and field notes) and Interviews as the research instrument. It revealed that Students Active Learning (SAL) approach is good. There is a correlation between the Students Active Learning approach and classroom management in the teaching English at SMK Nasional Makassar. The learner is the center point in exploratory teaching and learning. The teacher should be proficient in a variety of techniques and teaching methods that must be used when the learning process is carried out, even though the instructions must be clear to prevent students from becoming confused. The process of classroom management of SAL in classroom, teachers divided the lesson into three activities. They are Pre activity, whilst activity and post activity. The activities in whilst activity involves observing, asking, data collection, associating, and networking where whole the activity is done by the students through the guidance of the teacher. Keywords: Students Active Learning (SAL), Classroom Management of SAL
The Effect of Social Media on English Language Learning Study in Indonesian Secondary Education Wulan Nia Umrah; Sukardi Weda; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/rrqz5206

Abstract

Social media has become the most influential media used by society. Social media changes the way people communicate and access information. Although not directly created for educational purposes, social media has attracted the attention of educators, especially in the field of English language learning. Several studies have concluded that social media can be used as a medium in English classes. However, to use social media effectively, it is important to know the influence and effects of social media on students as a reference. Therefore, this study was conducted to explore and determine the effects of social media on Indonesian high school students, the use of social media for English language learning. A total of 30 students from one of the High Schools in North Kolaka were involved in this study. This study uses a qualitative and quantitative approach with a case study design using questionnaires, interviews, and observations as data collection methods. The results showed that students in this study used social media to improve their English. They chose YouTube as the most widely used social media to learn English. Furthermore, some of them also use other social media such as TikTok, Facebook, Instagram. They stated that social media provides a source of English content to practice their English skills, expand their vocabulary and pronunciation. They also stated challenges in using social media for learning, such as internet connection issues, privacy, and inappropriate content. Keywords: Social media, English learning, Indonesian secondary schools, language learning.
Exploring Teachers' and Students' Perceptions of Differentiated Instruction in Merdeka Curriculum EFL Classes Ikhlasul Hamzah; La Sunra; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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: 10.66720/43bvc277

Abstract

Differentiated Instruction (DI) is central to the Merdeka Curriculum's student-centered framework in Indonesia. Despite theoretical support, its practical implementation, particularly in English as a Foreign Language (EFL) classes, remains inconsistent. This qualitative case study investigates both teachers' and students' perceptions of DI in EFL classes at SMK Negeri 4 Makassar. Data were collected through interviews, observations, and documentation, and analyzed using thematic analysis. Findings reveal that teachers possess intuitive but limited understanding of DI, with partial and situational implementation. Institutional support was reported as general and inadequate, and barriers such as large class sizes and lack of resources hinder effective DI application. Students perceived the learning experience as uniform and lacking in differentiation by learning style or interest. Although supportive teacher behavior was noted, DI aspects such as content, process, product, and environment differentiation were not comprehensively applied. The study concludes with recommendations for enhanced training, infrastructure, and strategic planning to better align DI with Merdeka Curriculum goals.
The Use of Cooperative Learning to Enhance Students Engagement in English Classroom Rafika Wulandari; Amirullah Abduh; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/v4z7j067

Abstract

This study investigates the use of cooperative learning to enhance student engagement in the English classroom at SMP Negeri 1 Mare. Using a qualitative case study approach, data were gathered through observations and interviews involving one teacher and ten eighth-grade students. The research explores perceptions and challenges in implementing cooperative learning and seeks strategies for improvement. Findings indicate that both teacher and students perceive cooperative learning as highly beneficial. The teacher integrates strategies such as Think-Pair-Share, role assignments, and reflective questioning to foster active participation and collaborative learning. Students report increased motivation, reduced anxiety, and improved confidence in using English, especially in speaking and vocabulary tasks.However, challenges persist. Unequal participation, time management issues, and occasional group conflicts were observed. The teacher addresses these through structured group roles, frequent feedback, and adaptive support. Students also demonstrate problem-solving by improving communication and collaboration skills. The study concludes that cooperative learning promotes a more interactive, inclusive, and dynamic classroom environment. While implementation challenges remain, strategic adjustments and clear guidance can significantly enhance the effectiveness of cooperative learning. These insights offer practical implications for teachers seeking to optimize engagement in English language instruction through collaborative methods.
Visual Storytelling: Peningkatan Kemampuan Menulis Deskriptif Siswa melalui Proyek Digital Scrapbook 'My Dream Destination' Muh. Hasbi; Fitriyani Bakri; Abdul Halim; Mardiyanah Nasta; Nur Mutmainna Halim; Natalia Putri Toding Bua; Nur Alya Safitri Aniar; Iffah Maulidiya; Ratih Tri Andini; Guslin Rusdin
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 1 (2026): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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

Abstract

Kegiatan workshop Visual Storytelling yang diadakan dalam program English Club di UPT SPF SMP Negeri 1 Makassar bertujuan untuk membantu siswa dalam meningkatkan kemampuan menulis deskriptif melalui proyek digital scrapbook bertema 'My Dream Destination'. Workshop ini dibuat sebagai cara belajar yang berbasis proyek yang menggabungkan keterampilan menulis deskriptif dalam bahasa Inggris dengan kreativitas digital menggunakan aplikasi Canva. Kegiatan ini dilakukan dalam satu hari, yaitu pada Selasa, 28 April 2026, dan melibatkan 21 siswa dari kelas VII dan VIII. Pemateri merupaan gabungan dari tim pengabdi UNM dan tim Asisten Mengajar Mandiri (AjarMI) yang menyampaikan materi dengan cara yang interaktif dan berdasarkan praktik langsung. Setelah menerima penjelasan mengenai materi tentang teksdeskriptif, para siswa diminta untuk membuat digital scrapbook secara individu menggunakan aplikasi atau situs Canva dengan memilih salah satu dari destinasi impian yang paling ingin mereka kunjungi. Di dalam scrapbook harus menambahkan enam komponen yang wajib, yaitu: Nama & Lokasi Destinasi, Gambar/Ilustrasi, Pendapat Pribadi tentang Tempat, Teks Deskriptif, Fakta Menarik tentang Tempat, dan Dekorasi. Hasil dari kegiatan ini menunjukkan adanya peningkatan yang signifikan dalam kemampuan menulis deskriptif siswa serta kreativitas mereka dalam menyajikan konten secara digital. Workshop ini terbukti menjadi model pembelajaran alternatif yang inovatif, menyenangkan, dan sesuai dengan perkembangan era digital.
Storytelling sebagai strategi untuk membangun kepercayaan diri peserta didik dalam program english camp di SMP Negeri 48 Makassar Abd Halim; Nur Mutmainnna Halim; Muhammad Rifqi Syamsuddin; Suci Pole Mappaita; Rizki Fauzi; Lika Syafana Pasya; Najwa Aulia Rahman; Kevin Marcello Ladjiji; Firqa Aqila Noir Darias; Fitra Amelia Nursyam
Jurnal Anugerah Vol 8 No 1 (2026): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/8kyqwc18

Abstract

Kepercayaan diri dalam berbicara Bahasa Inggris merupakan salah satu tantangan yang dihadapi peserta didik SMP, khususnya ketika harus tampil dan berkomunikasi di depan audiensi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendeskripsikan penerapan strategi storytelling dalam program English Camp Vol. 2 sebagai upaya membangun kepercayaan diri peserta didik dalam menggunakan Bahasa Inggris. Kegiatan dilaksanakan pada tanggal 11–12 April 2026 di UPT SPF SMP Negeri 48 Makassar dan diikuti oleh 37 peserta didik dari kelas 7, 8, dan 9 yang dibagi ke dalam beberapa kelompok kecil. Program dirancang melalui tiga kegiatan utama, yaitu penyampaian materi storytelling secara terstruktur yang mencakup struktur narasi, teknik vokal dan intonasi, serta penggunaan ekspresi dan bahasa tubuh; sesi latihan kelompok; dan kompetisi storytelling. Kegiatan dilaksanakan dengan pendekatan Communicative Language Teaching (CLT) dan Experiential Learning. Data diperoleh melalui observasi selama kegiatan berlangsung dan wawancara informal dengan peserta setelah kegiatan. Hasil kegiatan menunjukkan bahwa peserta mampu menerapkan teknik storytelling yang telah dipelajari dalam penampilan kompetisi, menunjukkan keterlibatan aktif dalam sesi latihan, serta berpartisipasi secara antusias dalam berbagai aktivitas berbahasa Inggris. Sistem kelompok yang diterapkan juga mendorong terjadinya peer-learning dan menciptakan lingkungan belajar yang suportif. Temuan ini menunjukkan bahwa storytelling dalam program English Camp dapat menjadi strategi yang potensial untuk mendukung pengembangan kepercayaan diri peserta didik dalam menggunakan Bahasa Inggris secara aktif.
Co-Authors A. Muliati Abduh, Amirullah Adi Isma Alam, A. Nur Amirullah Ammade, Salasiah Andi Anto Patak Anugrah, Indah Asbar Asbar Astri, Zul Dahniar Dahniar Dewi Sartina Dian Fera Pratiwi Efika, Siti Nurul Fatimah Hidayahni Fatimah Hidayahni Amin Firqa Aqila Noir Darias Fitra Amelia Nursyam Fitriani Bakri Fitriyani Bakri Fitriyani Bakri Guslin Rusdin Halim, Nur Mutmainna Ibnumal Ibnu Iffah Maulidiya Ikhlasul Hamzah Kevin Marcello Ladjiji Khairunnisya Ilyas Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra Lika Syafana Pasya Mannahali, Misnah Mardiyanah Nasta Mardiyanah Nasta Masriadi Muftihaturrahmah Burhamzah Muh. Hasbi Muh. Ma'rifatullah Muh. Miftahul Khaer Muh. Tahir Muhammad Ayyub Herianto Ayyub Muhammad Basri Muhammad Rifqi Syamsuddin MUHAMMAD TAUFIK Murni Mahmud Najwa Aulia Rahman Natalia Putri Toding Bua Noni, Nurdin Nur Alya Safitri Aniar Nur Imam imam Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainnna Halim Nuraida Nuraida Nurdin Noni Nurul Anugra Febriyanti Rafika Wulandari Ratih Tri Andini Ratu Amalia Awal Rizal Alamza Amal Rizki Fauzi Rufina Wilda Toding Rukmini Mahmud Sahril Nur Sri Arna Nengsi Suci Arnita Rahim Suci Pole Mappaita Sukardi Weda Syarifuddin Dollah Ulfah Alfiyyah Abu Warsidi Widya Astuti Ridwan Wulan Nia Umrah Yasinta Wulandari Zul Astri Zulkifli Surahmat