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Abdul Halim

Universitas Negeri Makasar

Author-ID : 2489754

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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

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

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

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

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

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

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/anugerah.v8i1.8328

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.

Integrating Digital Learning in English Reading Classes: Experiences of Indonesian Higher Education Lecturers Zul Astri; Nurdin Noni; Abd Halim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 1 (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.v7i1.2239

This study investigates lecturers' experiences implementing digital learning in English reading classes in Indonesian higher education. With the widespread adoption of digital technology, English reading classes that previously relied on printed texts and face-to-face interactions increasingly integrate digital tools to enhance student engagement and comprehension. This research uses a qualitative approach to explore lecturers' experiences adapting their teaching methodologies with digital tools. The purposive sample involves five lecturers teaching English reading classes at Maros Muslim University who have experience with traditional methods and digital learning, particularly during the COVID-19 pandemic. Data were collected through one-on-one interviews, providing rich, detailed accounts of how lecturers integrate digital learning into their teaching practices. Thematic analysis was used to analyze the data, following the methodological framework of Braun & Clarke (2006). This approach involved systematically identifying, analyzing, and reporting patterns (themes) within the data. The findings reveal that lecturers demonstrate high flexibility in using various digital devices such as laptops, smartphones, and tablets to meet different teaching needs. Lecturers also emphasize the importance of the interactive capabilities of digital tools, which can transform passive reading into a more dynamic and engaging experience. However, they also acknowledge the value of traditional learning materials like printed books, which remain important for tasks requiring deep engagement and critical thinking. The study highlights the need to balance digital and traditional learning resources to create inclusive and effective learning environments. The lecturers' experiences adapting to digital tools are crucial for successfully implementing digital learning and improving educational outcomes. This study provides valuable insights into the practical realities of digital learning implementation and strategies to support lecturers in this transition process.

Responses to earlier literature in research article introductions: A rhetorical study in applied linguistics Warsidi Warsidi; Abd Halim; Alfiandy Kamal; Nur Mutmainna Halim; Zifirdaus Adnan; Iskandar Abdul Samad; Andi Muhammad Irawan
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35160

Given that researchers aim to publish in prestigious journals, understanding the rhetorical organization of such publications is crucial. While this topic has been extensively studied, existing research has yet to explore how authors in reputable journals engage with prior literature. To fill this gap, the present study intends to analyze how research article authors respond to other earlier literature in their research article introductions (RAIs) published in reputable international applied linguistics journals. This study aims to achieve two objectives: to find out to what extent responding to other earlier literature is important in RAIs, and to discover what types of response authors employ in their RAIs. To achieve these goals, this study employed combined descriptive qualitative and quantitative approaches for analyzing 40 RAIs published in Q1 journals as data sets in the present study. Then, a new analytical framework was designed to respond to the above objectives. The results indicated that responding to other earlier literature is obligatory in RAIs published in reputable international applied linguistics journals. In responding to other earlier literature, authors employed three types of response: either extending other earlier studies, modifying other earlier studies, or establishing a new method, idea, or knowledge. This study offers theoretical contributions by expanding the understanding of how research article authors engage with prior literature within their RAIs. Its practical implications include guiding researchers on effectively utilizing prior literature to establish their research agenda when publishing in reputable journals.

A Study on Undergraduate EFL Students' Help-Seeking Skills in Doing Their Academic Assignments Hikmah; Sahril Nur; Abd Halim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 2 (2023): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i2.27250

This study investigates the complexities of help-seeking skills, academic achievement, personality traits, and barriers encountered during the process of seeking assistance. The research objectives include examining the correlation between help-seeking skills and academic achievement among undergraduate students majoring in English as a Foreign Language (EFL), exploring the association between help-seeking skills and personality characteristics, and identifying the barriers faced by students when seeking help. The study adopts a descriptive qualitative approach, involving three students in their 14th semester and two students in their 12th semester from the Department of English Literature as participants. Data collection methods include interviews, documentation of GPA scores, and Myers-Briggs Type Indicator (MBTI) assessments. The findings demonstrate that help-seeking skills significantly influence students' GPA scores, personality traits shape individuals' help-seeking behavior, and barriers to seeking help encompass stigma and embarrassment, negative experiences, and a preference for self-reliance.

Co-Authors A. Muliati Abduh, Amirullah Adi Isma Alam, A. Nur Alfiandy Kamal Amirullah Amirullah Abduh Ammade, Salasiah Andi Anto Patak Andi Muhammad Irawan Andi Niftah Anugrah, Indah Asbar Asbar 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 Hikmah Ibnumal Ibnu Iffah Maulidiya Ikhlasul Hamzah Iskandar Iskandar Abdul Samad 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 Hasbi Muhammad Rifqi Syamsuddin MUHAMMAD TAUFIK Murni Mahmud Murni Mahmud Najwa Aulia Rahman Natalia Putri Toding Bua 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 Rahmah Julianti 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 Ulfah Syam Warsidi Widya Astuti Ridwan Wulan Nia Umrah Yasinta Wulandari Zifirdaus Adnan Zul Astri Zul Astri Zulkifli Surahmat

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