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Abdul Halim

Universitas Negeri Makasar

Author-ID : 2489754

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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Enhancing Students’ Literacy Through Intellectual Diary: A Classroom Approach Muh. Hasbi; Fitriyani Bakri; Abdul Halim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 1 (2025): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i1.43364

In higher education context, many students encounter considerable difficulties in improving their literacy skills, which limits their ability to fully engage with course material and reach their academic potential. This study aims to explore how the use of intellectual diaries have significant influence in enhancing the literacy skills of university students enrolled in an English prose course. This study employed a qualitative research design with a case study approach focusing on in-depth examination of a single class of students in their natural classroom setting. The participants in this study were 34 undergraduate students enrolled in an English prose course at a state university located in Makassar city, Indonesia. Data were collected through three primary instruments: intellectual diaries, semi-structured interviews, and classroom observations. Data analysis was conducted using thematic analysis with six steps implementation stages. The findings revealed four key themes in dealing with students’ intellectual diary: enhanced critical thinking, improved reading comprehension and analytical abilities, increased self-reflection and metacognitive awareness, and greater engagement with course material. These findings suggest that intellectual diaries can be a valuable tool for promoting literacy development in higher education. The study's findings contribute to the existing body of knowledge on literacy education by providing empirical evidence of the benefits of intellectual diaries in an English prose course context.

Fostering Self-Awareness and Self-Regulation in English Speaking Skills through Metacognitive Strategies: A Qualitative Perspective Ulfah Syam; Iskandar; Abdul Halim
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.2051

This study investigates how metacognitive strategies foster self-awareness and self-regulation in English speaking among university students. Employing a qualitative research design, data were collected through classroom observations and semi-structured interviews with English language students to explore their experiences using planning, monitoring, and evaluating strategies to develop speaking skills. Findings show that applying metacognitive strategies enables students to effectively plan speech content, monitor language use in real-time, and reflect on performance for continuous improvement. Students reported increased confidence, clearer expression of ideas, and a heightened ability to identify personal strengths and weaknesses in speaking. Additionally, the study highlights the crucial role of guided instruction and supportive feedback from lecturers in enhancing learners’ metacognitive awareness and promoting autonomous learning behaviors. These results suggest that metacognitive strategy instruction serves as a powerful pedagogical tool for improving speaking proficiency and learner autonomy, underscoring its importance in English language education at the tertiary level.

Signifying Resistance: A Semiotic Analysis of Patriarchal Culture and Female Agency in Khaled Hosseini's A Thousand Splendid Suns Andi Niftah; Abd Halim; Muhammad Hasbi
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2539

Patriarchal culture remains a persistent social issue and is frequently represented in literary works as a system that shapes women’s identities, experiences, and social positions. This study aims to examine how patriarchal culture is represented in Khaled Hosseini’s A Thousand Splendid Suns through Roland Barthes’ semiotic framework. Employing a qualitative textual analysis design, the study uses the novel as its primary data source. The data consist of dialogues, narrative descriptions, and character interactions depicting patriarchal practices, which were collected through close reading, systematic note-taking, and textual categorization. Data were analyzed at three levels of signification denotation, connotation, and myth to uncover both explicit and ideological meanings embedded in the text. The findings reveal that patriarchal culture is constructed through four interconnected domains: household, sexuality, violence, and cultural institutions. At the denotative level, these domains depict women’s exclusion from decision-making, control over female sexuality, domestic abuse, and educational restrictions. At the connotative level, they signify unequal gender relations that privilege male authority and female subordination. At the mythical level, the novel naturalizes cultural beliefs that legitimize male dominance, female obedience, son preference, and the normalization of women’s suffering. The study concludes that A Thousand Splendid Suns represents patriarchy as a socially and ideologically constructed system sustained through interconnected cultural myths. By applying Barthes’ semiotic framework, the study demonstrates how the novel simultaneously exposes and critiques the ideological mechanisms that perpetuate gender inequality.

Utilizing TPACK Framework in English Language Instruction for High School Students Rufina Wilda Toding; Abd Halim; Amirullah Abduh; Murni Mahmud; Nur Mutmainna Halim; Rahmah Julianti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3638

This century's learning advancement relies on different information technology mediums. Thus, educators must improve their ICT skills to improve learning and academic performance. There are two main goals of this study: 1) to find out how TPACK is used to teach and learn English in high school; and 2) to find out what problems English teachers run into when they try to use TPACK. The type of study being done is qualitative. Interviews, documentation, and observation were some of the methods used to gather information for this study. This study looks at 34 kids from XII IPA and one English teacher. English teachers' TPACK knowledge comes from how well technology fits with their teaching methods and English subject knowledge. Technology lets the teacher apply several instructional strategies for several learning environments. According to the Merdeka Curriculum, technology allows SMA 13 Makassar students to learn at their own pace and according to their choices. The English teacher utilized Quizizz or Google Classroom to handle assignments and provide timely feedback. Network service variability affects student engagement and learning equity. SMA 13 Makassar students may need help with coursework, internet forums, and extracurricular resources. While TPACK-based teaching depends on online resources, unreliable network connectivity limits availability. English teachers needing digital libraries, web-based platforms, or multimedia materials need consistent internet access. Unreliable access to these tools can interfere with courses requiring live quizzes, direct assessments, or online group projects to help students grasp complex English literature.

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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