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All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL Klasikal: Journal of Education, Language Teaching and Science English Language Teaching Methodology (ELTM)
Ismail Sangkala
Universitas Muhammadiyah Makassar
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ACTIVATING STUDENTS’ INTEREST THROUGH WONDERSHARE QUIZ CREATOR SOFTWARE IN READING COMPREHENSION Ismail Sangkala; Baso Jabu; Andi Muliati
ELT Worldwide: Journal of English Language Teaching Vol 6, No 1 (2019)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (880.51 KB) | DOI: 10.26858/eltww.v6i1.8589

Abstract

This research aimed at finding out whether or not the use of “Wondershare QuizCreator Software” activates the students’ interest in reading comprehension of theEnglish Education Program, Faculty of Teacher Training and Education,Muhammadiyah University of Makassar, Indonesia. In academic Year 2012/2013,based on investigating students’ interest in learning of reading comprehensionthrough Wondershare Quiz Creator Software. The research employed the trueexperimental method. This research assigned two groups namely experimentalgroup and control group. Each group consisted of 45 students. The sample waschosen by applying cluster random sampling technique. The researcher used thequestionnaire was given to the students to cover the statements about the students’ interest in the implementation of software in reading comprehension. The data obtained through Likert Scale, it was analyzed by using descriptive and inferential statistics through SPSS 16.0 version. In conducting the research, the researcher applied the “Wondershare Quiz Creator Software” and the result showed that there was students’ interest at the experimental group after applying the software. It was proven by the result of descriptive and inferential statistics in questioning the students’ statements in the posttest. Based on the result of the questionnaire engaged to the experimental group, the interest of the students was dominantly classified as very high interest. There were 12 (27%) of them classified as high interest and 33 students dominated 73 % as very high interest. The students in the experimental group generally agree with the implementation of the software because they had confidence and felt more enthusiastic with the mean score is 86.53, which was categorized as interesting.
INFORMATION TRANSFER TECHNIQUE IN TEACHING WRITING Ummi Khaerati Syam; Ismail Sangkala
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 3, No 1 (2014): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.427 KB) | DOI: 10.26618/exposure.v3i1.800

Abstract

Writing is one of the language skills that plays important role in human communication. It is used to communicate with other people in society and also to express our opinion in writing form. The teaching of writing requires the students to write accurately. Have a good competence in English does not only mean to be fluent speakers of the language, as many people have in mind but in writing as well; a lot of varieties of occupations require skilled people in English both in speaking and writing. There are some factors that influence the students’ ability to write; they are the vocabulary, the interesting topics were given the interest of students in learning writing such as picture, map, graphic, etc and the time to teach writing in English course or inappropriate technique. Among these factors, technique is an important factor that should be given a special attention because by applying a good technique, the students can improve their ability to organize their ideas into a good writing. This research is intended to find out the improvement of the students’ writing ability by using Information Transfer Technique at first semester students’ of Muhammadiyah University of Makassar. The method will use a Pre-Experimental research with the one group pretest and posttest design. The sample is only one class that consisted of 40 students which were selected by using Purposive sampling technique. The data were obtained through writing test.
THE INFLUENCE OF TOP-DOWN STRATEGY (TDS) ON STUDENTS’ READING COMPREHENSION Dwi Darsa Prasetyo; Ummi Khaerati Syam; Saiful Saiful; Ismail Sangkala
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 1 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (773.581 KB) | DOI: 10.26618/exposure.v7i1.1346

Abstract

This research aimed to find out the influence of Top-Down Strategy (TDS) on students reading comprehension that focus on level of literal and interpretative of comprehension. The researcher applied pre-experimental method with one group pre-test and post-test. The sample of this research was class XI MIA 2 of SMA Negeri 10 GOWA which consisted of 30 students. The sample was taken by using purposive sampling method. The result of the research were the mean score of pretest in Literal (main Idea) score of pretest was 58.6 and post-test was 86.56. In sequence of detail the score of pretest was 56.4 and post-test was 92.6 with t-test value Literal is greater than t-table (13.26 2.45). Mean score of intrepretative in pretest was 63.63 and post-test was 82 with the t-test value is greater that t-table (8.34 2.45). The result of calculating t-test of the indicators in the students’-test (Literal and Interpretative) was greater than t-table 21.60 2.45. it means that there was significance different between before and after giving the treatment. Based on explanation above we concluded that using Top-Down Strategy is influence and improve students reading comprehension especially in literal and interpretative levels.
USING PICTURE MEDIA TO ENHANCE WRITING ABILITY IN PROCEDURE TEXT Mewa Ameliah; Ummi Khaerati Syam; Nunung Anugerawati; Ismail Sangkala; Nurdevi Bte Abduh
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 1 (2019): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v8i1.2072

Abstract

The use of procedure text is described how something is accomplished through a sequence of actions or steps. Students can find procedure texts in game rules, cooking recipes, and using ATM machines. It is helpful for the students in learning procedure in writing. This research aimed at finding out the improvement of students’ writing ability in procedure text by using picture media at the Eleventh Grade of SMA Negeri 2 Takalar. It employed Classroom Action research. This research consisted of two cycles. One cycle had been conducted, wherein cycle consisted of four meetings. It employed the writing test as an instrument. A number of subjects of the research were 33 students in class eleventh conducted with 24 women and 9 men. The results of the student's writing test in the cycle I had good scores. In the cycle I, the students’ achievement of content was 7.77. In the other hand the students’ achievement of organization in cycle I was 7.5. From the findings indicated that the students’ achievement in writing ability in cycle 1 reached the standard target achievement KKM 7.5. From these findings, the researcher concluded that by using Picture Media could improve the students’ writing ability in procedure text at the eleventh grade of SMA Negeri 2 Takalar.
Improving the Vocabulary of the Students by Using Duolingo Application at the Second Grade of SMP Negeri 1 Kelara Megawati; Radiah Hamid; Ismail Sangkala
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.176

Abstract

 This research aims to find out whether Duolingo Application can improve the vocabulary of the students especially in verb (transitive and intransitive verbs) in Second Grade of SMP Negeri 1 Kelara. The researcher applied Pre-Experimental Method by using one group pre-test and post-test design and collected data by giving pre-test and post-test. The sample for this research was Class VIII.3 of SMP Negeri 1 Kelara  that consisted of 18 students. The sample was taken by using Purposive Sampling Technique and the data was analyzed by using IBM SPSS statistics version 26. Based on the research findings, the improvement of students' vocabulary by using the Duolingo Application in second grade of SMP Negeri 1 Kelara was good, because before using the Duolingo application the average score of students was 27.22, but after the students used the Duolingo application, the average score of students increased to 76.78. This significant improvement occurred because the Duolingo Application gave a good effect in teaching vocabulary. The Duolingo Application can make student learning more enjoyable because Duolingo can help students easily acquire new words with interesting picture features to understand the meaning of words. This makes students more active and enthusiastic in improving vocabulary. Therefore, based on these results, it is recommended to use the Duolingo Application in improving students' vocabulary especially in verbs.
THE PARADOX OF CONVENIENCE: ANALYZING SHARIA ECONOMIC LAW STUDENTS' CRITICAL VERIFICATION OF AI-GENERATED LEGAL ENGLISH DRAFTS Ismail Sangkala; Mallombasi Mallombasi; Sulkifli Sulkifli; Suleymanova Nargiza Mardonovna
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1885

Abstract

The rapid integration of Generative AI, such as ChatGPT, into English for Specific Purposes (ESP) has revolutionized language learning by providing unprecedented syntactic support. However, in highly specialized and sensitive domains like Sharia Economic Law (HES), this technological assistance poses critical risks. This study investigates the "Paradox of Convenience" by exploring how HES students critically verify AI-generated Legal English drafts. Employing a mixed-methods descriptive case study design, data were collected from 33 Indonesian undergraduate HES students through surveys and a practical Ijarah contract error-detection scenario. The findings reveal a profound reliance on AI for syntactic structuring, with 84.8% of students utilizing it to overcome second language barriers. Crucially, the study identifies a dangerous "Fluency Bias": 36.4% of participants consciously accepted the strictly prohibited usurious term "Interest"—over the Sharia-compliant "Profit"—simply because the AI's output appeared grammatically superior. Furthermore, 42.4% of students failed to detect deliberate liability errors in the contract scenario. These results empirically demonstrate that AI's linguistic perfection creates an "illusion of absolute authority," causing students to bypass the essential productive cognitive struggle and develop epistemic dependence. The study concludes that while AI facilitates the mechanical aspects of legal drafting, it severely threatens students' conceptual integrity and professional skepticism. To mitigate these risks, higher education ESP pedagogy must urgently evolve to integrate domain-specific AI literacy and critical error-detection tasks into the curriculum.
EQUAL OUTCOMES IN EFL WRITING: A COMPARATIVE STUDY OF ETHICAL AI SCAFFOLDING VERSUS HUMAN-CENTRIC COLLABORATIVE PEDAGOGY Andi Nur Alfiah Insani Amin; Ismail Sangkala; St. Asmayanti AM
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1883

Abstract

Using Generative AI in English language writing classes has sparked major concerns about academic honesty, since students often rely on it to write their papers for them. This quasi-experimental study compares the learning outcomes of 50 eleventh-grade students using ethically-regulated DeepSeek AI scaffolding (n=26) against those engaged in conventional peer collaboration (n=24). Guided by a Prompt Guidebook, the AI group utilized DeepSeek solely for brainstorming, vocabulary, and grammar, while the control group participated in Padlet-based discussions and peer review. Pre-test and post-test writing scores were analyzed using Wilcoxon and Mann-Whitney U tests. Results reveal that both instructional approaches yielded significant within-group improvements (p=0.000). Critically, between-group comparison showed no statistically significant difference in writing achievement (Mann-Whitney U = 295.500, p=0.748). This parity challenges the narrative of AI superiority, demonstrating that ethically-guided AI use produces outcomes equivalent to well-structured human collaboration. These findings constitute a pedagogical breakthrough: they affirm the resilience of teacher-led pedagogy, prove that AI can support learning without replacing cognitive effort, and underscore the imperative of ethical frameworks to preserve students' intellectual agency in AI-enhanced classrooms.
Co-Authors Andi Muliati Andi Nur Alfiah Insani Amin Baso Jabu, Baso Dwi Darsa Prasetyo Mallombasi Mallombasi Megawati Mewa Ameliah Nunung Anugerawati Nurdevi Bte Abduh Radiah Hamid Saiful Saiful St. Asmayanti AM Suleymanova Nargiza Mardonovna Sulkifli Sulkifli Ummi Khaerati Syam Ummi Khaerati Syam