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All Journal English Review: Journal of English Education ETERNAL(english, teaching, learning, and Research Journal) Journal of English Education and Teaching (JEET) Indonesian TESOL Journal Journal Peqguruang: Conference Series LETS: Journal of Linguistics and English Teaching Studies Banco: Jurnal Manajemen dan Perbankan Syariah DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Al-Iftah: Journal of Islamic studies and society Archipelago: Jurnal Pengabdian Kepada Masyarakat Iain Ternate Journal of English Language Teaching and Literature (JELITA) Edumaspul: Jurnal Pendidikan
Arqam, Arqam
Institut Agama Islam Negeri Parepare
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers Sunubi, Abdul Haris; Rustam, Utari; Fakhruddin, Zulfah; Arqam, Arqam; Tjalla, Maghdalena; Mustary, Emilia; Afiah, Nur
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers
An Investigation of English Language Teachers’ Attitude toward the Use of Technology in Languange Teaching at SMA 3 Parepare Herni Tri Handayani; Arqam Arqam; Magdahalena Tjalla; Mujahidah Mujahidah; Abdul Haris Sunubi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 3 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i3.794

Abstract

Teachers’ attitudes play a role in shaping the educational environment and influencing student learning outcomes. They encompass their beliefs, values, and behaviors toward their profession, students, colleagues, and the learning process. The research aimed to Investigate English language teachers’ Attitudes toward the Use of Technology in Language Teaching at SMA 3 Parepare. This research used descriptive qualitative research with a study cases approach, there were three English teachers with observe the English language teaching and learning process and the interview process used semistructured interviews and the analysis technique used data reduction, display data, and conclusion. The result of this research was as follows: 1) English language teachers’ attitude toward teaching English focused on instructional method and active interaction with group discussions and multimedia-enhanced lessons proved the contribution to creating a practical English language learning experience for students. 2) English language attitude toward the use of Technology showed a positive attitude toward technology which utilize technological tools such as LCD, computers, and interactive whiteboards to enhance lessons effectively. 3) English language teachers’ implementation toward the use of technology engaging learning experiences by incorporating multimedia resources, project-based learning, and interactive conversations to stimulate student interest and participation while enhancing students’ language skills but also fosters creativity, using technology effectively and create an innovative learning environment at class
Integrating AI in Project-Based Learning for Differentiated English Language Instruction: A Scoping Review Arqam, Arqam; Asrifan, Andi
Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.3.586-608

Abstract

This scoping study examines the integration of Artificial Intelligence (AI) in Project-Based Learning (PBL) for diversified English language training and its benefits, drawbacks, and trends. Arksey and O'Malley's approach and PRISMA-ScR systematically review peer-reviewed articles from the last decade from Google Scholar, Scopus, ERIC, DOAJ, PubMed, and Science Direct. A complete literature search, inclusion-based selection, data extraction, and thematic analysis are used. AI can improve PBL by offering individualized learning, real-time feedback, and immersive learning settings. Intelligent virtual assistants, smart grading systems, and adaptive learning technologies provide personalized instruction that improves learning results and inclusivity. However, the analysis also notes ethical issues connected to data privacy and algorithmic biases and the need for teacher training to use AI in schools effectively. Despite these obstacles, AI in PBL can transform English language instruction by encouraging critical thinking, cooperation, and communication. This scoping review concludes that AI in PBL can transform differentiated English language instruction. To fully realize the benefits of AI-integrated PBL and improve English language learning for all students, research and innovation must continue.
Utilizing Cooperative Integrated Reading and Composition (CIRC) with Mobile Learning to Enhance Students’ Reading Comprehension Maspa, Maspa; Sunubi, Abd. Haris; Arqam, Arqam; Saepudin, Saepudin; Dalle, H. Ambo
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.1890

Abstract

Several phenomena related to students' reading comprehension are observed at SMAN 7 Mimika. Many students struggle to grasp the main ideas of texts and often face challenges in interpreting details and drawing conclusions. Limited vocabulary and a lack of effective reading strategies further hinder their ability to understand complex passages. Research objectives: To analyze the impact of using Cooperative Integrated Reading and Composition (CIRC) with Mobile Learning on students' reading comprehension. To identify the challenges encountered by students when applying CIRC with Mobile Learning in reading activities. The research employed mixed-methods approach. The classical approach to categorize mixed methods designs organizes them into two major categories, sequential and concurrent. The number of sample was 19 students of 64 students. The result of research shows the frequency and percentage of students' pre-test of 19 students. As explained, the highest of students classification in students pre-test was in poor classification with 84,2% or as many 16 students. The results of the study demonstrated a significant enhancement in the students' comprehension of written texts following the implementation of the treatment. future studies may investigate long-term impacts of CIRC with mobile learning, compare with other strategies, explore student motivation, examine teacher training, and apply mixed-method approaches for deeper insights.
The Implementation of Group Predict O-gram Strategy to Improve the Students' Reading Comprehension of SMA Negeri 8 Pinrang Erwin Salam; Abdul Haris Sunubi; Maghdahalena Tjalla; Arqam Arqam; Zulfah Zulfah
Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i1.2982

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pemahaman membaca siswa sebelum dan sesudah proses pembelajaran dengan menerapkan Strategi Kelompok Prediksi O-gram. Penelitian ini menggunakan desain pre-eksperimental dengan pemberian pre-test dan post-test dalam satu kelompok. Populasi penelitian ini adalah kelas XI IPA 1 SMA Negeri 8 Pinrang. Terdapat 17 siswa yang menjadi sampel. Sampel ditentukan dengan menggunakan teknik purposive sampling. Data menunjukkan bahwa skor rata-rata pada post-test adalah 75,88, lebih besar dari skor rata-rata pada pre-test yakni 52,35. Data juga menunjukkan bahwa nilai t-test lebih besar dari nilai t-tabel (7,35≥4,49). Dengan demikian, dapat disimpulkan bahwa Strategi Kelompok Prediksi O-gram mampu meningkatkan pemahaman membaca siswa. Selain itu, respon siswa terhadap penggunaan strategi ini adalah sangat positif. Respon siswa berdasarkan data kuesioner adalah 92.70% dan dikategorikan sangat positif. Kata Kunci: Pemahaman membaca, Kelompok Prediksi O-gram Abstract The purpose of this research was to find out the students' reading comprehension before and after the learning process by implementing the Group Predict O-gram Strategy. The design of this research was pre-experimental in one-group pre-test post-test design. The research population was class XI IPA 1 of SMA Negeri 8 Pinrang. There were 17 students became the sample. The sample was determined by using the purposive sampling technique. The data showed that the mean score of post-test was 75.88, which was greater than the mean score of pre-test was 52.35. The data indicated that the t-test value was greater than the t-table value (7.35≥4.49). Thus, it can be concluded that the Group Predict O-gram Strategy was able to improve the students' reading comprehension. In addition, the student's response to the use of this strategy was very positive. The student’ response through the questionnaire data was 92.70%, and it was categorized as strongly positive. Keywords: Reading Comprehension, Group Predict O-gram Strategy
Teachers’ and students’ perception toward the use of Google Form as English Language Test Media in SMAN 5 SIDRAP Nurfadillah Nurfadillah; Zulfah Fakhruddin; Maghdahalena Tjalla; Abdul Haris Sunubi; Arqam Arqam
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i2.4587

Abstract

This research aimed to find out teachers’ and students’ perceptions toward using Google form as test media in SMAN 5 SIDRAP. This research used descriptive quantitative, the researcher collected the data by using a questionnaire, the total sample was 3 English teachers and 133 students of SMAN 5 SIDRAP, determined by using purposive sampling. The results showed that (1) Overall the results of the teacher's response showed that 87% of the teacher's responses were in the easy category. On the preparation, implementation, and evaluation indicators, all items fall into the easy and neutral category. Most teachers have a positive perception of the use of the Google form as an English language test media. (2) The results of the overall student responses to the 15 items show that 71% of student responses are in the easy category. In the preparation, implementation, and evaluation indicators, most students positively respond to the use of Google form as an English language test media.
Analysis of Character Education in English Textbook for Senior High School Students in Sidrap Regency Nursamsi Nursamsi; Zulfah Zulfah; Abdul Haris sunubi; Arqam Arqam; Muzdalifah Muzdalifah
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.6350

Abstract

This research aims to describe the character education values in English Textbooks for the first, second, and third-grade senior high school students in Sidrap Regency. This research is a content analysis using the descriptive-qualitative approach. Data collection used the documentation technique to collect data from the English textbook published by the Ministry of Education and Culture (KEMENDIKBUD). The data analysis procedures used the data analysis model by Ary (2010), including the data organizing stage, data coding stage, and data interpreting stage. The result shows that the English textbook for the first-grade senior high school covers all 18 character education values; the English textbook for the second-grade senior high school encompasses 15 of 18 character values. Meanwhile, the values of independence, appreciation, and nationalism were not found in this textbook. The English textbook for third-grade senior high school contains 15 of 18 character values. Meanwhile, the values of tolerance, democracy, and patriotism were not found in this English textbook.
Using Artificial Intelligence NLP Model To Improve EFL Highschool Students’ English Speaking Ability Irsan Suandi Idrus; Arqam Arqam; Magdahalena Tjalla; Abdul Haris Sunubi; Ambo Dalle
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i2.1732

Abstract

The study focused on improving students’ speaking skills through the use of AI-based Natural Language Processing (NLP) tools. The main goals are to find and analyze the using Artificial Intelligence NLP models in improving English speaking ability among students at MAN 2 Parepare, and to know and analyze what factors influence the success of using Artificial Intelligence NLP models in enhancing the English-speaking ability of EFL students at MAN 2 Parepare. This study applied a descriptive quantitative method, collecting data from 34 students using observation, oral tests, and questionnaires. The oral tests evaluated fluency, pronunciation, accuracy, and content, while the questionnaire—based on the Technology Acceptance Model (TAM)—measured students’ perceptions of the tool’s usefulness and ease of use. The results showed three main findings. First, the use of AI NLP models like Google Assistant offered personalized and interactive speaking practice, which helped improve students’ speaking performance. Second, there was a significant difference between pre-test and post-test results, with the t-test score (2,316) being higher than the t-table value (1,697), showing the positive impact of the AI tool. Third, two key factors supported the success of this approach: 74,19% of students considered the AI tool “very useful,” and 70,97% found it “very easy to use.” These factors contributed to increased motivation and active participation in speaking activities.
Utilizing Sandy AI to Enhance English Language Teachers’ Speaking Instructional Skills In MGMP Madrasah Aliyah Under The Ministry of Religious in Soppeng Regency Guntur Bratama; Arqam Arqam; Magdahalena Tjalla; Zulfah Zulfah; Ambo Dalle
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i2.1748

Abstract

The integration of artificial intelligence (AI) in language education offers a promising pathway to enhance teacher competence, particularly in speaking instruction. Despite its potential, some English teachers in the MGMP (Musyawarah Guru Mata Pelajaran) Madrasah Aliyah under the Ministry of Religious Affairs in Soppeng Regency continue to face difficulties in effectively utilizing AI tools and delivering CEFR B1-level speaking materials, particularly expressions of suggestion and offering help. This study aimed to analyze the effectiveness of Sandy AI in improving teachers’ speaking instructional skills and to explore the integration of AI within professional development programs. Employing a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, the research was conducted over two cycles and involved ten English teachers. Each cycle followed the stages of planning, acting, observing, and reflecting. In Cycle 1, teachers received initial training on Sandy AI and lesson development using the Problem-Based Learning (PBL) method. Following the first cycle, additional interventions were implemented in Cycle 2, including targeted CEFR B1 training, peer mentoring by high-performing teachers, and workshops on AI troubleshooting. Data collection was conducted through structured observation using a rubric that assessed instructional clarity, AI usage, CEFR explanation, and student engagement. The results demonstrated significant improvement in teacher performance, with a 32% increase in average scores and 90% of participants achieving the success criteria by Cycle 2. Teachers showed enhanced confidence, clearer instructional delivery, and more interactive use of Sandy AI in the classroom. The findings indicate that Sandy AI is an effective and practical tool to improve speaking instruction when supported by a structured, iterative professional development framework. This model is particularly applicable to religious-based educational contexts seeking to modernize language teaching through AI integration.
Enhancing Pedagogic Compotence of EFL Teachers In Pinrang Regency by in Service Training Nurjannah Nurjannah; Magdahalena Tjalla; Arqam Arqam; Ambo Dalle; Mujahidah Mujahidah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1789

Abstract

This study aims to enhance the pedagogical competence of English as a Foreign Language (EFL) teachers through in-service training in Pinrang Regency. Pedagogical competence is a key component of teaching quality, encompassing the understanding of student characteristics, curriculum development, instructional delivery, and learning assessment. The research employed a mixed-method approach using a convergent parallel design, collecting both quantitative and qualitative data simultaneously. Quantitative data were obtained through pre-tests and post-tests using pedagogical knowledge assessments, while qualitative data were gathered via semi-structured interviews with six EFL teachers. The findings indicate that in-service training significantly improved teachers’ pedagogical competence, as evidenced by the increase in pre-test and post-test scores. Most participants reported that the training enhanced their understanding of learning theories, enabled them to design more effective teaching strategies, and increased their confidence in classroom management. However, some challenges were identified in the practical implementation of the training content, particularly due to limited institutional support. This study highlights the importance of sustained, context-specific teacher development programs that are supported by responsive educational policies. The results are expected to serve as a reference for improving teacher training strategies, especially in under-resourced educational settings.
Co-Authors Abdul Hamid Abdul Haris Sunubi Abdul Haris Sunubi Ambo Dalle Anugrah Perdana Asrifan, Andi Dalle, H. Ambo Erwin Salam Fakhruddin, Zulfah Guntur Bratama Hariyanti, Niarmi Herni Tri Handayani Irma Maming Irsan Suandi Idrus Magdahalena Tjalla Magdahalena Tjalla Maghdahalena Tjalla Mahyuddin Mahyuddin Marlina Syamsir Maspa, Maspa Muhammad Firmansyah JN Mujahidah Mujahidah Mujahidah Mujahidah Mustary, Emilia Muzdalifah Muzdalifah Nur Afiah, Nur Nurfadillah Nurfadillah Nurhakki, Nurhakki Nurjannah Nurjannah Nurkidam, A. Nursamsi Nursamsi Pikahulan, Rustam M. Pradana, Syafa’at Anugrah Rustam, Utari Saepudin Saepudin Shah, Jalihah Md Syahriyah Semaun, Syahriyah Tjalla, Maghdahalena Tjalla, Maghdalena Umaima Umaima Uswatun Hasanah Zulfah Zulfah Fakhruddin zulfah fakhruddin Zulfah Zulfah Zulfah Zulfah Zyahratul Wilda