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All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) Journal of English Education and Teaching (JEET) Indonesian TESOL Journal International Journal of English Education and Linguistics (IJoEEL) International Journal of Health, Economics, and Social Sciences (IJHESS) Journal Peqguruang: Conference Series Jurnal Kolaboratif Sains 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 Lughawiyaat Al-Iftah: Journal of Islamic studies and society Pulchra Lingua Archipelago: Jurnal Pengabdian Kepada Masyarakat Iain Ternate Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Arqam, Arqam
Institut Agama Islam Negeri Parepare
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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The Effectiveness of Scaffolding Strategy to Increase Students’ Reading Comprehension at Elementary School UPTD SDN 14 Parepare Darmawati, Darmawati; Mujahidah, Mujahidah; Sunubi, Abdul Haris; Dalle, Ambo; Arqam, Arqam
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1173

Abstract

This study examined the effectiveness of scaffolding strategies in improving reading comprehension among 30 fifth-grade students at UPTD SDN 14 Parepare, utilizing classroom action research based on the Kemmis and McTaggart model across two iterative cycles spanning three months. Data were gathered through pre- and post-cycle reading tests evaluating literal, inferential, and critical comprehension skills, supplemented by structured observations of instructional delivery and student participation. In Cycle 1, the average comprehension score was 67.89, with only 40% of students meeting the minimum mastery criterion of 70, while engagement averaged 79.70%. Following refinements such as enhanced peer collaboration and visual aids, Cycle 2 yielded a mean score of 87.53, achieving 100% mastery and 86.37% active engagement. These findings underscore scaffolding's role in providing graduated support to bridge proficiency gaps, promoting learner autonomy in main idea identification, vocabulary application, and inferential reasoning. Grounded in sociocultural theory, the strategy fosters equitable literacy development in elementary English settings and equips educators with practical tools to enhance teaching efficacy. Ethical considerations were upheld by obtaining informed consent from parents and school authorities while ensuring participant anonymity and voluntary involvement throughout the research process. Future studies may explore digital integrations to expand applicability.
Students’ Self-Efficacy in Learning English: A Case Study of Seventh-Grade Students at Mts Putri DDI Mangkoso M, Ulfah Hani; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla, Magdahalena; Dalle, Ambo
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1221

Abstract

This study examines the impact of students’ self-efficacy on their performance in classroom English learning and identifies factors influencing the self-efficacy of seventh-grade students at MTs Putri DDI Mangkoso. Employing a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation involving seven purposively selected students. Data were analysed using an interactive model consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that self-efficacy positively influences English learning performance; students with higher self-efficacy achieved better scores and demonstrated more active participation. Mastery experiences emerged as the strongest source of self-efficacy, followed by vicarious experiences through peer observation, verbal persuasion from teachers and peers, and physiological or emotional states such as speaking anxiety. Key challenges included fear of negative evaluation, limited English exposure beyond the classroom, and restricted access to authentic practice within the boarding school context. Strengthening self-efficacy through gradual success experiences, supportive classroom environments, constructive feedback, and emotional regulation is essential to enhance students’ motivation and performance. This study offers in-depth qualitative insights and practical implications for teachers and school administrators.
Utilizing QuillBot Application to Enhance Students Descriptive Text Writing Ability Muchtar, Rizqi Maulida; Mujahidah, Mujahidah; Sunubi, Abdul Haris; Arqam, Arqam; Dalle, H. Ambo
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12967

Abstract

This study examined the effectiveness of the QuillBot application in enhancing students’ ability to write descriptive texts. Many students struggle with developing their writing skills, particularly in structuring descriptive texts. To address this challenge, technology integration was applied through QuillBot. The research employed a quasi-experimental design involving two groups: an experimental class and a control class. The population consisted of 22 students, with 11 students from the 2024 class (semester 2) as the experimental group and 11 students from the 2023 class (semester 4) as the control group. Data were collected using pre-tests and post-tests. The results revealed that both groups initially had low writing ability, with no significant difference between them (Sig. 0.165 > 0.05). After treatment, the experimental group demonstrated significant improvement (Sig. 0.000 < 0.05), with 64% of students achieving “Average” and 36% “Good.” In contrast, the control group showed no substantial progress, with most students remaining at “Poor” or “Very Poor” levels. Further statistical analyses, including the Mann-Whitney U test, confirmed the effectiveness of QuillBot in improving writing performance. The findings suggest that QuillBot provides a valuable tool for enhancing descriptive text writing compared to conventional methods.
Cognitive Strategies and Vocabulary Retention in Islamic Boarding School EFL Contexts Miftahul Rahma; Magdahalena Tjalla; Arqam; Abdul Haris Sunubi; Ambo Dalle
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5687

Abstract

This study investigates the effect of cognitive learning strategies on vocabulary retention and retrieval among EFL learners in an Islamic boarding school context. While previous studies have explored cognitive strategies in general EFL settings, limited research has specifically examined their combined effects on both vocabulary retention and retrieval within Islamic boarding school contexts. The research addressed two main questions: to what extent cognitive learning strategies influence students’ vocabulary retention and how these strategies affect vocabulary retrieval. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach. The participants consisted of 30 third-grade students at Pendidikan Diniyah Formal Ulya Putri Sengkang. Data were collected using a structured vocabulary test measuring both retention (recognition and recall) and retrieval (productive use). The data were analyzed using descriptive statistics and paired sample t-tests to determine the significance of improvement. The findings showed a substantial increase in both vocabulary retention and retrieval scores, with the mean retention score improving from 29.47 to 42.83 and retrieval from 25.43 to 42.10. The results also indicated that retention gains were slightly more consistent than retrieval improvements, although both were statistically significant (p < 0.05). These findings suggest that cognitive learning strategies effectively enhance both the storage and active use of vocabulary. The study contributes to cognitive learning theory by reinforcing the role of encoding, storage, and retrieval processes, and offers practical implications for integrating structured cognitive strategies into EFL instruction to improve vocabulary learning outcomes.
Improving Grammar and Vocabulary through WAYGROUND: A Quasi-Experimental Study Nurfitrah Nurfitrah; Ambo Dalle; Abdul Haris Sunubi; Arqam Arqam; Magdahalena Tjalla
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13915

Abstract

Grammar and vocabulary are fundamental components of English proficiency, as they underpin learners’ ability to comprehend and produce meaningful language across all skills. However, despite their importance, classroom practices, particularly in junior high schools, often rely on conventional assessment methods that provide limited engagement and delayed feedback, resulting in suboptimal learning outcomes. Although previous studies have highlighted the potential of gamified digital platforms such as Wayground to increase student motivation, empirical evidence measuring their direct impact on grammar and vocabulary achievement remains limited, especially in Indonesian secondary education contexts. This study aimed to examine the effectiveness of the Wayground application in improving students’ grammar and vocabulary mastery. Employing a quasi-experimental design with a non-equivalent control group, the study involved eighth-grade students at MTs DDI Baru Polman, divided into an experimental group taught using Wayground and a control group taught through conventional methods. Data were collected through pretests and post-tests and analyzed using the Mann–Whitney U test due to non-normal data distribution. The findings revealed a statistically significant difference between the two groups, with the experimental group achieving higher post-test scores (M = 77.44) than the control group (M = 65.12), and a moderate effect size (r = 0.352). These results indicate that Wayground is more effective than traditional instruction in enhancing students’ grammar and vocabulary achievement. Therefore, Wayground can be considered a viable digital assessment tool to support grammar and vocabulary learning in junior high school English classrooms.
The Implementing of Gamification in EFL Classroom at MA Baytul Mukarramah Bone (Critical Analysis on Student Academic Achievement) Ahmad Jafar; Ambo Dalle; Arqam; Abdul Haris Sunubi; Mujahidah
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 1: January 2025 - International Journal of Health, Economics, and Social Sciences (IJHESS
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i1.5747

Abstract

This research examines the impact of implementing gamification in learning English as a Foreign Language (EFL) at MA Baytul Mukarramah Bone. This research aims to answer the main research question regarding the effect of using wordwall gamification on student learning achievement. This research uses a qualitative approach with data collection methods through observation and interviews. Data analysis was carried out qualitatively with stages of data collection, data reduction, data presentation, and verification and conclusions. Data was obtained through observations of English teachers and interviews with students X MA Baytul Mukarramah Bone students. The research results showed that the application of wordwall.net gamification to class X MA Baytul Mukarramah Bone students was proven to be able to improve their learning achievement. This is evidenced by an increase in average exam scores and active participation of students in learning. This finding is also strengthened by the positive responses of students who show high interest in using wordwall gamification in English learning. This research provides evidence that wordwall gamification can be an effective learning strategy to improve EFL students' learning achievement at MA Baytul Mukarramah Bone. It is hoped that these findings can contribute to the development of English learning practices that are more interesting and meaningful for students.
Teachers' Creativity in EFL Teaching Classroom of Vocational High Schools at Barru Regency Rahmania Ningsih; Haris Sunubi; Zulfah; Arqam; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 2: April 2025 - International Journal of Health, Economics, and Social Sciences (IJHESS)
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i2.5812

Abstract

Creativity is crucial for teachers, particularly in teaching English as a foreign language (EFL) in vocational schools. In vocational schools, teacher creativity is essential to creating engaging and relevant learning environments, motivating students, and preparing them for professional challenges. This research aims to describe teacher creativity in teaching English at vocational schools in Barru. A descriptive qualitative research design was used, employing interviews and documentation as research instruments. The subjects were five teachers from three vocational schools at Barru Regency. Data processing included data reduction, data display, verification, and conclusion drawing. The results showed that EFL teachers in Barru's vocational schools demonstrate varied creativity by adapting lesson plans to meet curriculum standards and incorporating innovative methods like collaborative learning and community projects. A student-centered approach leverages diverse media and technology to enhance engagement and cater to different learning styles. Effective classroom management and a deep understanding of students' needs further support creative strategies. Methods are continuously reflected upon and adjusted based on student feedback, addressing challenges through collaboration and ongoing professional development. The creative use of technology and the development of unique teaching materials, such as Reading Journals, Weekly News Journals, Digital Storytelling, and collaborative projects, highlight a dedication to providing engaging and relevant learning experiences
The Implementation of Quizizz Paper Mode to Improve Vocabulary Mastery at SD Negeri 52 Pinrang Besse Ummi Kalsum; Arqam; Abdul Haris Sunubi; Mujahidah; Magdahalena
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 4: Oktober 2025 - International Journal of Health, Economics, and Social Sciences (IJHESS
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i4.8102

Abstract

This study examines the implementation of Quizizz Paper Mode as a digital-based learning tool aimed at improving vocabulary mastery among fourth-grade students at SD Negeri 52 Pinrang. The study was motivated by the lack of student interest and performance in vocabulary learning due to traditional and monotonous teaching methods. A pre-experimental design was used involving a single group of 25 students who completed a pre-test, participated in four treatment sessions using Quizizz Paper Mode, and took a post-test. The study focused on two aspects of vocabulary: word meaning and word use. The results showed a substantial improvement in students’ vocabulary mastery. In word meaning, the percentage of students in the “Poor” category dropped from 80% to 32%, while those achieving “Very Good” increased from 4% to 20%. In word use, the “Poor” category decreased from 96% to 12%, and 36% of students reached “Very Good.” These findings indicate that Quizizz Paper Mode is an effective and engaging method for vocabulary instruction, especially in low-tech classrooms. The integration of game-based elements and real-time feedback made the learning process more interactive and enjoyable. Therefore, it can be concluded that the use of Quizizz Paper Mode not only significantly improves students’ vocabulary mastery but also increases their motivation and active participation in learning. This method is a promising and innovative alternative for English instruction in primary schools, particularly in low-tech learning environments.
The Implementation of Instagram in Mobile-assisted Language Learning for EFL students: A Gender-Based Analysis Hardianti Hardianti; Arqam; Ambo Dalle; Magdahalena Tjaila; Abdul Haris Sunubi
Pulchra Lingua: A Journal of Language Study, Literature & Linguistics Vol. 5 No. 1 (2026): Pulchra Lingua: A Journal of Language Study, Literature, & Linguistics
Publisher : Yayasan Kyadiren

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58989/plj.v5i1.83

Abstract

This study investigated the implementation of Instagram as a Mobile-Assisted Language Learning (MALL) tool in EFL learning and examined gender differences in students’ learning experiences. This study employed a mixed-methods design with an explanatory sequential approach. The participants were 20 tenth-grade students at MAN 1 Kota Makassar, consisting of 10 male and 10 female students. Data were collected through classroom observation, questionnaires, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that Instagram supported students’ reading, writing, listening, and speaking activities through captions, posts, comments, reels, videos, and speaking tasks. Female students obtained higher mean scores and showed greater participation and confidence than male students. This study concludes that Instagram can be an effective MALL tool when used through structured and inclusive EFL learning activities.
Exploring the Role of Artificial Intelligence in Enhancing English Teachers' Pedagogical Competence: a Case Study in an Indonesian Islamic School Besse Sri Widistari; Mujahidah; Arqam
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10152

Abstract

This study investigates the role of Artificial Intelligence (AI) in enhancing the pedagogical competence of English teachers in a madrasah context. As AI technologies become increasingly integrated into educational practices, understanding their impact on teachers’ instructional capabilities is essential, particularly in underexplored settings such as Islamic secondary education. This study employed a qualitative case study design involving five English teachers at MTs As’adiyah Puteri Pusat Sengkang, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis supported by NVivo. The findings reveal that AI plays a multifaceted role in teaching practices. First, it enhances efficiency by supporting lesson planning and material development. Second, it functions as an instructional assistant by facilitating content delivery and providing immediate feedback. Third, it contributes to learning enhancement by increasing student engagement and promoting learner autonomy. However, several challenges were identified, including students’ overreliance on AI, ethical concerns, and limited teacher control over its use. This study concludes that AI serves as a pedagogical partner rather than a replacement for teachers. It highlights the need for professional development and ethical guidelines to support effective AI integration. The findings contribute to the growing discourse on AI in education by providing context-specific insights from madrasah settings. Keywords: Artificial Intelligence; English Language Teaching; Islamic Education; Pedagogical Competence; Teacher Professional Development
Co-Authors A. Nurkidam Abd Haris Sunubi Abdul Hamid Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Ahmad Jafar Ambo Dalle Ambo Dalle Ambo Dalle Ambo Dalle Ambo Dalle Ambo Dalle Ambo Dalle Ambo Dalle Ambo Dalle Anugrah Perdana Asrifan, Andi Besse Sri Widistari Besse Ummi Kalsum Citra Resmi Megania Dalle, H. Ambo Erwin Salam Fadillah, Fika Nurul Fakhruddin, Zulfah Guntur Bratama Hardianti Hardianti Haris Sunubi Hariyanti, Niarmi Herni Tri Handayani Irma Maming Irsan Suandi Idrus M, Ulfah Hani Magdahalena Magdahalena Tjaila Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla, Magdahalena Maghdahalena Tjalla Mahyuddin Mahyuddin Marlina Syamsir Maspa, Maspa Miftahul Rahma Muchtar, Rizqi Maulida Muhammad Firmansyah JN Muhammad Lutfi Alwi Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mustary, Emilia Mutiara Ramadhani Muzdalifah Muzdalifah Nasli P Nur Afiah, Nur Nur Yastad Fajrah Nurfadillah Nurfadillah Nurfitrah Nurfitrah Nurhakki, Nurhakki Nurjannah Nurjannah Nursamsi Nursamsi Pikahulan, Rustam M. Pradana, Syafa’at Anugrah Rahmania Ningsih Rustam, Utari Saepudin Saepudin Shah, Jalihah Md Sutriani Sahir Syahriyah Semaun Tjalla , Magdahalena Tjalla, Maghdahalena Tjalla, Maghdalena Umaima Umaima Uswatun Hasanah Zam-zam Adam Zulfah Zulfah Zulfah Fakhruddin Zulfah Fakhruddin Zulfah Fakhruddin zulfah fakhruddin Zulfah Zulfah Zyahratul Wilda