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All Journal ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education International Journal of Humanities and Innovation (IJHI) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities JTechLP JoEELE ELITERATE : Journal of English Linguistics and Literature Studies International Journal of Contemporary Studies in Education PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) Foreign Language Instruction Probe E-CLUE Journal of English Culture, Language, Literature and Education International Journal of Language, Education, and Literature (IJLEL) INTERACTION: Jurnal Pendidikan Bahasa Axiology
La Sunra
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Penguatan Kompetensi Pendidik Bahasa Inggris di Indonesia Bagian Timur melalui Workshop Deep Learning Syamsiarna Nappu; Sulfasyah Sulfasyah; Radiah Hamid; Alberth Alberth; Rafiah Nur; La Sunra; Rosina Fransisca Joan Lekawael
Jurnal Abdimas Indonesia Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i4.2544

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan untuk memperkuat kompetensi pendidik bahasa Inggris dalam menerapkan pendekatan Deep Learning (pembelajaran mendalam) melalui Program Nasional TEFLIN 2025. Workshop dilaksanakan secara luring pada 23–24 Agustus 2025 di Universitas Muhammadiyah Makassar dengan melibatkan 37 pendidik bahasa Inggris dari tiga provinsi di Sulawesi. Tujuan kegiatan ini adalah meningkatkan kemampuan peserta dalam menerapkan Deep Learning pada empat keterampilan bahasa Inggris. Metode pelaksanaan meliputi ceramah interaktif, diskusi kelompok, demonstrasi, dan praktik micro-teaching. Peserta memperoleh pengetahuan dan keterampilan baru dalam merancang aktivitas pembelajaran yang berorientasi pada pemahaman konseptual, kolaborasi, dan refleksi. Hasil kegiatan menunjukkan bahwa seluruh peserta mengalami peningkatan pemahaman tentang konsep Deep Learning, serta mampu mempraktikkan rancangan pembelajaran berbasis analisis, kolaborasi, dan penerapan pengetahuan pada konteks autentik. Kegiatan ini memberikan manfaat dalam memperluas jejaring profesional, meningkatkan kapasitas pedagogis pendidik, serta memperkuat kolaborasi antarwilayah. Dengan demikian, workshop ini berperan penting dalam peningkatan kualitas pembelajaran bahasa Inggris melalui pemberdayaan pendidik secara berkelanjutan.
Self-Efficacy in Writing the Final Research Report among EFL Undergraduate Program Students Andini Putri Utami; Murni Mahmud; La Sunra
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/qchqww66

Abstract

Self-efficacy is the theory by Bandura (1986), it refers to an individual's belief in their ability to accomplish specific tasks. This study aims to explore undergraduate student’ self-efficacy regarding the levels and perception in writing the final research report. The researcher applied mixed-method to achieve the research objectives. The data were collected through questionnaire and semi-structured interview. The participants were 30 students of English Language Education Undergraduate Program of Universitas Negeri Makassar in the academic year of 2021/2022 to conduct the questionnaire and six students for the interview. The result of the study reveal that most undergraduate students have moderate to high levels of self-efficacy in using artificial intelligence (AI) tools to write final research reports. This result reflects a fairly strong belief in facing academic challenges, particularly in the final research report. Furthermore, the students perceived that they often used artificial intelligence tools with the various types based on their needs. They also perceived that AI contribute to writing the final research report, including generates ideas, solve the language and grammar problems, provide relevant literature, and as a supporting tool but not replace the human effort to thinking. In addition, this study is only limited to one education levels, it is recommended for the next researches to study more participants from different backgrounds and also explore the influence of AI on other aspects.
Differentiated Instruction in Teaching Vocabulary: Senior High School in Indonesia Nurmalayanti Amar; La Sunra; Nur Aeni
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/ag41ea05

Abstract

This study investigates the effectiveness of Differentiated Instruction (DI) in enhancing English vocabulary acquisition among senior high school students in Indonesia. Recognizing the varied learning styles, interests, and readiness levels among learners, DI offers a flexible approach tailored to individual needs. A quasi-experimental design with pre-test and post-test was employed, involving an experimental group taught using DI and a control group taught using conventional methods. Data were collected through vocabulary tests and a student engagement questionnaire. The results revealed that students in the DI group demonstrated significantly higher vocabulary mastery and greater engagement in the learning process compared to those in the control group. These findings suggest that Differentiated Instruction is a promising strategy to support vocabulary development and foster active participation in English language learning at the secondary education level.
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

Abstract

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.
Students’ Perceptions of the Project Based Learning in Speaking Class at the Ninth Grade Walhidayah; Muhammad Tahir; Munir; La Sunra; Nur Aeni
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: 10.66720/75mqng93

Abstract

This study explores students’ perceptions of the implementation of Project-Based Learning (PJBL) in a speaking class. As an instructional approach centered on student-driven projects, PJBL is intended to enhance learners’ engagement, communication skills, and collaborative learning experiences. The research aims to investigate how students at SMPN 2 Barombong respond to the use of PBL in terms of motivation, participation, language development, and speaking confidence. A qualitative approach was employed, using interviews with students from an English as a Foreign Language (EFL) class who had experienced PJBL-based instruction. Data will be collected through in-depth interviews, and documentations with eleventh-grade students at SMPN 2 Barombong using a qualitative research methodology. The findings indicate that students generally perceive PJBL positively, citing increased opportunities to practice speaking in authentic contexts, greater motivation, and improved teamwork skills. However, some students also reported challenges such as time management and unequal group participation. Overall, the study concludes that PBL can be an effective method to develop speaking skills, provided that it is carefully structured and facilitated. These findings offer useful insights for language educators seeking to implement learner-centered strategies in speaking classes.
Inquiry-Based Learning as a Strategy to Enhance Expository Writing Siti Nurfadhilah Gani; Munir; La Sunra
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/q2r68p78

Abstract

This study aims to examine the effectiveness of the Inquiry-Based Learning approach in teaching expository writing at the secondary school level. A quantitative method was employed, utilizing a pre-experimental design that involved administering pre-tests and post-tests. Student essay scores obtained from pre- and post-tests were analyzed using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The findings showed a statistically significant improvement in writing ability, reflected in a Z-score of -4.534 and a significance level of 0.005 (p < 0.01), indicating that the Inquiry-Based Learning approach had a statistically significant impact on writing achievement. This approach has been demonstrated to promote active student engagement in exploration, problem-solving, and reflection, which significantly contributes to the enhancement of writing quality, particularly in terms of argumentation, coherence, and logical structure. These results affirm the pedagogical value of Inquiry-Based Learning in developing academic literacy skills, particularly in expository writing.
Exploring Students’ Self-Regulated Learning on Motivation in Learning New Vocabulary Ramadhan; La Sunra; Musdalifah
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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: 10.66720/6gdach53

Abstract

This study aims to explore the types, perceptions, and how self-regulated learning influences students' motivation when learning vocabulary. The researcher used a qualitative descriptive method to achieve the research objectives. Data were collected through semi-structured interviews. Participants in this study were twelve English Language Education students in the 2023/2024 academic year, who were selected purposively. Based on the results of the study, there are seven forms of self-regulated learning that students use in learning: learning from English podcasts on YouTube, learning from watching gaming YouTube content, learning from English songs, learning from watching English films, learning from OME TV, learning by posting vocabulary lists in easily visible places, and learn by English Message. Students also have various perceptions about self-regulated learning that help maintain their motivation when learning vocabulary, namely because they feel the positive impact of implementing self-regulated learning, remember their learning process, SRL makes their learning more enjoyable, they are motivated because their learning strategies are the same as their hobbies, and they are motivated because the strategies are easy to use. So, it can be concluded that self-regulated learning acts as an effective bridge between personal interests and academic goals, changing vocabulary learning from a passive effort into an active, autonomous, sustainable, and highly motivating process.
Investigating Students’ Perception of the Implementation of Differentiated Instruction Hardiyanti Rahman; La Sunra; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/b79f1326

Abstract

Differentiated Instruction is regarded as an essential approach in modern education because it allows teachers to design learning activities that align with students’ varying abilities, interests, and learning styles, resulting in a more inclusive and meaningful learning process. However, although several studies have examined its implementation, research focusing on students’ perceptions of Differentiated Instruction at the vocational high school level remains limited. This study aims to investigate students’ perceptions of the implementation of Differentiated Instruction, particularly in relation to learning achievement, collaboration, and motivation. This research employed a descriptive quantitative design involving 114 students at SMK 1 Gowa. Data were collected using a questionnaire that had been tested for validity and reliability, and were analyzed descriptively using SPSS. The findings indicate that 66.7% of students’ perceptions in the achievement aspect fall into the Very Positive category. Subsequently, 61.4% of students’ perceptions in the collaboration aspect are in the Positive category, and 60.3% of students’ perceptions in the motivation aspect also fall into the Positive category.
SPENDUS WISE: MEDIA PEMBELAJARAN YANG KREATIF UNTUK MENINGKATKAN PARTISIPASI SISWA DI SMPNEGERI 2 SUNGGUMINASA La Sunra; Nurdin Noni; Murni Mahmud; Fauzan Hari Sudding Sally; Ika Yuli Wahyuni; Khalimatu Saddiyah; Andi Zahra Nurul Afia
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

Abstract

Pembelajaran Bahasa Inggris yang berlangsung secara formal sering menyebabkan siswa menjadi pasif, kurang percaya diri, dan kurang terlibat aktif dalam proses pembelajaran. Kondisi tersebut mendorong perlunya inovasi pembelajaran yang mampu menciptakan suasana belajar yang lebih menyenangkan, fleksibel, dan interaktif. Kegiatan pengabdian ini bertujuan untuk meningkatkan partisipasi siswa dalam pembelajaran Bahasa Inggris melalui program Spendus Wise sebagaimedia pembelajaran kreatif di SMP Negeri 2 Sungguminasa. Kegiatan dilaksanakan selama Februari hingga Mei 2025 dengan melibatkan siswa kelas VII dan VIII yang mengikuti kegiatan English Meeting Club. Metode yang digunakan meliputi training, pendidikan berkelanjutan, dan pendampingan (mentoring) dengan memanfaatkan media pembelajaran kreatif berbasis digital seperti Quizizz, Wordwall, dan Padlet. Selain itu, kegiatan juga dikombinasikan dengan pendekatan game-based learning melalui language games, role play, diskusi kelompok, dan mini presentation. Pelaksanaan kegiatan ini juga mengacu pada konsep Flow Theory yang dikemukakan oleh Mihaly Csikszentmihalyi, yaitu kondisi ketika siswa merasa nyaman, fokus, dan menikmati aktivitas belajar sehingga pembelajaran terasa lebih menyenangkan dan tidak menegangkan. Hasil kegiatan menunjukkan bahwa program Spendus Wise mampu meningkatkan partisipasi, motivasi, dan rasa percaya diri siswa dalam pembelajaran Bahasa Inggris. Siswa menjadi lebih aktif dalam berdiskusi, berbicara, dan mengikuti berbagai aktivitas pembelajaran. Selain itu, suasana belajar yang santai dan interaktif membantu siswa lebih nyaman dalam menggunakan Bahasa Inggris dalam kegiatan sehari-hari. Dengan demikian, program Spendus Wise terbukti efektif sebagai media pembelajaran kreatif dalam meningkatkan keterlibatan siswa dalam pembelajaran Bahasa Inggris.
Differentiated Assessment Practices in EFL Classrooms: Evidence from a Senior High School in Indonesia La Sunra; Nur Alya Triana; Baso Jabu
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (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.v13i1.5550

Abstract

Assessment plays an essential role in differentiated learning as it provides information about students' readiness, learning progress, and instructional needs. Through assessment, teachers can adjust instruction and learning activities to support diverse learners in the classroom. In English language teaching, assessment is expected to function as an integral part of the learning process rather than merely as a tool for measuring outcomes. This study aims to explore the implementation of differentiated learning assessment in an English as a Foreign Language (EFL) classroom, focusing specifically on diagnostic and formative assessment practices. A qualitative case study design was employed to gain an in-depth understanding of these practices. The study was conducted at SMAN 2 Makassar in October 2025, involving one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Findings indicate that the teacher implemented diagnostic assessment at the beginning of the semester to identify students' initial abilities and employed continuous formative assessment to monitor learning progress and provide feedback. Key formative practices included real-time corrective feedback, consultation mechanisms during writing tasks, peer and self-assessment activities, and sequentially organized learning activities that supported progressive skill development. Student perceptions, gathered through questionnaires, were generally positive, with the majority appreciating teacher feedback, valuing sequential learning progression, and finding diagnostic assessment helpful for understanding their strengths and weaknesses. However, implementation of differentiated assessment remained limited in certain areas, particularly in task variation, the use of diverse assessment instruments, and systematic attention to students' interests and learning profiles. The study concludes that while principles of assessment for learning have been applied, further professional development is needed to strengthen differentiated assessment practices in responding to students' diverse learning needs, particularly in expanding beyond readiness-based differentiation to address the full spectrum of student characteristics.
Co-Authors Abd. Halim Abdul Halim Abdullah Abdullah Abdullah Ahsan Muzri S Alberth Alberth Amra Ariyani Amra Aryani Ananda Dwi Putri Caesary Andi Anto Patak Andi Dhea Andi Zahra Nurul Afia Andini Putri Utami Asrifan, Andi AYU LESTARI Azis, Nurul Rusyaidah Bakhtiar, Khalid Bilal Balqis Yury Shakina Baso Jabu, Baso Cahyani, Wirna Delfina Gemely Dian Farah Fauziyyah Fatimah Hidayahni Fauzan Hari Sudding Sally Geminastiti Sakkir Hajrah Hajrah Hajrah Hajrah, Hajrah Hamsah, Herlina Hardiyanti Rahman Haryanto Haryanto Hasriani G Ika Yuli Wahyuni Ikhlasul Hamzah Iskandar Iskandar Iskandar Islami, Balqis Syaidina Khalimatu Saddiyah Kisman Salija, Kisman Korompot, Chairil Anwar Kurniawan Hamid Lely Novia Liupama, Anzari M. David Hidayatulloh Mardiyanah Nasta Mudinillah, Adam Muh. Fadel Fajrin Muhammad Agus Muljanto Muhammad Ali Muhammad Basri Jafar Muhammad Tahir Munir Munir Munir Murni Mahmud Musdalifah Nanda Triana Natsir, Sitti Nabilah Rofifah Mufidah Noni, Nurdin Nur Aeni Nur Alya Triana Nur Malikul Mulki R Nurdiana Nurdin Noni Nurmalayanti Amar Nurul Aisyah Raden Mohamad Herdian Bhakti Radiah Hamid Rafiah Nur Rahmayani Kadir Ramadhan Reski Hidayat Rini Setiawati Riskawati Riskawati Rosina Fransisca Joan Lekawael Sahril Nur Sahril Sahril Samtidar Samtidar Siti Nuralimah Siti Nurfadhilah Gani Sitti Zakiyah Amrullah Sri Arna Nengsi Sri Fausyia Sri Nurnaninsih Ali Sukardi Weda Sukardi Weda, Sukardi Sulfasyah Sulfasyah Sumarni Syahwa Indah Kirana Syamsiarna Nappu Syarifah Farahdiba Syarifuddin Dollah Tahir, Annisa Mujahidah Torro, Supriadi Veithzal Rivai Zainal Walhidayah Yulianti Yulianti Yumin Fatin Yunitari Mustikawati