Article Per Year (5 Year)
p-Index From 2020 - 2025
7.28
P-Index
This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Klasikal: Journal of Education, Language Teaching and Science International Journal of Humanities and Innovation (IJHI) EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities JTechLP JoEELE ELITERATE : Journal of English Linguistics and Literature Studies Tamaddun 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) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Humanities and Social Studies INTERACTION: Jurnal Pendidikan Bahasa
La Sunra
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 2   3   4   5   6 
Teacher’s Perceptions of the English Teacher Competences of Senior High School in Pangkep Sri Fausyia; Syarifuddin Dollah; La Sunra
EduLine: Journal of Education and Learning Innovation Vol. 4 No. 3 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2874

Abstract

The objective of this study is to find out teachers' perceptions of English teachers' competence in senior high schools in Pangkep. This study uses a qualitative method. The population of this study is teachers in senior high schools in Pangkep, with the sample consisting of English teachers in SMAN 2 Pangkep, SMAN 9 Pangkep, and SMAN 10 Pangkep. The research instrument used is interviews. The results show that English teachers' perceptions of competence include four aspects: professional competence, personality competence, pedagogical competence, and social competence, all of which are important and interrelated to carry out tasks effectively and professionally.
Scaffolding in English Classroom: A Case Study on the Teaching of English Language to Eight-Year Students Muh. Fadel Fajrin; La Sunra; Hasriani G
EduLine: Journal of Education and Learning Innovation Vol. 4 No. 3 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline3007

Abstract

This study aimed to find out (1) How the teacher perceives the scaffolding strategy. (2) how the teacher applies scaffolding in teaching English. This study used a qualitative descriptive method and collected data through observation and interviews. The observation process was carried out in two meetings in class VIII.6 SMPN 7 Makassar and the interview process was conducted with a teacher. The findings showed that (1) In the interview process, the teacher argues that scaffolding strategies are beneficial in the learning process, namely to build confidence, identify student knowledge, and create student independence. This is very important to achieve learning goals and increase the best potential of each student. (2) The English teacher in class VIII.6 SMPN 7 Makassar uses scaffolding strategy methods in teaching. Researchers found six types of scaffolding strategies used by the teacher in teaching, namely modeling, questioning, giving feedback, breaking down tasks, direct assistance, and providing learning resources. Teacher explain the material to be learned in a structured and systematic manner that can be easily understood by students.
Exploring Students' Difficulties in Comprehending English Reading Texts at SMP Muhammadiyah Limbung Siti Nuralimah; Ahmad Talib; La Sunra
ARRUS Journal of Social Sciences and Humanities Vol. 3 No. 5 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum2097

Abstract

The aims of this research are to explore students’ difficulties in comprehending English reading texts and to discover the causing factors of students’ difficulties in comprehending English reading texts. This research is a qualitative descriptive method. Participants of this research were students of class VIII. 3 at SMP Muhammadiyah Limbung. The instruments used in this research were reading comprehension test and interview. The reading comprehension test was administered to 26 students in class VIII.3 in form of an essay test to collect the data regarding students’ difficulties based on the mistakes they made in answering the test. The researcher chose 15 students as participants in the interview. The interview was used as the supporting data from the reading comprehension test and to identify the causing factors of students’ difficulties. The results of the reading comprehension test and interview showed that there were five difficulties students experienced in comprehending English reading texts. The difficulties that they experienced were difficulty in comprehending the main idea, difficulty in understanding vocabulary, difficulty in understanding references, difficulty in understanding inferences, and difficulty in understanding detailed information. The causing factors of students’ difficulties in comprehending English reading texts are divided into two factors, namely internal and external factors. Internal factors include limited vocabulary knowledge, lack of fluency, lack of familiarity with the subject matter, difficulty level of the text (readability), inadequate use of effective reading strategies, weak verbal reasoning, problems with information processing, and problems in recalling after reading. External factors include home environment and school environment.
Translanguaging in Mathematics Bilingual Classroom: Students' Perception Geminastiti Sakkir; Hajrah Hajrah; La Sunra
ARRUS Journal of Social Sciences and Humanities Vol. 4 No. 1 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum2414

Abstract

This research aims to investigate translanguaging in a Bilingual classroom. Hence, this research tries to know the students’ perception of translanguaging classroom interaction. This research focused on the student’s perception of translanguaging. This research applied a qualitative method, the instruments were interviews. The result of the interview was transcribed and analyzed based on the research focus. The findings of this research show that translanguaging facilitates the teaching and learning of the Mathematic bilingual program makes their English teaching in the classroom effective and makes the students understand the teaching and learning material well. The way lecturers conduct translanguaging is based on the situation of the students. If the students do not understand what the lecturers explain in English, they will use translanguaging in the classroom to make the teaching and learning process. Students have positive responses about the bilingual practice in Mathematics class.
Students' Reading Comprehension in Relation to Learning Style: A Case Study at SMA Insan Cendekia Sitti Zakiyah Amrullah; Sukardi Weda; La Sunra
ARRUS Journal of Social Sciences and Humanities Vol. 4 No. 2 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum2515

Abstract

This research aims to find out whether or not the use of the six thinking hats strategy improves the students’ writing ability. The research was conducted to determine students' reading comprehension levels based on each learning style. This research is a qualitative descriptive method. The subject of this research were students of in second year student at SMA Insan Cendekia. The instruments used in this research were reading comprehension test, The VARK 8.0 questionnaire, and interview. The results of the reading comprehension test, the researcher used two level in reading comprehension. They are literal comprehension level and inferential comprehension level. The results showed that students with Visual learning style has a problem on inferential level, auditory learning style with inferential and literal level, read/write face a problem with inferential and literal, and kinesthetic learning style experiences problem both with literal and inferential level.
The Implementation of Project-Based Learning in Teaching Speaking in Indonesian EFL Classroom Ahsan Muzri S; Abdullah Abdullah; La Sunra
ARRUS Journal of Social Sciences and Humanities Vol. 4 No. 3 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum2589

Abstract

The purpose of this study is to determine the effect of the implementation of project-based learning in Indonesian EFL classroom in order to enhance students’ speaking skill. Experimental design was adapted in this study. The participants of this study was the twelfth grade students of SMAN 2 SIDRAP in the academic year 2023/2024. Through a random sampling technique, the students of XII MIPA 6 was selected to be the research sample. The research instrument was speaking tests which conducted through pre-test and post-test. The result of the implementation of project-based learning in teaching speaking in Indonesian EFL classroom shows that the students’ speaking skill improved significantly. It was proved by result mean score of students’ pre-test and post-test which the students’ mean score in pre-test was 15.88 and the students’ mean score in post-test was 18.81. It indicates that the students’ mean score in post-test is higher than the students’ mean score in pre-test with the percentage of enhancement is 18.5%. It could be concluded that the implementation of project-based learning in teaching speaking in Indonesian EFL classroom can enhance students speaking skill.
Exploring the Stages of Project-Based Learning for Enhancing Speaking Skill in Indonesian EFL Classroom Ahsan Muzri. S; La Sunra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.92

Abstract

The objective of this research is to know the stages of project-based learning in Indonesian EFL classroom in order to enhance students’ speaking skill. This study used experimental design. The sample of this study was twelfth grade students of SMAN 2 Sidenreng Rappang in academic year 20023/2024. The researcher used random sampling technique to get the sample, the students of XII MIPA 6 was selected to be the sample of the research. The researcher used speaking test which conducted in pretest and posttest as research instrument to know the progress of students’ speaking skill after implementing project-based learning in the treatment. The research results show that there are seven stages of project based learning which the researcher implemented in this research such as: The formulation of expected learning outcomes, Understanding the concept of teaching material, Skills training, Designing the project theme, Making the project proposal, Executing the project task, and Presentation of the project report. In implementing project-based learning in teaching speaking in Indonesian EFL classroom has significantly enhanced students’ speaking skill. The results demonstrated that the students' mean score increased from 15.88 in the pre-test to 18.81 in the post-test, indicating an improvement. This reflects 18.5% enhancement in the students' speaking performance from pre-test to post-test.
Assessing Pre-Service Teachers' Competence in Teaching English to Young Learners Jumrah Jumrah; La Sunra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.110

Abstract

The purpose of this study is to assess pre-service teachers' competency in teaching English to young learners, with a focus on essential pedagogical and communicative skills. A mixed-methods approach was applied, utilizing quantitative surveys, standardized tests, semi-structured interviews, focus groups, and classroom observations. Data were gathered from 24 pre-service teachers in the English Education Department at the Faculty of Education and Teacher Training, UIN Mataram. Quantitative findings from Likert-scale questionnaires and standardized assessments indicate moderate confidence in pedagogical skills but reveal significant gaps in practical application, especially in lesson planning, classroom management, and adapting teaching strategies. The study highlights the need for comprehensive training in crafting age-appropriate lesson plans, employing diverse teaching styles, and establishing effective classroom management. Regarding communication, pre-service teachers were generally comfortable giving instructions and promoting participation but needed improvement in clarifying complex topics, providing constructive feedback, and adapting communication to varied student needs. Qualitative insights reveal that pre-service teachers often feel unprepared for real-world classroom challenges, underscoring the importance of hands-on training that mirrors classroom dynamics. Classroom observations confirm these findings by reflecting variation in instructional and communicative effectiveness. These results emphasize the need for teacher education programs to intensify practical, hands-on training, enhancing readiness for teaching English to young learners and contributing to a more robust foundation in pre-service teacher preparation.
A Comparative Analysis of ELT Curriculum Approaches: Traditional vs Digital Material Integration Engelina Salainti; La Sunra; Syarifuddin Dollah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.111

Abstract

ABSTRACT This study examines the comparative effectiveness of traditional and digital material integration within English Language Teaching (ELT) curriculum, focusing on their respective impacts on student engagement, language proficiency, and learner autonomy. Traditional ELT approaches, grounded in structured, teacher-led instruction using textbooks and printed resources, have provided stability and reliability in language learning. However, the advent of digital materials has introduced interactive, personalized learning experiences through multimedia and online platforms, enhancing flexibility and student engagement. Employing a mixed-methods approach, the research collected data via surveys and interviews from a sample of pre-intermediate English students to explore preferences, challenges, and perceived benefits of each approach. Findings indicate that while traditional materials excel in delivering organized content and structured practice, digital materials significantly boost engagement, autonomy, and real-world application of language skills. Notably, learners expressed a preference for a blended approach, where traditional resources provide foundational knowledge and digital tools supplement with interactive exercises and multimedia exposure. Despite the advantages, digital integration also presented challenges, such as technological access issues and potential cognitive overload. This study concludes that a balanced integration of both traditional and digital materials can address diverse learner needs, supporting structured language acquisition while promoting engagement and adaptability in dynamic educational contexts. The results offer practical insights and best practices for curriculum developers and educators aiming to enhance language learning outcomes by combining traditional and digital methods.
Investigating Learner’s Experiences with AI-Enhanced Interactive Materials in Developing English Language Proficiency Engelina Salainti; La Sunra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.242

Abstract

This study investigates two aspects: the English language learners' experiences and perceptions when using AI-enhanced interactive materials to develop their English language proficiency. Learning experience using AI in today's modern era is a common thing and is commonly used by students, especially English learners. The rapid development of technology has created several tools that help several fields, especially in English Education. AI-powered tools are created, and digital technologies continue to transform language learning environments. It is crucial to understand how emerging AI-powered tools impact the learner experience. The study explores the affordances and challenges of AI-enhanced interactive materials from the perspectives of language learners. Using a mixed-methods approach, by doing interviews and giving questionnaires the research collects and analyzes data on learners' engagement, motivation, skill development, and overall satisfaction with AI-powered learning resources. The results provide important preliminary information about the use of AI to improve interactive language learning materials in English learner classrooms and suggest directions for using these technologies effectively to build students' ability with oral academic English. This article is part of the thematic collection: Pedagogical Applications of AI In SLA (Second Language Acquisition).
Co-Authors Abd. Halim Abdul Halim Abdullah Abdullah Abdullah Ahsan Muzri S Ahsan Muzri. S Akhmad Affandi Amra Ariyani Ananda Dwi Putri Caesary Andi Anto Patak Andi Dhea Asifayanti Asriati AYU LESTARI Azis, Nurul Rusyaidah Bakhtiar, Khalid Bilal Balqis Yury Shakina Baso Jabu, Baso Cahyani, Wirna Delfina Gemely Dian Farah Fauziyyah Farahdiba, Syarifah Fatimah Hidayahni Fauzan Hari Sudding Sally Geminastiti Sakkir Hajrah Hajrah Hajrah Hajrah, Hajrah Hamsah, Herlina Haryanto Haryanto Hasriani G Iskandar Iskandar Iskandar Iskandar Iskandar Islami, Balqis Syaidina Jumrah Jumrah Kisman Salija, Kisman Korompot, Chairil Anwar Lely Novia Liupama, Anzari M. David Hidayatulloh Maemuna Muhayyang Mardiyanah Nasta Mudinillah, Adam Muh. Fadel Fajrin Muhalim Muhammad Agus Muljanto Muhammad Ali Muhammad Basri Jafar Munir Munir Muzdalifah Mahmud Nanda Triana Natsir, Sitti Nabilah Rofifah Mufidah Noni, Nurdin Nur Aeni Nur Malikul Mulki R Nurdiana Nurdin Noni Nurul Aisyah Rahmad Risan Reski Hidayat Rezki Amaliah Ramadhani Rini Anggriani Rini Setiawati Riskawati Riskawati Sahril Nur Sahril Sahril Salainti, Engelina Samtidar Samtidar Siti Nuralimah Sitti Zakiyah Amrullah Sitti Zakiyah Amrullah Sri Arna Nengsi Sri Fausyia Sri Nurnaninsih Ali Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syarifah Farahdiba Syarifah Farahdiba Syarifuddin Dollah Syariruddin Dollah Tahir, Annisa Mujahidah Torro, Supriadi Veithzal Rivai Zainal Yulianti Yulianti Yumin Fatin Yunitari Mustikawati