Article Per Year (5 Year)
p-Index From 2021 - 2026
9.592
P-Index
This Author published in this journals
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 Linguistic, English Education and Art (LEEA) Journal ELS Journal On Interdisciplinary Studies in Humanities 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 Linguistic, English Education and Art (LEEA) Journal 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) PEDAGOGIC: Indonesian Journal of Science Education and Technology 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 STEM Education International GLENS: Global English Insights Journal Studies in English Language and Education Sustainable
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

Published : 64 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 64 Documents
Search

 3   4   5   6   7 
Students’ Perception of the Intensity on Audio Exposure in English Language Acquisition Among University Sumarni; Syarifuddin Dollah; La Sunra
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.v14i1.8402

Abstract

Language acquisition plays an important role in developing English proficiency, particularly in pronunciation and listening skills. In recent years, digital tools such as Google Translate have been increasingly used by students as a self-directed learning resource to support pronunciation practice through audio exposure. However, limited studies have examined how the intensity of audio exposure influences students’ language acquisition in autonomous learning contexts. This study therefore investigates university students’ perceptions of the intensity of audio exposure using Google Translate and its contribution to English language acquisition.  This research employed a qualitative descriptive approach involving eight third-semester students of the English Language Program at Universitas 17 Agustus 1945 Samarinda. Data were collected through structured questions using Google Forms followed by in-depth interviews conducted via Zoom. The data were analyzed thematically based on four categories: motivation and context of use, usage patterns and frequency, learning reflections and difficulties, and students’ recommendations.  The findings indicate that intensive exposure to Google Translate audio helps students improve their pronunciation and develop independent learning strategies. Students reported that repeated listening, imitation, and self-recording activities supported their confidence and pronunciation accuracy. Despite some limitations, such as the monotone voice and rapid speed of the audio, students perceived the tool as beneficial for autonomous pronunciation practice. The study highlights the importance of integrating audio-based digital tools to support self-directed language learning in higher education.
Reframing Vocabulary Learning in Rural EFL Education: Memrise-Assisted Project-Based Learning and Student Engagement in Indonesia Rahmayani Kadir; La Sunra; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.868

Abstract

This study examined the application of Memrise-assisted Project-Based Learning to enhance vocabulary proficiency and student engagement in a rural Indonesian EFL classroom. The study examined the impact of a gamified mobile-assisted learning platform on students' vocabulary acquisition, classroom engagement, and collaborative learning during project-based instructional activities. The study utilized a Classroom Action Research design with a mixed-methods approach, involving 24 tenth-grade students at a rural secondary school in West Sulawesi, Indonesia. Data were gathered via vocabulary pre-tests and post-tests, classroom observations, reflective journals, interviews, and documentation. Quantitative data were analyzed using mean score analysis and paired-sample t-tests, supplemented by qualitative thematic interpretation. The results indicated a significant enhancement in students' vocabulary performance across the research cycles, with average scores rising from 53.4 in the initial phase to 69.8 in Cycle I and 83.1 in Cycle II. Student involvement, teamwork, confidence, and the use of contextual vocabulary significantly improved following instructional modifications. The findings indicate that integrating gamified mobile-assisted vocabulary learning with Project-Based Learning can convert vocabulary instruction from a memorization-focused approach to a more significant, interactive, and contextually relevant learning experience, especially in under-resourced rural EFL settings.
Contextual Meaning on the Idiomatic Expressions in the Novel Before the Coffee Gets Cold Syahwa Indah Kirana; La Sunra; Abdullah Abdullah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83006

Abstract

The novel written by Toshikazu Kawaguchi with the title Before the Coffee Gets Cold uses a Japanese background, or rather Tokyo. The author explains that there is one located in a small alley in Tokyo. The age of the cafe is long enough or even you could say it's quite old. This research aims to identify idiomatic expressions in the novel. Idiomatic expression is a type of informal language which has a different meaning from the meaning of the words in that expression. “Hold Your Tongue” this idiom does not actually mean that you have to put your finger in your mouth and hold your tongue, it means that you should not talk. The theory used in this research is the theory from McCarthy and O'Dell (2010), where McCharty and O'Dell proposed 7 types of idioms, namely: similes, binomials, trinomials, euphemisms, proverbs, cliches, and fixed statements. This research uses a qualitative data analysis method based on Miles, Huberman and Saldana (2014). Data was taken from Toshikazu Kawaguchi's novel "Before the Coffee Gets Cold" and analyzed by reading the novel as much as possible and understanding all the conversations. The researcher categorized several conversations into types of idioms in the novel Before the Coffee Gets Cold. The results of this research show that there are 24 examples of simile in the text. In idiom Binomial, there are 11 examples of binomial in the text. In idiom Proverbs, there are 4 examples of binomial in the text.  In idiom trinomial, there are no examples of trinomials in the text. In idiom euphemism, there are no examples of euphemisms in the text. In idiom cliché, there are 6 examples of binomial in the text. And the last, idiom Fixed statements there are 13 examples of binomial in the text. In all these types of idioms, contextual meaning is how the use and combination of these words provide color, nuance, and additional meaning in the text. They help to depict situations, characters, or messages in the story more deeply and creatively.Keywords: idiom, idiomatic expression, novel
Reflective Dialogic Assessment: A Narrative Inquiry into Teacher–Student Feedback Journals in Postgraduate ELT Programs Nurul Maulidiyah Sulham; La Sunra; Muh. Tahir
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.6111

Abstract

In college, feedback is no longer seen as just an evaluation tool, but also as part of the learning process that supports students' active involvement in improving their understanding. However, the practice of feedback is still often one-way, causing students to become passive recipients of lecturers' comments. This research aims to explore how reflective dialogical assessment is constructed through a teacher-student feedback journal and how this practice supports reflective learning in graduate ELT programs. This study uses a qualitative approach with a narrative inquiry design. The participants are graduate students enrolled in the Academic Writing course in the English Language Teaching (ELT) program. Data was collected through teacher-student feedback journals, students' written reflections, and responses to lecturer feedback. Data were analyzed using thematic narrative analysis to identify patterns of reflection, student engagement, and dialogical processes during learning. The findings show that dialogical feedback helps students recognize their academic weaknesses, improve reflection, and become more actively involved in revising their academic writing. Additionally, two-way interaction through feedback journals supports a deeper understanding of the academic writing process. This is shows teacher-student feedback journals have the potential to promote more reflective, dialogical, and student-centered learning practices in the context of postgraduate ELT
Generative AI in academic writing: Student reflections on using ChatGPT for thesis proposal development La Sunra; Andi Muhammad Irawan; Andi Asrifan; Sivaraja Sadhasivam
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1073

Abstract

The swift rise of generative artificial intelligence (AI) has revolutionized academic writing methods, with systems like ChatGPT becoming widely incorporated into higher education settings. Although current research has explored AI-assisted writing in essays and other general academic assignments, there has been no focus on its role in thesis proposal preparation, a genre that requires both linguistic precision and methodological clarity. This study examines postgraduate students’ reflections on their use of ChatGPT for drafting thesis proposals at one of the universities in Indonesia. Employing a qualitative case study approach, data were gathered through semi-structured interviews and document analysis involving eight students who utilized ChatGPT in their writing process. The results indicate that ChatGPT enhanced efficiency by decreasing drafting time, facilitated idea formation through varied views, and fostered creativity and vocabulary development. Students demonstrated adaptive prompting strategies and ethical awareness by verifying AI outputs. Through the lens of reflective practice in analyzing the data, the students’ reflections illustrated varying levels—from descriptive to critical—of engagement with AI as a cognitive and ethical collaborator in writing thesis proposals. The study concludes that structured reflection enhances students’ metacognitive regulation and ethical literacy in AI-assisted thesis writing. These findings contribute to the growing discourse on responsible AI integration in postgraduate academic writing contexts. Additionally, the study offers pedagogical implications for supervisors and institutions in guiding reflective and ethical use of generative AI tools.
Analyzing Pre-Service English Teachers' Digital Literacy Skills in EFL Teaching Zahraini Fajri Nur; Sahril Nur; La Sunra
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 3 (2023): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i3.27627

Abstract

This study analyses the types of digital literacy skills frequently used and how digital literacy skills support pre-service English teachers’ performances. This research used a mixed method with an explanatory sequential design. The data collection method begins with the collection of quantitative data by online questionnaire, then proceed with the collection of qualitative data to help analyze the data obtained quantitatively through observation and interview. The population of this study was pre-service English teachers, the sixth-semester students of the English Education program at Universitas Negeri Makassar who program teaching training including PPL, Kampus Mengajar, and Ajarmi program. One hundred and two pre-service English teachers filled out the questionnaire, while several representatives were chosen for interview. The result showed that (1) various digital literacy skills were used by pre-service English teachers, such as information, technology, media, communication, reproduction, branching, socio-emotional, and real-time thinking skills. However, the use of information literacy has the highest used percentage, which is 54 % in Often category and 0 % in Never category. and (2) pre-service English teachers' use of digital literacy skills supported the teaching performances, including the access to prepare teaching models and media, improving their teaching skills, and producing new creative and innovative teaching content.
Incorporating Humor As A Strategy In Teaching Speaking At Indonesian EFL Classroom Iin Sulastri Ode Ami; La Sunra; Nur Aeni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.31725

Abstract

This research aims to explore the lecturer’s incorporation of humor in teaching speaking skills at Universitas Iqra Buru and to find out the constraints encountered by the lecturer in teaching speaking skills through humor at Universitas Iqra Buru.. This research applied the descriptive qualitative design. In the English education department, there were six lecturers, and then the researcher used a purposive sampling technique with criteria; the lecturers who taught speaking skills used humor strategies, so the researcher got one lecturer who met the requirements. Then, in the class where the lecturer taught, there were seventeen students. The research instruments were observation, interviews, and documentation. This research showed that the lecturer included humor in teaching speaking skills during learning, namely at the beginning of the lesson, then in the middle of the lesson, and at the end of the lesson. According to students, teaching using humor is very effective, comfortable, not stressful, eliminates anxiety, can understand the material presented by the lecturer, reduces stress and stiffness in receiving material, and keeps students focused.
Exploring Character Development in Indonesian Students: A Qualitative Analysis of the Merdeka Curriculum in English Language Teaching (ELT) hadijah; La Sunra; Syarifuddin Dollah
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/cn8zv273

Abstract

The implementation of the Merdeka Curriculum in Indonesia has redefined the landscape of English Language Teaching (ELT) by emphasizing character development alongside linguistic competence. This study investigates how the curriculum promotes the six dimensions of the Pancasila Student Profile faith and noble character, global diversity, cooperation, independence, critical thinking, and creativity within ELT contexts at the secondary school level. Employing a qualitative design, data were collected through textbook analysis, classroom observations, and interviews with English teachers across three junior high schools in East Java. Content analysis was applied to examine how character values were integrated into ELT materials and classroom practices. The findings revealed that while noble character and cooperation were strongly emphasized in both textbooks and teacher practice, global diversity and critical thinking received limited attention. Teachers adapted activities to contextualize character values, yet constraints such as exam-oriented culture and limited teacher training hindered deeper integration. This study contributes to the growing literature on ELT and character education, highlighting the need for balanced representation of character dimensions. Implications are provided for policymakers, teachers, and material developers to enhance the holistic goals of the Merdeka Curriculum. Keywords: Character Development, ELT, Merdeka Curriculum, Pancasila Student Profile, Qualitative Study
The Impact of Reflective Self-Assessment Journals on Enhancing Metacognitive in Speaking Classes Tis’ah Mukarramah Khaerunnisa; La Sunra; Muh. Tahir
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5896

Abstract

This study aims to investigate how the use of reflective self-assessment journals influences the development of students' metacognitive awareness in learning English as a Foreign Language (EFL), particularly in speaking skills. This study used a qualitative approach with a classroom-based research design involving eleventh-grade students at a high school in Indonesia. Data were collected through classroom observations, students' reflective journals written in two meetings, and in-depth interviews with eight students. The data were analyzed using thematic analysis through the stages of data reduction, coding, grouping themes, and interpreting patterns of students' metacognitive awareness development based on the data sources obtained. The results of this study indicate that consistent use of reflective journals encourages the development of students' metacognitive awareness, moving from basic awareness to more complex metacognitive regulation. Students are not only able to recognize their errors and thought processes, but also begin to plan speaking strategies, monitor performance, and conduct more critical self-evaluations. These findings indicate that reflective journals serve as an effective tool for developing self-regulated learning and enhancing students' reflective abilities in English speaking. This research contributes to strengthening metacognitive-based EFL learning practices and developing more independent speaking skills.
The Use of Podcasts among University Students in Learning English Vocabulary Musdalipah Musdalipah; La Sunra; Geminastiti Sakkir
STEM Education International Vol. 2 No. 1 (2026): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/stem.v2i1.20

Abstract

This study aims to describe how students use podcasts to learn vocabulary and to explore their perceptions of using podcasts in vocabulary learning. This study employed a descriptive qualitative research design. Data were collected through semi-structured interviews with ten students from the English Language Education Study Program at Universitas Negeri Makassar, selected using purposive sampling. The findings reveal that students use podcasts flexibly, either for focused learning or during daily activities, and they gain new vocabulary through exposure to authentic language.
Co-Authors Abd. Halim Abdul Halim Abdullah Abdullah Abdullah Ahsan Muzri S Alberth Alberth Amra Ariyani Amra Ariyani3 Ariyani Amra Aryani Ananda Dwi Putri Caesary Andi Anto Patak Andi Dhea Andi Muhammad Irawan 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 Chairil Anwar Korompot Delfina Gemely Dian Farah Fauziyyah Fatimah Hidayahni Fauzan Hari Sudding Sally Geminastiti Sakkir Hadijah Hadijah Hajrah Hajrah Hajrah Hajrah, Hajrah Hamsah, Herlina Hardiyanti Rahman Haryanto Haryanto Hasriani G Iin Sulastri Ode Ami 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 Muh. Tahir Muhammad Agus Muljanto Muhammad Ali Muhammad Basri Jafar Muhammad Tahir Munir Munir Munir Murni Mahmud Musdalifah Musdalipah Musdalipah 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 Nurul Maulidiyah Sulham Raden Mohamad Herdian Bhakti Radiah Hamid Rafiah Nur Rahmayani Kadir Raisah Adiela Ramadhan Ray Suryadi, Ray Reski Hidayat Rini Setiawati Riskawati Riskawati Rosina Fransisca Joan Lekawael Sahril Nur Sahril Sahril Samtidar Samtidar Siti Nuralimah Siti Nurfadhilah Gani Sitti Zakiyah Amrullah Sivaraja Sadhasivam 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 Tis’ah Mukarramah Khaerunnisa Torro, Supriadi Veithzal Rivai Zainal Walhidayah Yulianti Yulianti Yumin Fatin Yuniarsih Azizah Yunitari Mustikawati Zahraini Fajri Nur