Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal EXPOSURE JOURNAL INTERACTION: Jurnal Pendidikan Bahasa
Achmad Basir
Universitas Muhammadiyah makassar
Education Environmental Science Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
THE USE OF COMMUNICATIVE LANGUAGE TEACHING TO INCREASE THE STUDENTS’ MOTIVATION Achmad Basir; Andi Tenri Ampa; Sulfasyah Sulfasyah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 1 (2021): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v10i1.4981

Abstract

 This research aimed to improve the students’ motivation by using Communicative Language Teaching (CLT) Method in teaching English at the Third Semester of Dental Nurse Department Poltekkes Kemenkes Makassar. The teaching material was English for Specific Purposes and the subjects of the research consisted of two classes, they were class A as a control class and class B as an experimental class. This research used quasi-experimental design with nonequivalent control group design.  The research indicated significant increasing of the students’ English learning motivation by using Communicative Language Teaching method for experimental class than applying Grammar Translation Method in control class.  The score of Intrinsic, Integrative and Instrumental motivation, indicated it. The mean scores of students before treatment was 47.05 and after treatment was 81.78 in experimental, while in control class mean scores of students was 51.16 and after treatment was 51.89. The results of the research showed that Communicative Language Teaching (CLT) was effectively improving the students’ English Learning Motivation than using Grammar Translation Method (GTM). The table shows the different students’ mean score for both two Classes. For Experimental class, the students’ mean score improved significantly from 47.05 with standard deviation 7.491 to 81.78 with standard deviation 6.386. For Control class, the mean score of the students increase from 51.16, standard deviation 10.602 to 51.89, standard deviation 10.671.
Student-Generated Daily Question Cards for ESP Speaking in Dental Nursing: A Qualitative Case Study Achmad Basir
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.v13i2.5866

Abstract

This qualitative case study examined the implementation of Student-Generated Daily Question Cards in an ESP speaking class for dental nursing students at Poltekkes Kemenkes Makassar. The study involved 48 sixth-semester students and one English lecturer, with data gathered through six classroom observation meetings, semi-structured interviews with 25 purposively selected students and the lecturer, and supporting documentation. The data were analyzed thematically using Miles and Huberman’s interactive model. The study was conducted to address the persistent difficulty many health-related EFL learners experience in speaking English meaningfully and to explore a practical, context-based strategy for improving ESP speaking instruction. The findings revealed four major themes: the cards increased classroom interaction and oral participation, supported students’ willingness to speak more freely, fostered learner-centered engagement through student-generated questioning, and strengthened contextualized communication related to dental nursing practice, including patient education, oral hygiene, and clinical routines. Rather than functioning merely as a speaking prompt, the activity helped transform classroom discourse into a more interactive and profession-oriented learning process. The novelty of this study lies in showing how student-generated question cards can combine active learning, learner autonomy, and ESP relevance within instructional format. The study concludes that Student-Generated Daily Question Cards are an effective and practical tool for encouraging meaningful speaking practice in dental nursing education. The main implication is that ESP lecturers can adapt this strategy to promote student-generated, discipline-based oral tasks that connect language practice with future professional communication needs.
Co-Authors Andi Tenri Ampa Sulfasyah Sulfasyah