Article Per Year (5 Year)
p-Index From 2021 - 2026
2.223
P-Index
This Author published in this journals
All Journal JEE (Journal of English Education) JOLLT Journal of Languages and Language Teaching Journal of English Language and Education English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment
Nurdevi Bte Abdul
Universitas Muhammadiyah Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
TRANSCULTURAL COMMUNICATION: THE INTERNATIONAL STU-DENTS’ STRATEGIES FOR BULDING SOCIAL INTERACTION WITH LOCAL STUDENTS AT UNIVERSITAS MUHAMMADIYAH MAKAS-SAR Nurilmi Aulia Amar; Nurdevi Bte Abdul; Herlina Daddi
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4606

Abstract

The increasing number of international students has created multicultural interaction in higher education environments. However, in the context of higher education in Indonesia, language differences, local accents, and the use of regional expressions often pose challenges for international students. Previous research has focused more on language barriers and cultural adaptation, while studies on transcultural communication and the use of artificial intelligence (AI) as a communication tool are still limited, especially in Indonesian multicultural higher education contexts.  Therefore, this study investigates transcultural communication strategies and communication challenges experienced by Thai students at Universitas Muhammadiyah Makassar. This study employed a qualitative ethnographic approach involving three Thai university students from different study programs who were purposively selected due to their active engagement in multicultural academic interactions and their varying levels of Indonesian language proficiency.Data were collected through interviews, observations, and field notes, then analyzed using thematic analysis. The results showed that participants employed strategies such as asking for clarification, mixing languages, using peer assistance, gestures, and repeated interactions to maintain communication. Furthermore, the study identified the use of AI as a novel strategy for understanding contextual meaning and cultural expressions during interactions. Overall, the findings indicate that transcultural communication was facilitated through processes of adaptation, negotiation of meaning, social support, and the use of digital technology
Exploring Factors Influencing Students’ Engagement in Deep Learning-Based EFL Speaking Aqidatul Izzah Syafruddin; Nurdevi Bte Abdul; Hasnawati Latif
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2813

Abstract

Student engagement is essential for fostering significant learning and enhancing speaking proficiency in EFL lessons. While prior research has investigated student involvement and deep learning independently, there is a paucity of studies addressing the elements that affect students' participation in deep learning-oriented EFL speaking activities, especially at the junior high school level. This study defines deep learning-based EFL speaking activities as speaking tasks that foster meaningful comprehension, critical analysis, cooperation, reflection, and the application of information through genuine communication. This study sought to examine the factors affecting students' engagement in these learning activities. The study utilized a descriptive qualitative approach and featured 10 eighth-grade students from SMP Muhammadiyah Lajoa, recruited via purposive sampling. Data were gathered via classroom observations and semi-structured interviews, subsequently analyzed employing the interactive model proposed by Miles, Huberman, and Saldaña (2014). The results identified five elements affecting student engagement: teaching strategy, individual motivation, student-teacher relationship, students’ English proficiency and teaching facilities. The data suggest that student involvement is influenced by the interplay of internal and external influences. The study emphasizes the significance of establishing supportive, engaging, and student-centered learning settings to promote meaningful engagement and active participation in EFL speaking activities.
Immediacy and Feedback in Instructional Communication in Shaping Translation Anxiety and Cognitive Engagement Among EFL Learners Sujarwo Sujarwo; Nurdevi Bte Abdul; Asdar Asdar; Asia M Asia M; Fadilah Binti Zakaria
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18220

Abstract

This study aims to investigate the complex interplay between instructional communication, translation anxiety, and cognitive engagement among EFL university students participating in a translation course. The study employed an interpretive phenomenological analysis (IPA) design, involving 11 participants who contributed data via semi-structured interviews, classroom observations, and reflective journals. The findings demonstrate that communicative immediacy fosters emotional safety, thereby alleviating learners' translation anxiety and augmenting their cognitive engagement. When communication is dialogic and helpful, students feel empowered to articulate interpretations, justify linguistic choices, and engage in critical reflection on meaning production. On the other hand, limited or evaluative communication tends to make anxiety worse and make it harder for people to think about things. These results underscore the need to incorporate communication training into translator education to develop emotionally responsive and cognitively engaged learners. Overall, the results show that communication is an important part of translation pedagogy because it turns worry into contemplation and involvement into comprehension. This study concludes that effective instructional communication prioritizes immediacy, empathy, and dialogic interaction and is essential for alleviating translation anxiety and fostering cognitive engagement among EFL learners. The implications currently impact translator education by emphasizing the necessity for communication-focused training to assist teachers in developing more adaptive, reflective, and intellectually engaging translation sessions.
Co-Authors Abdul Rahman Andi Asri Jumiaty Andi Atika Putri Andi Bulkis Maghfirah Mannong Andi Irwin Maulana Aqidatul Izzah Syafruddin Asdar Asdar Asia M Asia M Awalia Azis Dwi Handayani Lukman Fadilah Binti Zakaria Hasnawati Latif Herlina Daddi Hilda Hafid Ira Maya Melsiani Melsiani Miftahul Jannah Muhammad Ma’ruf Ramadhan H Muhsin, Muh Arief Nurhikmah Ismail Nurilmi Aulia Amar Ratu Yulianti Natsir Sitti Maryam Hamid St. Rahma Wahyuni Amirullah Sujariati Wildhan Burhanuddin