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All Journal Jurnal Profesi Kependidikan Script Journal: Journal of Linguistic and English Teaching ELS Journal On Interdisciplinary Studies in Humanities EduLine: Journal of Education and Learning Innovation LETS: Journal of Linguistics and English Teaching Studies Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Proceeding of Undergraduate Conference on Literature, Linguistic, and Cultural Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Foreign Language Instruction Probe International Journal of Language, Education, and Literature (IJLEL) Axiology
Amra Ariyani
Fakultas Bahasa Dan Sastra, Universitas Negeri Makassar
Religion Humanities Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Students’ Perception on Learning English with “Chill English by Schoolfess” in Telegram Nurnadiefa Nurnadiefa; Amra Ariyani; Fitri Radhiyani
Journal of Excellence in English Language Education Vol 2, No 3, July (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

The purpose of this study is to find out students’ perceptions of their English learning with Chill English by Schoolfess in Telegram. The population in this study were all followers of Chill English by Schoolfess using a purposive sampling technique of 15 High School Student followers as the sample in this research. This study used descriptive qualitative where the researcher used the interview as an instrument and based on the result of the interview, the researcher found positive responses from students in learning English with Chill English by Schoolfess in Telegram. Chill English by Schoolfess is interesting to students as a medium for developing their English outside of school which shows significant developments in their writing and reading skills.
The Use of Podcast in Improving Listening Skill of EFL Students at SMA Negeri 12 Makassar Ririn Febrianti; Ahmad Talib; Amra Ariyani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 3: August (2023) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

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Abstract

This study was a pre-experimental research that aimed to find out whether the use of podcast improves EFL students' listening skill at SMAN 12 Makassar. The independent variable of this study is the use of podcast and the dependent variable is the students' listening skill. The population of this study was all of the students of XI MIPA Classes of SMAN 12 Makassar and the sample was XI MIPA 2 class with 36 students. The research sample was selected by using a cluster random sampling. The research data were obtained by giving a multiple choices listening tests in the pretest and posttest. The analysis technique used in this research was descriptive statistical and inferential statistical techniques. Based on the analysis results, P = 0.000 is smaller than α = 0.05 and the students’ mean score in posttest (77.77) was higher than the students’ mean score in the pretest (56.25). So, it was concluded that the use of podcast significantly improved the listening skill of EFL students at SMAN 12 Makassar. This research only focused on the use of audio podcast on Spotify in improving students' listening skill. Future researchers may be able to conduct research to find out how audio podcasts or other types of podcasts can improve other skills such as speaking, reading, and writing.Key words-- podcast, listening skill
The Implementation of the Hidden Object Interactive Game Using Powerpoint in Improving Students' Vocabulary Mastery Nanda Triana; Amra Ariyani; La Sunra
EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2029

Abstract

This research aims to find out whether the implementation of the Hidden Object interactive game using PowerPoint can improve students' vocabulary mastery or not. A quantitative pre-experimental research type was used in this study. All seventh-grade students at SMP Negeri 1 Watansoppeng made up the population of this study. The sample was taken by selecting one class randomly as a representative of a cluster (cluster random sampling) of 25 students. The instrument used was the vocabulary test while data collection was carried out using pretest, treatment, and posttest techniques. Descriptive statistical analysis was the technique of data analysis that was applied where the average pretest score of the 25 students in this study was 72.84, and the average posttest score was 87.84. In addition, it is evident that the two-tailed significance value in the pretest and posttest results was 0.000 which denotes that the two-tailed value is less than 0.05 (significant level), and based on decision-making, this indicates that H0 is rejected while H1 is accepted. In addition, the analysis results obtained from each aspect of vocabulary, namely: meaning has a mean pretest and posttest difference of 19.40, spelling, 11.72, pronunciation 3.32, word classes, 1.52 and word use has a mean difference of 43.04. Other results also show that there were four aspects of vocabulary, namely meaning, spelling, pronunciation, and word use which can show that the two-tailed value was less than 0.05 while the value for the two-tailed aspect of word classes was more than 0.05. It is stated that the four aspects of vocabulary other than Word Classes reject H0 while H1 is accepted. This means that there is a significant difference between student scores before and after implementing the Hidden Object interactive game using PowerPoint. Thus, it can be inferred that in general the implementation of the Hidden Object interactive games using PowerPoint significantly improves students' vocabulary mastery. But for each aspect of vocabulary, only word classes had the smallest mean difference and did not have a significant improvement in students' vocabulary while the biggest mean difference was in the word use aspect.
Pelatihan Penulisan Telaah Kritis Maemuna Muhayyang; Amra Ariyani; Geminastiti Sakkir; Hasriani G; Mardiyanah Nasta; Munir
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 1 No 1 (2023): Februari 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

Pelatihan ini bertujuan memberikan pengetahuan dan pemahaman secara teoritis dan praktis kepada mahasiswa program studi pendidikan bahasa Inggris, Pascasarjana UNM yang memogramkan matakuliah Educational Psychology semester 1 tahun akademik 2022/2023 mengenai penulisan telaah kritis. Metode yang digunakan adalah ceramah, diskusi, konsultasi, dan presentasi tugas akhir. Hasil pelatihan menunjukkan bahwa para peserta secara kualitatif mampu memeroleh pengetahuan dan pemahaman yang komprehensif mengenai konsep-konsep penulisan telaah kritis dan mampu menghasilkan sebuah telaah kritis mengenai kajian Psikolinguistik dalam perspektif bahasa Inggris, dan mereka secara kuantitaif mampu menghasilkan sebuah telaah kritis (90 %) dengan eksistensi kekurangan pada bagian-bagian tertentu khususnya kritik dan selebihnya (10 %) mahasiswa secara individu yang tergabung dalam beberapa kelompok masih mengalami kendala memahami konsep-konsep dasar tersebut.
Exploring Learning Style Preferences in English Speaking Class: Students’ Perceptions from a Vocational High School Context Arya Priyangga Sumardi; Amra Ariyani; Muhammad Tahir
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/mkgcfw85

Abstract

This study explores students’ perceptions of their learning styles in the context of an English-speaking class. Using a descriptive qualitative design, data were collected through semi-structured interviews and documentation involving tenth-grade Culinary A students at SMKN 2 Gowa. The findings indicate that while students are unfamiliar with the theoretical concept of learning styles, they exhibit clear visual, auditory, and kinesthetic preferences in receiving, processing, and evaluating information. The results highlight that visual learners depend on visual aids, auditory learners seek verbal clarification, and kinesthetic learners prefer physical or group activities. Despite their conceptual limitations, students are aware of effective learning strategies that align with their personal styles. These insights underscore the importance of recognizing individual learning preferences to enhance instructional design in speaking classes.
The Analysis Factors Affecting Students' Willingness to Communicate In EFL Classroom Mega Syafitri; Munir; Amra Ariyani
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/t7m14x90

Abstract

This research employed a descriptive qualitative method to explore the primary factors affecting students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL). The study was conducted through observation, in-depth interviews, and documentation with EFL students and analysed using theories from Macintyre et al.’s (1998) heuristic model of WTC as the theoretical framework. The findings reveal that a complex interplay of individual, social, and pedagogical factors influences WTC. Key internal factors include communicative self-confidence, language anxiety, motivation (both instrumental and integrative), and personality traits such as introversion and extroversion. Students reported greater WTC when interacting with familiar peers, when they perceived the conversation partner as less dominant, or when the topic was familiar and engaging. Linguistic competence, particularly vocabulary and grammar mastery, also significantly impacted their willingness to speak. While the social context emerged as equally influential, students highlighted that peer support, a positive classroom atmosphere, and a non-threatening environment facilitated their WTC, while fear of making mistakes or negative evaluation, especially during formal interactions with lecturers, served as communication barriers. The flexible use of Bahasa Indonesia in combination with English was also noted as a scaffold that helped ease anxiety and improve comprehension. Overall, this study concludes that WTC is not a fixed trait but a dynamic construct shaped by psychological readiness, linguistic ability, interpersonal relationships, and instructional methods. This research should be conducted in a more varied sample. Replicating this study across different regions, educational levels, and learner demographics will help generalize the findings and strengthen the evidence base for best practices in EFL teaching. Besides, Research into how variables such as emotional intelligence, self-efficacy, and language learning beliefs interact with WTC can contribute to more personalized language teaching approaches to investigating students' WTC in the EFL classroom.
Senior High School Students’ Perceptions of Using Video Projects to Develop Speaking Skills Anjeli Rahmadani; Syarifuddin Dollah; Amra Ariyani
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/k8zmxy90

Abstract

This study investigates senior high school students' perspectives on using video projects to enhance their speaking skills. Although the increasing use of video projects in English language instruction is well documented, little is known about how students perceive this approach in actual classroom environments. Although students' real experiences may differ, some argue that video projects could increase confidence, motivation, and opportunities for speaking practice. The study was conducted to close the gap between theory and classroom practice and to present more convincing evidence. A quantitative descriptive strategy was employed in this study. Students from two senior high schools MAS Mannilingi Bulo-Bulo and MAN, Jeneponto participated. To ensure equal participation across classes, random cluster sampling was used to choose the sample. Data was collected using a questionnaire. Students' interest, motivation, confidence, challenges, and overall sentiments regarding the use of video projects in speaking exercises were assessed in the questionnaire. The findings indicate that most students at both institutions held favorable views of learning through video projects. According to many students, making films improves speaking practice and allows them to express their thoughts more freely. Additionally, they reported that rehearsing several times before recording the final version reduced their nervousness. Because this approach provides more time to practice and rehearse their speaking performance, students report that it enhances their confidence, fluency, and pronunciation. Although a few students reported issues such as limited phone storage or difficulty editing films, these didn't substantially detract from their generally favorable opinion. In conclusion, video projects are perceived by students from MAN Jeneponto and MAS Mannilingi Bulo-Bulo as beneficial and inspiring activities that enhance their speaking skills.
Teacher’s Perceptions of Students’ Speaking Anxiety Problem at SMKN 4 Barru Nurshafika; Muhammad Tahir; Amra Ariyani
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/drrme627

Abstract

This study aims to explore teachers’ perceptions of students’ speaking anxiety problems at SMKN 4 Barru and the strategies used to address them. A descriptive qualitative research design was employed in this study. The data were collected through interviews with English teachers and analyzed thematically. The findings reveal that students’ speaking anxiety is caused by several factors, including lack of confidence, limited knowledge of speaking topics, fear of negative judgment from peers, and lack of experience in speaking in public. The teacher addresses these problems through three main stages: reception, understanding, and evaluation. In the reception stage, the teacher applies a supportive approach by motivating students and starting speaking activities with simple and familiar topics. In the understanding stage, the teacher identifies psychological and social factors that contribute to students’ anxiety. In the evaluation stage, relaxation techniques such as slow breathing and focusing strategies are used to help students manage anxiety and maintain classroom interaction. The study concludes that teachers’ awareness of students’ emotional conditions and the use of appropriate strategies play an important role in reducing students’ speaking anxiety and encouraging active participation in English speaking activities. Keyword: Teacher’s perception, Speaking, Anxiety Problem
Pemanfaatan Scrapbook sebagai Media Pembelajaran dalam Penulisan Biography Text Asriati; Munir; Amra Ariyani; Nur Aeni; Hasriani G; Avrillia Amanda; Fathur Rahman Harun; Andi Suci Ramadhani; Resky Affat; Zulfa Zahra Khaerunnisa
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 1 (2026): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Pengabdian ini mengeksplorasi implementasi media scrapbook dalam penulisan teks biografi bagi siswa kelas IX di SMP Negeri 1 Makassar. Program yang diberi nama English Scrapbook ini dirancang untuk melibatkan siswa secara aktif dalam kegiatan menulis teks biografi melalui serangkaian aktivitas kreatif dan terstruktur. Proses pembelajaran dimulai dengan pengenalan konsep teks biografi, pengumpulan data tokoh berpengaruh, penulisan narasi biografi, hingga penyajian hasil karya dalam bentuk scrapbook. Hasil pengabdian menunjukkan bahwa penggunaan media scrapbook secara signifikan meningkatkan keterampilan menulis siswa dengan mendorong mereka untuk mengidentifikasi informasi penting, menyusun konten secara logis, dan menyajikannya secara kreatif melalui elemen visual. Selain itu, program ini juga mendorong keterampilan berpikir kritis dan komunikasi siswa karena mereka dituntut untuk mempresentasikan hasil karya di depan kelas. Penggunaan scrapbook sebagai media pembelajaran juga berhasil meningkatkan keterlibatan dan motivasi siswa dalam mempelajari teks biografi, sehingga proses pembelajaran menjadi lebih interaktif dan menyenangkan. Dengan demikian, implementasi media scrapbook dalam pembelajaran teks biografi tidak hanya memperkuat kemampuan literasi siswa, tetapi juga mendorong kreativitas, kerja sama tim, dan komunikasi yang efektif
Evaluating Vocational English Education in Rural Indonesia: A CIPP-Based Analysis of Curriculum Alignment, Communicative Competence, and Workplace Readiness Muhammad Shiddiq; Murni Mahmud; Amra Ariyani
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.v5i1.864

Abstract

This study examined the execution of vocational English instruction in a rural Indonesian vocational high school utilizing the Context, Input, Process, and Product (CIPP) evaluation framework, emphasizing curricular alignment, communicative competence, and job preparedness. The study examined the implementation of vocational English learning concerning contextual support, instructional inputs, classroom procedures, and learning outcomes within the framework of the Merdeka Curriculum and vocational education. The study utilized a qualitative descriptive-evaluative methodology and was conducted at SMKN 1 Tapalang in West Sulawesi, comprising 28 participants, including school officials, English teachers, students, and parents. Data were gathered by classroom observations, semi-structured interviews, and document analysis, and analyzed utilizing the interactive model of data condensation, display, and conclusion drawing based on CIPP dimensions. The results indicated that English acquisition was predominantly matched with vocational and workplace-oriented goals via ESP-based instruction and communicative learning methodologies. Competent educators, curriculum execution, and fundamental instructional resources facilitated the learning process; yet, deficiencies in infrastructure, digital integration, and genuine communicative assessment were still apparent. Students exhibited moderate enhancement in reading, writing, vocabulary acquisition, and functional communication abilities, although speaking and listening skills necessitated further reinforcement. This study enhances vocational English education research by emphasizing the significance of communicative assessment, workplace-oriented training, and the implementation of contextualized curricula in rural vocational schools.
Co-Authors A. Muliati A. Muliati Abduh, Amirullah Ahmad Syaifullah Andi Raihanah Fatihah Akbarullah Puli Andi Suci Ramadhani Anjeli Rahmadani Annisa Ramadhani Ardianto Ardianto Ardin Saputra Arya Priyangga Sumardi Asriati Asriati Asriati Asrul Ns Avrillia Amanda Baso Jabu, Baso Darliati Darliati Emelia Mustika Efendi Faras Dwi Larasanti Fathur Rahman Harun Fatimah Hidayahni Amin Geminastiti Sakkir Haryanto Atmowardoyo Hasriani G Hudzaifa Afifah Hamka Iskandar Iskandar ita Purnama Sari Julianti Sapta Nadilla Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra Maemuna Muhayyang Mardiyanah Nasta Maulidyani AM Mega Syafitri Muh. Mushaddiq A Muhammad Agus Muljanto Muhammad Arham Muhammad Aswad Muhammad Shiddiq Muhammad Tahir Munir Munir Munir Murni Mahmud Nadya Fany Nanda Triana Nur Aeni Nur Ainun Rahmat Nur Fadillah Nurchalis Nurdin Noni Nurnadiefa Nurnadiefa Nurshafika Nurul Asma Rahmad Risan Rahmat Hidayat Rahmat Naofal Nasir Resky Affat Rezky Ahmad Wirayuda Rini Anggriani Ririn Febrianti Sahril Nur Seny Luhriyani Sunusi Sri Ayu Handayani Suci Amaliah Suci Shalsabila Syamsiarna Nappu, Syamsiarna Syarifuddin Dollah Thahirah Thahirah Titin Andryana B Winda Sudirman Zulfa Zahra Khaerunnisa