Article Per Year (5 Year)
p-Index From 2021 - 2026
5.047
P-Index
This Author published in this journals
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

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
PENGINTEGRASIAN APLIKASI ZEP QUIZ DALAM MENDUKUNG PEMBELAJARAN INTERAKTIF DI SMA ISLAM AL-AZHAR 12 MAKASSAR Iskandar Iskandar; Nur Aeni; Amra Ariyani; Asriati Asriati; Rahmad Risan; Asrul Ns; Suci Shalsabila; Winda Sudirman; Rezky Ahmad Wirayuda
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Proses pembelajaran di kelas masih cenderung konvensional dan monoton karena dominasi metode ceramah, yang menempatkan guru sebagai pusat pembelajaran, sehingga siswa kurang aktif berpartisipasi dalam kegiatan pengajaran dan pembelajaran. Oleh karena itu, inovasi pembelajaran berbasis teknologi diperlukan untuk menciptakan lingkungan pembelajaran yang lebih interaktif dan menarik. Kegiatan ini bertujuan untuk mengintegrasikan aplikasi Zep Quiz ke dalam proses pembelajaran untuk meningkatkan keterlibatan dan minat siswa terhadap materi pelajaran. Metode implementasi dilakukan dalam beberapa tahapan, yaitu sosialisasi penggunaan aplikasi, pengenalan fitur Zep Quiz, implementasi pembelajaran berbasis aplikasi, praktik siswa, dan evaluasi pembelajaran. Kegiatan ini melibatkan siswa dari SMA Islam Al-Azhar 12 Makassar sebagai partisipan. Pengumpulan data dilakukan melalui observasi partisipatif dan penyebaran kuesioner untuk mengetahui tingkat keterlibatan siswa, antusiasme, kepuasan, dan efektivitas penggunaan aplikasi. Hasil kegiatan menunjukkan bahwa lebih dari 80% siswa lebih aktif saat menggunakan aplikasi Zep Quiz dibandingkan dengan metode ceramah. Dengan demikian, penggunaan aplikasi Zep Quiz dapat meningkatkan keterlibatan siswa di kelas sekaligus mendukung penggunaan teknologi dalam proses pembelajaran yang lebih inovatif dan interaktif.
Exploring Students' Perspective about Lectures' teaching strategy to enhance Students' WTC in EFL Classroom Mega Syafitri; Amra Ariyani; Munir Munir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45001

Abstract

This study explores the factors influencing students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL) classrooms and examines teaching strategies that can effectively foster this willingness. Using a qualitative descriptive method, the research was conducted at an EFL Classroom in Indonesia, through classroom observations and in-depth interviews with selected EFL students. The study applies Macintyre et al.’s (1998) heuristic model of WTC as its theoretical foundation. The findings reveal that students’ WTC is shaped by a dynamic interaction of internal, social, and instructional factors. Internally, communicative self-confidence, anxiety levels, and motivation (both instrumental and integrative) played a significant role. Socially, peer support, classroom atmosphere, and fear of negative evaluation were identified as crucial influences. The flexible use of both Bahasa Indonesia and English also helped reduce anxiety and increase participation. Pedagogically, students responded more positively to interactive strategies compared to traditional lectures. Approaches such as cooperative learning, problem-based learning, and project-based learning were found to be the most effective in encouraging active communication, critical thinking, and collaboration. Overall, this research emphasizes that WTC is not fixed, but rather influenced by contextual and emotional readiness. Teachers are encouraged to implement student-centred and emotionally supportive strategies to create a classroom environment where learners feel confident to speak.
Influencing through Language: Skincare Advertising Discourse on Instagram Fatimah Hidayahni Amin; Seny Luhriyani Sunusi; Amra Ariyani; Geminastiti Sakkir; Nur Ainun Rahmat
Proceeding of Conference on Literature, Linguistic, and Cultural Studies Vol. 5 No. 1 (2026): Proceeding of Conference on Literature, Linguistic, and Cultural Studies: ICONE
Publisher : Fakultas Ilmu Budaya Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/pcllcs.v5i1.6561

Abstract

This study examines the linguistic strategies employed in Instagram skincare advertisements and their role in constructing persuasive messages and reinforcing dominant beauty ideologies. The study adopts a qualitative method through Critical Discourse Analysis (CDA), utilizing Fairclough’s three-dimensional framework: textual analysis, discursive practice, and social practice. Data were collected purposively from five Instagram posts by prominent skincare brands, selected based on relevance and audience engagement. The analysis reveals the use of imperatives, emotive vocabulary, structured narratives, and authoritative tone to build trust, appeal to emotions, and promote aspirational beauty ideals. These linguistic choices contribute to a discourse that equates beauty with confidence, self-worth, and social acceptance. The study identifies how these advertisements implicitly link consumption with self-improvement, positioning skincare not merely as a product but as a lifestyle necessity. The findings suggest that skincare advertisements on Instagram function not only as marketing tools but also as ideological texts that shape consumer identity and perpetuate societal norms regarding beauty and self-care. This study contributes to the growing body of literature on discourse and digital media by highlighting the intersection of language, ideology, and consumer culture in online marketing practices.
Directness and Dignity in EFL Speaking Feedback: Students’ Confidence Trajectories Amra Ariyani; Muhammad Arham
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.710

Abstract

Oral corrective feedback is essential in English as a foreign language (EFL) speaking instruction, yet feedback that students experience as unusually firm, harsh, or direct may create a tension between linguistic improvement and confidence. This qualitative study examined how EFL undergraduates perceived strong lecturer feedback, how it influenced their confidence and participation immediately and over time, and which delivery conditions shaped constructive or harmful outcomes. Data were analyzed using reflexive thematic analysis. Four themes were developed: (1) directness is not the same as harshness; (2) the evaluative spotlight produces an immediate affective shock; (3) one feedback event can fork into productive vigilance or protective silence; and (4) students want clarity with dignity and a usable next step. Public correction frequently generated embarrassment, anxiety, and an immediate decline in confidence. However, longer-term responses diverged. Some students converted discomfort into greater preparation, pronunciation, and grammar practice, and eventual confidence recovery, whereas others reduced volunteering, became quieter, or participated only when they felt safe. Clear correction was often welcomed when it was respectful, specific, and actionable; perceived humiliation was associated more strongly with tone, interruption, judgmental wording, and public exposure than with directness itself. The findings show that strong feedback does not have a uniformly negative influence. Its effect is appraisal-mediated and relational, depending on how learners interpret the lecturer's intent, preserve social dignity, and identify a feasible route for improvement. The study recommends confidence-preserving directness rather than either harshness or vague praise.
The Effect of Reward Stamps in Encouraging Students’ Participation in Learning English Faras Dwi Larasanti; Haryanto Atmowardoyo; Amra Ariyani
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i2, April.84052

Abstract

This study aims to determine the effect of reward stamps on students’ participation in learning English and to explore how they affect that participation. This study used an explanatory sequential mixed methods design conducted at UPTD SMAN 1 Polewali, involving 32 students as questionnaire respondents (18 statements) and 5 students as interview participants, selected using purposive random sampling techniques. The questionnaire analysis results show that most items are in the high category (55.6%), followed by the medium category (33.3%), and the very high category (11.1%), with no items in the low or very low categories, indicating that students' responses to the use of reward stamps tend to be positive. The interview findings reinforced the quantitative results, in which students showed increased confidence, courage in expressing and responding to opinions, mutual respect, and responsibility in completing tasks individually and in groups. In addition, reward stamps also increased students' motivation to learn because students felt appreciated for their efforts. Thus, the application of reward stamps showed a positive contribution in increasing student participation and supporting the creation of a more active and enjoyable English learning atmosphere.
Students’ Experiences in Developing Presentation Skills through Project-Based Learning in the Merdeka Curriculum Maulidyani AM; Chairil Anwar Korompot; Amra Ariyani
Journal of Excellence in English Language Education Vol 5, No 3, July (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i3, July.88399

Abstract

This study aims to explore and provide an in-depth description of students’ experiences in developing presentation skills through Project-Based Learning (PjBL) in the Merdeka Curriculum. A qualitative descriptive research design was employed, enabling the researcher to comprehensively delve into the subjects’ meanings, perceptions, and retrospective accounts. The study involved four Grade XI students from Athirah Islamic School Makassar, selected via purposive sampling to ensure diversity in English proficiency levels and learning experiences. Data were collected through in-depth interviews. The collected data were analyzed using Braun & Clarke’s (2006) reflexive thematic analysis. The findings indicate that, according to students’ reports, the implementation of PjBL provided them with positive, meaningful, and contextual learning experiences. Despite facing challenges—such as limited English vocabulary and grammar mastery, time management difficulties, and technical issues in material preparation—the students perceived that they successfully overcame these obstacles through solid teamwork and constructive teacher guidance. Students further reported perceived improvements across various aspects of presentation skills: self-confidence, speaking fluency, material delivery structure, use of visual aids, body language, and the ability to answer audience questions. The study concludes that students considered PjBL relevant and supportive in developing their communication competence within the Merdeka Curriculum framework.
THE EFFECT OF INTERACTIVE LEARNING MEDIA ON INCREASING STUDENTS’ ENGLISH VOCABULARY AT JUNIOR HIGH SCHOOL Nadya Fany; Nurdin Noni; Amra Ariyani
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88211

Abstract

This study aims to find out the effect of Interactive Learning Media, specifically Quizlet, on increasing students’ English vocabulary at SMPN 19 Bulukumba. A quantitative approach was applied, using a pre-experimental design with a one-group pre-test and post-test. The sample consists of 27 eighth-grade students. Data were collected using vocabulary tests covering three aspects: word meaning, word use and word spelling. The data were analyzed using descriptive statistics, a paired sample t-test and N-Gain analysis with the assistance of SPSS version 25. The findings showed a significant improvement in students’ English vocabulary after the implementation of Quizlet. The mean score increased from 54.04 in the pre-test to 73.96 in the post-test. A paired sample t-test produced a t-value of -16.613 with a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the pre-test and post-test scores. Furthermore, the N-Gain analysis yielded an average score of 0.439, which falls into the moderate improvement category, indicating that students experienced a significant enhancement in their vocabulary. Among the three vocabulary aspects, word spelling showed the highest improvement, followed by word meaning, while word use showed a moderate increase. These findings indicate that Quizlet, as an interactive learning media is effective in increasing students’ English vocabulary at the junior high school level.
Indonesian EFL Pre-Service Teachers' Experiences in Developing Speaking Skills in the Pedagogy of Speaking Course Amra Ariyani; Nur Aeni; Suci Amaliah
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2253

Abstract

This qualitative case study examines how Indonesian EFL pre-service teachers experienced the development of speaking skills in a Pedagogy of Speaking Course and how these experiences contributed to their early professional readiness. The study responds to the need for speaking pedagogy courses that support not only oral participation but also pedagogical awareness among future English teachers. Data were collected through classroom observations, semi-structured interviews with ten fourth-semester English education students, and reflective journals across four sequenced course activities: a personal speaking task, picture-based storytelling, speaking-teaching strategy mapping, and peer teaching. Using reflexive thematic analysis, data were triangulated across observations, interviews, and journal entries. The findings showed that students' speaking development progressed from personal speaking tasks to collaborative meaning-making and peer teaching. Although students encountered affective, linguistic, cognitive, and pedagogical challenges, they addressed these through self-regulation, peer collaboration, writing-based planning, digital and textual resources, and lecturer feedback. Furthermore, the course also helped students reframe and reinterpret speaking activities as vital pedagogical strategies for their future classrooms. The study concludes that a Pedagogy of Speaking Course can function as both a speaking-practice space and an early professional formation site when designed through sequenced tasks, written planning support, peer collaboration, reflective follow-up, and explicit links between speaking activities and teaching practice.
Questioning the Promise of Dialogic Feedback: Engagement Challenges Across Proficiency Levels in EFL Writing Nur Fadillah Nurchalis; Nurdin Noni; Geminastiti Sakkir; Amra Ariyani; Muhammad Aswad
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2477

Abstract

Background: Although dialogic feedback has received increasing attention in EFL writing research, little is known about whether students with different proficiency levels experience similar engagement challenges during dialogic feedback. This study aims to explore the engagement challenges experienced by low-proficiency and intermediate-proficiency EFL students. Methodology: This study employed a qualitative multiple-case study design involving six undergraduate EFL students at an Indonesian public university. Participants were purposively selected based on their proficiency levels from an in-house essay diagnostic test assessed using the IELTS Writing Task 2 band scale (1–9). Students scoring below Band 3 were classified as A1 (low proficiency), while those scoring Band 4–5 were classified as B1 (intermediate proficiency). Three students from each group were selected to form two contrasting cases. Data were collected through semi-structured interviews and analysed thematically using within-case and cross-case comparisons. Findings: The findings revealed both shared and proficiency-specific engagement challenges among the six participants. Both low-proficiency and intermediate-proficiency students experienced unclear feedback, revisions limited to lecturer corrections, and low self-confidence. However, low-proficiency students also faced dependence on lecturer authority, difficulty transferring feedback to future writing tasks, limited clarification-seeking, inadequate preparation, and greater fear and anxiety during feedback interactions. In contrast, intermediate-proficiency students mainly experienced inconsistent clarification-seeking, anxiety related to extensive revisions, and sensitivity to lecturers’ attitudes and appreciation. Conclusion: The findings suggest that engagement challenges during dialogic feedback vary across proficiency levels. Common challenges were evident in both groups, whereas proficiency-specific challenges reflected differences in students’ experiences and support needs. Therefore, dialogic feedback should be adapted to accommodate these differences in order to promote more effective student engagement. Originality: This study contributes to the dialogic feedback literature by providing insights into engagement challenges during dialogic feedback interactions among low- and intermediate-proficiency EFL students in an Indonesian higher education context. It extends previous proficiency-based research by highlighting how students at different proficiency levels experience and navigate challenges in dialogic feedback.
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