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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching UICELL Conference Proceeding ELS Journal on Interdisciplinary Studies in Humanities Scope: Journal of English Language Teaching Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of English Teaching and Applied Linguistics (JETAL) JEE (Journal of English Education) JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies) English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Al-Irsyad: Journal of Education Science Jurnal Pendidikan Terapan Research and Innovation in Applied Linguistics Innovations in Language Education and Literature Journal of Teaching and Education for Scholars Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP) Jurnal Sipakatau GLENS: Global English Insights Journal Journal of English Education (Indolish)
Adi Isma
Universitas Sulawesi Barat
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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12th Grader’s Perception Regarding Tertiary Students Teaching Practices Wahyu Sudewi, Putu; Isma, Adi; Reski, Reski
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 3 (2024): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i3.36414

Abstract

This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.
Language Learning Strategies of a Polyglot: Bridging Theory and Practice Wahyu Sudewi, Putu; Isma, Adi; Hasriani G, Hasriani G; Imansari, Nurul
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.v8i2.44221

Abstract

Second language acquisition (SLA) research has extensively examined language learning in formal, often monolingual, classroom settings, there is a noticeable lack of empirical investigation into how polyglots acquire, manage, and sustain multiple languages. This gap is particularly significant given the rising importance of multilingualism in a globalized world and the proven cognitive, cultural, and professional benefits it offers. This qualitative case study examines the language learning strategies of Indonesian polyglot proficient in seven languages: Indonesian, English, Mandarin, Korean, Japanese, Arabic, and Latin. Through a purposive sampling method, the participant was interviewed via Zoom, and data were analysed using Oxford’s (1990) taxonomy of language learning strategies. The study identified both direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social) used by the participant. Findings reveal that the participant’s language proficiency is achieved through a strategic integration of diverse methods tailored to specific goals and contexts. Motivation driven by extrinsic factors like scholarships, personal interests, and intrinsic spiritual reasons played an important part of learning a language intensity. The participant preferred structured tools, analytical comparisons, and regular practice, while affective and social strategies helped manage emotional challenges and maintain motivation. This study supports Oxford’s framework and highlights the importance of clear goals, sustained motivation, and community engagement in successful multilingual acquisition.
Fostering Collaborative Learning through YouTube and WhatsApp: Insights from EFL Reading Comprehension Courses Isma, Adi; Wahyu Sudewi, Putu; Mega Januarti Putri, Andi
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5138

Abstract

The integration of social media platforms in EFL reading instruction remains underexplored, particularly regarding their combined pedagogical potential for enhancing collaborative learning experiences. This study investigates how YouTube and WhatsApp function as complementary collaborative learning tools in EFL reading courses, addressing the gap in research on their synergistic effects on reading comprehension and peer interaction. Using a sequential explanatory mixed-methods approach, data were collected from 100 third-semester students through questionnaires, with 40 randomly selected participants providing reflective journals. The research examined students' perceptions of these platforms' effectiveness in supporting collaborative reading activities and identified correlations between platform use and learning engagement. The findings indicate that students perceived both platforms positively, with YouTube presentations supporting comprehension of reading materials and WhatsApp discussions fostering collaborative engagement. However, challenges such as limited interaction during video presentations, technological barriers, and message overload in group chats were also reported. Thematic analysis further revealed five key themes: learning engagement, collaborative experiences, online learning challenges, platform benefits, and improvement suggestions. The study contributes practical insights for optimizing social media integration in EFL reading instruction through structured engagement strategies, balanced participation guidelines, and blended learning approaches that combine synchronous and asynchronous collaborative reading activities.
Play To Learn: Exploring Gamification in an English Language E-Learning Platform La Ode Rasmin; isma, Adi; Mega Januarti Putri, Andi; Sardi, Ahmed
PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP) Vol. 2 (2024): Prosiding Seminar Keguruan dan Pendidikan (SNKP) 2024
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

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

Abstract

This study examined how gamification affected students' motivation, participation, teamwork, and learning outcomes in an English-language e-learning platform. Semi-structured interviews and structured observations were used in a qualitative case study. Sixty-two third-semester English education majors from Universitas Sulawesi Barat, Indonesia, participated in the study. They were specifically chosen from two classes that used an e-learning platform with gaming elements. The results showed that gamification components such as incentives, achievements, and challenges considerably enhanced learners' motivation, excitement, and active engagement in English learning activities. Furthermore, gamification fostered positive social interactions, including collaboration, idea-sharing, mutual support, and healthy competition among learners. The observation data corroborated these findings, demonstrating high engagement levels, effective utilization of gamification features, strong focus and persistence, and notable improvements in achieving English learning goals. The study concludes that gamification can produce interesting, fun, and productive learning environments that improve students' motivation, engagement, teamwork, and general success in learning English. It is suggested by the implications that gamification techniques be used to encourage learners' motivation, engagement, and positive social dynamics. Future studies could examine how gamification affects self-regulated learning mechanisms, intrinsic motivation, and language ability over the long run.
Empowering E-Learning for English Literacy Development: Insights from Lecturers Isma, Adi; Basri, Muhammad; Abduh, Amirullah; Putri, Andi Mega Januarti; Hustiana, Hustiana
JETAL: Journal of English Teaching & Applied Linguistic Vol 5 No 2 (2024): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v5i2.1495

Abstract

The integration of e-learning platforms in university settings has experienced notable growth, especially with the onset of the COVID-19 pandemic. This qualitative case study explored university lecturers' perceptions regarding the use of e-learning for teaching English literacy skills, specifically reading and writing. Semi-structured interviews were utilized for data collection with six lecturers from the English Department at Universitas Sulawesi Barat, Indonesia, who taught literacy courses during the 2022/2023 academic year. The findings revealed a spectrum of lecturers' experiences, beliefs, and attitudes toward e-learning-based literacy instruction. While initial challenges were encountered during the transition to online learning, the lecturers recognized benefits such as flexibility, efficient material sharing, and enabling remote assignments. However, connectivity issues, difficulties monitoring student progress, and the need for robust technological skills were identified as significant challenges. The lecturers advocated learner-centered, multimodal pedagogical approaches and emphasized the importance of balanced, blended learning that integrates both traditional classroom and online elements. The study highlights the potential of e-learning for enhancing English literacy education while underscoring the need to address infrastructural and pedagogical barriers.
Examining the Link Between English Proficiency and Academic Performance Among EFL Undergraduate Students Isma, Adi; Amrang, Amrang; Ridwan, Ridwan; Rusdiah, Rusdiah
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.198

Abstract

English language proficiency plays a vital role in supporting students’ academic performance, especially in higher education settings where English is both the subject of study and a medium for learning. This study aimed to examine the relationship between English proficiency and academic performance among undergraduate students in the English Education Department at Universitas Sulawesi Barat, Indonesia. A quantitative correlational research design was employed, involving 90 students whose English proficiency was measured using the English Proficiency Test for Internal Control (EPTIC), while academic performance was represented by their Grade Point Average (GPA). Data analysis using Pearson correlation revealed a strong and statistically significant positive relationship (r = 0.664, p < 0.001) between English proficiency and GPA. Linear regression analysis further indicated that English proficiency predicted 44.1% of the variance in academic performance. These findings highlight the importance of English proficiency as a predictor of students’ academic success. The results also support the use of institutional language assessments like EPTIC for evaluating academic readiness. It is recommended that higher education institutions provide structured language support programs to enhance student learning outcomes. Future studies should investigate the contributions of individual language skills and other influencing factors.
Exploring Challenges and Opportunities in Online Learning Among EFL Students in Higher Education Isma, Adi; Suwandi, Edi; Sudewi, Putu Wahyu; Ridwan, Ridwan
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15209

Abstract

Online learning has become an essential part of higher education, offering flexibility and wider access to students worldwide. Yet, in practice, many learners, especially those in EFL contexts, continue to face significant challenges that are often overlooked in existing research. This descriptive quantitative study explores the challenges and opportunities of online learning for English as a Foreign Language (EFL) students in higher education, specifically focusing on the English Department at Universitas Sulawesi Barat, Indonesia. Using a cross-sectional survey of 85 students, the research aimed to identify common obstacles and advantages in online learning while uncovering students' expectations and suggestions. The results revealed that technical issues (87.1%), lack of social interaction (67.1%), and difficulty understanding course material (52.9%) were the primary obstacles faced by students. Conversely, cost-effectiveness (62.4%), unrestricted access to course materials (49.4%), and reduced social demands (42.4%) were identified as key advantages. Notably, 79% of respondents expressed reluctance to engage in future online learning. This sentiment reflects persistent structural and pedagogical gaps. To improve the online learning experience, students proposed enhanced technological infrastructure, more interactive engagement, and increased instructional support. The findings underscore the need for institutions to reevaluate their online education strategies to ensure student-centered and sustainable learning environments.
Analysis of Narrative Writing Skills Among Junior High School Students in Indonesia Yulianti, Yulianti; Umar, Umar; Sudewi, Putu Wahyu; Isma, Adi
Innovations in Language Education and Literature Vol 1 No 2 (2024): DECEMBER 2024
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v1i2.3901

Abstract

Writing is a critical skill for English language learners, enabling them to express ideas effectively. This study investigates the narrative writing abilities of second-grade students at SMPN 5 Wonomulyo, Indonesia, focusing on five key aspects: content, organization, vocabulary, language use, and mechanics. Employing a mixed-method approach, data were collected through writing tests and teacher interviews. The findings reveal that a majority of students (60%) failed to meet the minimum standard of writing proficiency. Content and vocabulary were identified as the most challenging aspects, with many students struggling to generate coherent ideas and use appropriate language. Interviews with the teacher highlighted contributing factors, including limited vocabulary, lack of practice, and reliance on conventional teaching methods. The study emphasizes the need for innovative, student-centered approaches to enhance narrative writing skills, such as collaborative writing exercises, peer feedback, and digital storytelling tools. Vocabulary enrichment and regular writing practice are also critical for improving performance. This research contributes to the body of knowledge on EFL writing and offers practical recommendations for improving teaching practices.
A Study of UNIMEN Students' Perspectives on Cross-Cultural Adaptation in Thailand Mustakim, Mustakim; Astri, Zul; Baharuddin, Andi Farid; Isma, Adi; Noer, Fhadli
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2541

Abstract

This study explores the perspectives of Universitas Muhammadiyah Enrekang (UNIMEN) students on cross-cultural adaptation during their international internship in Thailand. Community service programs, which are mandatory for Indonesian tertiary students, offer practical experiences that bridge the gap between academic learning and real-world application. This research focuses on the challenges and adaptation strategies employed by students participating in teaching practices at private Thai schools. Using a qualitative methodology and thematic analysis, data were collected through interviews with eight fifth-semester students majoring in English Language Education. The findings identify eight key challenges: administrative issues, health problems, psychological stress, social integration difficulties, teaching challenges, culture shock, language barriers, and inadequate facilities. Cultural barriers, such as differences in the education system and social norms, led to experiences of homesickness and stress. Language difficulties were particularly pronounced due to limited Thai and English proficiency among locals. To address these challenges, students adopted several strategies, including seeking social support, engaging in cultural learning, using sign language, and fostering communication with locals. These strategies helped alleviate culture shock, improve cross-cultural understanding, and enhance teaching effectiveness. The study underscores the importance of adequate preparation, including cultural learning modules, and provides valuable insights for universities to better support future participants in international community service programs.
Mobile Application Integration for Grammar Learning: A Quasi-Experimental Study in Indonesian Context Ahmad, Darmi; Ridwan, Ridwan; Isma, Adi; Amrang, Amrang; Rusdiah, Rusdiah
Innovations in Language Education and Literature Vol 2 No 2 (2025): DECEMBER 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i2.6071

Abstract

Mastering grammatical structures remains challenging for English as a Foreign Language learners in contexts with limited authentic language exposure. This quasi-experimental study examined whether mobile application integration could enhance Simple Present Tense acquisition among 34 seventh-grade students at a public junior high school in Majene, Indonesia. Participants were assigned to either an experimental group (n=17) receiving instruction through the English Grammar: Learn and Test application or a control group (n=17) following conventional textbook-based methods. Pre-test and post-test assessments measured grammar mastery across parts of speech, inflection, and syntax dimensions. Results revealed substantial improvement in the experimental group, with mean scores increasing from 20.94 to 72.12 (p < .001, Cohen's d = 1.95), while the control group showed modest gains (29.18 to 50.94). Notably, 82.4% of experimental participants achieved mastery level compared to 11.8% in the control group. Student perceptions measured through a 15-item questionnaire indicated strong acceptance (M = 4.31), with particularly high ratings for perceived usefulness. Despite sample size limitations, findings suggest that strategically integrated mobile applications can significantly enhance grammar learning when traditional methods prove insufficient, offering practical solutions for resource-constrained educational settings.
Co-Authors A Halim Abduh, Amirullah Abdul Halim Agitha Ramadhani Riasang Ahmad Junaedi AHMAD JUNAEDI Ahmad, Darmi Ahmed Sardi Ahyadi Ahyadi Ambo Dalle Amrang Amrang Amrang Amrang Amrang, Amrang Andi Farid Baharuddin Andika Isma Andri Ratika Ardian Isma Asdar Asdar Asdar Asdar Astri, Zul Aswan Isma Baharuddin, Andi Farid Darmi Ahmad Dwi Adi Nugroho Fajriani Fajriani Fajriani Fajriani Fathur Rahman Arif Hasan Fhadli Noer Fhadli Noer, Fhadli Fitriyani Bakri Fitriyani Bakri Hasriani G Hustiana, Hustiana HY, Mclean Ikhsan Ikhsan Ikhsan Ikhsan Imansari, Nurul La Ode Rasmin La Ode Rasmin Lestari, Iin Widya Mclean HY Muh Firmansyah JN Muh. Hasbi Muh. Miftahul Khaer Muh. Miftahul Khaer Muh. Tedy Firansyah Muhammad Basri Muhammad Syahruddin Nawir Mustakim Mustakim Mustakim Mustakim Nugroho, Dwi Adi Nur Husnil Khatimah Putri, Andi Mega Januarti Putu Wahyu Sudewi Rahmatullah Syaripuddin Rahmatullah Syaripuddin Rasmin , La Ode RASMIN, La Ode Reski, Reski Reski, Reski Riasang, Agitha Ramadhani Ridwan Ridwan Ridwan Ridwan Ridwan, Ridwan Rusdiah Rusdiah Rusdiah Rusdiah Rusdiah Rusdiah Sahril Nur Samsudin Samsudin Suwandi, Edi Umar, Umar Wahyudi Wahyudi Yulianti Yulianti Yulianti Yulianti Yulie Asni Zul Astri