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INVESTIGATING LEARNERSâ€™ OBSTACLES IN SECOND LANGUAGE READING COMPREHENSION Safrudin Sahmadan; Ali Ajam
Jurnal Bilingual Vol 10, No 2: Jurnal Bilingual Edisi Oktober 2020
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v10i2.2530

Skill in reading texts written in English as a foreign language constitutes a fundamental element of the establishment of English curriculum in Indonesia. The aim of this article is to investigate and explore the obstacles and difficulties faced by Indonesians in their learning activities which hampering the learners in gaining comprehension, and to view the pedagogy from the broader perspective on the theories of reading process. As the writer found, the learners are lack of language system understanding, lack of reading strategies, poor in recognizing the types of reading comprehension. Therefor, through literary study as the research method, the Â result appeared that the obstacles and problems faced by the Indonesian affected by cultural background, English teaching and learning process, and approaches in teaching and learning.

WOMEN'S LANGUAGE FEATURES USED BY MAIN CHARACTER IN JOY MOVIE BY DAVID O. RUSSEL Fardiah Amalia Ardani; Ali Ajam; Samsudin Hi Adam
Jurnal Bilingual Vol 13, No 2 (2023): Jurnal Bilingual EDISI OKTOBER 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v13i2.7490

This study aims to determine women's language features used by the main character in the Joy movie based on Lakoff's theory. This study uses a descriptive qualitative method. More specifically, the researcher used the theory of Miles, Huberman Saldana (2014) which consists of data condensation, data display, and conclusion drawing/verification to analyze the data and describe the findings. Data sources were collected from the utterances of the main character from the movie. The findings show that there are nine out of ten women's language features used by the main character in the movie. They were lexical hedges or fillers, tag questions, rising intonation on declarative, empty adjective, intensifiers, hypercorrect grammar, superpolite forms, avoidance of strong swear words, and emphatic stress. While precise color terms are not found in the movie.

The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either. According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.

The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either. According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.

Students’ Grammatical Cohesion in Essay Writing Abdulhalim Daud; Ali Ajam; Naniek Jusnita
Jurnal Langua Vol 6 No 1 (2023): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.7731278

Cohesion plays an essential part in writing. This study aims to find out what grammatical cohesion device students used in writing. This study is a qualitative study. It was conducted during the semester. Fifteen university students studying essay writing participated as participants of this study. The students’ writing drafts were collected and analyzed. Content analysis was applied. The results showed that the students use two grammatical cohesion devices in their essay writing; references and conjunction. References consist of personal references, demonstrative references, and comparative references while conjunction consists of additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction. On the other hand, there were two grammatical devices that were not found in students writing draft substitution and Ellipsis devices. Thus, those two devices are mostly found in oral communication. It means that the analyzed passages do not expose all of the cohesion devices sufficiently and provide too many highlights on one type which is the reference. This fact showed that the sentences within the text should not be connected by the existence of all cohesion devices. Some of the adequate devices were as much as necessary to create a series of sentences called a text. Some presence of them is already enough to create cohesion.

Challenges and Strategies in Navigating the TOEFL Reading Section Among Selected Indonesian EFL Learners Nursalim, Nursalim; Ajam , Ali; Rizal , Awaludin; Lengkoan , Fergina; Budiman , Jeihn N. C.
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ymzxt412

In an era where English proficiency dictates global academic and professional mobility, mastering the TOEFL Reading section remains a significant hurdle for many Indonesian EFL learners. Despite familiarity with widely endorsed strategies such as skimming, scanning, and vocabulary enhancement, consistent application under exam pressure remains elusive. This study addresses a critical gap in existing research by investigating not only the types of challenges faced by TOEFL takers but also the cognitive and strategic dissonances that hinder their performance. Employing a mixed-methods approach, the study collected quantitative data from the reading scores of 15 test-takers at an English Language Center in Tondano, North Sulawesi, and complemented it with qualitative insights from semi-structured interviews. The findings reveal persistent difficulties in time management, complex vocabulary processing, and inference-based questions, despite students’ awareness of effective strategies. Notably, the study uncovers that the mere knowledge of techniques is insufficient without strategic internalization, adaptive focus, and real-time cognitive flexibility. Students identified vocabulary expansion, active reading, and timed practice as the most impactful strategies, yet gaps between awareness and execution remain. The study’s contribution lies in offering a nuanced understanding of these strategic breakdowns and advocating for targeted pedagogical interventions, including strategy-focused curricula and individualized practice modules. These findings hold wider implications for TOEFL preparation programs, suggesting the need for personalized, cognition-aware teaching models that not only transmit strategies but also cultivate their consistent application in high-stakes contexts.

Students Perceptions of Immediate Feedback and Delayed Feedback in Learning Writing Ali Ajam; Safrudin Sahmadan; Sri Ayu Budi Lestari; Ni Putu Juliani Lestari Dewi
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.12094

This study stems from the existence of corrective feedback whose timing has become a hotly debated issue and requires further empirical investigation by second language researchers This needs to be done because related to the ideal time to implement corrective feedback some studies confirm that immediate feedback has more positive effects and maximizes students learning opportunities However on the other hand some researchers claim that of the two types of feedback delayed feedback is more influential and beneficial in students language development This study aims to further explore students perceptions of immediate feedback and delayed feedback in the writing learning process Descriptive Qualitative Method was carried out in this study by involving 20 students as samples The instruments used in collecting data are questionnaire and interview The data analysis technique used is an interactive model consisting of data collection data filtering data display and conclusion making or verification The results of data analysis showed that all responses to immediate corrective feedback were positive as indicated by 66 of students chose strongly agree and 34 chose agree As for delayed corrective feedback only 35 of students agreed and the remaining 65 disagreed < p>

Peningkatan Profesionalitas Guru dalam Penulisan karya Ilmiah melalui Pelatihan Mendeley dan Zotero Sahrun Sudirman; Ali Ajam; Awaludin Rizal; Mahdi Ahmad; Afidaa Wahid
Jurnal Inovasi Penelitian dan Pengabdian Masyarakat Vol. 5 No. 2 (2025): Desember
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jippmas.v5i2.677

Pengabdian ini bertujuan untuk meningkatkan profesionalitas guru dalam penulisan karya ilmiah melalui pelatihan penggunaan manajemen referensi pada guru SMPN 4 Kota Ternate. Berdasarkan hasil wawancara awal, guru mengalami hambatan dalam melakukan dan mempublikasikan hasil penelitian mereka, kurangnya keterlibatan riset kolaborasi, dan kurangnya pengetahuan tentang pemanfaatan referensi digital dalam penulisan karya ilmiah menggunakan aplikasi Mendeley dan Zotero. Kegiatan dilaksanakan secara kolaboratif oleh tim dosen dari ISDIK Kie Raha dan Universitas Khairun pada tanggal 23–24 Juli 2025, meliputi ceramah, demonstrasi, praktik mandiri, serta evaluasi pembuatan karya ilmiah mini, dengan jumlah peserta sebanyak 24 guru. Metode pelaksanaan bersifat eksperimental-praktik dengan pendekatan pelatihan tatap muka dan praktik langsung menggunakan Mendeley dan Zotero, diikuti evaluasi ketercapaian kompetensi. Hasil menunjukkan adanya peningkatan kemampuan teknis peserta dalam menginstal, mengelola pustaka digital, serta menerapkan sitasi otomatis pada dokumen ilmiah; peserta berhasil menyusun karya ilmiah mini yang memenuhi kaidah sitasi digital. Keterbatasan waktu mengurangi kedalaman beberapa materi, sehingga direkomendasikan tindak lanjut berupa pendampingan berkelanjutan dan workshop lanjutan yang mengintegrasikan impor data dari basis terindeks seperti Scopus, Google Scholar, dan Web of Science. Temuan ini mengindikasikan bahwa pelatihan reference manager efektif meningkatkan kapasitas penulisan ilmiah guru dan mendukung budaya penelitian di lingkungan sekolah.

Peran Pendidikan Karakter dalam Kurikulum Merdeka terhadap Perilaku Etika dan Moral Siswa Generasi Z: Penelitian Sahrun Sudirman; Ali Ajam; Safrudin Sahmadan; Mahdi Ahmad; Afidaa Wahid
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.4498

The development of Generation Z living in the digital era presents new challenges in shaping students' ethical and moral behavior. The Independent Curriculum was designed in response to the needs of 21st-century education by placing character education as the main foundation through strengthening the Pancasila Student Profile. This study aims to analyze the role of character education in the Independent Curriculum on the ethical and moral behavior of Generation Z students. The research method used is a qualitative approach with a literature study of scientific journals, educational policy documents, and relevant previous research results. The results of the study indicate that character education in the Independent Curriculum plays a significant role in shaping students' ethical and moral behavior through the integration of character values in learning, project-based learning, and teacher role models. However, the implementation of character education still faces challenges in the form of educator readiness and the influence of the digital environment. This study concludes that character education in the Independent Curriculum contributes positively to the ethical and moral formation of Generation Z students if implemented consistently and collaboratively.

Project-Based Learning as a Transformative Approach to Enhancing EFL Students’ Paragraph Writing Competence Ali Ajam; Abdulhalim Daud; Sri Ayu Budi Lestari; Awaludin Rizal; Jusmin HJ Wahid
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5993

This study investigates the effectiveness of project-based learning (PBL) in enhancing the paragraph writing skills of first-year college students. A total of thirty-one students participated in the research, which utilized a pre-test and post-test design to objectively measure improvements resulting from the instructional intervention. The data collected from both tests were analyzed using SPSS, with descriptive statistical methods applied to evaluate the outcomes. The findings reveal a clear advancement in students’ writing skills following their engagement in project-based learning activities. The mean score for the pre-test was 67.48, while the post-test mean increased to 75.64. This significant improvement suggests that PBL has a positive impact on students’ ability to construct coherent and effective paragraphs. The collaborative nature of PBL was also evident, as students worked together in groups, leveraging a project-based learning assistant to guide them through the writing process. They engaged in drafting, revising, and refining their paragraphs, with particular focus on building strong arguments and supporting them with relevant facts and references. The collaborative environment encouraged peer learning and mutual support, promoting greater engagement and a sense of responsibility among group members. These initial results provide a valuable baseline for future research and instructional practices. They illustrate how project-based learning can not only enhance students’ writing abilities but also cultivate essential skills such as teamwork, analytical thinking, and effective communication. The outcomes of this study suggest that integrating PBL into writing instruction may be a promising approach for educators seeking to improve students’ academic writing performance and foster active, collaborative learning environments.

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