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All Journal Al-Ulum Al-Lisan English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Education Technology Voices of English Language Education Society English Language Teaching and Research Jambura Journal of English Teaching and Literature Jambura Early Childhood Education Journal Journal of English Teaching and Applied Linguistics (JETAL) Lingua Al-Lisan: Jurnal Bahasa Research Review: Jurnal Ilmiah Multidisiplin Socius: Social Sciences Research Journal Jurnal Penelitian Pendidikan Indonesia Jurnal Riset dan Pengabdian Interdisipliner Journal of Digital Business & Banking International Journal of Teaching and Learning (INJOTEL)
Karmila Machmud
Universitas Negeri Gorontalo
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Teacher Professional Development on The Implementation of Technology-Enhanced Language Learning : Teachers’ Perspectives (A Study Conducted at SMPN 2 Monano) Biahimo, Ivana Febrianty; Machmud, Karmila; Mestari, Sri Agriyanti
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 2 (2025): September
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17119127

Abstract

This study explores the impact of Teacher Professional Development (TPD) on the implementation of Technology-Enhanced Language Learning (TELL) in English language teaching at SMPN 2 Monano. Despite the availability of training, many teachers face challenges in integrating technology due to infrastructural barriers, insufficient hands-on practice, and lack of continuous support. Using a qualitative design, the research employed interviews, classroom observations, and document analysis to investigate how TPD affects teachers’ confidence, competence, and pedagogical practices. The findings reveal that professional development encourages a shift from traditional methods to more interactive strategies aligned with the TPACK framework, leading to greater student engagement, comprehension, and confidence. However, limitations such as unequal access to devices, unstable internet connectivity, and misuse of technology persist, particularly in rural contexts. The study concludes that continuous, contextualized, and practice-based professional development is crucial to bridge the gap between training and real classroom practices, thereby promoting sustainable integration of digital tools in English language education.  
The Impact of Social Media and 4C Skills (Critical Thinking, Communication, Creativity, Collaboration) in English Language Learning: Students’ voices Juni, Muliana; Mahmud, Muzdalifah; Machmud, Karmila
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1871

Abstract

This study explores students’ subjective perspectives on the use of social media platforms (e.g., TikTok, Instagram, YouTube) in developing their 21st-century 4C skills (Critical Thinking, Communication, Creativity, Collaboration) within an English Language Learning (ELL) context. Using descriptive qualitative methods with semi-structured interviews, this study synthesizes wide-ranging perceptions on the use of platforms and how they facilitate students in improving 4C skills in English learning. The results were further analyzed thematically. Key findings indicate that, although students recognized that social media is an accessible and engaging tool for English learning, its use for developing 4C skills is not without significant challenges. Students posited that social media effectively facilitates the practice of communication skills (writing and speaking), stimulates creativity, and supports online collaboration skills. However, they also suggested that the development of critical thinking is hampered by the difficulties in evaluating the credibility of information online. The practical implications of this study highlight the need for lecturers to design structured pedagogical support and for policymakers to integrate digital literacy into the curriculum. Without strategic guidance, the potential of social media to enhance 4C skills is at risk of being underutilized.
The Effectiveness of Duolingo Application in Enhancing Efl Student’s Pronunciation: Voiced and Voiceless Consonants Nalole, Debby Oktaviani Merajiwati; Karmila Machmud; Fahria Malaba
Jurnal Bisnis Digital & Perbankan Vol 1 No 1 (2025): Journal of Digital Business & Banking
Publisher : Politeknik Kebangsaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65177/jdbb.v1i1.17

Abstract

This study aimed to evaluate the effectiveness of the Duolingo application in improving students' pronunciation skills, with a specific focus on voiced and voiceless consonants. A quantitative study design employing a pre-experimental approach was utilized, incorporating pre-tests and post-tests to measure differences in students' scores. The study involved 32 eighth-grade students from SMP Negeri 12 Gorontalo. The students participated in four pronunciation training sessions using the Duolingo application, supplemented with in-class guidance. The collected data were analyzed using a paired t-test to determine the significance of differences between pre-test and post-test scores. The results indicate that the null hypothesis (H₀) was rejected, signifying a significant difference between pre-test and post-test scores. These findings suggest that the Duolingo application significantly enhances students’ pronunciation skills, particularly in mastering voiced and voiceless consonants. Consequently, Duolingo proves to be an effective learning tool for improving students’ pronunciation proficiency.
ANALYZING EFFECTIVE STRATEGIES FOR TEACHING LISTENING SKILLS TO EFL STUDENTS Putri Adelia Mado; Karmila Machmud; Nurlaila Husain
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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

Abstract

The purpose of this research was to investigate the implementation of English language teaching strategies for developing listening skills in students learning English as a foreign language (EFL). A qualitative descriptive method was used in the study. In order to answer the research question, the researchers collected data from open-ended interview statements from three teachers at SMA Negeri I Paleleh. The researchers analysed the data through the process of data collection, data reduction, data display and conclusion. The findings of this research indicate that the implementation of bottom-up and top-down strategies could improve students' knowledge and listening skills. The use of bottom-up and top-down strategies helped students to improve their listening skills because learners found the strategies enjoyable and were able to share their perspectives based on their prior knowledge of the topic. In addition, teachers were able to provide students with detailed knowledge about the learning topic.
The Use of Quizizz in EFL Classroom: Students’ Perceptions and Learning Outcomes at Junior High School Syahril Nur; Karmila Machmud; Harto Malik; Muziatun; Sartin Miolo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10652

Abstract

This study aims to examine students’ perceptions and learning outcomes on the use of Quizizz in an English as a Foreign Language (EFL) classroom at MTsN 1 Boalemo. This research employed a mixed-method approach with an explanatory sequential design. The participants were 31 students selected through purposive sampling. Data were collected using a questionnaire, pre-test and post-test, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, N-Gain, paired sample t-test, and Cohen’s d, while qualitative data were analyzed descriptively. The findings revealed that students demonstrated a high level of perception toward the use of Quizizz (M = 3.44), indicating that the platform is useful, engaging, and easy to use. The learning outcomes improved significantly, with the mean score increasing from 62.8 to 81.6 and learning mastery rising from 34% to 87%. The N-Gain score was 0.51 (moderate), the t-test indicated a significant difference (p < 0.05), and the effect size was very large (d = 2.42). The instrument was also proven valid and highly reliable (α = 0.91). However, some challenges were identified, particularly unstable internet connectivity. It can be concluded that Quizizz is an effective tool to enhance students’ engagement and learning outcomes in EFL classrooms.
The Effect of Using Froggy Jump Game in Educaplay Media on Students’ Vocabulary Mastery Rahmat Aditya Mahmud; Rasuna Talib; Moh. Syahrun Ibrahim; Karmila Machmud; Titien Fatmawaty Mohammad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10904

Abstract

Vocabulary mastery is a foundational element of English language acquisition, yet many learners continue to struggle with it in classroom settings. This study explored how the Froggy Jump game, accessed through Educaplay media, affected vocabulary mastery among seventh-grade students at SMP Negeri 1 Botupingge. A quantitative approach was employed using a one-group pre-test and post-test design. Twenty-eight students from class 7A were selected as the sample through purposive sampling from a population of 246 students across three grade levels. The intervention was conducted over six meetings, with a vocabulary test administered before and after the treatment to measure learning gains. A significant difference between pre-test and post-test scores was established through paired-sample t-test analysis, which returned a p-value of 0.000, considerably lower than the 0.05 significance threshold. The mean score improved markedly from 45.57 to 85.57, demonstrating a substantial gain in vocabulary mastery. These findings confirm that the use of the Froggy Jump game had a positive and meaningful effect on students' vocabulary learning outcomes. The findings of this study strengthen existing scholarly evidence regarding the effectiveness of game-based digital media in EFL instruction, while also offering actionable implications for language educators seeking to enhance student engagement and vocabulary acquisition through technology-integrated learning.
The Use Of My English Study Channel On The Tiktok Application In Improving Vocabulary Mastery At 8th Grade Of SMP Negeri 1 Tilongkabila Sitti Fatima Nurlisa Manoppo; Titien Fatmawaty Mohammad; Fahria Malabar; Karmila Machmud; Moh. Syahrun Ibrahim
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Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jrpi.v3i3.39470

Abstract

This study evaluated the effectiveness of the “My English Study” TikTok channel in improving the vocabulary mastery of eighth-grade students at SMP Negeri 1 Tilongkabila. Using a quantitative one-group pre-test and post-test experimental design, the study involved 26 purposively selected students. Data were collected through objective tests assessing nouns and adjectives in descriptive texts and analyzed using a paired samples t-test. The results showed a significant improvement in students’ vocabulary achievement, with the mean score increasing from 40.92% in the pre-test (low category) to 74.92% in the post-test (high category). Adjective mastery reached 96.50% accuracy, while noun mastery improved to 57.97%. Statistical analysis revealed a t-value of 18.686 and a p-value of 0.000 (p 0.05), indicating a significant difference between pre-test and post-test results. Therefore, the study concludes that the “My English Study” TikTok channel is an effective digital learning medium for enhancing vocabulary acquisition, motivation, and engagement among students.
EFL Students’ Perception of Using Audio Visual Media in Listening Class Salma Fadlina Laus; Karmila Machmud; Nurlaila Husain
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 1 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2025 - Juli 2025)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i1.206

Abstract

Perception is a complex cognitive process involving the recognition, organization and interpretation of sensory information in order to understand and respond to the environment, which is influenced by each individual's personal experience and background. In the context of language learning, students' perception of learning media plays an important role in determining the effectiveness of the learning process. The purpose of this study is to describe EFL students' perceptions of the use of audio-visual media in listening learning. This study used a qualitative approach with descriptive method. Data were collected through an open questionnaire distributed to 13 fourth semester students of the English Education Study Program at Gorontalo State University who had taken the Listening for Professional Context and Academic Purpose course. The results showed that the majority of students had a positive perception of audio-visual media. They consider this media effective in improving understanding of listening material. Helps recognize English accents and intonations, and creates a more interesting and less boring learning atmosphere. However, some challenges were also found, such as the duration of the video that was too long, the technical quality of the media that was less than optimal, and the tendency to rely too much on visual aspects. Overall, audio-visual media is a very potential learning tool if applied strategically and proportionally in listening classes. These findings are expected to contribute to the development of listening teaching strategies that are more effective and in accordance with the needs of EFL students.  
Students’ Perception on The Use of Readtheory.org at SMK Negeri 1 Suwawa Nurlila Syayahni Syaripudin; Karmila Machmud; Sri Agriyanti Mestari
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2025 - Januari 2026)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i2.239

Abstract

This research aims to explore students’ perceptions on the use of ReadTheory.org and how it affects their learning motivation in developing English reading skills. The study was conducted using a descriptive qualitative method involving five tenth-grade students from SMK Negeri 1 Suwawa. Data were collected through open-ended questionnaires and classroom observations during the students’ use of ReadTheory.org. The results indicate that students had positive perceptions toward the platform. They found ReadTheory.org engaging and helpful in improving their reading comprehension due to its adaptive features, immediate feedback, and varied reading topics. The platform also enhanced their learning motivation, as shown by increased enthusiasm, self-confidence, and independent study habits. Students reported feeling more motivated to read, were encouraged to improve their scores, and demonstrated perseverance in overcoming learning obstacles. Furthermore, teacher support played an important role in guiding students to use the platform effectively. In conclusion, the use of ReadTheory.org positively influenced students’ perceptions and motivation in reading English texts. The findings suggest that integrating digital tools like ReadTheory.org in the classroom can support technology-based reading instruction and foster students’ motivation, especially in vocational school contexts.
The Use of TTW (Think, Talk, Write) Strategy in Developing Student’s Writing English Narrative Text Annisa Djibran; Karmila Machmud; Sri Agriyanti Mestari
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2025 - Januari 2026)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i2.245

Abstract

The objective of this research is to find out whether Think-Talk-Write (TTW) strategy develop students’ writing skill in narrative text. To achieve the objectives, this research employed a quantitative experimental method using one group pre-test and post-test design. The population of this research was the ninth grade students of SMPN 1 Bulango Timur, consisting of 29 students. Data were collected through writing tests on narrative texts before and after treatment. The results show that the TTW strategy gave a positive effect on students’ writing skill. The mean score of the pre-test was 23.65, while the mean score of the post-test increased to 39.03. The statistical analysis used Wilcoxon Signed-Rank Test because the post-test data were not normally distributed. The result of the test showed a significance value of p < 0.001 and an effect size of -1.000, indicating a strong and significant improvement in students' writing ability after the treatment. The increase in scores proves that Think-Talk-Write strategy effectively enhances students’ understanding and ability in writing narrative texts. From the data above, it can be concluded that the use of Think-Talk-Write (TTW) strategy is effective in developing the students’ writing skills in narrative texts. It provides structured stages that encourage students to think critically, collaborate through discussion, and express ideas in written form.
Co-Authors Abid Adimawati Helingo Ainsha Ainun Habibie Annisa Djibran Apriyanto A.J. Pauweni Biahimo, Ivana Febrianty Djahara, Windrawati Elin Herlina, Elin Fahria Malaba Fahria Malabar Fitra A. Jaelani H Majalia, Asni Haris Danial Harto Malik Hassanudin Fatsah Helena Badu Ikafira Reviana Juni, Muliana Kartin Lihawa Mohamad Ibrahim Baliu Mohamad Syahrun Ibrahim Muliana Wahyuni Halid Muzdalifah Mahmud Muziatun Mukadji Nalole, Debby Oktaviani Merajiwati Nurlaila Husain Nurlila Syayahni Syaripudin Putra, Rizky Anugrah Putri Adelia Mado Rahman Taufiqrianto Dako Rahmat Aditya Mahmud Rasuna Talib Rosalin Tanaiyo Salma Fadlina Laus Sartin Miolo Sitti Fatima Nurlisa Manoppo Sri Agriyanti Mestari Sukmawati Lahabi Syahril Nur Titien Fatmawaty Mohammad Usman Pakaya Wiwy Triyanty Pulukadang Yuliana T Wero Yunita Hatibie