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All Journal Al-Ulum English Review: Journal of English Education Journal of Education Technology 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 Socius: Social Sciences Research Journal International Journal of Social and Education (INJOSEDU)
Karmila Machmud
Universitas Negeri Gorontalo
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analyzing The Factors Influencing Students' Willingness To Communicate In Speaking Classes at Universitas Negeri Gorontalo Herlina, Elin; Machmud, Karmila; Danial, Haris
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 1 (2025): Agustus
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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

Abstract

This study aims to analyze the psychological and situational factors that influence students' willingness to communicate (WTC) in speaking classes. This study focuses on second-year students of the English Education Study Program at Universitas Negeri Gorontalo who have completed the course “Speaking for Professional Context.” Using a qualitative design, data were collected through semi-structured interviews with ten participants selected through purposive sampling. Thematic analysis was used to identify the main themes in the data. The results of the study indicate that both psychological and situational factors significantly influence students' WTC. The most influential psychological factor is self-confidence, while the prominent situational factors include the interlocutor and the role of lecturers. Other prominent themes include learning anxiety, the influence of topic type on perceived communicative competence, classroom atmosphere, and instructor strategies. In practice, these findings can provide information and strategies for student learning and teaching activities in the classroom
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 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.  
Co-Authors Abid Adimawati Helingo Apriyanto A.J. Pauweni Biahimo, Ivana Febrianty Djahara, Windrawati Elin Herlina, Elin H Majalia, Asni Haris Danial Juni, Muliana Kartin Lihawa Mohamad Ibrahim Baliu Muliana Wahyuni Halid Muzdalifah Mahmud Nurlaila Husain Putri Adelia Mado Rahman Taufiqrianto Dako Rosalin Tanaiyo Sri Agriyanti Mestari Yuliana T Wero