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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 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 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.
Co-Authors Abid Adimawati Helingo Apriyanto A.J. Pauweni Biahimo, Ivana Febrianty Djahara, Windrawati Elin Herlina, Elin Fahria Malaba H Majalia, Asni Haris Danial Juni, Muliana Kartin Lihawa Mohamad Ibrahim Baliu Muliana Wahyuni Halid Muzdalifah Mahmud Nalole, Debby Oktaviani Merajiwati Nurlaila Husain Putri Adelia Mado Rahman Taufiqrianto Dako Rosalin Tanaiyo Sri Agriyanti Mestari Yuliana T Wero