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All Journal English Review: Journal of English Education JINOP (Jurnal Inovasi Pembelajaran) ETERNAL(english, teaching, learning, and Research Journal) COUNS-EDU: The International Journal of Counseling and Education Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian TESOL Journal English Learning Innovation (englie) JURNAL ILMIAH GLOBAL EDUCATION DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra KOMUNIDA: Media Komunikasi dan Dakwah Jurnal Kajian Manajemen Dakwah Journal of English Language Teaching and Literature (JELITA)
Zulfah
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Use of VideoScribe Training to Improve Professional Competence of MTs EFL teachers in Pinrang Dwi Wulandari Ramadhanianti; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Magdahalena Tjalla
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 2 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i2.742

Abstract

This study aims to improve the professional competence of teachers in designing English learning materials through VideoScribe training. This study was action research. The training was given to 5 English teachers at the Madrasah Tsanawiyah level (Islamic junior high school). Data were collected by using rubric, observation, and interviews. The results show that teachers can operate VideoScribe application after receiving learning technology training with training materials including: (1) creating teachers’ account, (2) designing background, (3) adding pictures and setting the time duration, (4) adding text and setting the time duration, (5) operating, copy, cut, paste, (6) adding scribe hands, (7) setting camera and clear element’s camera, (8) adding music or voiceover, and (9) downloading the scribe video. Indicators of the teacher’s professional competence in operating VideoScribe: (1) being able to understand all the features of VideoScribe, and (2) being able to independently, accurately, and speedily operate all the features in VideoScribe application.
Developing EFL teachers’ competence in designing learning materials through electronic English book design training Usman Usman; Zulfah Fakhruddin; Hardiyanti Hardiyanti; Zam-Zam Adam; Kadaruddin Kadaruddin; Bita Rahmani
JINoP (Jurnal Inovasi Pembelajaran) Vol. 9 No. 2 (2023): November
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v9i2.25287

Abstract

This study aims to develop the competence of teachers in designing English learning materials through electronic English book design training. This study was action research. The training was given to 7 English teachers at the Madrasah Tsanawiyah level (Islamic junior high school) with more than 5 years of teaching experience and proficiency in using computers. Data were collected by using product assessment, observation, and interviews. The data was analyzed by using descriptive qualitative analysis. The results show that teachers can create electronic books for English learning after receiving learning technology training with training materials including: (1) designing materials through PowerPoint, (2) changing materials in electronic form through I-spring, and (3) making electronic books with the android extension via APK builder. Indicators of the teacher’s competence in designing electronic books include: (1) being able to independently design the content in terms of explanation materials in the form of images, audio, and video and exercises in the form of quizzes equipped with assessments and (2) being able to independently design the appearance or layout of an electronic book consisting of cover, layout, and buttons.
Analysis of English Listening Materials and the Compatibility to Curriculum Zulfah Fakhruddin; Arqam Arqam; Irma Maming
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.591

Abstract

This study aims to describe English listening materials taught by teachers in EFL class and the compatibility between available English listening materials teachers use and curriculum. It is due to teaching listening requires the use of media such as video, compact disk, and computer. The use of those media demands teachers’ competence in operating them. This study uses descriptive qualitative method. The subject of the research is thirteen English teachers. Research data was collected by using documentation and interview. The data was analyzed by using qualitative procedure which includes transcription, coding, categorizing, and conluding. The findings showed that English listening materials in EFL classroom are categorized into three. They are media, content, and exercise. English listening materials are in line to English curriculum. Teachers use materials and methods that are suitable to learning outcome of English listening skills.
Assessment Practice in EFL Classroom: Purpose, Methods and Scoring Miftahul Farid; Zulfah Fakhruddin; Ambo Dalle
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.758

Abstract

This research aims to describe teacher purposes, investigate teacher methods, and explain teacher scoring practices in EFL classrooms. The study employs a descriptive quantitative design, collecting data through checklist and observational analyses using Google Forms. The subjects comprise EFL teachers from senior high schools and vocational schools in the Pinrang region. Results reveal that teachers utilize multifaceted assessment practices for interconnected purposes: monitoring student progress, providing feedback, motivating learning, guiding instruction, facilitating differentiation, ensuring accountability, and reporting outcomes transparently. This underscores assessment's vital role in enhancing learning environments and informing teaching decisions. EFL teachers evaluate language proficiency across skills through varied assessments, including instructor-made tests, student tasks, and standardized exams. This approach enables comprehensive insights into students' abilities while addressing individual needs. Scoring practices demonstrate a commitment to fairness, consistency, and comprehensiveness, utilizing rubrics, clear instructions, and balanced evaluation of cognitive, affective, and psychomotor domains. The findings highlight educators' strategic use of assessment purposes and methods to continually improve teaching and learning processes, supporting students' language development. This research contributes to understanding EFL assessment practices in Indonesian secondary education, offering insights for teacher training and educational policy development.
The Impact of EFL Learners’ Sociobiography on Language Learning Anxiety Indah Sulistiawati; Abdul Haris Sunubi; Magdahalena Tjalla; Zulfah Fakhruddin; Mujahidah Mujahidah
JELITA Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i1.890

Abstract

This study examined the effects of EFL learners' sociobiographical factors (age, gender, and multilingualism) on their language learning anxiety. The research employed a quantitative approach with comparative analysis methods to investigate how these sociobiographical variables influence anxiety levels among language learners. Data analysis through t-tests revealed statistically significant correlations between sociobiographical variables and language learning anxiety, with p-values less than 0.05. The findings provide valuable insights into the complex relationship between learners' backgrounds and their anxiety in language learning contexts. These results have important implications for developing targeted teaching strategies and support systems aimed at creating more inclusive and effective EFL learning environments. The study addresses existing gaps in the literature and offers guidance for future educational policy and practice.
EFL Learners Attitude toward English Phonetics Learning in English Program at IAIN Parepare Dian Aisyah Abidin; Ambo Dalle; Abdul Haris Sunubi; Zulfah Fakhruddin; Magdahalena Tjalla
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 3 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i3.778

Abstract

Learners Attitude referred to the mindset, beliefs, opinions, and emotional disposition that learners bring to the learning process. Attitude plays a crucial role in shaping learners' engagement, motivation, and success in acquiring new knowledge and skills. The research aimed to identify of the attitudes of EFL learners in English program at IAIN Parepare toward their English phonetics learning. This research used quantitative design with data collection technique used questionnaire form with followed likert scale and sample of the research were 70 students from semester 3th and 5th of English Education Department of IAIN Parepare using simple random sampling. Analysis data used descriptive quantitative analsysis with calculating the frequency, percentage, and mean score. The result of this research that EFL learners showed positive attitudes towards English phonetics learning based on indicators Direction, intensity, consistency, and spontaneity which categorized as good attitudes among the students proved their commitment to following instructional guidance as direction, demonstrating strong emotional engagement as intensity, maintaining steady dedication over the class learning as consistency and showing proactive initiative in their learning phonetic as spontaneity indicated that students' attitudes reflect a positive of good enthusiasm mastering English phonetics supported by effective teaching methods implemented at class.
WEB 2.0 tools in English Project Based Learning at Elementary and High Schools in Kabupaten Pinrang Kiki Rezki Ananda; Magdahalena Tjalla; Zulfah Fakhruddin; Mujahidah Mujahidah; Abdul Haris Sunubi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 1 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i1.1295

Abstract

This research investigates the Web 2.0 tools utilized by teachers and students in English project-based learning (PBL) across elementary and high schools in Kabupaten Pinrang. The study aims to identify the types of digital tools utilized by teachers and students. A descriptive survey design was employed, involving 31 English teachers and 70 students from junior and senior high schools. Data were collected through online questionnaires and analyzed using descriptive statistics. The findings reveal that Canva (93.5%), YouTube (87.1%), and WhatsApp (77.4%) are the most commonly used tools by teachers, while students favor YouTube (60%), WhatsApp (51.4%), and Google Classroom (41.4%). Teachers primarily utilize Web 2.0 tools for content creation, communication, and assessment, while students use them for content exploration and project execution. Challenges identified include the limited adoption of collaborative platforms and synchronous communication tools due to digital literacy gaps and connectivity issues.
Utilizing Sandy AI to Enhance English Language Teachers’ Speaking Instructional Skills In MGMP Madrasah Aliyah Under The Ministry of Religious in Soppeng Regency Guntur Bratama; Arqam Arqam; Magdahalena Tjalla; Zulfah Zulfah; Ambo Dalle
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i2.1748

Abstract

The integration of artificial intelligence (AI) in language education offers a promising pathway to enhance teacher competence, particularly in speaking instruction. Despite its potential, some English teachers in the MGMP (Musyawarah Guru Mata Pelajaran) Madrasah Aliyah under the Ministry of Religious Affairs in Soppeng Regency continue to face difficulties in effectively utilizing AI tools and delivering CEFR B1-level speaking materials, particularly expressions of suggestion and offering help. This study aimed to analyze the effectiveness of Sandy AI in improving teachers’ speaking instructional skills and to explore the integration of AI within professional development programs. Employing a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, the research was conducted over two cycles and involved ten English teachers. Each cycle followed the stages of planning, acting, observing, and reflecting. In Cycle 1, teachers received initial training on Sandy AI and lesson development using the Problem-Based Learning (PBL) method. Following the first cycle, additional interventions were implemented in Cycle 2, including targeted CEFR B1 training, peer mentoring by high-performing teachers, and workshops on AI troubleshooting. Data collection was conducted through structured observation using a rubric that assessed instructional clarity, AI usage, CEFR explanation, and student engagement. The results demonstrated significant improvement in teacher performance, with a 32% increase in average scores and 90% of participants achieving the success criteria by Cycle 2. Teachers showed enhanced confidence, clearer instructional delivery, and more interactive use of Sandy AI in the classroom. The findings indicate that Sandy AI is an effective and practical tool to improve speaking instruction when supported by a structured, iterative professional development framework. This model is particularly applicable to religious-based educational contexts seeking to modernize language teaching through AI integration.
Analysis of The Teaching Quality of English MGMP Members in Topoyo Subdistrict Prawito Prawito; Zulfah Zulfah; Magdahalena Tjalla; Mujahidah Mujahidah; Saepudin Saepudin
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1818

Abstract

Theoretically, teachers' role in MGMP activities enhances English teaching quality and comprehension. This study aims to identify the activities conducted within the Teacher Working Group (MGMP) in Topoyo Subdistrict, Central Mamuju District, that can enhance the English teaching capabilities of senior high school teachers. The primary focus of this research is to describe the teaching quality of MGMP teachers in the area during the 2023/2024 academic year. Through collaboration in lesson planning, peer observation, and reflective discussions, this study seeks to explore the positive impact of MGMP on the development of English teachers' teaching quality. This research employs a qualitative descriptive approach with a phenomenological method to explore the MGMP activities that influence English teaching quality. The subjects consist of 6 English teachers from 6 different schools in Topoyo Subdistrict, with ages ranging from 30 to 50. The instruments used include structured interviews, direct observation, and documentation of MGMP activities. Interviews were conducted with audio recordings, while observations aimed to confirm data obtained from interviews. The collected data were analyzed through stages of data reduction, data display, and conclusion drawing and verification to ensure the validity of the findings. The results of this study indicate that; 1) The MGMP activities in Topoyo Sub-district enhance English teachers' competencies through collaboration, peer observation, and reflection. Using the innovative strategies such as project-based learning and differentiated instruction are applied to align with the student-centered Merdeka Curriculum. This approach helps teachers address challenges like varying student abilities and limited resources, while promoting adaptive, collaborative teaching practices that support the development of higher-order thinking skills. 2) The MGMP English teachers in Topoyo showed their ability to integrate contemporary pedagogical theories and strategies such as active, contextual, and student-centered learning while adapting to classroom challenges. These practices contributed to a teaching quality that is reflective, adaptive, collaborative, and responsive to the demands of 21st-century education and the diverse needs of students. To further improve teaching quality, it is recommended that teachers provide diverse learning opportunities and ensure equal access to technology for all students.
Investigating Teachers’ Ethics in the Use of Social Media as a Teaching Media in EFL Classrooms : A Case Study at MAN 1 Kolaka Utara Nursida Nursida; Ambo Dalle; Zulfah Zulfah; Magdahalena Tjalla; Mujahidah Mujahidah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1824

Abstract

offers various benefits, such as increased student engagement, flexible communication, and exposure to authentic materials. However, it also raises ethical challenges related to privacy, professionalism, and content responsibility. This study investigates how English teachers at MAN 1 Kolaka Utara reflect ethical awareness in using social media as a teaching tool. Employing a qualitative descriptive method, data were collected through interviews, observations, and document analysis involving four English teachers who actively used platforms like WhatsApp, Instagram, and YouTube. Thematic analysis revealed four central themes: ethical awareness, content selection, professional interaction, and student engagement. Findings suggest that while most teachers show commitment to ethical practices, such as respecting student privacy and maintaining professional boundaries, inconsistencies occur due to limited institutional guidelines. The study highlights the need for training and policy to support ethical digital pedagogy in EFL settings.
Co-Authors A. Nurkidam Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Ahdar Ahdar Ahmad Sultra Rustan Ambo Dalle Ambo Dalle Amzah Selle Arqam, Arqam Astuti Astuti Bita Rahmani Dian Aisyah Abidin Dwi Wulandari Ramadhanianti Emilia Mustary Fitriani Fitriani Guntur Bratama Hamdanah Hamdanah Hardiyanti Hardiyanti Ida Ayu Putu Sri Widnyani Indah Sulistiawati Indradewa, Rhian Irma Maming Ishak Risaldi Jeni Ayu Lestari Kadaruddin Kadaruddin Kiki Rezki Ananda Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Maghdahalena Tjalla Maghdalena Tjalla Marlina Syamsir Miftahul Farid Mugrib, Nuz Chairul Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Musyarif Musyarif Muzakkir Muzakkir Najia Angraini Nur Afiah Nur Afiah Nur Fadillah Nurchalis Nurfadillah Nurfadillah Nurhikmah Nurhikmah Nursida Nursida Prawito Prawito RAHMAWATI RAHMAWATI Ramli Ramli Saepudin Saepudin Sulvinajayanti Syafruddin Syafruddin Usman Usman Utari Rustam Zam-Zam Adam