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All Journal English Review: Journal of English Education JINOP (Jurnal Inovasi Pembelajaran) ETERNAL(english, teaching, learning, and Research Journal) ELS Journal On Interdisciplinary Studies in Humanities Indonesian Journal of English Language Teaching and Applied Linguistics Esteem Journal of English Study Programme Indonesian TESOL Journal FOSTER: Journal of English Language Teaching Journal of English Language and Education English Learning Innovation (englie) JURNAL ILMIAH GLOBAL EDUCATION DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra KOMUNIDA: Media Komunikasi dan Dakwah Jurnal Kajian Manajemen Dakwah Journal An-Nafs: Kajian Penelitian Psikologi Journal of English Language Teaching and Literature (JELITA) e-Journal of ELTS (English Language Teaching Society)
Zulfah
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of the 3I’s Method (Instruct, Integrate, Involve) on Students’ Recount Text Writing Skill at a Vocational High School Indriyani Adam; Zulfah Fakhruddin; Abd. Haris Sunubi; Muajiz Muallim
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2574

Abstract

This study was conducted to examine the effectiveness of the 3I’s method (Instruct, Integrate, and Involve) in enhancing students’ ability to write recount texts at SMK Negeri 2 Parepare. A quasi-experimental research design was employed, involving both experimental and control groups that completed pre-tests and post-tests. The participants were eleventh-grade students, and the sample was selected through cluster random sampling. Class XI DKV C served as the experimental group, while Class XI TITL B functioned as the control group, with 21 students in each class. Data were collected using a recount writing test evaluated according to five writing components: content, organization, vocabulary, language use, and mechanics, based on Heaton’s scoring rubric. The collected data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that the experimental group achieved a higher mean post-test score (86.05) than the control group (81.52). In addition, the statistical analysis produced a significance value of 0.029, which was lower than the 0.05 threshold, indicating a significant difference between the groups. These results suggest that the 3I’s method effectively improves students’ recount writing performance, particularly in generating ideas, applying grammar accurately, and producing well-organized texts. Therefore, the 3I’s method can be recommended as an effective instructional approach for teaching writing in vocational high school settings.
EXPLORING TRANSLANGUAGING PRACTICES AS A PEDAGOGICAL STRATEGY IN TEACHING ENGLISH AT VOCATIONAL HIGH SCHOOL Nafisah Ainiyyah; Yulie Asni; Zulfah Fakhruddin; Abdul Haris Sunubi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6317

Abstract

This study aims to describe the implementation of translanguaging practices by English teachers in vocational high school classrooms and to explore the perceived benefits and challenges of this pedagogical strategy. Utilizing a field-based qualitative descriptive approach, the research was conducted at SMKN 3 Parepare, involving one English teacher and eight students. Data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans and teaching modules, then analyzed using the Miles and Huberman interaction model. The findings reveal that translanguaging is primarily implemented as a spontaneous, rather than planned, instructional response. It serves crucial functions in classroom management, cognitive scaffolding—particularly in grammar instruction by comparing local languages (Buginese and Indonesian) with English—and facilitating student interaction. The perceived benefits include bridged comprehension, reduced speaking anxiety, and increased student confidence. However, a significant challenge emerged regarding students' limited basic vocabulary, leading to a high risk of dependency on their native languages. These findings imply that educators should adopt a flexible, linguistically inclusive approach rather than strict English-only policies, validating students' multilingual resources as cognitive bridges. Nevertheless, teachers must manage translanguaging systematically to prevent over-reliance on the first language and gradually guide students toward English independence
SPEAKING DIFFICULTIES OF INTROVERT AND EXTRAVERT EFL STUDENTS: A PSYCHOLINGUISTIC ANALYSIS THROUGH LEVELT'S MODEL Rezki Mawlani; Kalsum Kalsum; Zulfah Fakhruddin; Mujahidah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6358

Abstract

Speaking is a crucial yet challenging productive skill for English as a Foreign Language (EFL) learners because it demands the simultaneous processing of several linguistic components in real time. Beyond linguistic limitations, personality traits such as introversion and extraversion shape how learners cope with the cognitive and affective pressure of speaking. However, most existing studies compare speaking achievement scores rather than the internal processes through which speech is produced. This study investigates the speech disfluencies and speaking difficulties of introvert and extravert students from a psycholinguistic perspective by mapping them onto the stages of Levelt's Speech Production Model: conceptualization, formulation, and articulation. Using a qualitative descriptive-exploratory design, we involved 15 second-semester undergraduate students of Class A at IAIN Parepare, selected through purposive sampling based on the extraversion dimension of the Big Five Inventory. Data were gathered through a picture description task, a retrospective think-aloud protocol, and semi-structured interviews, then coded into six disfluency tokens and traced to specific production stages. The findings show that extravert learners lean toward communicative fluency, using filled pauses and spontaneous translanguaging as floor-holding strategies during formulation, whereas introvert learners prioritize accuracy through extended silent pauses, repetitions, and self-correction driven by intensive internal monitoring. The study contributes a stage-specific mapping of how personality modulates the internal mechanisms of L2 speech production at the tertiary level.
What Teachers Do Before They Teach: Lesson Preparation Practices Of EFL Teachers In An Indonesian High School Maryam Rusdin; Zulfah Fakhruddin; Magdahalena Tjalla; Kalsum Kalsum
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51347

Abstract

Lesson preparation is an essential aspect of effective teaching because it enables teachers to organize instructional strategies, teaching materials, and learning resources to achieve educational objectives. However, limited studies have explored how these components are integrated simultaneously in teachers’ lesson preparation practices within EFL contexts. Therefore, this study aimed to investigate how English teachers prepare classroom instruction, integrate instructional strategies, teaching materials, and technology, and address the challenges encountered during the preparation process. This qualitative case study was conducted at SMA Negeri 6 Sidrap and involved three English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that teachers prepared classroom instruction through flexible and contextual lesson planning by adapting instructional strategies, teaching materials, and classroom activities to students’ needs and classroom conditions. Teachers also integrated technology such as YouTube, LCD projectors, Smart TVs, and internet-based resources to support learning. However, the integration of instructional strategies, teaching materials, and technology remained limited and inconsistent because these components were often implemented separately rather than systematically integrated into a cohesive instructional design. In addition, teachers encountered several challenges, including unstable internet connectivity, diverse student abilities, classroom management issues, and limited preparation time. The study concludes that lesson preparation is an adaptive pedagogical process influenced by classroom realities, teachers’ competence, and institutional support. These findings highlight the importance of continuous professional development and stronger support for technology integration to enhance lesson preparation practices in EFL classrooms.
STUDENTS’ SATISFACTION IN ENGLISH LEARNING THROUGH WAYGROUND: A QUANTITATIVE STUDY IN INDONESIAN JUNIOR HIGH SCHOOL Maharani Maharani; Yessicka Noviasmy; Zulfah Fakhruddin; Nurul Hasanah
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/s5gx4887

Abstract

This study investigates students’ satisfaction with English language learning facilitated through the Wayground application in an Indonesian Islamic junior high school context. Specifically, it examines students’ levels of satisfaction across four key dimensions: perceived usefulness, perceived ease of use, system quality, and overall learning experience among eighth-grade learners. Employing a descriptive quantitative approach, the study involved 33 participants selected through a total sampling technique. Data were gathered using a 20-item questionnaire developed based on the Technology Acceptance Model (TAM) and the Information Systems Success Model, and subsequently analyzed using descriptive statistical methods. The results indicate that students report consistently high levels of satisfaction across all measured dimensions. The Wayground application is viewed as beneficial, user-friendly, and effective in enhancing students’ engagement, motivation, and overall learning experiences in English language instruction. The findings offer valuable insights for English teachers, instructional designers, and educational policymakers seeking to integrate gamified digital learning platforms into EFL classrooms, particularly at the junior high school level. Furthermore, this study enriches the existing body of literature by providing empirical evidence on learners’ satisfaction with the Wayground application within the context of Indonesian Islamic junior high schools, an educational setting that remains underrepresented in previous research.
Memory Strategies in Vocabulary Learning: Evidence from Junior High School EFL Learners Nurhafizah; Zulfah Fakhruddin; Ambo Dalle; Mujahidah; Magdahalena Tjalla
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.356

Abstract

This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.
Paraphrasing Techniques and Challenges in EFL Academic Writing: Evidence from Indonesian University Students Alsa Dzulhijayani Ali; Mujahidah Mujahidah; Zulfah Fakhruddin; Maghdahalena Tjalla
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.425

Abstract

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.
Resilience in Teaching: Uncovering Grit Differences Based on Marital Status in Madrasah English Teachers Nur Afiah; Zulfah Fakhruddin; Siti Salina Samaun
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 2 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i2.6273

Abstract

This research aims to analyze grit differentiation based on marital status among English teachers in madrasahs. A mixed-method approach was used, combining quantitative and qualitative data collection. The study identified three forms of grit differences among English language teachers: teaching spirit, persistence in work, and consistency of interest in the teaching profession. These differences appear to be influenced by marital status. Married teachers tend to have higher grit levels compared to their unmarried counterparts. This difference can be attributed to the role of a supportive partner, who provides a vital support system within the family, enhancing mental resilience through emotional, social, and economic support. Married teachers are also more likely to have a long-term commitment to their profession, contrasting with unmarried teachers, who may often exhibit less stability in their motivation.
The Effectiveness of the Contextual Learning Approach in Improving Students’ Vocabulary Achievement and Retention Nurul Aidah Majid; Kalsum Kalsum; Zulfah Fakhruddin; Yessicka Noviasmy
JELITA Vol 7 No 1 (2026): 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.v7i1.1418

Abstract

This study aims to investigate the effectiveness of the Contextual Learning Approach in enhancing students’ vocabulary retention at SMP Negeri 10 Parepare. The research employed a pre-experimental design with a one-group pre-test, post-test, and delayed post-test. The sample consisted of 30 eighth-grade students selected through random sampling. The instruments used in this study were vocabulary tests administered in three stages: pre-test, post-test, and delayed post-test. The data were analyzed using descriptive statistics and paired-sample t-test to examine the effectiveness of the treatment. The results of the study showed that the mean score of the students increased from 57.80 in the pre-test to 77.30 in the post-test, and further increased to 89.83 in the delayed post-test. The inferential analysis revealed a significant difference between the pre-test and post-test scores (t = -5.215, p < 0.05). In addition, the delayed post-test results indicated that students were able to retain the vocabulary learned during the treatment period. Therefore, the findings suggest that the Contextual Learning Approach may contribute to improving students’ vocabulary achievement and retention.
Co-Authors A. Nurkidam Abd. Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Ahdar Ahdar Ahmad Sultra Rustan Alsa Dzulhijayani Ali Ambo Dalle 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 Indriyani Adam Irma Maming Ishak Risaldi Jeni Ayu Lestari Kadaruddin Kadaruddin Kalsum Kalsum Kalsum Kalsum Kiki Rezki Ananda Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Maghdahalena Tjalla Maghdahalena Tjalla Maghdalena Tjalla Maharani Maharani Marlina Syamsir Maryam Rusdin Miftahul Farid Muajiz Muallim Mugrib, Nuz Chairul Mujahidah Mujahidah Musyarif Musyarif Muzakkir Muzakkir Nafisah Ainiyyah Najia Angraini Nur Afiah Nur Afiah Nur Fadillah Nurchalis Nurfadillah Nurfadillah Nurhafizah Nurhafizah Nurhikmah Nurhikmah Nursida Nursida Nurul Aidah Majid Nurul Hasanah Prawito Prawito RAHMAWATI RAHMAWATI Ramli Ramli Rezki Mawlani Saepudin Siti Salina Samaun Sulvinajayanti Syafruddin Syafruddin Usman Usman Utari Rustam Yessicka Noviasmy Yessicka Noviasmy Yulie Asni Zam-Zam Adam