Articles
<![CDATA[Peningkatan Penguasaan Kosakata Bahasa Inggris Siswa Melalui Pembelajaran Bahasa Berbantuan Komputer ]]>
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol 16 No 3 (2014): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v16i3.5411
<![CDATA[This study aims at improving students’ mastery on English vocabulary using computer and nding out the effectiveness, ef ciency and the attractiveness of Computer- Assisted Language Learning (CALL) in English learning. It was carried out at State Junior High School 24 Makassar by using proactive action research method and intervention action model used by John Elliot. The data were collected and analyzed by using mixed method approach. Instruments used for collecting data in this study are questionnaires, documents, observation check list, interview, and achievement tests. The results showed that the students’ English vocabulary can be increased through the use of computer in Eng- lish language learning. Besides, it is also effective, ef cient and attractive to be used in English learning process.]]>
<![CDATA[ANDROID-BASED GOOGLE TRANSLATE TRAINING FOR MATHEMATICS SUBJECT TEACHERS' DELIBERATIONS IN UNDERSTANDING HIGH-LEVEL REASONING TEST ITEM IN SOPPENG REGENCY, SOUTH SULAWESI ]]>
<![CDATA[Rukli Rukli]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ Lentera Karya Edukasi Vol 2, No 2 (2022): Jurnal LENTERA KARYA EDUKASI: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Pusat Pengembangan dan Kajian Sarana dan Prasarana Pendidikan (P2K Sarprasdik) ]]>
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<![CDATA[English is the social language of the world, but teachers still have limitations, especially in translating English texts. This service aims to provide counselling, training and mentoring for groups of teachers involved in consulting mathematics teachers. The activity involved 28 mathematics teachers as delegates from each school or madrasa in Soppeng Regency. Each stage is carried out pre-test and post-test. Data analysis used percentages and paired t-tests with a significance level of 0.05. The results of the service showed that 1) participants' body movements before and after the activity increased in a better direction, 2) participants' understanding of translating texts in the form of words, syllables, sentences and paragraphs increased, 3) participants' skills in translating English texts increased by an average of 80%, 4) there was a significant difference in improvement before and after counselling, training, and teacher assistance in translating high-level reasoning English text sources. Therefore, improving the ability and skills to translate English texts can use three stages: counselling, training and mentoring using text sources from international journals or international standard math problems]]>
<![CDATA[Assessing Students' Higher-Order Thinking Skills In Reading Comprehension ]]>
<![CDATA[Syah Ibi Hamma]]>;
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Erwin Akib]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i2.4182
<![CDATA[This research aimed to find out the score of students’ higher-order thinking skills (HOTS) in Reading Comprehension and the challenges faced by the students when solving HOTS. This research used a quantitative descriptive design. The data were obtained by using tests and questionnaires. The subjects of this research were 22 students who studied in the Twelfth Grade IPA 1 in SMA Pesantren IMMIM Makassar. By definition, Higher-Order Thinking is divided into 3 Categories which were Higher-Order Thinking As Transfer (C4), Higher-Order Thinking as Critical Thinking (C5), and Higher-Order Thinking as Problem Solving (C6). The students answered the test and the questions were at the HOTS level. In challenges, this research investigated the challenges faced by the students when solving HOTS by analyzing the questionnaire. The findings of this research revealed that the score of students’ HOTS was 64,54% which was considered Good, It shows that students scored Higher-Order Thinking as Transfer (C4) was 81,8%, while Higher-Order Thinking as Critical Thinking (C5) was 54,5% and Higher-Order Thinking as Problem Solving (C6) was 9.1%, and as for the challenges faced by students when solving HOTS was 16.63% students facing difficulties in understanding the Meaning of Word (C4), 27.72% facing difficulties in Making Inferences (C5) and 28.81% students facing difficulties in Determining the Main Idea (C6) when solving HOTS Questions. It can be concluded that the student’s Higher-Order Thinking as Transfer (C4) was Excellent, Higher-Order Thinking as Critical Thinking (C5) was good and Higher-Order Thinking as Problem-Solving was Poor, and the challenges that the students faced when solving HOTS Questions were mostly determining the main idea and making inference.]]>
<![CDATA[Assessing Students' Higher-Order Thinking Skills In Reading Comprehension ]]>
<![CDATA[Syah Ibi Hamma]]>;
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Erwin Akib]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i2.4182
<![CDATA[This research aimed to find out the score of students’ higher-order thinking skills (HOTS) in Reading Comprehension and the challenges faced by the students when solving HOTS. This research used a quantitative descriptive design. The data were obtained by using tests and questionnaires. The subjects of this research were 22 students who studied in the Twelfth Grade IPA 1 in SMA Pesantren IMMIM Makassar. By definition, Higher-Order Thinking is divided into 3 Categories which were Higher-Order Thinking As Transfer (C4), Higher-Order Thinking as Critical Thinking (C5), and Higher-Order Thinking as Problem Solving (C6). The students answered the test and the questions were at the HOTS level. In challenges, this research investigated the challenges faced by the students when solving HOTS by analyzing the questionnaire. The findings of this research revealed that the score of students’ HOTS was 64,54% which was considered Good, It shows that students scored Higher-Order Thinking as Transfer (C4) was 81,8%, while Higher-Order Thinking as Critical Thinking (C5) was 54,5% and Higher-Order Thinking as Problem Solving (C6) was 9.1%, and as for the challenges faced by students when solving HOTS was 16.63% students facing difficulties in understanding the Meaning of Word (C4), 27.72% facing difficulties in Making Inferences (C5) and 28.81% students facing difficulties in Determining the Main Idea (C6) when solving HOTS Questions. It can be concluded that the student’s Higher-Order Thinking as Transfer (C4) was Excellent, Higher-Order Thinking as Critical Thinking (C5) was good and Higher-Order Thinking as Problem-Solving was Poor, and the challenges that the students faced when solving HOTS Questions were mostly determining the main idea and making inference.]]>
<![CDATA[THE IMPACT OF BILINGUAL LEARNING ON STUDENTS SELF-CONFIDENCE IN ACADEMIC AND SOCIAL DOMAINS ]]>
<![CDATA[Nuranisa]]>;
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Achmad Basir]]>
<![CDATA[ English Language Teaching Methodology Vol. 5 No. 1 (2025): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v5i1.1721
<![CDATA[This research aims to find out whether there is an influence of bilingual learning on students’ self-confidence in their academic achievement and social communication, for students in grades V and VI of IOP Primary School. The population of this research was classes V and VI and the sample consisted of 8 students. Data collection used a quantitative descriptive method with a questionnaire to find out how students responded to bilingual learning regarding their self-confidence and used observation as a support for the questionnaire. The results show that the influence of bilingualism on students’ self-confidence in academic achievement is in the very high category (76.5%). While the influence on social communication is in the high category (75℅) all students on average agree that bilingual learning has a great influence on their self-confidence, bilingual learning makes students enthusiastic about learning and motivates them to be active in learning, self-confidence is influenced by Bilingualism is also beneficial for their academic achievement and communication.]]>
<![CDATA[Systematic Literature Review of English Journal Articles on the Use of Artificial Intelligence Applications in English Academic Writing ]]>
<![CDATA[Tanri Wulan, Dian]]>;
<![CDATA[Saiful, Saiful]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.859
<![CDATA[The integration of Artificial Intelligence (AI) in academic writing has gained increasing attention in recent years, offering innovative tools that assist in enhancing the quality and efficiency of English academic writing. This systematic literature review aims to explore the current landscape of AI applications in English academic writing by analyzing peer-reviewed journal articles published in English. The review focuses on identifying the key AI tools and the types of AI program employed, their contribution on academic writing, and the implications for students and educators. The study synthesizes findings from a comprehensive selection 108 of articles, highlighting trends in AI-assisted writing, such as grammar and paraphrasing. The review also describe the ethical considerations surrounding AI use in academia, including issues of academic integrity and plagiarism. By providing a detailed overview of existing research, this research contributes to the understanding of how AI is transforming English academic writing and offers insights for future researchand practical applications in educational settings.]]>
<![CDATA[Graduate Students Critical Thinking on Their Analytical Paper ]]>
<![CDATA[Sudirman N]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.5577
<![CDATA[The research aimed to find out the ability of the graduate student in writing analytical papers and to find out critical thinking which expressed graduate student on their analytical paper. The ability of graduate student has in writing analytical papers refer to Whitakers’ pattern (2009). The critical thinking is express by graduate students on their analytical paper refers to Factions’ The Holistic Critical Thinking Scoring Rubric. This research used a Descriptive Quantitative Method. The sample of this research was graduate students’ thesis from the Graduate Program of English Language Education at Muhammadiyah University of Makassar at second semester of 2022 – 2023 academic years. The total was 14 master's theses. The total sample was fourteen graduate students’ papers. The procedure of this research was collected by analyzing the graduate students’ papers by using a rubric. The results of research found that 1) the ability graduate student have in writing analytical papers was good which the students wrote hook, bridge and thesis in introduction. Topic sentences are clear and some connection to the thesis, the supporting consistently develops the main idea, and transitions show connection between ideas. There are restate thesis and summarized in conclusion. 2) The critical thinking is express by graduate student in their analytical which identified based on the Facione’ The Holistic Critical Thinking Scoring Rubric which focuses on six cognitive abilities (interpretation, analysis, inference, evaluation, explanation and self-regulation).]]>
<![CDATA[The Implementation of Standard Operating Procedures of Restaurant Services in Developing English Material ]]>
<![CDATA[Faradillah Saputri]]>;
<![CDATA[Andi Tenri Ampa]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ Pusaka : Journal of Tourism, Hospitality, Travel and Business Event Vol. 5, No 1 February (2023) ]]>
Publisher : <![CDATA[Politeknik Pariwisata Makassar, Indonesia ]]>
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DOI: 10.33649/pusaka.v5i1.109
<![CDATA[This research aims at finding out 1) the characteristics of Food and Beverage Service Management students of Makassar Tourism Polytechnic, 2) the students’ needs in English language for Food and Beverage Service based on Standard Operational Procedure, 3) the designed and developed English language materials based on Standard Operational Procedure for Food and Beverage Service Students, 4) the validity of the developed English Materials based on needs analysis of Standard Operational Procedure for Food and Beverage Service Students. This research applies Research and Development (R&D) method by using the ADDIE Model by taking 117 students of FBS Management department, Makassar Tourism Polytechnic as the respondents. The results of data analysis show that 1) The English competency level of the students of FBS Management department are mostly in the intermediate level (81.20%) 2) The language skills mostly needed by the students of FBS management department is speaking skill and they prefer to study English in the pair work or role play activity. In terms of the SOP of the restaurant services, the results have shown that all of the procedures for each SOP needed by the students of FBS as the English material for FBS Management department. 3) The English material which is designed and developed based on the need analysis of SOP restaurant services, 4) the results of the last validation for the designed and developed material indicate that the material is ready to be used. The quality of the developed materials is categorized as good material. Thus, it can be used as a main source to learn English Food and Beverage Service Management at Makassar Tourism Polytechnic]]>
<![CDATA[Addressing Practices in Mata Najwa Show: A Sociolinguistic Approach to Media Discourse ]]>
<![CDATA[Maemuna Muhayyang]]>;
<![CDATA[Muh.Fakhrul Armas]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v12i4.4577
<![CDATA[Addressing refers to the words or phrases used by speakers to address interlocutors during a conversation. It plays a significant role in communication, reflecting various social factors such as hierarchy, familiarity, and politeness. This study examines the types of addressing used by Najwa Shihab in the Mata Najwa Show, focusing on how different address terms are employed in formal settings. A descriptive qualitative approach was used, analyzing data from three episodes of the show, sourced from Najwa Shihab’s YouTube video titled “Ironi Korupsi Kala Pandemi.” The findings revealed four types of addressing: first names, kinship terms, titles, and special nicknames. Among these, kinship terms were most frequently used. The study also identifies that the choice of addressing terms was influenced by factors such as social status, age, politeness, and the degree of closeness between the speaker and the interlocutor. The results suggest that addressing practices in formal settings are complex and context dependent. Future research could explore how cultural contexts and power dynamics influence addressing practices in media discourse.]]>
<![CDATA[Linguistic Representation of Women: A Study of Eight Varieties of Women's Language in Little Women Movie ]]>
<![CDATA[Maemuna Muhayyang]]>;
<![CDATA[Muh.Fakhrul Armas]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v12i4.4578
<![CDATA[Language not only reflects but also shapes societal roles, and in Little Women, the way women express themselves through language offers a powerful lens into their social realities. This study examines the linguistic representation of women using eight varieties of women’s language in the Little Women movie. The central problem of this research is to identify which features of women’s language are employed by the main female characters based on their social context. A qualitative descriptive approach was adopted, analysing data from the movie’s dialogues and its script. The analysis was grounded in Lakoff’s (1975) theory of women’s language features. The findings show that not all varieties of women’s language are employed by the main characters. Jo, the central character, utilized eight features, including lexical hedges (48.6%), empty adjectives (1.3%), intensifiers (8.5%), hypercorrect grammar (1%), rising intonation on declaratives (18.4%), and super polite forms (10.9%). Tag questions and precise color terms were not used. Furthermore, the use of these linguistic features is closely connected to the social conditions and gender roles in their society.]]>
