Articles
<![CDATA[The Impact of Computer Assisted Language Learning (CALL) Technology on Indonesian Learners' Speaking Skills ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Khaliq Bashar]]>;
<![CDATA[Budiarti Putri Uleng]]>;
<![CDATA[Nina Ariani]]>;
<![CDATA[Sukmawati]]>;
<![CDATA[Suharti Siradjuddin]]>;
<![CDATA[Sujarwo]]>;
<![CDATA[Irman]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.83
<![CDATA[The use of technology in learning English-speaking skills has grown rapidly. One such technology is the computer-aided learning media. The use of computer media in the field of education has many advantages as they are easier to access, disseminate and store. The aim of present study is to investigate the impact of computer assisted language learning (CALL) technology on Indonesian learners' speaking skills. This study applied quantitative research. The results of study found that the use of information technology in learning is marked by the interaction between students and materials through internet technology, the existence of programmed teaching, and flexibility in the process. learning both in terms of time and place. It can be concluded that it is very possible for us to be easily literate through various media, with this we can improve the quality of speaking. ]]>
<![CDATA[ARIES App in Academic Writing Class: Technology Acceptance Model (TAM) Analysis ]]>
<![CDATA[Imran, Muhammad Chairil]]>;
<![CDATA[Mursidin, Muthmainnah]]>
<![CDATA[ Educalitra: English Education, Linguistics, and Literature Journal Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto ]]>
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DOI: 10.5281/zenodo.10596956
<![CDATA[The research aims to investigate ARIES app acceptance in academic writing class. In the university, one of the skills that must be learned is academic writing. Most jobs require strong academic writing skill, lecturers are obligated to equip students to become professional writers to enter the future career. The various applications provide benefits for students, the fact that students spend more time in existing technology and show mastery of information technology provide opportunities for lecturers to motivate students who have no motivation to write. Lecturers have implemented ARIES (Assisted Revision In English Style) to improve students academic writing, the researchers explore Technology Acceptance Model (TAM) which is intended to analyze the acceptance of students on information system. The total samples are 25 students from English education department Universitas Islam Makassar. The data were collected through questionnaire and interview. The finding shows that there was a positive response to the acceptance of Aries App in all contexts, Aries App provided new atmosphere for students in academic writing. Additionally, from interview, students emphasized that using the Aries App made students possible to complete academic writing given by the lecturer anywhere and anytime. In the conclusion, the students acceptance of Aries App relates to behavior performed by students.]]>
<![CDATA[Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills ]]>
<![CDATA[febrianti, mariska]]>;
<![CDATA[Praja Dinata, Ridho]]>;
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Rasita Gloria, Irma]]>;
<![CDATA[Chairil Imran, Muhammad]]>
<![CDATA[ International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijlul.v2i1.774
<![CDATA[Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.]]>
<![CDATA[Lesson From Pedagogical Translation: Translation as a Learning Strategy in English Education Program ]]>
<![CDATA[Imran, Muhammad Chairil]]>;
<![CDATA[Jubhari, Yuriatson]]>;
<![CDATA[Sasabone, Luana]]>;
<![CDATA[Kaharto]]>;
<![CDATA[Marzuki, Mutmainnah]]>;
<![CDATA[Bashar, Khaliq]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 3 No 2 (2024): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v3i2.259
<![CDATA[This study examined the function of translation as a pedagogical instrument in English language education programs, highlighting its possible advantages and drawbacks as a learning technique. This study used a qualitative approach to gain data through documentation and interviews with EFL learners at the university. The findings indicate that translation can significantly aid language acquisition when employed in conjunction with communicative approaches, particularly by improving vocabulary acquisition, grammatical comprehension, and cultural awareness among learners. Equilibrating translation with alternative interactive language learning methods is crucial to prevent overreliance on the first language (L1), which could impede natural language processing in the target language (L2). It can be concluded that Translation, when combined with communicative methods, greatly supports language learning by boosting vocabulary, grammar, and cultural understanding.]]>
<![CDATA[DeepL Translate can be a scaffold to speaking fluency: Technology Acceptance Model (TAM) ]]>
<![CDATA[Imran, Muhammad Chairil]]>;
<![CDATA[Marzuki, Mutmainnah]]>;
<![CDATA[Sasabobe, Luana]]>;
<![CDATA[Jubhari, Yuriatson]]>;
<![CDATA[Sujarwo, Sujarwo]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.302
<![CDATA[The numerous applications bring benefits to students; the fact that students spend more time using existing technology and demonstrate mastery of information technology allows instructors to motivate students who are unmotivated to speak. Lecturers have introduced DeepL Translate to improve students' speaking, while academics investigate the Technology Acceptance Model (TAM), which is designed to assess students' adoption of information systems. This study utilised a descriptive quantitative approach to examine students' reactions to the application of DeepL Translate in the educational process. Data were gathered by a standardised questionnaire featuring Likert-scale items that assessed perceived utility, convenience of use, and user satisfaction. The gathered replies were subsequently analysed by descriptive statistics, encompassing percentages and mean scores, to ascertain the overarching trends and patterns in the students' acceptance and experiences. The overall sample size is 150 students from the English education department at Universitas Islam Makassar and Megarezky University are used overall. The data gathered from the questionnaire reveal a favourable reception of DeepL Translate across diverse educational settings. This indicates that students had comfort and support from the utilisation of this translation technology, facilitating both comprehension of materials and translation text, while also aiding overall foreign language learning endeavours. Consequently, DeepL Translate can be regarded as an efficient and widely endorsed educational resource.]]>
<![CDATA[Show and Tell Techniques dalam Meningkatkan Kemampuan Public Speaking Siswa MA Ulul Albab Makassar ]]>
<![CDATA[Rijal, Andi Samsu]]>;
<![CDATA[Sulviana, Sulviana]]>;
<![CDATA[Mursidin, Muthmainnah]]>;
<![CDATA[Jusmaniar, Jusmaniar]]>;
<![CDATA[Imran, Muhammad Chairil]]>;
<![CDATA[Nurjannah, Sitti]]>;
<![CDATA[Indahyanti, Rizka]]>;
<![CDATA[Mujahidah, Mujahidah]]>
<![CDATA[ Ash-Shahabah : Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2025): Volume 4 Issue 1, 2025 ]]>
Publisher : <![CDATA[LPPM Universitas Islam Makassar ]]>
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DOI: 10.59638/ashabdimas.v4i1.1832
<![CDATA[This community service activity aimed to improve the public speaking skills of MA Ulul Albab Makassar students. The activity method applied was a participatory method, in the sense that the implementation of the activity emphasizes active student participation, involving teachers and stakeholders at school. The activity was carried out in February 2025 with several stages, including; observation, participant recruitment activities, implementation stages, public speaking practice and evaluation. The output of this activity has a significant impact on improving students' public speaking both in terms of hard skills and soft skills. Students' hard skill abilities were seen from students' verbal abilities, stage mastery, and interactive aspects to the audience. Improvement in soft skills was measured from the aspect of material that has Pancasila character content and local wisdom values of the Bugis-Makassar community, as well as aspects of students' attitudes and behavior both in and outside the classroom.]]>
<![CDATA[VERBAL COMMUNICATION IN ENGLISH CLASSROOM INTERACTION ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Renita Renita]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 1 No 1 (2023): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[The aim of this study is to investigate the various forms and impacts of verbal communication in the English classroom interaction between the teacher and eighth-grade students at SMPN 11 Makassar. This study employed descriptive qualitative research methodologies. The research involved a single teacher and eight students in grade 14 at SMPN 11 Makassar. The research included various instruments, including interviews, observation checklists, and video recordings, to investigate the verbal communication utilized by both teachers and students within the classroom. Furthermore, the analysis encompassed not only films but also the outcomes of discussions and interviews to examine the many forms and impacts of verbal communication. The researchers's findings in this study identified four distinct categories of verbal communication: intrapersonal, interpersonal, small group, and public communication. Additionally, the study revealed three specific effects of verbal communication: cognitive and emotional.]]>
<![CDATA[ENGLISH TEACHER TEACHING STYLE ANALYSIS ]]>
<![CDATA[Sulviana Sulviana]]>;
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Nurain Ali]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 1 No 1 (2023): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[The aim of this study was to ascertain the following: (1) Which teaching styles are employed to enhance students' English proficiency? (2) Determine the students' perspectives on the instructional methods employed by eighth-grade instructors at SMPN 30 Makassar. The investigation was conducted at SMPN 30 Makassar. The design of this study was qualitative analysis. The research population comprised eighth-graders from SMPN 30 Makassar. There are 397 students enrolled in the eighth grade in total. This study's sample consists of ten students and three instructors. The data were gathered through interviews, observations, and documentation by the researcher. (1) According to the findings of the study, students' English proficiency could be enhanced to a greater extent by instructors employing The Total Physical Response (TPR). (2) The eighth-grade students' perceptions of their teachers' teaching styles are as follows: they prefer active teaching styles in the classroom; they prefer games because they can play while learning; it provides fun and enjoyment in the learning process; and they believe that the Total Physical Response (TPR) is a teaching style that can improve their ability to speak English.]]>
<![CDATA[GRAMMAR TRANSLATION METHOD TO ENHANCE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Muthmainnah Mursidin]]>;
<![CDATA[Mujahidah Adawiah]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 1 No 2 (2023): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This research seeks to find out the following: 1) whether the Grammar Translation Method improves the writing abilities of students. 2) Ascertain the level of student interest in incorporating the Grammar Translation Method into their educational journey. All participants in this study were students enrolled in classes VIII.1 and VIII.3 at SMP Negeri 1 Pallangga. Investigative methods and a quantitative approach were employed by the researchers. The methods of data collection consist of written examinations and surveys. The research incorporated a population of 396 students and utilized samples from two classes: class VIII.1, which served as the experimental class, and class VIII.3, which functioned as the control class; the combined number of students from these two classes was 72. Applying the Grammar Translation Method to writing skills can result in a substantial enhancement of the teaching and learning process, according to the findings of this study. The mean score for the Experiment class on the pre-test was 56.83, whereas the Control class scored 55.28. The post-test averages were 72.86 for the Control class and 76.58 for the Experimental class. Based on the research findings, it can be inferred that the implementation of the Grammar Translation Method enhances students' writing proficiency and fosters their engagement in the learning.]]>
<![CDATA[QUIZIZZ EFFECTIVENESS IN IMPROVING STUDENT`S VOCABULARY MASTERY AT MA ULUL ALBAB MAKASSAR ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Sulviana Sulviana]]>;
<![CDATA[Hendrianto Tuajo]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 1 No 3 (2023): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This study aims to evaluate the effectiveness of using Quizizz in improving students' vocabulary mastery at MA Ulul Albab Makassar, particularly for 10th-grade students in the Science (IPA) and Social Sciences (IPS) classes. The research questions addressed are as follows: (1) Can the use of Quizizz effectively enhance students' vocabulary mastery at MA Ulul Albab? (2) Are students interested in using Quizizz for learning English? A quantitative method with a pretest-posttest single-group design was employed in this study. The research instruments included tests and interviews. The sample consisted of two classes, namely, 10th-grade students in the IPA and IPS streams. Data collection was conducted through tests, classroom interaction observations, and documentation. The results of the study showed that the pretest and posttest scores were 48.7097 and 82.8710, respectively, indicating a significant improvement in students' vocabulary mastery after using Quizizz. Based on the survey results, Quizizz was proven to be effective in enhancing students' understanding of vocabulary at MA Ulul Albab. The interactivity and challenging game elements of this platform made students more interested and actively engaged in the learning process. The statistical analysis using the Paired Samples Test table indicated that the Sig. (2-tailed) value was 0.000 < 0.05, thus rejecting H0 and accepting Ha. Therefore, it can be concluded that there is a significant difference in the average scores between the Pre Test and Post Test, indicating that the Quizizz application effectively enriches the English vocabulary of 10th-grade students in the IPA and IPS streams at MA Ulul Albab Makassar.]]>
