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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Community Development Journal: Jurnal Pengabdian Masyarakat Didaktika: Jurnal Kependidikan Educalitra: English Education, Linguistics, and Literature Journal International Journal of Education and Humanities ASH-SHAHABAH : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan VERBA: Journal of English Language Issues, Trends and Studies EDULEC
Muhammad Chairil Imran
Prodi Pendidikan Bahasa Inggris, Universitas Islam Makassar, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Feasibility of Live Streaming DW English As Reading Instructional Technology Media For ESP (Learner Perspective) Muhammad Chairil Imran; Khaliq Bashar; Dwi Syukriady; Budiarti Putri Uleng
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 3 No 1 (2023): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v3i1.122

Abstract

The use of technology in learning English-reading  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' reading 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 for 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 reading.
DeepL Translate can be a scaffold to speaking fluency: Technology Acceptance Model (TAM) Muhammad Chairil Imran; Mutmainnah Marzuki; Luana Sasabobe; Yuriatson Jubhari; Sujarwo Sujarwo
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i1.302

Abstract

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.
PENGUATAN KETERAMPILAN MENULIS SISWA MELALUI PELATIHAN MENULIS BERITA Muthmainnah Mursidin; Jusmaniar Nonci; Muhammad Chairil Imran; Rizka Indahyanti; Sulviana Sulviana; Sitti Nurjannah; Masuji Ayumi; Amalia Ramadhani
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2025): Volume 6 No. 1 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i1.42466

Abstract

Keterampilan menulis yang baik memungkinkan pemikiran kritis dan komunikasi yang efektif, baik untuk tujuan akademik, profesional, maupun pribadi. Keberhasilan akademik, pemikiran kritis, dan komunikasi yang efektif bergantung pada kemampuan menulis yang baik. Namun, banyak siswa menghadapi kesulitan membuat tulisan yang mudah dipahami, ringkas, dan terorganisir. Latihan menulis tradisional tidak selalu melibatkan siswa atau menekankan keterampilan komunikasi dunia nyata. Kesenjangan ini menunjukkan bahwa pendekatan pengajaran kreatif harus digunakan untuk membantu siswa membangun keterampilan penting secara terstruktur selain membuat tulisan relevan dan menarik. Melalui penulisan yang terfokus dan berorientasi pada tujuan, pelatihan menulis berita menawarkan solusi yang ampuh untuk masalah ini. Metode yang digunakan yaitu pemaparan materi, praktik menulis berita dan Focus Group Discussion. Hasil pelatihan menunjukkan selama pelatihan menulis berita, siswa mampu mengumpulkan informasi dari sumber yang dapat diandalkan, memverifikasi kebenaran, dan mensintesis informasi dari berbagai sudut pandang. Mereka juga dapat mengevaluasi kredibilitas sumber informasi dan mempraktikkan pengumpulan informasi yang dapat dipertanggung jawabkan selama pelatihan. Tim pengabdian menyimpulkan bahwa pelaksanaan pelatihan menulis berita di SMK Laniang Makassar berjalan dengan baik dan memenuhi tujuan pengabdian.
Integrating GenAI in Creating Digital Storytelling as STEAM-Based English Tenses Material on Social Media Alfiandy Kamal; Muhammad Chairil Imran
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8481

Abstract

This study aims to investigate the integration of GenAI in creating DSTs as a STEAM-based medium for learning English tenses and to determine students’ acceptance of the created DSTs by using a simplified R&D by Alessi. This method consists of three phases: planning, design, and development. During the phases, multiple GenAI tools were employed for activities such as scripting, image and audio generation, editing, and subtitling. The results show that each GenAI has its own role and produces different responses, which require a curation process to ensure pedagogical content and appropriateness. The DST was also validated by two experts in content and media using Aiken’s V, which confirmed strong validity (M = 0.98, M = 0.97). It was then disseminated through TikTok and Instagram. Furthermore, the thirty EFL learners participating in this study showed a significant improvement (p < 0.001) as determined by the Wilcoxon test. TAM results also showed a reliable score (0.87) and positive student acceptance (M = 4.12). These findings affirm that GenAI can effectively assist in creating DSTs, improve students’ tense understanding, and are positively received by students. The findings also provide a practical GenAI-assisted DST workflow for EFL-STEAM contexts.
THE IMPLEMENTATION OF PREZI APPLICATION IN IMPROVING WRITING SKILL OF THE ELEVEN GRADE STUDENTS OF MAS AL-AMIN Andi Anggi Aprilia Syahputri; Rizka Indahyanti; Muhammad Chairil Imran
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.524

Abstract

Writing skills remain a critical challenge for non-native English speakers, particularly in organizing ideas, vocabulary usage, and grammar mastery. Technology integration in language education shows promising results in enhancing student engagement and learning outcomes, addressing the need for innovative teaching methods. This study investigates difficulties faced by eleventh-grade students at MAS AL-AMIN in developing English writing skills. Specific challenges include inadequate idea organization, limited vocabulary application, and insufficient grammar mastery. The research determines whether Prezi application implementation can effectively address these difficulties as an interactive visual learning tool. An experimental design involved 38 eleventh-grade students divided into experimental (Prezi-based instruction) and control (conventional methods). Data collection included pre-tests, post-tests, and questionnaires. Statistical analysis used SPSS 25 with descriptive statistics and independent sample t-tests. Findings demonstrated statistically significant improvement in the experimental group's writing performance. The experimental group achieved 9.14 points higher average gain scores than the control group (p < 0.05), showing enhanced grammar, vocabulary, and comprehension abilities. Questionnaire results revealed increased student motivation and interest using Prezi.  This research contributes empirical evidence for interactive presentation tools' effectiveness in writing instruction. Prezi serves as a valuable alternative medium for English instruction, offering practical implications for educators integrating technology and theoretical contributions to understanding visual learning tools in language acquisition.      
TEACHERS’ USE OF DICTIONARY-BASED LEARNING IN TEACHING ENGLISH TO YOUNG LEARNERS Chikyta Anatasya Dita; Muhammad Chairil Imran; Sitti Nurjannah
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 4 No 1 (2026): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v4i1.729

Abstract

This study aims to analyze the use of dictionary-based learning in teaching English to young learners at a public elementary school. This research employed a qualitative research design. The instruments used in this study were classroom observation and interview. The data were collected through classroom observations and semi-structured interviews with an English teacher to identify how dictionary-based learning was implemented during the teaching and learning process. Based on the data analysis, the results showed that dictionary-based learning was consistently used as a dominant strategy in teaching vocabulary. The teacher required students to bring dictionaries and encouraged them to find word meanings independently before receiving explanations from the teacher. This strategy helped students increase vocabulary awareness, develop learning responsibility, and become more independent learners. However, some students experienced difficulties in understanding dictionary meanings, which required teacher guidance and scaffolding. he findings indicate that dictionary-based learning can enhance students’ engagement and understanding in English lessons. This strategy is important for teachers because it helps create a more effective, active, and meaningful learning environment for young learners. In conclusion, the implementation of dictionary-based learning makes the English learning process more engaging, meaningful, and motivating when supported by appropriate teacher assistance.
Training on Prompt-Based Artificial Intelligence (AI) to Enhance Students’ Scientific Papers: Pengabdian Sulviana Sulviana; Muthmainnah Mursidin; Jusmaniar Nonci; Rizka Indahyanti; Sitti Nurjannah; Muhammad Chairil Imran; Sri Fatimah Rahmatillah; Citra Prasiska Puspita Tohamba
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5172

Abstract

Although writing scientific papers requires critical thinking and mastery of academic language, many students still struggle with coherence, logical structure, and proper citation. However, advances in artificial intelligence (AI), particularly prompt-based generative language models, offer new opportunities to support academic writing. The training included a presentation of the material and practical exercises, followed by questionnaires and interviews to explore students’ perceptions. The results indicated that the moderate and targeted use of AI, especially during the planning and revision stages, improved the clarity of the academic language and the cohesion between paragraphs. AI helped students overcome psychological barriers to writing, increasing their motivation without raising ethical concerns related to academic integrity and overreliance on AI-generated content. Overall, the community service team concludes that prompt-based AI can effectively enhance students’ scientific papers when used with critical reflection, guidance from lecturers, and strong ethical awareness.
ENGLISH FUN: TRANSFORMING ENGLISH LEARNING INTO SOFT SKILLS DEVELOPMENT Muthmainnah Mursidin; Sitti Nurjannah; Jusmaniar Nonci; Rizka Indahyanti; Sulviana Sulviana; Muhammad Chairil Imran
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 4 (2026): Vol. 7 No. 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i4.62541

Abstract

Students' English proficiency relates not only to linguistic ability but also to the development of soft skills essential in academic and professional environments. However, English instruction often focuses primarily on linguistic mastery, leaving opportunities to cultivate self-confidence, communication skills, collaboration, creativity, and problem-solving abilities underutilized. This community service initiative aims to enhance students' English proficiency while simultaneously developing their soft skills. The program employed a participatory and communicative approach, using English games, icebreakers, role-playing, storytelling, group discussions, presentations, and team-based challenges. The results demonstrated a positive response and increased student engagement in actively using English. Furthermore, the training provided students with opportunities to build self-confidence, communicate, collaborate, foster creativity, and engage in collaborative problem-solving, all of which support capacity building and prepare them to meet the demands of the academic and professional worlds.
Beyond Literal Translation: AI-Assisted Pedagogical Translation for Developing University Student Pragmatic Competence Sulviana; Muhammad Chairil Imran
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 6 No 2 (2026): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v6i2.597

Abstract

Various AI-based applications, such as ChatGPT, DeepL, Google Translate, and Gemini, no longer function solely as translation aids but are also being utilized as learning media to support students' knowledge construction. However, most previous research has focused on evaluating linguistic accuracy, translation quality, and the acceptance of AI technology in language learning. Research specifically integrating AI into pedagogical translation approaches to develop students' pragmatic competence is still relatively limited. This study aimed to develop AI-Assisted Pedagogical Translation as a learning approach that integrated AI technology with reflective translation activities to enhance students' pragmatic competence. The study employed mixed method approach, combining a quasi-experiment with qualitative analysis. The subjects were 60 English education students enrolled in the translation and pragmatics course. Data were collected through pragmatic competence tests, translation assignments, and in-depth interviews. Quantitative analysis was conducted using descriptive statistics, paired sample t-tests, and qualitative analysis in the form of thematic analysis. The results showed that the integration of AI into pedagogical translation significantly improved students' competence to understand contextual meaning compared to conventional learning, and also encourage students to critically reflect on the translation results.
Co-Authors Alfiandy Kamal Amalia Ramadhani Andi Anggi Aprilia Syahputri Aulia Nur Kirani Bashar, Khaliq Budiarti Putri Uleng Chikyta Anatasya Dita Citra Prasiska Puspita Tohamba Delsa Miranty, Delsa Dwi Syukriady Erniati Erniati Febrianti, Mariska Hendrianto Tuajo Heni Pujiastuti Indahyanti, Rizka Irman Jusmaniar N Jusmaniar, Jusmaniar Kaharto Khaliq Bashar Luana Sasabobe Marzuki, Mutmainnah Masuji Ayumi Mujahidah Adawiah Mujahidah Mujahidah Mursidin, Muthmainnah Muthmainnah Mursidin Mutmainnah Marzuki Nina Ariani Ningsih Ningsih Nurain Ali Nurjannah, Sitti Praja Dinata, Ridho R, Nasaruddin Rasita Gloria, Irma Renita Renita Rizka Indahyanti Sasabobe, Luana Sasabone, Luana Sitti Nurjannah Sitty Sulastri Waliulu Sri Fatimah Rahmatillah Sri Utami Warat Suharti Siradjuddin Sujarwo Sujarwo Sujarwo Sujarwo Sujarwo Sulviana Sulviana Sulviana Sulviana Sulviana, Sulviana Yuriatson, Yuriatson