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All Journal Jurnal Penelitian dan Evaluasi Pendidikan IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE SALTeL Journal (Southeast Asia Language Teaching and Learning) ELITE Journal: Journal of English Linguistics, Literature, and Education Inspiring: English Education Journal FOSTER: Journal of English Language Teaching Kuriositas: Media Komunikasi Sosial dan Keagamaan International Journal of Health, Economics, and Social Sciences (IJHESS) LETS: Journal of Linguistics and English Teaching Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA) PESHUM e-Journal of ELTS (English Language Teaching Society) Asian TESOL Journal CSR International Journal Edumaspul: Jurnal Pendidikan AL-MAIYYAH: Media Transformasi Gender dalam Paradigma Sosial Keagamaan Journal of English Education (Indolish)
Mujahidah
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Development of an English module based on Bugis' local wisdom Mujahidah; Wahyu Hidayat; Muhammad Zuhri Dj; Ishak
JOALL (Journal of Applied Linguistics and Literature) Vol. 8 No. 2: August 2023
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v8i2.27894

Abstract

This study aims at developing high school English learning modules based on Bugis culture. This research applied Development Design Research (DDR) approach and involved several parties related to the development of the EMBOS module, namely high school English teachers and experts. Data were collected by using Focus Group Discussion. The data were analyzed qualitatively using the N-VIVO software, and the quantitative data were analyzed using the Fuzzy Delphi and Aiken's V methods. Needs analysis using the Group Interview method or Focus Group Discussion resulted in several issues or themes. The results of expert approval using the Fuzzy Delphi method found that the Mappadendang topic received approval in the song/narrative material with a Threshold (d) value of 0.038 and an average of Fuzzy Number 0.787. The topic of Mappadinding received approval on the Explanation Text/ Description Text material with a Threshold (d) value of 0.038 and an average fuzzy number of 0.787. Nene Malomo's topic on Traditional Story/Narrative Text/Reading Comprehension material with a Threshold (d) value of 0.038 and an average of Fuzzy Number 0.787. Developing an English learning module based on Bugis Local Wisdom consists of the beginning, content and the end. Experts have validated the EMBOS module. The results of expert validation indicate that this module is generally suitable for use in learning English at the high school level or equivalent. An English learning module based on Bugis local wisdom can be implemented as an alternative to bring students closer to their environment or contextual learning.
The Students’ Perception of Artificial Intelligence-Based Instruction in Speaking Class Mujahidah; Kisman Salija; Muhammad Asfah Rahman
ELITE JOURNAL Vol 5 No 3 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT Now days, technology in teaching is needed very much. Most of lecturer cannot teach without technology. Including in teaching English. Technology is an effective way to teach English (Cioffy, 2020). Artificial Intelligence (AI) is a technology created by human and can do what the human do, even better than human. So, this study focuses on the students’ perceive of Artificial Intelligence based-instruction in English Language Teaching. This research used a survey method with descriptive analysis. This research involved the students of the English Department who have studied English by using Artificial Intelligence (AI). The populations of this research were English Department students, was taken 100 students as sample. The number of samples is taken by using randomly. This research focus on 4 constructs of studies according to the theory of Technology Acceptance Model (TAM) that develop by Davis in Ayu Mira (2016) with the students’ perception of Easy to use, the Usefulness of AI in English, the students’ attitude, and the students’ behavioural Intention of AI in English. All the data of the construct were taken by using a questionnaire. The result of this study shows that, the students’ acceptance of Artificial Intelligence is very good, whereas, the Students’ Perception of AI Perceived Ease of Use (PEU) is mostly high, and using AI seems easy to operate, use, and access for the students and in the same time the Students’ Perceived Usefulness (PU) of AI is helpful. The data presents sixrteen different statements related to students’ perceived usefulness. The data consists of fourteen items that obtain a high level and two items that indicate a low level. In summary, the use of AI in English will be a positive choice and useful. The top mean score is 4.13 which states that the students found it helpful to use AI products in every study of English. Future more based on the data taken, it depicts that the student's Attitude Toward Using (ATU) of AI is almost varies. They have a good feeling that those people would support them to use AI in the process of learning English. It is proven that the students are unlikely to have a problem recognizing AI in learning English. The highest mean score, 3.93, presents that the use of AI is beneficial to the students. Most students think that AI products have a positive impact for using in learning English. The last about the student's Behavioral Intention (BI) of AI is balanced between the high-level items and the middle-level items with no low-level items. This means the students’ intention toward AI in English is promising. The students intend to use AI products in the future and frequently as well as recommend them to other people to use AI products. The middle-level is all about the purchase of the AI product. It indicates that there is still hesitation to own AI products when it comes to taking money to do it. The highest item proves that AI products will be used in the future with a mean score, of 4.08. It shows how high the students are looking forward to using AI products in the future. Keyword: Artificial Intelligence, Perceive, ELT, Instruction
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.
An Investigation of English Language Teachers’ Attitude toward the Use of Technology in Languange Teaching at SMA 3 Parepare Herni Tri Handayani; Arqam Arqam; Magdahalena Tjalla; Mujahidah Mujahidah; Abdul Haris Sunubi
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.v4i3.794

Abstract

Teachers’ attitudes play a role in shaping the educational environment and influencing student learning outcomes. They encompass their beliefs, values, and behaviors toward their profession, students, colleagues, and the learning process. The research aimed to Investigate English language teachers’ Attitudes toward the Use of Technology in Language Teaching at SMA 3 Parepare. This research used descriptive qualitative research with a study cases approach, there were three English teachers with observe the English language teaching and learning process and the interview process used semistructured interviews and the analysis technique used data reduction, display data, and conclusion. The result of this research was as follows: 1) English language teachers’ attitude toward teaching English focused on instructional method and active interaction with group discussions and multimedia-enhanced lessons proved the contribution to creating a practical English language learning experience for students. 2) English language attitude toward the use of Technology showed a positive attitude toward technology which utilize technological tools such as LCD, computers, and interactive whiteboards to enhance lessons effectively. 3) English language teachers’ implementation toward the use of technology engaging learning experiences by incorporating multimedia resources, project-based learning, and interactive conversations to stimulate student interest and participation while enhancing students’ language skills but also fosters creativity, using technology effectively and create an innovative learning environment 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.
Empowering Students’ Affective Factors in Teaching Speaking through Integrated Communicative Activities Mujahidah; Faridah Abdul Rauf; Muhammad Zuhri Dj
Asian TESOL Journal Vol. 2 No. 1: November 2022
Publisher : ALTSA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/asiantj.v2i1.38

Abstract

This study investigates the students' affective factors in learning to speak through integrated communicative activities. Communicative activities aim to develop students' ability to use language to interact with people in real situations. Practising communicative activities can certainly help students to develop their language abilities. Integrated communicative activities are assumed to be the best way to empower the students' affective factors. Communicative activities are needed to help students to boost the students' anxiety, motivation and self-confidence in learning to speak. The participants were students in the fourth semester of the English Education Department of State Islamic Institute Parepare. The quantitative research was conducted by using a random sampling technique. In-depth analysis showed three results, 1) the students believed they desired to speak in front of the class. They were not afraid and shy when their friend laughed or the teacher correction at them; 2) the students were enthusiastic and spirit about learning as a good opportunity in the future; 3) the students also had confidence that they have intelligence and communication ability. The study's results suggested that integrated communicative activities should be implemented in the class to empower the students' affective factors.
An Analysis of Affective Factors that Hamper Students’ Participation in English Language Classroom Mujahidah; Andi Novita Sari Ramadhani; Muhammad Zuhri Dj; Magdahalena Tjalla; Munawir
CSR International Journal Vol. 2 No. 1: December 2022
Publisher : ALTSA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/csrij.v2i1.39

Abstract

Affective is a combination of emotions, feelings, moods, and attitudes that can affect a person from the inside. This research aims to analyse the most dominant aspect of affective factors that hamper students’ participation in English language classrooms and the causes in terms of individual affective factors such as anxiety, inhibition, introversion/extroversion, self-esteem, motivation, learning style, and relational affective factors such as empathy, cross-cultural processes and classroom transactions. This research was conducted on the tenth-grade students at MA DDI Lil-Banat Parepare. The samples of this research were 25 students selected through snowballing sampling technique. This research used a qualitative descriptive to examine the phenomenon under study critically. The instruments used in this research were observations and semi-structured interviews. This research indicates that the dominant aspect of affective factors that hamper students’ participation in English language classrooms is self-esteem. The psychological condition of low self-esteem mostly happens to the students, which occurs to 48% of the sample students. Based on the results of students’ interviews, it is found that low self-esteem was caused by pessimistic about their abilities, lack of self-confidence, and a sense of inferiority.
The Exploring University Students' Speaking Skills Through Think Pair Share Method in Online Learning Sulastri Sulastri; Ratnawati Ratnawati; Mujahidah Mujahidah; St. Asriati. Am
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.6133

Abstract

This quantitative research study analyzed the implementation of the TPS method on students' speaking skills. Twenty-seven students in the English education program at Universitas Muslim Indonesia participated in the study, which applied a speaking test and observation sheet to collect data on participants speaking skills. The study analyzed the implementation of TPS on students' speaking skills in terms of accuracy and fluency dealing with vocabulary and Grammar, as well as smoothness and self-confidence. The findings revealed that the use of the TPS method was able to improve students' speaking abilities. The result of the students' mean score in speaking accuracy in terms of vocabulary in cycle I was 6.85, and in cycle II, it was 7.97, which was improved by 1.12. Grammar in cycle I was 6.59; in cycle II, it was 7.73; it was improved to 1.14. Speaking fluency in terms of smoothness in cycle I was 7.10; cycle II was 8.22, it was improved to 1.12. Self-confidence in cycle I was 6.62, and cycle II was 8.54. It was improved to 1.92. The study concluded that the TPS method improved students' speaking skills of students. These findings contributed to understanding the potential benefits of the TPS method for improving students' speaking skills.
Enhancing Pedagogic Compotence of EFL Teachers In Pinrang Regency by in Service Training Nurjannah Nurjannah; Magdahalena Tjalla; Arqam Arqam; Ambo Dalle; 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.v5i3.1789

Abstract

This study aims to enhance the pedagogical competence of English as a Foreign Language (EFL) teachers through in-service training in Pinrang Regency. Pedagogical competence is a key component of teaching quality, encompassing the understanding of student characteristics, curriculum development, instructional delivery, and learning assessment. The research employed a mixed-method approach using a convergent parallel design, collecting both quantitative and qualitative data simultaneously. Quantitative data were obtained through pre-tests and post-tests using pedagogical knowledge assessments, while qualitative data were gathered via semi-structured interviews with six EFL teachers. The findings indicate that in-service training significantly improved teachers’ pedagogical competence, as evidenced by the increase in pre-test and post-test scores. Most participants reported that the training enhanced their understanding of learning theories, enabled them to design more effective teaching strategies, and increased their confidence in classroom management. However, some challenges were identified in the practical implementation of the training content, particularly due to limited institutional support. This study highlights the importance of sustained, context-specific teacher development programs that are supported by responsive educational policies. The results are expected to serve as a reference for improving teacher training strategies, especially in under-resourced educational settings.
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.
Co-Authors Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Achmad Sochabat Ahdar Ahmad Jafar Ahmed Sardi Ali Halidin Alsa Dzulhijayani Ali Ambo Dalle Ambo Dalle Ambo Dalle Amzah Selle Amzah Selle Andi Novita Sari Ramadhani Anwar Areski Wahid Arif Rahman Arqam Arqam Arqam, Arqam Besse Ummi Kalsum Eralisa Erniati Burhan Evi Karmila Faridah Abdul Rauf Hadijah Hamdanah Hamdanah Harpia Haslinda Haslinda Hasriani Henryani Herni Tri Handayani Hidayat, Wahyu Ilyas S Indah Sulistiawati Irmayanti Ishak Kalsum Kalsum Kasmiati Usman Kiki Rezki Ananda Kisman Salija Magdahalena Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Maghdahalena Tjalla Maghdahalena Tjalla Miftahul Jannah Mohammad Musab bin Azmat Ali Muajiz Muallim Muh. Yusuf Muhammad Asfah Rahman Muhammad Zuhri Dj Muhammad Zuhri Dj Munawir Muthyaningsih Rahmadhani Mutmainnah Mutmainnah Muzakkir Muzakkir Nanning Nirwana Nisra Nita Amanda Aprilia Nasrun Norzulya Aries Nur Asiza Nur Asmawati Nurhamdah, Nurhamdah Nurjannah Nurjannah Nursida Nursida Nurul Khalifah Rusni Prawito Prawito Ratnawati Ratnawati Resneri Daulay Rezki Mawlani Saepudin Sahrul Sahrul Siti hasrina St Asriati St. Aminah Suherman Sulastri Sulastri Sulastri Wahyu Hidayat Yulie Asni Yulie Asni Zulfah Zulfah Zulfah Fakhruddin Zulfah Fakhruddin