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All Journal English Review: Journal of English Education AL ISHLAH Jurnal Pendidikan Kuriositas: Media Komunikasi Sosial dan Keagamaan EDUVELOP (Journal of English Education and Development) Journal Research and Multidisciplinary (JRM) ELITE Journal: Journal of English Linguistics, Literature, and Education Indonesian TESOL Journal Inspiring: English Education Journal Kuriositas: Media Komunikasi Sosial dan Keagamaan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Kolaboratif Sains LETS: Journal of Linguistics and English Teaching Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Al Lughawiyaat Al-Iftah: Journal of Islamic studies and society International Journal of English Language and Pedagogy Jurnal Pedagogi dan Inovasi Pendidikan Edumaspul: Jurnal Pendidikan
Abdul Haris Sunubi
Institut Agama Islam Negeri (IAIN) Parepare
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Analysis of Assessment for K13 Curriculum and Merdeka Curriculum at Senior High School Polewali Mandar: Analisis Penilaian Kurikulum K13 dan Kurikulum Merdeka di SMA Negeri Polewali Mandar Nasaruddin; Abdul Haris Sunubi; Zulfah
Jurnal Kolaboratif Sains Vol. 7 No. 8: Agustus 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v7i8.5734

Abstract

K13 Curriculum (Kurikulum 2013) in Indonesia emphasizes a holistic approach to student assessment, integrating cognitive, affective, and psychomotor domains and Merdeka Curriculum introduces a comprehensive assessment approach aimed at improving learning quality and student outcomes. It emphasizes diagnostic, formative, and summative assessments throughout the learning process. The research aimed to describe the assessment for K13 Curriculum and the assessment for Merdeka Curriculum. This research used Qualitative research with study cases approach with source of data primer and secondary data with the informan of 4 English Teacher at Senior High School Polewali Mandar, technique of analysiss used data reduction, display data dan conclution. The result of this research were as follow: 1) The Assessment for K13 Curriculum emphasizes a holistic approach to student assessment encompassing cognitive, affective, and psychomotor domains which teachers utilize authentic assessment to evaluate students' academic knowledge, social-emotional development, and practical skills which focused on student centered learning and real-world application underscores to preparing students with the skills and competencies necessary at classroom activities. 2) The Assessment for Merdeka Curriculum emphasizing diagnostic, formative, and summative assessments which teachers implement assessments that not only measure cognitive achievements but also consider affective and psychomotor aspects of student learning while comprehensive approach aims to enhance the quality of learning experiences by providing continuous feedback, identifying learning gaps, and ensuring students' readiness to progress academically by fostering a supportive learning environment and encouraging student autonomy learning during classroom activities.
Efl Teachers’ Concepts on Critical Reading Skills and Their Critical Reading Strategies At MAN 1 Polewali Mandar Citra Resmi Megania; Abdul Haris Sunubi; Arqam; Ambo Dalle; Mujahidah
Jurnal Kolaboratif Sains Vol. 7 No. 8: Agustus 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v7i8.5738

Abstract

Critical reading skills refer to the ability to analyze, evaluate, and interpret texts effectively. These skills go beyond basic comprehension and involve a deeper engagement with the conten. The research aimed to examine what things EFL Teachers use to develop their critical reading skills and to find out what impacts arise for EFL Teachers and students when they apply the knowledge and strategies of critical reading. This research used Qualitative research with study cases approach with source of data primer and secondary data with the informan of 3 English Teacher at MAN 1 Polewali Mandar, technique of analysiss used data reduction, display data dan conclution. The result of this research were as follow: 1) English EFL Teachers develop their critical reading skills that contribute to their teachingactively students showed critical reading skills proved by engaging in practices such as annotating, previewing, questioning, reflecting, outlining, summarizing, and evaluating which teachers enhance students ability using materials effectively contributing students critical reading skills. 2) The impact of the EFL Teachers's knowledge of critical reading skills and the use of these critical reading strategies in teaching showed good impact toward students ability specially for teachers possess a solid grasp of critical reading techniquessuch as identifying main ideas, analyzing arguments, evaluating evidence, and synthesizing information which teacher can create enriching learning experiences for students through structured activities and guided discussionsdeeper engagement with test and learning activates during classroom.
Investigating English teachers' understanding of English language assessment Usman, Muhammad Syahid; Magdahalena Tjalla; Abdul Haris Sunubi
International Journal of English Language and Pedagogy Vol. 2 No. 1 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i1.7106

Abstract

A teacher is responsible for assessing students' work and should possess a clear understanding of assessment, testing, examination, and evaluation. However, in reality, there are instances where teachers encounter confusion when distinguishing between these terms, mistakenly perceiving them as synonymous. Moreover, the teachers' understanding of these terms also plays a critical role in facilitating meaningful learning experiences for students. Based on the reasons above, this research aimed to describe the English teachers’ understanding of English language assessment and how the teachers assess the students’ work. The research conducted on UPT SMA Negeri 1 Parepare. There were five English teachers as research subjects. The research method used was qualitative design. The data collected through interview. Analysis data with data collection, data reduction, data display, and the last is data conclusion and verification. The result of the research showed that the teachers’ understanding has difference and similarity as from five teachers. The difference was from four teachers, only one teacher that related to Assessment understanding and the similarity was four other teachers beside Assessment understanding which is the most dominant, their teachers’ understanding was also related to Instructional understanding, Subject matter understanding and Pedagogical understanding. The teachers’ assessment of the students prioritize learning by using a range of assessment methods such as daily tests, semester exams, and attitude assessments. Group activities and projects are also utilized to enhance confidence and encourage active learning.
An Analysis of English Teachers’ Problems in Implementing the Independent Curriculum at Junior High School Mirnayanti; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Magdahalena Tjalla
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.4810

Abstract

This research aims to identify inhibiting factors in the implementation of the Merdeka Belajar curriculum. The study was conducted at Upt Smp 1 Mattiro Bulu, Upt Smp 2 Mattiro Bulu, Upt Smp 3 Mattiro Bulu, Upt Smp 1 Suppa, and Upt Smp 4 Suppa. The research problem revolves around the issues faced by English teachers in implementing the Merdeka curriculum. Data were collected through questionnaires, employing a quantitative approach. The research focused on: 1) Internal Factors: Student Motivation, Student Attitude, and Student Interest. 2) External Factors: Parental Support, School Leadership, School Facilities, Learning Systems, Learning Materials, Teacher Competence, and Time. The results indicate that the identified inhibiting factors include Internal Factors such as Student Motivation, Student Attitude, and Student Interest. However, the highest contributing factor is Student Motivation. External inhibiting factors include Parental Support, School Leadership, School Facilities, Learning Systems, Learning Materials, Teacher Competence, and Time. The most significant factor here is Learning Materials. According to the findings, teachers do not face issues related to Parental Support and School Leadership. This research also indicates that inhibiting factors in implementing the Merdeka Belajar curriculum vary across schools based on their specific conditions. The identification of inhibiting factors provides recommendations to the Ministry of Education and Culture as the regulator and policymakers in Junior High Schools.
Teachers’ Way in Scoring Students Speaking Performance at School Parepare Zam-zam Adam; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Arqam
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.4823

Abstract

This result discusses how teachers give scores to students' speaking performances. In this case, the teacher who is the respondent has a different main assessment in giving scores to students' speaking performance. and each has its own challenges with 3 types of scoring assessments, namely holistic, analytical and using rubrics. The research method used is qualitative, data is collected through observation, in-depth interviews and also documentation. The subjects of this research consisted of several English teachers in Parepare. The results of this study indicate that teachers use various assessment theories in their evaluation practices. These theories include holistic, analytical, and use of rubrics, with different main assessment points.
The Islamic Vocabulary Philanthropy in Enhancing English Language Learning Among Students at As’adiyah Islamic Boarding School Sengkang Muhammad Lutfi Alwi; Ambo Dalle; Abdul Haris Sunubi; Arqam; Magdahalena Tjalla
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.5596

Abstract

This research aims to improve the vocabulary of philanthropy-related terms among 8th-grade students (class 8.1) at Male Islamic Junior High School of As’adiyah Sengkang. Currently, these students have low English proficiency, especially in vocabulary. Data includes qualitative and quantitative aspects. Qualitative data relates to the teaching process, while quantitative data comes from pretests and post-tests analyzed using t-tests. Data sources include the 22 students and their English teacher. Following Mills' theory, data collection includes observations, interviews, questionnaires, and vocabulary tests, recorded in the Researcher’s Daily Notes. This research investigated how using language games can improve English vocabulary for grade 8 students in Male Islamic Junior High School of As’adiyah Sengkang. The games were designed to be fun and interesting for the students and included things like pictures, songs, and practice exercises. The study found that the students' vocabulary knowledge improved a lot after playing the language games.
The Implementing of Gamification in EFL Classroom at MA Baytul Mukarramah Bone (Critical Analysis on Student Academic Achievement) Ahmad Jafar; Ambo Dalle; Arqam; Abdul Haris Sunubi; Mujahidah
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 1: January 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i1.5747

Abstract

This research examines the impact of implementing gamification in learning English as a Foreign Language (EFL) at MA Baytul Mukarramah Bone. This research aims to answer the main research question regarding the effect of using wordwall gamification on student learning achievement. This research uses a qualitative approach with data collection methods through observation and interviews. Data analysis was carried out qualitatively with stages of data collection, data reduction, data presentation, and verification and conclusions. Data was obtained through observations of English teachers and interviews with students X MA Baytul Mukarramah Bone students. The research results showed that the application of wordwall.net gamification to class X MA Baytul Mukarramah Bone students was proven to be able to improve their learning achievement. This is evidenced by an increase in average exam scores and active participation of students in learning. This finding is also strengthened by the positive responses of students who show high interest in using wordwall gamification in English learning. This research provides evidence that wordwall gamification can be an effective learning strategy to improve EFL students' learning achievement at MA Baytul Mukarramah Bone. It is hoped that these findings can contribute to the development of English learning practices that are more interesting and meaningful for students.
The Efficiency of Using Chatgpt and Classpoint Online Apps in Improving English Teachers’ Formative Assessment Competence Aswar; Abdul Haris Sunubi; Magdahalena Tjalla; Zulfah Fakhruddin; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 1: January 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i1.6336

Abstract

The high administrative workload often hinders teachers from developing innovative and interactive formative assessments. This study aims to examine the efficiency of using ChatGPT and ClassPoint in improving the formative assessment competencies of English teachers at junior high schools and to analyze teachers' perceptions of these technologies. This research employs a quantitative approach with a pre-experimental one-group pretest-post-test design, involving 9 English teachers from 7 schools. Data were collected through pretests and post-tests to measure teachers' formative assessment competencies and questionnaires to assess their perceptions. Statistical analysis utilized a paired t-test to compare pretest and post-test results, while descriptive statistics analysed perception data. The study results showed a significant improvement in teachers' formative assessment competencies, with scores increasing from 14.89 (pretest) to 31.11 (post-test), supported by a t-statistic value of -17.65 and a p-value < 0.01. The questionnaire analysis revealed highly positive responses, with over 90% of teachers strongly agreeing on the benefits of these technologies in creating diverse questions, speeding up the assessment process, and facilitating interactive formative assessments. These findings indicate that integrating ChatGPT and ClassPoint effectively enhances teachers' formative assessment competencies.
Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers Sunubi, Abdul Haris; Rustam, Utari; Fakhruddin, Zulfah; Arqam, Arqam; Tjalla, Maghdalena; Mustary, Emilia; Afiah, Nur
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers
Investigating Students’ Motivation in Doing English Excercise Practice Irmayanti; Zulfah Fakhruddin; Abdul Haris Sunubi; Mujahidah; Maghdahalena Tjalla
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 2: April 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i2.5816

Abstract

This research aims to describe the level of motivation and the type of motivation wether instrumental or integrative motivation. This research took place one of vocational high school of Polewali Mandar. The research applied descriptive quantitative design. Population of this research was 210 of students SMKS Suparman Wonomulyo. The sample of this research 40 students representtative each grade. In collecting the data qusionnaire was used as instrument. The data was calculated by using SPSS to find out percentage and frequency. The result showed that in motivation level, most students had low level. In Instrumental motivation the students had average level motivation.While, integrative motivation the students had high level motivation, and questionnaire section attitude towards English excercise practice the students generally had negative attitude.
Co-Authors Abu Bakar Juddah Abu Bakar Juddah, Abu Bakar Ahdar Ahmad Jafar Ambo Dalle Ambo Dalle Ambo Dalle Amzah Selle Arqam Arqam Madjid Arqam, Arqam Asiza Syarif Asiza, Nur Aswar Ayu Sasra Bachtiar Bachtiar Besse Ummi Kalsum Citra Resmi Megania Dahlan, Era Dalle, H. Ambo Dian Aisyah Abidin Era Dahlan Erwin Salam Fakhruddin, Zulfah Firdaus Fitriyani Barsyam Baharuddin Hariyanti, Niarmi Hasmiati Hasmiati Herni Tri Handayani Hilmiyah Akib Iftitah, A.N Indradewa, Rhian Irmayanti Jasmi ilmiana Magdahalena Maghdahalena Tjalla Maghdalena Maghdalena Maghdalena, Maghdalena Maghdalena, Maghdalena Marlina Syamsir Maspa, Maspa Masrur Umar Mirnayanti Muhammad Lutfi Alwi Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Musfirah Mustary, Emilia Mutiara Ramadhani Muzdalifah Muzdalifah Nanning Nasaruddin Nasution, Annio Indah Lestari Natsir Maulana, Muhammad Nur Afiah, Nur Nurfadillah Nurfadillah Nurfia R nurfitri Nursamsi Nursamsi Nusriani Basir Rezki Adelya Rustam Utary Rustam, Utari Saepudin Saepudin Saepudin Solly Aryza Tjalla, Maghdahalena Tjalla, Maghdalena Ummubisma Palra Usman, Muhammad Syahid Wahyuni Wulandari Wahyuni Wulandari Yukir, Muh Zam-zam Adam Zulfa Zulfa Zulfah ZULFAH zulfah fakhruddin Zulfah Zulfah