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All Journal English Review: Journal of English Education Al Ishlah Jurnal Pendidikan Kuriositas: Media Komunikasi Sosial dan Keagamaan Langkawi: Journal of The Association for Arabic and English EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities 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 Journal of English Language Teaching and Literature (JELITA) Jurnal Pedagogi dan Inovasi Pendidikan Arabic and English Education Journal 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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Blended Learning Method in Enhancing Students' Critical Thinking Skills: Challenges and Opportunities Abdul Haris Sunubi; Bachtiar Bachtiar
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2163

Abstract

The aim of this study is to determine the challenges and opportunities of the blended learning method in improving students' critical thinking skills at Junior High Schools in South Sulawesi. This type of research is a case study research with a qualitative approach. This research was conducted in 2022 at Senior High School in South Sulawesi in English subjects with two principals, 2 English teachers, and 45 students as respondents. Data collection techniques using observation to see the condition of this school, both the facilities and the infrastructure, interviews for students and teachers to get information and data about blended learning, and documentation is students' scores from some subjects. The result of this study is the blended learning method can improve students' critical thinking skills. The conclusion is that teachers must be able to develop innovative and creative teaching materials.
Exploring English Education Students’ Difficulties in Forming Passive Voice Constructions Munawir, Munawir; Sunubi, Abdul Haris; Said, Dian Riani
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.11821

Abstract

This study examines the specific challenges Indonesian EFL students encounter when constructing Passive Voice sentences, an area where structural differences between Indonesian and English often lead to systematic errors. The research focuses on identifying the most difficult tense in passive transformation, analyzing dominant error types, and explaining the linguistic factors underlying these errors. Using a descriptive quantitative design, data were collected from 35 students of the English Education Program at IAIN Parepare through a grammar test and a diagnostic questionnaire. The results show that the Simple Past Tense presented the greatest difficulty, indicating learners’ challenges in applying tense markers absent in Indonesian. Misordering emerged as the most frequent error type (57.81%), reflecting limited syntactic awareness and confusion in determining subject-object positions during active-to-passive transformation. Other error types included Selection, Omission, and Addition, each revealing gaps in students’ understanding of participle formation, auxiliary verb usage, and sentence structure. These patterns suggest that L1 interference and insufficient mastery of morphological forms significantly affect learners’ accuracy. The study underscores the need for targeted instructional support, particularly explicit tense-focused instruction and guided practice in sentence transformation. Strengthening learners’ syntactic awareness and verb-form recognition is essential for improving their proficiency in constructing Passive Voice structures
The Effectiveness of Scaffolding Strategy to Increase Students’ Reading Comprehension at Elementary School UPTD SDN 14 Parepare Darmawati, Darmawati; Mujahidah, Mujahidah; Sunubi, Abdul Haris; Dalle, Ambo; Arqam, Arqam
JELITA Vol 7 No 1 (2026): 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.v7i1.1173

Abstract

This study examined the effectiveness of scaffolding strategies in improving reading comprehension among 30 fifth-grade students at UPTD SDN 14 Parepare, utilizing classroom action research based on the Kemmis and McTaggart model across two iterative cycles spanning three months. Data were gathered through pre- and post-cycle reading tests evaluating literal, inferential, and critical comprehension skills, supplemented by structured observations of instructional delivery and student participation. In Cycle 1, the average comprehension score was 67.89, with only 40% of students meeting the minimum mastery criterion of 70, while engagement averaged 79.70%. Following refinements such as enhanced peer collaboration and visual aids, Cycle 2 yielded a mean score of 87.53, achieving 100% mastery and 86.37% active engagement. These findings underscore scaffolding's role in providing graduated support to bridge proficiency gaps, promoting learner autonomy in main idea identification, vocabulary application, and inferential reasoning. Grounded in sociocultural theory, the strategy fosters equitable literacy development in elementary English settings and equips educators with practical tools to enhance teaching efficacy. Ethical considerations were upheld by obtaining informed consent from parents and school authorities while ensuring participant anonymity and voluntary involvement throughout the research process. Future studies may explore digital integrations to expand applicability.
Students’ Self-Efficacy in Learning English: A Case Study of Seventh-Grade Students at Mts Putri DDI Mangkoso M, Ulfah Hani; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla, Magdahalena; Dalle, Ambo
JELITA Vol 7 No 1 (2026): 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.v7i1.1221

Abstract

This study examines the impact of students’ self-efficacy on their performance in classroom English learning and identifies factors influencing the self-efficacy of seventh-grade students at MTs Putri DDI Mangkoso. Employing a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation involving seven purposively selected students. Data were analysed using an interactive model consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that self-efficacy positively influences English learning performance; students with higher self-efficacy achieved better scores and demonstrated more active participation. Mastery experiences emerged as the strongest source of self-efficacy, followed by vicarious experiences through peer observation, verbal persuasion from teachers and peers, and physiological or emotional states such as speaking anxiety. Key challenges included fear of negative evaluation, limited English exposure beyond the classroom, and restricted access to authentic practice within the boarding school context. Strengthening self-efficacy through gradual success experiences, supportive classroom environments, constructive feedback, and emotional regulation is essential to enhance students’ motivation and performance. This study offers in-depth qualitative insights and practical implications for teachers and school administrators.
Utilizing QuillBot Application to Enhance Students Descriptive Text Writing Ability Muchtar, Rizqi Maulida; Mujahidah, Mujahidah; Sunubi, Abdul Haris; Arqam, Arqam; Dalle, H. Ambo
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12967

Abstract

This study examined the effectiveness of the QuillBot application in enhancing students’ ability to write descriptive texts. Many students struggle with developing their writing skills, particularly in structuring descriptive texts. To address this challenge, technology integration was applied through QuillBot. The research employed a quasi-experimental design involving two groups: an experimental class and a control class. The population consisted of 22 students, with 11 students from the 2024 class (semester 2) as the experimental group and 11 students from the 2023 class (semester 4) as the control group. Data were collected using pre-tests and post-tests. The results revealed that both groups initially had low writing ability, with no significant difference between them (Sig. 0.165 > 0.05). After treatment, the experimental group demonstrated significant improvement (Sig. 0.000 < 0.05), with 64% of students achieving “Average” and 36% “Good.” In contrast, the control group showed no substantial progress, with most students remaining at “Poor” or “Very Poor” levels. Further statistical analyses, including the Mann-Whitney U test, confirmed the effectiveness of QuillBot in improving writing performance. The findings suggest that QuillBot provides a valuable tool for enhancing descriptive text writing compared to conventional methods.
AI Integration in English Language Education: Assessing Its Influence on Grammar and Vocabulary Mastery Ryna, Jumriana; Magdahalena; Abdul Haris Sunubi
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.10888

Abstract

Background: Artificial Intelligence (AI) has increasingly been adopted in language education to address persistent challenges in traditional instruction, particularly the limited personalization, delayed feedback, and constrained exposure to authentic language input. These issues often hinder learners’ progress in mastering essential components of language proficiency, such as grammar and vocabulary. Research Objectives: This study aims to examine the influence of AI-powered tutoring tools on the development of English grammar accuracy and vocabulary mastery among learners across varying proficiency levels. Specifically, it assesses whether AI-based instruction offers measurable advantages over conventional teaching methods. Methods: A mixed-methods approach was implemented using a quasi-experimental design with 100 English language learners divided equally into experimental and control groups. The experimental group received AI-assisted instruction using adaptive learning systems, while the control group followed traditional methods. Data were obtained through pre- and post-tests, surveys, and interviews. Quantitative data were analyzed using paired t-tests and ANOVA, while qualitative responses underwent thematic analysis. Results: Findings indicate that learners using AI-powered tools demonstrated greater improvements in grammatical accuracy and vocabulary retention compared to those receiving traditional instruction. The adaptive feedback mechanisms and personalized learning pathways significantly enhanced learner engagement and supported consistent progress. Qualitative insights further revealed positive learner perceptions regarding usability, motivation, and clarity of feedback provided by AI systems. Conclusions: The study concludes that AI integration contributes positively to English grammar and vocabulary development by offering individualized learning experiences and immediate corrective feedback. While AI cannot fully replace human instruction, it serves as an effective complementary tool. Further research is recommended to explore long-term impacts, ethical considerations, and strategies for optimizing AI use across diverse educational contexts.
The Phonological Awareness and Reading Ability among Early-Grade Learners Ica Sulistianti; Hikmah; Ambo Dalle; Abdul Haris Sunubi; Mujahidah
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.14435

Abstract

Background: Reading ability is a foundational literacy skill that plays a crucial role in children’s academic development. One of the key predictors of early reading success is phonological awareness, which refers to the ability to identify and manipulate sound structures in spoken language. Despite its significance, many early-grade learners still experience difficulties in decoding words due to low sensitivity to phonological components. Research Objectives: This study aims to examine the influence of phonological awareness on children’s reading ability and to identify which aspects of phonological awareness most strongly support word recognition and reading fluency at Ummusshabri School, Kolaka. Methods: This research employed a qualitative descriptive design involving early-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews with teachers, and document review of students’ reading assessments. The data were analyzed using thematic analysis to identify recurring patterns that reflect the relationship between phonological awareness skills and reading performance. Results: The findings show that students with stronger phonological awareness, particularly in phoneme segmentation, blending, and initial sound discrimination—demonstrated more accurate and fluent word reading. Students with limited phonological awareness exhibited difficulties in decoding, frequent mispronunciations, and slower reading rates. Teachers also reported that targeted phonological activities improved students’ reading progress over time. Conclusions: The study concludes that phonological awareness plays a substantial role in shaping early reading ability. Strengthening this skill through structured and engaging phonological instruction is essential for supporting students’ literacy development. Further research may explore intervention models to enhance phonological awareness in diverse classroom contexts.
The Relationship Between Students’ Self-Perception as EFL Learners and Their Motivation to Learn English Musyarrafah, Musyarrafah; Abdul Haris Sunubi; Zulfah Fakhruddin; Magdahalena Tjalla; Mujahidah
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.15179

Abstract

Background: English language proficiency is essential in today’s globalized world, yet students in many developing countries, including Indonesia, exhibit varying levels of language proficiency. This study investigates the relationship between students’ self-perception as language learners and their motivation to learn English, focusing on how learners' beliefs about their abilities affect their engagement in learning activities. Research Objectives: The primary objective of this research is to examine the correlation between students' self-perception and their motivation to learn English. Specifically, it seeks to determine whether students who perceive themselves positively as language learners are more motivated to engage in English learning activities. Methods: A quantitative correlational design was employed, using a survey with two validated instruments: the Beliefs About Language Learning Inventory (BALLI) to measure self-perception, and the Attitude/Motivation Test Battery (AMTB) to assess motivation. The study involved 21 secondary school students from a rural Islamic school in Indonesia. Descriptive statistics, normality tests, and Pearson’s product-moment correlation were used for data analysis. Results: The results revealed a positive but statistically non-significant correlation between self-perception and motivation (r = 0.343, p = 0.128). Students demonstrated moderate self-perception and relatively high motivation levels, with motivation being slightly higher than self-perception. Despite a positive trend, the correlation did not reach statistical significance, suggesting that factors beyond self-perception influence motivation. Conclusions: Although the correlation was not significant, the results suggest that students who perceive themselves positively tend to report higher motivation. These findings imply that fostering learners’ confidence and beliefs in their language ability may be beneficial. Further research with larger and more diverse samples is recommended to validate these results and explore mediating factors.
Reinventing Grammar Pedagogy through Mobile-Assisted Learning: Busuu-Assisted Tense Mastery in an Indonesian Madrasah Tsanawiyah Sepia Sepia; Kalsum Kalsum; Abdul Haris Sunubi; Munawir Munawir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.50029

Abstract

This research addresses the persistent challenge of tense instruction in Indonesian madrasah tsanawiyah, where grammar learning is often perceived as rule-heavy and detached from meaningful practice. The study aims to examine the extent to which Busuu-assisted learning can enhance eighth-grade students’ English tense mastery and to outline a feasible classroom integration model within a realistic school timetable. A pre-experimental one-group pre-test–post-test design was employed with qualitative approach. The participants were 23 eighth-grade students at MTs DDI Tuppu Pinrang selected from an intact class; however, complete matched pre- and post-test scores were available for 22 students and were used for analysis. Students completed a 30-item multiple-choice grammar test on simple present, simple past, and simple future tenses before and after six weekly Busuu-assisted treatments (two class periods per meeting). Data were analyzed using descriptive statistics and a paired comparison, applying the Wilcoxon signed-rank test due to non-normal gain scores. The results showed a substantial increase in students’ tense mastery from pre-test (M = 20.18) to post-test (M = 28.23), with a significant pre–post difference (p < .001) and a very large effect (r ≈ 0.88). The findings suggest that structured mobile-assisted practice through Busuu, combined with teacher guidance and error-focused review, can serve as a practical strategy for revitalizing grammar pedagogy in Islamic junior high school contexts.
Constructing Professional Identity through Virtual Training: Challenges and Resilience of Indonesian English Teachers Haseng, Husnul Fahimah; Zulfah Fakhruddin; Mujahidah; Ambo Dalle; Abdul Haris Sunubi; Nurfaidah, Sitti
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13721

Abstract

As professional development for English teachers increasingly shifts to online environments, virtual training has emerged as a significant yet challenging space for the formation and maintenance of professional identity. While teacher professional identity, resilience, and online professional development have each been widely studied, limited attention has been given to how these areas intersect, particularly within the Indonesian EFL context. This study investigated how Indonesian English teachers constructed their professional identity through participation in virtual training. It focused on the challenges they encountered, the resilience resources they drew upon, and the ways these experiences influenced their professional selves. Using a qualitative design, the study drew on semi-structured interviews with six in-service English teachers who were purposively selected from a virtual training program facilitated by the Regional English Language Office (RELO). The data were analyzed using reflexive thematic analysis. The findings identified four interconnected categories of challenges: technological and infrastructural, institutional and contextual, pedagogical, and psychological and emotional. Rather than serving solely as barriers, these challenges became sites of identity negotiation. Teachers responded by mobilizing both personal resources including motivation, reflection, self-regulation, and emotional competence and external resources, such as family support, institutional encouragement, communities of practice, and a supportive virtual environment. The study concludes that resilience functions as the mechanism through which challenges are translated into processes of professional identity construction. It also highlights the importance of designing virtual professional development that is responsive to context, emotionally supportive, and attentive to teacher identity
Co-Authors Abu Bakar Juddah Abu Bakar Juddah, Abu Bakar Ahdar Ambo Dalle Ambo Dalle Ambo Dalle Amzah Selle Arqam Arqam Madjid Arqam, Arqam Asiza Syarif Asiza, Nur Aswar Ayu Sasra Bachtiar Bachtiar Citra Resmi Megania Dahlan, Era Dalle, H. Ambo Dian Aisyah Abidin Era Dahlan Erwin Salam Fadillah, Fika Nurul Fakhruddin, Zulfah Firdaus Fitriyani Barsyam Baharuddin Hariyanti, Niarmi Haseng, Husnul Fahimah Hasmiati Hasmiati Herlinda, Nika Herni Tri Handayani Hikmah Hilmiyah Akib Ica Sulistianti Iftitah, A.N Indradewa, Rhian Jasmi ilmiana Kalsum Kalsum M, Ulfah Hani Magdahalena Magdahalena Tjalla, Magdahalena Maghdahalena Tjalla Maghdalena Maghdalena Maghdalena, Maghdalena Maghdalena, Maghdalena Marlina Syamsir Maspa, Maspa Masrur Umar Mirnayanti Muchtar, Rizqi Maulida Muhammad Lutfi Alwi Mujahidah Mujahidah Mujahidah Mujahidah Munawir Munawir Munawir Munawir Musfirah Mustary, Emilia Musyarrafah, Musyarrafah 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 Rustam Utary Rustam, Utari Ryna, Jumriana Saepudin Saepudin Saepudin Said, Dian Riani Sepia Sepia Sitti Nurfaidah Solly Aryza Tjalla , Magdahalena 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