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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) 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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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.
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 Darmawati Darmawati Dian Aisyah Abidin Era Dahlan Erwin Salam Fakhruddin, Zulfah Firdaus Fitriyani Barsyam Baharuddin Hariyanti, Niarmi Hasmiati Hasmiati Herni Tri Handayani Hikmah Hilmiyah Akib Ica Sulistianti Iftitah, A.N Indradewa, Rhian Irmayanti Jasmi ilmiana 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 Mujahidah 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 Rezki Adelya Rustam Utary Rustam, Utari Ryna, Jumriana Saepudin Saepudin Saepudin Said, Dian Riani 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