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All Journal Dialektika English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL SCHEMATA : Pascasarjana UIN Mataram Voices of English Language Education Society Walasuji : Jurnal Sejarah dan Budaya International Journal of Asian Education FOSTER: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Madaniya Linguistics Initiative Journal of Language and Literature Studies Social Sciences and Humanities Reviews
Magfirah, Thayyib
Institut Agama Islam Negeri Palopo
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Developing Vocabulary Handbook for the Eighth Grade Students of Junior High School Anggraeni, Salsabila; Syam, Andi Tenrisanna; Husnaini, Husnaini; Thayyib, Magfirah; Wahibah, Wahibah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4210

Abstract

This study aimed to develop a vocabulary handbook for eighth-grade students at SMP Negeri 8 Palopo. The researcher used Research and Development by adapting the ADDIE model—the participants of this study were eighth-grade students of SMP Negeri 8 Palopo and three expert validators. Data were collected through observation, interviews, students' questionnaires, and expert validation.  The vocabulary handbook was developed by referring to the needs analysis and adapting a task-based language approach. The appropriate vocabulary handbook as a research product consists of: 1. three units of vocabulary handbook material, namely: What are you doing? My uncle is a zookeeper, and Bigger is sometimes better. 2. Variety of activities adapted from task-based 3. Attractive layout and media 4. Other skills like listening, reading, and writing are completed with exciting grammar and vocabulary. The suitability of the student vocabulary guidebook is evidenced by the results of student and teacher perceptions that were categorized into "Very Good" classification, which indicated that the vocabulary handbook is ready to use with little revisions.
Beyond K-Pop: A Discourse Analysis on ELT Research Article by Korean Authors Lestari Yanti; Thayyib, Magfirah; Yuyun Ruqiyyat Said
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5963

Abstract

This study analyzes the English research article written by Korean authors as one fruitful genre of academic discourse. It highlights how the discourse elements reflect Korean academic writing culture. This study employed a qualitative method with genre-based discourse analysis. The researchers chose one qualified research article on ELT written by Korean authors from a reputable journal. The article was analyzed in two layers: generic structure and rhetorical structure. The results showed that the writing of the Korean article uses the IMRaD as the international standard of research reports. The results also suggest that Korean academic writing places a strong emphasis on empirical evidence and formal language to ensure clarity, objectivity, and professionalism. Understanding these generic and rhetorical structures is essential for both writers and readers in the academic community, as it provides insight into how knowledge is communicated and legitimized in Korean education.
The Effectiveness of Survey, Question, Read, Recite and Review (SQ3R) Technique to Increase Students' Reading Comprehension Ratni, Ratni; Hartina, St.; Thayyib, Magfirah; Husnaini, Husnaini
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i1.230

Abstract

This study aims to analyze the effectiveness of Survey, Question, Read, Recite, and Review (SQ3R) technique in improving students' reading comprehension at SMPN 7 Palopo. The study employed a quantitative approach with an experimental design, involving students as research participants. The researcher used a total sampling which consists of 30 students. The researcher used reading tests as instruments in this study. The results showed that the average score of students in the post-test was higher than the average score obtained by students in pre-test (33.83<68.27). Apart from that, the t0 (ttest) value is 22.261 with a df (degrees of freedom) value of 29, while the tt (ttable) value is 2.042 for a standard significance level of 0.05 at df = 30. It shows that the value of the t-test is higher that the value of the t-table. The researcher also found a value (p) of 0.00 and alpha (α) of 0.05, resulting in p<α (0.00<0.05). The results revealed that the SQ3R technique significantly improved students' reading comprehension compared to conventional methods. Students taught using this technique demonstrated better abilities in identifying main ideas, specific information, and drawing conclusions from texts.
Linguistic landscape of culinary businesses in Palopo Masruddin, Masruddin; Amelia, Amelia; Ajma, St. Annazila Cahyani; Thayyib, Magfirah
Linguistics Initiative Vol. 6 No. 1 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.61432

Abstract

This study investigates the linguistic landscape of the culinary business in Palopo Town, South Sulawesi Province, Indonesia, addressing the limited research on smaller urban contexts with distinct local languages and commercial dynamics. The research aims to identify the most frequently used languages in culinary signboards and to explore the motivations behind these linguistic choices. Employing a qualitative approach, data were collected through field observation in October 2025, resulting in 20 photographed culinary signboards. The analysis used the interactive model, involving data reduction, categorization based on language composition and communicative function, and sociolinguistic interpretation. The findings reveal four categories: monolingual English (40%), monolingual Indonesian or local languages (30%), bilingual (15%), and multilingual (5%). English is predominantly associated with modernity and global identity, while Indonesian and local languages signal cultural closeness and authenticity. Most business names are non-clausal nominal phrases, emphasizing brevity and branding efficiency. The results demonstrate that language choice in Palopo’s culinary signage functions not only as identification but also as a strategic tool for identity representation, market positioning, and negotiation between global and local values in public space.
Intertextual Ecologies through Mapping the Spiritual Dialogue of Nature in Rumi and Emerson: A Systematic Literature Review Juliastuti, Juliastuti; Zamrud, Mardliyah Pratiwi; Thayyib, Magfirah
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4536

Abstract

This article investigates the eco-spiritual poetics of nature by tracing the intertextual resonance between Jalāl al-Dīn Rumi’s Sufi mysticism and Ralph Waldo Emerson’s transcendentalism, demonstrating that both traditions conceptualize nature not as a passive backdrop but as a sacred medium through which divine consciousness is continuously disclosed. The thematic analysis reveals three interrelated findings that collectively clarify the study’s contribution. First, the EcoPoetics and Nature cluster shows that elemental imagery earth, water, wind, and sky functions as a shared poetic grammar through which spiritual meaning is ecologically encoded, echoing broader ecopoetic arguments that language itself mediates human nature relationships (e.g., Knickerbocker’s ecopoetics of sensory engagement and Marland’s ecological literary frameworks). Second, the Spiritual Resonance cluster demonstrates that silence, love, and voice operate as ecological metaphors across both traditions, suggesting that inner spiritual transformation and environmental awareness are mutually reinforcing processes rather than separate ethical domains; this finding aligns with influential ecocritical critiques that reposition affect, ethics, and spirituality at the center of environmental humanities discourse (Cohen; James). Third, the Intercultural Dialogue cluster provides the most conceptually significant insight: by mapping convergences between tawḥīd (divine unity) and transcendental unity, the study evidences a transcultural eco spiritual cosmology that unsettles rigid East West binaries and reframes comparative literature as a site of ethical planetary dialogue. Methodologically, the study’s adoption of a PRISMA-guided Systematic Literature Review marks a substantive advancement for literary and comparative studies. By synthesizing 34 rigorously selected studies from an initial corpus of 312 records, the research demonstrates that SLR-based literary synthesis can move ecocriticism beyond impressionistic comparison toward a replicable, evidence-driven analytical model. The findings collectively imply that literature functions as a mediating bridge between sacred ecology and contemporary environmental ethics, offering humanities scholarships a structured pathway to engage global ecological crises without sacrificing interpretive depth. In this sense, the study not only contributes substantively to Rumi–Emerson scholarship but also establishes a transferable methodological template for 21st-century comparative ecocriticism, particularly in spiritually inflected literary traditions.
Translating Curriculum Reform into Classroom Practice: A Qualitative Evaluation of the Merdeka Curriculum in English Language Teaching Using the CIPP Framework. A. Zainuddin, Andi Husni; Sahraini; Thayyib, Magfirah
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.194

Abstract

Background: Curriculum reform has become an important strategy for improving educational quality and promoting student-centered learning in many education systems. In Indonesia, the Merdeka Curriculum was introduced to provide greater flexibility in teaching, encourage learner autonomy, and strengthen twenty-first-century competencies such as collaboration, communication, and critical thinking. However, translating curriculum policy into effective classroom practice remains challenging, particularly in English language teaching where pedagogical approaches, assessment practices, and learning resources must adjust to new instructional orientations. Aims: This study aims to evaluate how the Merdeka Curriculum is implemented in English language classrooms using the Context, Input, Process, and Product (CIPP) evaluation framework. Method: The research employed a qualitative design. Data were collected through semi-structured interviews with English teachers, classroom observations, and analysis of instructional documents related to curriculum implementation. Participants were selected purposively based on their involvement in applying the Merdeka Curriculum. The data were analyzed thematically according to the four dimensions of the CIPP model. Result: The findings indicate that the Merdeka Curriculum aligns conceptually with national education policies and institutional goals. Nevertheless, contextual adaptation remains limited, teacher training often emphasizes policy understanding rather than pedagogical application, and unequal digital resources influence instructional effectiveness. Classroom observations also reveal that teacher-centered practices still partially persist. Conclusion: The study concludes that successful curriculum reform requires sustained teacher professional development that prioritizes practical pedagogical transformation. Stronger institutional support, contextual adaptation, and equitable learning resources are essential to ensure that the principles of the Merdeka Curriculum can be translated into meaningful and student-centered classroom practices.
Artificial Intelligence in English Learning: Voices from EFL Students at UIN Palopo Mentari, Dina; Thayyib, Magfirah; Husnaini; Wahibah
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 14 No. 2 (2025): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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

Abstract

In the digital era, AI tools such as ChatGPT, Grammarly, and Duolingo have increasingly been used to support language acquisition. However, students' experiences and attitudes toward these tools remain underexplored in the local academic context. This research aimed to identify both the perceived advantages and disadvantages of AI in English learning. A qualitative narrative method was employed, involving 16 sixth-semester English students selected through purposive sampling. Data were collected using open-ended questionnaires distributed via Google Forms. The findings reveal that students generally perceive AI positively, noting its role in enhancing accessibility, personalized learning, and improvement in key language skills—speaking, writing, reading, and listening. Nevertheless, concerns were raised about over-reliance on technology, reduced classroom interaction, and limited accuracy in context-sensitive tasks. Internet connectivity issues and access restrictions on premium features were also highlighted. The study concludes that while AI offers valuable support in EFL learning, it should be integrated thoughtfully alongside human interaction and traditional pedagogies. These insights can inform educators, institutions, and future researchers in designing balanced, student-centered approaches to AI-assisted language education
Junior High School English Teachers’ Challenges in Teaching English at Rural Area Siti Hardiah Nengsi; Sahraini; Thayyib, Magfirah; Wisran
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.v14i1.5554

Abstract

This study aims to investigate the challenges faced by English teachers in rural junior high schools and the strategies they employ to address these challenges. The research was conducted at SMPN 1 Rongkong using a qualitative case study approach. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal eight major challenges, namely: curriculum implementation, inadequate school infrastructure, limited instructional time and teacher qualifications, students’ lack of vocabulary mastery, low learning motivation, limited teaching resources and internet access, geographical isolation, and lack of parental support. Among these, limited resources and low student motivation were identified as the most dominant challenges. Teachers addressed these issues through adaptive and creative strategies, such as contextualized teaching, the use of local materials, interactive activities, and collaboration with parents. This study highlights the need for greater institutional support, improved infrastructure, and targeted teacher training to enhance English language teaching in rural areas. The findings provide practical implications for policymakers, educators, and stakeholders in improving the quality of rural education in Indonesia.
Co-Authors A. Zainuddin, Andi Husni Ajma, St. Annazila Cahyani Amalia Yahya Amalia Yahya Amelia Amelia Anggraeni, Salsabila Asokawati, Amalia Bahrul Ilmi Citra Widyastuti Daung Allo, Ashar Devi Ismayanti Fadliyah Rahmah Muin Hartina, St. Hasby Muhammad Husnaini husnaini, husnaini Ida Ayu Putu Sri Widnyani Ismayanti, Devi Jufriadi Jufriadi, Jufriadi Juliastuti Juliastuti Juliastuti Juliastuti Juliastuti Lestari Yanti Lestari, Junita Anjar Mahriati, Dina Masruddin Masruddin Masruddin Mentari, Dina Muhammad Iksan Muhammad, Hasby Mustika Mustika R. Muin, Fadhliyah Ratni, Ratni Rustan, Edhy Sahraini Sahraini Sahraini, Sahraini Said, Yuyun Ruqiyyat Siti Hardiah Nengsi Syam, Andi Tenrisanna Tompo, Dewi Sri Wahibah Wahibah, Wahibah Wisran Yuyun Ruqiyyat Said Yuyun Ruqiyyat Said Zainuddin, Andi Husni A. Zamrud, Mardliyah Pratiwi Zamruddin, Mardliya Pratiwi