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All Journal IJoLE: International Journal of Language Education Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Jurnal Dedikasi EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE GEMBIRA (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) Axiology GLENS: Global English Insights Journal
Nurdin Noni
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Student Engagement Dynamics in Hybrid English Speaking Classes: A Study on Synchronous and Asynchronous Learning in Indonesia Syauqiyah Awaliyah Alfiani Nur; Nurdin Noni; Chairil Anwar Korompot
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 7 No 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2497

Abstract

The study investigates student engagement in hybrid English-speaking classes at an Indonesian university, emphasizing synchronous and asynchronous learning. Hybrid learning combines live (synchronous) and flexible (asynchronous) methods to enhance student engagement in cognitive, behavioral, and emotional dimensions. Conducted as a qualitative study, this research involved 20 second-semester students from the Faculty of Language and Literature at Universitas Negeri Makassar. Data were collected through semi-structured interviews to explore students’ engagement in hybrid English-speaking classes across synchronous and asynchronous learning. The findings reveal that hybrid learning fosters high levels of cognitive engagement by promoting active participation, critical thinking, and access to resources supported by responsive lecturers. Behavioral engagement is similarly enhanced through interactive digital tools and inclusive class discussions, encouraging frequent practice and skill reinforcement. Emotional engagement, however, varies, as some students benefit from the flexibility of online learning, while others face challenges due to reduced face-to-face interaction with lecturers. Key challenges identified include maintaining consistent motivation in virtual environments, managing distractions in home settings, and addressing feelings of being overlooked due to limited real-time lecturer attention. Additionally, technology dependency and variable comfort levels with hybrid learning pose challenges for engagement. The study concludes that effective hybrid learning designs that address cognitive, behavioral, and emotional engagement can significantly enhance student involvement and learning outcomes. These insights contribute to a better understanding of engagement dynamics in hybrid English-speaking courses, offering practical implications for designing more effective learning experiences. However, the study's focus on a specific group of English-speaking students at one institution limits how broadly the findings can be applied. To better understand the strengths and challenges of hybrid learning, future studies should consider a more diverse sample, mix qualitative and quantitative data, and look at how instructor involvement impacts engagement across different learning environments.
Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course Mushaddiq Mushaddiq; Nurdin Noni; Abdullah Abdullah; Muhammad Tahir
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.591

Abstract

This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.
Exploring Students' Strategies in Learning English at Senior Secondary School Nurjihan Nabilah Noor; Nurdin Noni; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/j2knzn90

Abstract

This study explores the strategies used by senior secondary school students in learning English at SMAN 1 Tinambung, West Sulawesi, Indonesia. This study aims to: (1) Identify what strategies are used by XII grade students at SMAN 1 Tinambung (2) What strategies are preferred by XII grade students in learning English and (3) The impact of learning strategies on learning independence, self-confidence, and social interaction of students in learning English. This research is categorized into descriptive qualitative research. This research uses the data triangulation method to obtain the validity of the research results. Data collection was done through three stages: (1) observing in the classroom to observe students' actions in the learning process, (2) conducting in-depth interviews or indept intervieuw to get the topic of information under study, (3) documentation as a supporting tool in compiling this research. The results show that (1) students use Memory strategy, Cognitive strategy, Compensation strategy, Metacognitive strategy, Affective strategy, and Social strategy, (2) students prefer technology-based strategy (social media, internet, AI), entertainment media-based strategy (film, animation, music), vocabulary-focused strategy, and collaborative learning strategy, (3) learning strategies have an impact on students' independence through variations in time management and technology use, increase confidence through psychological techniques and structured exercises, and strengthen social interaction by placing language as a communication tool in authentic contexts.
Students’ Perceptions Toward the Use of Digital Reading Platforms for Improving Reading Comprehension in EFL Classrooms Dinda; Nurdin Noni; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/6cw2cg03

Abstract

eleventh-grade students at SMKS YPPP Wonomulyo during the 2024/2025 academic year. In addition, it sought to examine students' perceptions regarding the effectiveness of digital reading platforms in supporting the development of their comprehension abilities. A quantitative research method was adopted, utilizing a quasi-experimental design to assess the impact of the intervention. The population consisted of second-grade students majoring in Computer and Network Technology, drawn from five available classes. Using a cluster random sampling technique, two classes were selected, one designated as the experimental group and the other as the control group, with each consisting of 32 students. The experimental group received instruction using the ReadWorks platform, while the control group continued with conventional reading materials.Data were collected through a Likert-scale questionnaire comprising 10 items that measured students’ perceptions and experiences related to the use of ReadWorks. The results indicated that students exhibited a generally positive attitude toward the digital platform, with an overall mean score of 42.7, indicating a very positive perception. Most respondents emphasized the benefits of multimedia features, notably the vocabulary support tools and audio functionalities, which aided in their understanding of more complex texts. Students reported that these features made reading activities more engaging, accessible, and less intimidating, ultimately improving their comprehension outcomes. These results suggest that the use of technology-enhanced reading platforms should be encouraged as a means of supporting students' academic success in reading Keywords: Digital Reading Platforms, ReadWorks, Reading Comprehension, Students’ Perceptions, EFL Classroom.
Teaching English Listening Comprehension Using The Flipped Instruction Model Nindi Rika Riani; Nurdin Noni; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ckfekr63

Abstract

This study investigated students’ difficulties and explore students’ perceptions regarding the use of the Flipped Learning Model in a junior high school English listening class. The study used a quantitative descriptive approach, utilizing two validated questionnaires: one to measure perceived difficulties and the other to assess students’ perceptions of the learning model. Participants were 24 eighth-grade students who were learning English listening with a Flipped Learning Model, where learning materials were accessed before class and class time was dedicated to interactive activities. The results revealed that the majority of students (99%) classified their experience with the Flipped Instruction Model as “Very Easy,” with a mean difficulty score of 34.00 out of 40. Students’ perceptions of the Flipped Instruction Model were overwhelmingly positive, with 50% classifying their attitudes as “Very Positive” and the remaining 50% as “Positive.” The mean perception score was 30.42 out of 40. Students particularly valued the preparation phase, reporting that studying the material before class made them feel more prepared, increased their independence, and increased their engagement during class discussions. Flexibility, easy access to resources, and opportunities for reflection and repetition were highlighted as key benefits. While most students felt supported by their teachers and peers, some expressed a need for more direct guidance during class sessions, suggesting that a balance between autonomy and scaffolding is important. These findings support the existing literature that the Flipped Learning Model can reduce cognitive and affective barriers to language learning by allowing repeated exposure to materials and fostering a supportive and interactive classroom environment. The structure of the model not only facilitates comprehension but also promotes motivation, self-directed learning, and metacognitive awareness among students. However, the study also noted the importance of addressing external factors such as the home learning environment to maximize the benefits of flipped learning. In conclusion, the Flipped Learning Model proved to be highly effective and well-received in the context of an English listening classroom for junior high school students. The model minimized perceived difficulty, increased student engagement and motivation, and was positively received by learners. These results suggest that the Flipped Learning Model is a feasible and promising strategy for improving listening comprehension and should be considered for wider implementation in language education.
Analysis of Students' Interest in English Songs as a Media for Listening Learning Riska Humaera; Nurdin Noni; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/svcpg839

Abstract

Listening ability is one of the basic skills in learning English that is often considered difficult by students. This is caused by several factors such as lack of understanding, the speed of native speakers, and monotonous learning materials. To overcome this, innovative and interesting learning media are needed. One of the media that is considered effective and close to the world of teenagers is English songs. Songs not only present authentic language, but are also able to create a pleasant learning atmosphere. Based on this background, this study aims to determine the interest of class XI Harmonis students in the use of English songs in listening learning.This study uses a quantitative descriptive approach. The instrument used is a closed questionnaire consisting of 12 statements, each with four answer choices scored 1–4. The research subjects were 30 class XI Harmonis At SMAN 1 Pangkep. The data were analyzed to determine the total score, percentage, and classification of student interest levels based on certain intervals.The results of the study showed that 23 students (77%) were in the high interest category (Very High Interest) and 7 students (23%) were in the very high interest category (Very High Interest). There were no students in the medium or low interest category. This shows that the use of English songs is very popular with students and can be an effective medium in listening learning. The conclusion of this study is that English songs have great potential to increase students' interest in learning to listen. Therefore, it is recommended that English teachers consider the use of songs as part of a learning strategy, by choosing songs that are appropriate to the level of ability and interest of students so that learning becomes more enjoyable, meaningful, and effective
Teachers’ Strategies in Managing Classroom through Integration of Canva Audiovisual Media in English Speaking Learning Nurlinda; Nurdin Noni; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/gv8wnh36

Abstract

This qualitative study explores classroom management strategies used by English teachers using Canva-based audiovisual media to improve students' English speaking skills. Conducted at IMMIM Boys' Islamic Boarding School Makassar, this study investigated how Canva—an educational design platform—was integrated into speaking activities to increase classroom engagement and interaction. Using a descriptive case study approach, data were collected through in-depth interviews, classroom observations, and documentation. Participants included one English teacher and ten eighth-grade students. The study findings revealed that effective classroom management involves a combination of clear rules, efficient time allocation, flexible seating arrangements, and differentiated learning strategies supported by Canva's visual and audio features. This study contributes to the understanding of how digital tools such as Canva can meaningfully interact in classroom management and English language teaching. It offers insights for educators who want to modernize their teaching methods using technology-based strategies.
Exploring English Teachers’ Views and Obstacles in Implementing Mobile Apps for Vocabulary Teaching Andi Marhani; Munir; Nurdin Noni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/v04d9h74

Abstract

This research explores how English teachers perceive the use of mobile applications for vocabulary teaching at SMP Negeri 1 Wotu. Adopting a qualitative case study method, the study involved two English teachers, drawing data from interviews and classroom observations to capture their experiences with mobile-assisted learning tools. The findings indicate that both teachers view apps such as Quizizz and Kahoot as valuable for enhancing student engagement and making vocabulary lessons more dynamic and enjoyable. These platforms encourage active participation and motivation through gamified elements that align with students’ learning styles. Teachers observed increased enthusiasm and focus among students when digital tools were incorporated compared to traditional instruction. Despite these benefits, several challenges were identified that impede the effective use of mobile apps. Key obstacles included unreliable internet access, insufficient classroom resources, and disparities in students’ access to personal devices. Teachers also encountered technical issues when operating the apps and expressed uncertainty about their own digital preparedness, pointing to a lack of professional development. Furthermore, the assessment features within these apps were often limited to numerical feedback, offering little insight into deeper learning or language acquisition. The study concludes that while mobile apps show considerable promise for vocabulary teaching, their successful adoption depends on robust institutional support, improved infrastructure, well-designed implementation plans, and continuous teacher training. Addressing these factors is essential for ensuring that mobile-assisted vocabulary learning becomes a more inclusive and impactful practice in English classrooms.
The Role of Restitution-Based Approach in Promoting Student Responsibility in English Classrooms Sugirawati Abubakar; Nurdin Noni; Baso Jabu
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/5t24hr35

Abstract

This study investigates the role of the restitution-based approach in promoting student responsibility in English classrooms at a senior high school in Makassar, Indonesia. The research is grounded in the need for discipline models that foster internal motivation and reflective behavior rather than fear-based compliance. The objective is to explore how restitution principles—namely personal ownership, internal regulation, and behavior restoration—support students in managing their actions within a culturally sensitive context. Using a qualitative case study design, data were collected through classroom observations, interviews with English teachers and eleventh-grade students, and analysis of student reflections. The participants were purposively selected based on their involvement in the restitution-based learning process. The findings reveal that the restitution approach allowed students to correct their behavior voluntarily, admit mistakes without fear of punishment, and express a sense of responsibility through reflective dialogues. Cultural values such as sipakatau (mutual respect) and lempu (honesty) were observed to reinforce the internalization of positive discipline and behavioral accountability. The study concludes that the restitution-based approach is effective in cultivating student responsibility, especially when integrated with local cultural values in the EFL classroom context. It encourages student autonomy, empathy, and initiative—key components for personal and academic growth. It is recommended that English teachers incorporate restorative questioning and student reflection techniques to foster a positive, responsibility-centered classroom environment.
Exploring EFL Students’ Speaking Anxiety: An Analysis of Levels, Causal Factors, and Coping Mechanisms Husniah S; Nurdin Noni; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/4ypghw51

Abstract

This study investigates the level, sources, and coping mechanisms of speaking anxiety among EFL learners at SMP Negeri 1 Mare. Using a mixed-method design, data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS), semi-structured interviews, and classroom observation. The findings reveal that most students experienced moderate anxiety (42%), followed by high anxiety (30%), indicating that speaking remains a challenging skill for many learners. Three major factors contributing to anxiety were identified: communicative apprehension, fear of negative evaluation, and test anxiety, which frequently manifested in hesitation, avoidance, and physical tension. In response to these challenges, learners employed several coping strategies, including preparation, relaxation, positive thinking, and peer seeking, with preparation being the most frequently used. The study highlights the importance of providing supportive speaking activities and reducing evaluative pressure to help students manage anxiety and improve oral performance. These findings offer valuable implications for EFL teachers in designing anxiety-responsive instructional practices.
Co-Authors A. Nur Wafiq Azizah Abduh, Amirullah Abdul Halim Abdullah Abdullah Abdullah Agung Kurniawan Ahmed Sardi Ali Syahban Amir Amra Ariyani Andi Anto Patak Andi Astri Awwaliyah Andi Marhani Andi Nur Hafidzah Aliyah Qashas Andi Ratu Nurhazana Andi Zahra Nurul Afia Anugrah Irsan Aulia Mutmainna Bachtiar Azizah Jamal Passolowongi Baso Jabu, Baso Dea Serly Safitri Demeter Janna Sabatini Dian Farah Fauziyyah Dian Widya Alfira Dinda Fatimah Hidayahni Amin Fauzan Hari Sudding Sally Fitri Amaliah Akbal Geminastiti Sakkir Hanafie, Nurharsya Khaer Hasriani G Husniah S Ika Yuli Wahyuni Indrawaty Asfah Isna Humaera Julisa Arya Keysha Nizalytha Tualle Khalimatu Saddiyah Korompot, Chairil Anwar La Sunra Lely Novia Maemuna Muhayyang Megawati Megawati Mudinillah, Adam Muh. Farid Sehuddin Muh. Tahir Muhammad Basri Jafar Muhammad Ihzan Ihzan Muhammad Tahir Muhammad Tahir Munir Murni Mahmud Mushaddiq Mushaddiq Nindi Rika Riani Nur Jannah Nur Syachruni Ramadhani Nurindah Fadillah Arif Nurjihan Nabilah Noor Nurlinda Raden Mohamad Herdian Bhakti Riny Jefri Ris Naufal Farid Rahman Riska Humaera Ruslan Hasyim Sahril Nur Samtidar Samtidar Sri Ayu Handayani Sugirawati Abubakar Sukardi Weda Sultan Sultan Baa Syarifuddin Dollah Syauqiyah Awaliyah Alfiani Nur Titin Andryana B Vivit Rosmayanti Yunitari Mustikawati Zikriyah Zikriyah Zul Astri