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All Journal Jurnal Pendidikan Humaniora IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Jurnal Bahasa Lingua Scientia Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Science and Education (JSE) Jurnal Abmas Negeri (JAGRI) English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Pangulu Abdi: Jurnal Pengabdian Kepada Masyarakat Research and Innovation in Applied Linguistics Sipakaraya : Jurnal Pengabdian Masyarakat Innovations in Language Education and Literature Journal of Teaching and Education for Scholars Lestari: Jurnal Pengabdian Kepada Masyarakat GLENS: Global English Insights Journal
Zul Astri
Universitas Muslim Maros
Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Decoding Mistakes: An Insightful Study on Students' Errors in Writing Recount Texts Arsjad, Rahmayanti A; Wahab, Isnaeni; Tanasy, Novalia; Zul Astri
elstic : english language linguistics culture Vol 4 No 02 (2024): Volume 04, Number 02, August 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.47429

Abstract

This study aimed to determine the types of errors found in writing recount texts at SMA Negeri 3 Pangkep and to identify the most frequently occurring errors when students write recount texts at SMA Negeri 3 Pangkep. The researchers used a mixed-method approach, consisting of both qualitative and quantitative methods. The population in this study comprised class XI students, which consisted of six classes: XI IPA 1 (32 students), XI IPA 2 (31 students), XI IPA 3 (32 students), XI IPA 4 (30 students), XI IPS 1 (35 students), and XI IPS 2 (32 students). The total number of students was 192. Sampling was done using a purposive sampling technique, and the sample in this study was students from class XI IPA 1, consisting of 32 students. The results of this study, referring to the classification by Betty S. Azar, showed that the total number of errors was 370. The two most frequent types of errors were verb tense errors, with 73 errors (16% of the total), followed by word choice errors, with 38 errors (13.9% of the total).
Public Perception of English Environmental Taglines in Indonesian Retail Campaigns: Between Global Messaging and Local Meaning Tanasy, Novalia; Zul Astri; Nurul Fachrunnisa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6383

Abstract

Taglines are widely used in environmental media campaigns and appear in various formats such as posters, flyers, and tote bags. Despite their prevalence in Indonesia, public awareness of environmental protection remains limited. This study investigates the use of English in environmental campaign taglines, focusing on how these taglines are perceived by the public and their effectiveness in influencing environmentally conscious behavior. Employing a qualitative research approach, data were collected through semi-structured interviews with 15 participants across three public locations. Thematic analysis revealed that participants’ perceptions of English-language environmental taglines are shaped by emotional connection, cultural relevance, and language accessibility. English is often appreciated for its clarity, simplicity, and global resonance, but local languages are perceived to offer stronger emotional and cultural connections. Most participants found that English taglines increased awareness, and in some cases motivated behavioral changes, such as reducing plastic use. However, linguistic barriers and cultural disconnect were also noted, particularly among individuals less familiar with English. These findings suggest that while English taglines can effectively promote environmental awareness, their success depends on balancing global appeal with cultural and linguistic sensitivity to local audiences.
Mendeley Application Training to Improve Students' Academic Writing Competence Astri, Zul; Fachrunnisa, Nurul; Wahab, Isnaeni; Aisyah, Sitti; Nuraeni, Nuraeni; Misnawati, Misnawati
Jurnal Abmas Negeri (JAGRI) Vol. 6 No. 1 (2025): Volume 6 Nomor 1 Juni 2025
Publisher : Sarana Ilmu Indonesia (salnesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36590/jagri.v6i1.1566

Abstract

Academic writing is an essential competence for students in supporting their academic success and scientific development. One of the common challenges faced is the proper and systematic management of references. This community service activity was aimed at providing training on the use of the Mendeley application for students of Universitas Muslim Maros, particularly those from the Faculty of Teacher Training and Education, to enhance their skills in managing scientific references. The training was conducted online via the Zoom platform on May 12, 2025, at 10:00 WITA, with a total of 133 registered participants. The evaluation results showed that approximately 93,4% of participants reported acquiring new skills that are highly useful for writing their final projects and other scientific papers. This activity is expected to serve as a solution for strengthening students' academic literacy in the digital era.
Exploring Students’ Self-Confidence in Speaking English Through Project-Based Learning Bilal, M. Ahmad; Zul Astri; Nuraeni; Wahyuningsih; Masita, Syarifah; Wahab, Isnaeni; Aisyah, Sitti
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.192

Abstract

The ability to communicate in English is very important in the era of globalization. However, many students face difficulties communicating in the language due to a lack of confidence. Self-confidence greatly affects students' speaking abilities. Studies show that confident students are more active and speak more often. Students lack confidence because traditional education methods are too theory-centered. Project-Based Learning (PBL) enhances students' confidence, critical thinking, and speaking skills by involving them in group projects.This research was conducted on 19 students at MA Bustanul Ulum. Through observation and interviews, it was found that PBL increases students' confidence in speaking English. Although there are challenges, such as shyness and group conflicts, these can be overcome with the help of the teacher. This research proves that PBL is effective in improving students' speaking skills.
Kolaborasi Dosen dan Mahasiswa dalam Peningkatan Kualitas Pembelajaran di MA DDI Alliritengae melalui Program Kemahiran Mengajar Astri, Zul; Fachrunnisa, Nurul; Wahab, Isnaeni; Sabila, Rizka Aulia; Fiqrayanti, Nurul; Azzahrah, Fatimah; Adnan; Bauzad, Andi Nur Anugrah
LESTARI : Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2025): LESTARI : Jurnal Pengabdian Kepada Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/lestari.v3i2.3008

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kualitas pembelajaran di MA DDI Alliritengae melalui kolaborasi antara dosen dan mahasiswa dalam Program Kemahiran Mengajar. Kegiatan ini dilaksanakan pada September–Oktober 2025 dengan melibatkan guru dan siswa di sekolah mitra. Dosen berperan sebagai pembimbing akademik yang mengarahkan mahasiswa dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran di kelas. Mahasiswa bertindak sebagai asisten guru dalam mengajar, mengelola kelas, serta menyiapkan media pembelajaran yang sesuai dengan kebutuhan siswa. Kegiatan ini tidak berfokus pada pada pendampingan pembelajaran di kelas secara langsung. Hasil kegiatan menunjukkan adanya peningkatan keterlibatan siswa, penerapan metode pembelajaran yang lebih variatif, dan peningkatan kepercayaan diri mahasiswa dalam praktik mengajar. Program ini menegaskan bahwa kegiatan Kemahiran Mengajar dapat menjadi bentuk pengabdian dosen melalui bimbingan, kolaborasi, dan pendampingan nyata di sekolah mitra.
The Use of Total Physical Response Method for Different Learning Styles in English Vocabulary Development Zul Astri
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 1 No. 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v1i1.57

Abstract

Using TPR method in teaching basic vocabulary is a good way for the beginner level of proficiency. The aim of the study is to elaborate how well the Total Physical Response (TPR) method improves the vocabulary of students with different learning styles. The respondents of this study were 30 students of SMP 23 Makassar. The research design was one experiment group with pre and post test. Data were collected with questionnaire from Barsch Learning Style Inventory, vocabulary test, interviews, and classroom observation. Learning Style Inventory (LSI) showed that the most students were visual (40%) and auditory (40%) while 10 % of students were kinesthetic. Some students have combination of learning styles such as visual-auditory (6.67 %) and visual-kinesthetic (3.33 %), while 75 % of visual learners have significant vocabulary development with TPR method. Only 66.67 % auditory learners have significant vocabulary development after giving materials with TPR method. TPR method worked effectively for kinesthetic learning style since 100 % of kinesthetic learners have significant vocabulary development with TPR method. TPR method is also appropriate for visual auditory learners because 100 % of them develop significant vocabularies with the method. Only one visual-kinesthetic learner cannot adapt materials with TPR method, which is indicated by insignificant development with TPR method.
THE USE OF TPR METHOD FOR DISABLE STUDENTS WITH DIFFERENT LEARNING STYLES IN ENGLISH VOCABULARY DEVELOPMENT Zul Astri; Isnaeni Wahab
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 2 No. 2 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v2i2.336

Abstract

Teaching English as a foreign language to mentally retarded persons is much more complicated than normal EFL students, and it requires specific techniques and methods. The aims of the research are to find out the profile of disabled students’ learning style and to elaborate on how well Total Physical response meets the needs of disabled students with different learning styles. This research applied pre-experimental design which used to see the result of applying the TPR Method for disable students with different learning styles in vocabulary development and the data were obtained from the questionnaire, interview, and classroom observation. The research result shows that there are 3 types of learning styles in the classroom, namely visual learning, auditory and kinesthetic learning style. The data revealed that the average pre-test results of students before being given teaching material using the TPR method is 5% while the results obtained by students after giving teaching material using the TPR method is 77%. 100% of visual learners have improved the result of the post-test after being given the material. 100% of auditory learners also have an increase in the result of the post-test after the provision of teaching materials using the TPR method. However, only 50 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials using the TPR method. There are many factors that can influence the result of the student’s test. It can be in the form of internal factors that can stimulate the concentration and the motivation of students in learning English
Investigating the Link Between Glossophobia and Learning Styles: A Mixed-Methods Study in Secondary Education Zul Astri; Zulfitri Zulfitri; Nurmadina HS
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2751

Abstract

Glossophobia, or the fear of public speaking, is a widespread form of social anxiety that can significantly hinder students’ oral performance. This study investigates the relationship between glossophobia and students’ learning styles in the context of classroom speech activities. Employing a mixed-methods design, the research integrates quantitative data gathered through the Taylor Manifest Anxiety Scale (TMAS) and the Barsch Learning Style Inventory with qualitative insights obtained from classroom observations and semi-structured interviews. A total of 41 senior high school students participated in the initial survey, from which 13 individuals identified with moderate to high anxiety levels were purposively selected for in-depth analysis. The findings reveal that visual learners exhibit higher levels of speech-related anxiety compared to other learning style types. These results suggest a potential correlation between learning style preferences and students’ susceptibility to glossophobia. The study emphasizes the pedagogical importance of tailoring instructional strategies to accommodate diverse learning styles as a means of mitigating public speaking anxiety in educational settings.
Exploring Teachers’ Strategies in Addressing the Learning Needs of Introvert and Extrovert Students Nurhikmah; Zul Astri; Nashruddin; Nuraeni
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i2.2944

Abstract

This study aimed to explore the strategies of English teachers at MTsN 1 Maros in accommodating the learning needs of introvert and extrovert students, focusing on Hamruni's (2009) theory. This research uses a qualitative approach with five English teachers from MTsN 1 Maros as participants. Semi-structured interviews were used to collect the data and the data were analyzed using thematic analysis. The results show that teachers applied direct, indirect, interactive, and independent strategies for introverts, while direct and interactive strategies suited extroverts, and for both personalities they integrated interactive, indirect, experimental, and independent strategies. These findings highlight that adaptive teaching can help increase learning engagement among students with different personalities, while reinforcing Hamruni's theory through practical application in diverse classrooms.
Optimizing Student Learning Potential through the VAK-ZA Learning Style Identification Digital Application Astri, Zul; Fachrunnisa, Nurul; HS, Nurmadina; Nurfadhilat, Fahrul; Wanirah, A. Isa Qar'ah Nur; Bauzad, Andi Nur Anugrah
Jurnal Abmas Negeri (JAGRI) Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Sarana Ilmu Indonesia (salnesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36590/jagri.v6i2.1659

Abstract

One of the important factors that influences the success of learning is the teacher's understanding of students' learning styles. This community service activity aimed to enhance teachers’ understanding and skills in identifying students’ learning styles through the use of the digital application “VAK-ZA Learning Style Identification”. The program was conducted on August 7–8, 2025, at SMP Negeri 28 Satap Salenrang, Maros Regency, involving 18 training participants consisting of teachers and staff, as well as 179 students who installed the “VAK-ZA Learning Style Identification” application. The application was developed in two formats, namely web and APK versions, which can be used both online and offline, making it flexible for various school infrastructure conditions. The implementation of the program included the socialization of Visual, Auditory, and Kinesthetic (VAK) learning style concepts, training in using the application, mentoring for student identification practices, and follow-up discussions on integrating the results into differentiated instruction. The results showed an improvement in teachers’ knowledge of learning style concepts as well as their skills in operating the application. Based on questionnaires, 100% of participants considered the application easy to use, useful, and relevant to learning needs. The application has proven effective in accelerating the identification process of learning styles and providing applicable teaching strategy recommendations. These findings affirm that collaboration between universities and schools can produce technology-based learning innovations that have the potential to be replicated in other schools.
Co-Authors Abdul Halim Adi Isma Adnan Aisyah, Sitti Al Fian Alfian Alfian Alfian Alfian Alwi Sibali Andi Farid Baharuddin Andi Mar’ah Muthmainnah Arsjad, Rahmayanti A ARSYAD, Hasmita Dewi Eliyanti Ashar, Fitri Amalia Awalia, Eka Putri Bauzad, Andi Nur Anugrah Bilal, M. Ahmad Chaerunnissa, Chaerunnissa Fachrunnisa, Nurul Fatimah Azzahrah Fhadli Noer Fhadli Noer, Fhadli Fiqrayanti, Nurul Halim, Abd Haspia Latauga HS, Nurmadina Imansari, Nurul Inul Inul Inul, Inul Isnaeni Wahab Isnaeni Wahab Isnaeni Wahab JUMARDI Jumardi Jumardi Kardila, Kardila Karmila Mokoginta Kasmawati Kasmawati Masita, Syarifah Misnawati Misnawati Multazam Abubakar Mustakim Mustakim Muthmainnah, Andi Mar’ah mutiara mutiara Nashruddin, Nashruddin Noni, Nurdin Nur Faindah Syamsir Nuraeni Nuraeni Nuraeni Nuraeni Nuraeni Nuraeni Nurdin Noni Nurfadhilat, Fahrul Nurhikmah Nurmadina Hs Nurul Atira Nurul Fachrunnisa Nurul Fachrunnisa Nurul Hidjrah Hairuddin Nurul Hidjrah Hairuddin Pilu, Reski Reski Pilu Reski, Pilu Sabila, Rizka Aulia Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Sanaria Maneba Sibali, Alwi Sitti Aisyah Suhartina Suhartina Suhartina Suhartina, Suhartina Tanasy, Novalia Utari, Putri Wahab, Isnaeni Wahyuningsih Wanirah, A. Isa Qar'ah Nur Zulfitri Zulfitri Zulfitri Zulfitri Zulfitri Zulfitri, Zulfitri