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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EduLine: Journal of Education and Learning Innovation Seminar Nasional Pengabdian Kepada Masyarakat Curricula : Journal of Teaching and Learning JTechLP JoEELE IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat INSIGHT: Indonesian Journal of Social Studies and Humanities PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Language, Education, and Literature (IJLEL)
Ryan Rayhana Sofyan
Fakultas Bahasa Dan Sastra, Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Students' Problems in the Paragraph Writing Course at Universitas Negeri Makassar Rini Isnaeni Sakkir; Muh. Tahir; Ryan Rayhana Sofyan
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/fvvndj45

Abstract

This study investigates the challenges faced by second-year students in the Paragraph Writing course at Universitas Negeri Makassar. The research identifies key difficulties such as understanding course materials, generating ideas, grammar issues, time management struggles, and difficulties with implementing lecturer feedback. The findings offer valuable insights into the specific problems that hinder student success in this course, contributing to the understanding of writing difficulties in an English as a Foreign Language (EFL) context. The study aims to provide a more comprehensive understanding of the problems that students face and seeks to make recommendations for addressing these obstacles.
A Quasi-Experimental Study on Efficacy of Quizizz in Enhancing Junior High School Students’ Grammar Performance Devi Triani Agussalim; Yunitari Mustikawati; Ryan Rayhana Sofyan
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/e05j2545

Abstract

This quasi-experimental study investigated the efficacy of Quizizz as a digital game-based learning (DGBL) tool in enhancing students’ grammatical proficiency, with specific focus on their understanding and application of the simple present, present continuous tense, and simple past tense. Recognizing that grammar often presents significant challenges for English as Foreign Language (EFL) learners, this research aimed to explore a technology-driven approach to mitigate these difficulties and improve learning outcomes. Conducted during the 2024/2025 academic year at MTs DDI Baru, the study involved two comparable eight-grade groups: an experimental class (n=30) receiving grammar instruction facilitated by the Quizizz platform, and a control class (n=30) exposed to conventional, lecture-based teaching methodologies. Grammatical proficiency was quantitatively assessed through rigorously designed pre- and post-test, each comprising 30 multiple-choice questions specifically targeting the three aforementioned tenses. The findings showed a clear and significant improvement in grammar understanding among the students who used Quizizz. Their average test scores increased substantially, and many moved from a “Very Good” or “Excellent classification. The Mann-Whitney U test indicated a significant difference (U=287.000, p=0.016), supporting the hypothesis that Quizizz positively impacted grammar achievement. Furthermore, Cohen’s d of 0.63 demonstrated the educational meaningfulness of the intervention. In conclusion, the integration of Quizizz as a DGBL tool demonstrably improved students’ grammar proficiency. The inherent interactive nature, immediate feedback mechanisms, and engaging design elements of Quizizz facilitated a more effective and dynamic grasp of English tense structure and usage. This substantial enhancement suggests that Quizizz not only aids fundamental knowledge acquisition but also promote better retention of grammatical rules, transforming a traditionally challenging subject into an accessible and motivating learning experience. Therefore, the strategic adoption of interactive digital tools like Quizizz is highly recommended for English as a Foreign Language (EFL) grammar teaching, especially for junior high school students, to make language learning more effective and engaging.
Students’ Perceptions of Lumi Education for English Vocabulary Learning in a Semi-Rural High School Strahayu Fadillah; Fatimah Hidayahni Amin; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
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/ytz41158

Abstract

This study explores students’ perceptions of using Lumi Education as a learning tool for English vocabulary acquisition at SMAN 13 Sinjai. Data were collected using a 15-item Likert-scale questionnaire and semi-structured interviews with selected students. Quantitative analysis of the questionnaire provided descriptive insights into students’ attitudes, while qualitative thematic analysis of the interviews identified key themes, including engagement and enjoyment, design and visual appeal, clarity and comprehension, gamification and motivation, immediate feedback, active learning, and technical challenges. Overall, students reported positive perceptions, highlighting that interactive exercises and gamified activities enhanced their vocabulary learning experience, motivation, and participation. Some technical issues were noted, suggesting the need for improved infrastructure and guidance. The findings indicate that Lumi Education is an effective, engaging, and learner-centered tool that supports active and meaningful learning, providing practical insights for educators seeking to integrate digital platforms into language instruction.
Students’ Interpretations and Experiences of Cognitive Challenges in Jigsaw-Based Collaborative EFL Tasks Milda Ningsih Samir; Baso Jabu; Ryan Rayhana Sofyan
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/xnh3k636

Abstract

Understanding students’ experiences of cognitive challenges during collaborative learning is crucial for designing effective English as a Foreign Language (EFL) instruction. While collaborative tasks are widely recognized for fostering interaction and deeper learning, limited research has explored how students interpret and respond to the cognitive demands encountered during such activities, particularly within Indonesian secondary schools. This study investigates students’ interpretations and experiences of cognitive challenges during a jigsaw-based collaborative EFL task. A qualitative descriptive approach was implemented in an eleventh-grade classroom at a public senior high school in Indonesia. Data were gathered through classroom observations and semi-structured interviews with purposively selected students, and analyzed using thematic analysis. Three major themes emerged: experiencing cognitive difficulty and confusion, employing coping strategies to address cognitive challenges, and encountering difficulty in linking and integrating information. The results indicate that cognitive challenges primarily arose during interpretation, explanation, and conceptual integration, rather than procedural participation. Students utilized various coping strategies, such as seeking clarification, passive listening, and relying on peer and teacher support. The findings also reveal differences in students’ ability to connect current tasks to prior learning, indicating varying levels of cognitive readiness. The study concludes that cognitive difficulty in collaborative EFL tasks should be regarded not only as a potential barrier but also as a productive condition that can foster deeper cognitive engagement when supported by appropriate scaffolding and collaboration. These findings contribute to the understanding of students’ cognitive experiences in collaborative EFL learning and offer pedagogical implications for designing tasks that promote meaningful learning.
Leveraging Video Essays for Students’ Vocabulary Enhancement in EFL Class Julianz Saputra Urel Patoding; Ryan Rayhana Sofyan; Fauzan Hari Sudding Sally
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79481

Abstract

This study aims to examine the enhancement of students’ vocabulary after the application of video essays in an EFL classroom. The researcher employed a pre-experimental method using one group pre-test and post-test design. Data were collected through vocabulary tests and analyzed using the Wilcoxon Signed Rank Test and N-Gain analysis. The participants were 11th-grade students at SMA Negeri 5 Tana Toraja, with a sample of 33 students. The vocabulary test focused on five aspects: meaning, word class, spelling, word use, and pronunciation. The Wilcoxon test results showed significant enhancement across all aspects with p-values less than 0.05, indicating that the gains were statistically significant. The N-Gain values ranged from 0.27 to 0.55, classified as moderate enhancement. These findings suggest that video essays, by combining visual and auditory elements, support vocabulary enhancement by providing contextualized, multimodal input. It is concluded that video essays can significantly enhance students’ vocabulary knowledge and are a promising tool for EFL instruction.Keywords: Video essay, vocabulary enhancement, EFL learners, multimodal learning
The Correlation Between the use of YouTube as Learning Media and Students’ Motivation in Learning English Nurul Hatima; Muhammad Tahir; Ryan Rayhana Sofyan
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i1, January.82908

Abstract

This research explores the relationship between the use of YouTube as a learning medium and student motivation in learning English at SMAN 7 Bulukumba. This research uses a quantitative approach with a correlational design. The sample consisted of 50 eleventh-grade students. The instrument used was a closed-ended questionnaire containing 20 statements, measuring two main variables: YouTube utilization and learning motivation, using a 4-point Likert scale. Descriptive analysis results showed that both variables were in the high category, with an average score of 36.48 for YouTube utilization and 36.16 for learning motivation. The Pearson product-moment correlation test revealed a strong and significant positive relationship between the two variables (r = 0.645; p = 0.001). This indicates that the effective use of YouTube can enhance students' learning motivation, both from intrinsic and extrinsic aspects, such as interest, self-confidence, independence, and active participation in learning.
EXPLORING HOW DIGITAL LITERACY SUPPORTS STUDENTS' LEXICAL KNOWLEDGE Rio Rachmat Alam; Nur Aeni; Ryan Rayhana Sofyan
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88216

Abstract

This qualitative study explores how digital literacy supports students' lexical knowledge by investigating their daily interactions with digital platforms. Six digitally literate third-year students at SMA Negeri 3 Makassar participated in semi-structured interviews. Data were analyzed using Braun and Clarke's (2006) thematic analysis with a deductive approach, organized into four pre-determined themes: digital access, digital scaffolding, digital engagement, and self-directed learning. The results reveal that digital literacy supports vocabulary learning in several meaningful ways. Students used a wide variety of digital platforms and tools, deliberately configured their digital environments to maximize English exposure, actively used scaffolding features such as translation tools and AI chatbots to understand new words in context, engaged with English digital content daily through personally meaningful activities, and developed independent vocabulary learning routines without teacher guidance. In conclusion, digital literacy not only facilitates vocabulary acquisition but also nurtures learner autonomy and meaningful engagement with English in authentic digital contexts.
KAHOOT! AS AN ALTERNATIVE ASSESSMENT IN ELT: TEACHER PERCEPTION Aminullah Ismail; Munir Munir; Ryan Rayhana Sofyan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89087

Abstract

This study aimed to investigate teachers' perceptions of the use of Kahoot as an alternative assessment in English language teaching and to explore the challenges encountered during its implementation. This study employed a descriptive qualitative research design involving two English teachers at CORE English School, Makassar. The data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the teachers had positive perceptions of Kahoot as an alternative assessment, reflected in the cognitive, affective, and conative aspects. Cognitively, the teachers perceived Kahoot as an interactive learning medium and an assessment tool that supports formative assessment. Affectively, they expressed positive attitudes because Kahoot enhanced students' engagement, motivation, and enthusiasm during the learning process. Conatively, they consistently integrated Kahoot into their assessment practices while adapting its use to learning objectives and students' needs. The study also identified several challenges, including unstable internet connectivity, limited availability of digital devices, and limitations in assessing productive language skills. Overall, Kahoot was perceived as an effective alternative assessment that supports formative assessment, promotes students' engagement, and complements assessment practices in English language teaching.Keywords: alternative assessment, English language teaching, Kahoot!, teacher perception.
Co-Authors Ahmad Fudhail  Majid Ainun Nurdzizati Alya Zalsabila Aminullah Ismail Andi Mushrihah Anggun Anisah Najamuddin Asmar Baso Jabu, Baso Devi Triani Agussalim Fatimah Hidayahni Amin Fauzan Hari Sudding Sally Fauzan Hari Sudding Sally Hasriani Hasriani Iin Bulkis Ika Yuli Wahyuni Julianz Saputra Urel Patoding Maemuna Muhayyang Milda Ningsih Samir Muh. Tahir Muhammad Asri Muhammad Tahir Muharram Muharram Mukhlisah Syahrul Munir Munir Nur Aeni Nur Wirawati Nurfitri Nurfitri Nurul Hatima Nurul Khairiyah Nurul Saqina Anwar Rini Isnaeni Sakkir Rio Rachmat Alam Sahril Nur Sitti Fatimah Achmad Strahayu Fadillah Suardi Yunitari Mustikawati