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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 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
Co-Authors Ahmad Fudhail  Majid Ainun Nurdzizati Alya Zalsabila 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 Muharram Muharram Mukhlisah Syahrul Nur Aeni Nur Wirawati Nurfitri Nurfitri Nurul Khairiyah Nurul Saqina Anwar Rini Isnaeni Sakkir Sahril Nur Sitti Fatimah Achmad Strahayu Fadillah Suardi Yunitari Mustikawati