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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Klasikal: Journal of Education, Language Teaching and Science Jounal of Education and Teaching (JET) Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Journal of English Language and Education
Syarif Amin
Department Of English Language Education, Universitas Muhammadiyah Kendari
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Students’ Perception in Learning English through Blended Learning Alma Sri Andriyani; Maulina Maulina; Syarif Amin; Rahmat Nasrullah; Asdar Asdar; Andi Hamsiah
Journal of Education and Teaching (JET) Vol 3 No 1 (2022): JET Juni 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v3i1.138

Abstract

Mobile technology plays an equal role with face-to-face interaction in the learning process in this current era. One of the most commonly utilized technologies is the use of social media integrated with the face-to-face teaching and learning as called a blended-learning. This recent study aims: (1) to investigate how the blended learning process is operated, (2) to determine students’ perceptions in learning English through blended learning. This study was an explanatory mixed-method research design using observation, questionnaire, and interview as instruments to collect data from the purposively selected 26 students. The results of this study indicated that the process of learning English through blended learning both offline (face-to-face) and online (WhatsApp application) was well-implemented. Besides, students also showed a lot of positive perceptions when learning English through blended learning utilizing social media of WhatsApp and through the face-to-face form of language learning interaction. Thus, the researchers concluded that blended learning maintains essential behavioral, cognitive, and emotional aspects in English learning.
Strategi Berbicara Mahasiswa Ketika Mengalami Kesulitan dalam Aktivitas Berbicara Rahmat Nasrullah; Syarif Amin
Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Vol. 2 No. 1 (2020): Februari 2020, Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH)
Publisher : LP3M Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jimsh.v2i1.27

Abstract

Kesulitan bercakap merupakan salah satu isu yang sering ditemukan pada kelas berbicara (Speaking) dan memiliki efek yang dapat mempengaruhi minat belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui strategi berkomunikasi mahasiswa ketika mengalami kesulitan bercakap dan faktor apa saja yang menyebabkan kesulitan tersebut. Pendekatan deskriptif kualitatif digunakan untuk memahami fenomena tersebut. Angket, dan wawancara digunakan untuk mengumpulkan data. Hasil penelitian ini menunjukkan untuk mengatasi kesulitan-kesulitan seperti dalam hal kesulitan kosa kata, struktur kalimat, pengucapan dan kurangnya kepercayaan diri. Mahasiswa menggunakan beberapa strategi komunikasi dalam kegiatan berbicara. Strategi-strategi tersebut adalah penaksiran, perkiraan, alih kode, terjemahan literal, dan permohonan bantuan, dan menggunakan cara non-linguistik.
EFL PRE-SERVICE TEACHERS' PERCEPTIONS OF TEACHING ASSISTANCE PROGRAM Vetriana Aksam; Maulina Maulina; Syarif Amin
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1279

Abstract

This study aims to delve into EFL pre-service teachers' perceptions of teaching assistance provided through the teaching assistance Program. This study selected 8 pre-service teachers from Universitas Muhammadiyah Kendari purposively and used interview as the primary method of data collection. Through a description of thematic analysis, this study identified key themes related to EFL pre-service teachers' understanding of the teaching assistance program, the role of teaching assistance, and the benefits and challenges faced during the program. The findings demonstrated that EFL pre-service teachers comprehended the goals and advantages of the program, which included gaining practical experience in an elementary school context and improving their teaching abilities. But they also had to deal with a number of issues, such inadequate communication with the school staffs, lack of supporting teaching and learning facilities, and the used to be high standards set by both teachers and students. Benefits of instructional help, including improved interpersonal and professional abilities, were also discovered in this study. The current study proposes that pre-service teachers should be given extended time to prepare, endure more comprehensive instruction, and open more effective collaboration with teachers in the school in order to benefit from the adjustable teaching experiences. Consequently, this research contributes meaningful and valuable insights for enhancing the implementation of the teaching assistance program.
Teachers’ Voices on the Transition from Curriculum 2013 to Kurikulum Merdeka in Indonesian Elementary Schools Novita Purnamasari Rahayu; Andi Rachmawati Syarif; Syarif Amin; Maulina; Sam Hermansyah
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.v14i1.9938

Abstract

Curriculum reform is a continuous process aimed at improving educational quality and responding to evolving societal needs. In Indonesia, the transition from Curriculum 2013 (K13) to Kurikulum Merdeka represents a major shift toward flexible, competency-based learning. However, the success of such reforms largely depends on teachers who serve as the primary implementers of curriculum policies. This study aims to explore elementary school teachers’ perceptions, challenges, and recommendations regarding the transition from K13 to Kurikulum Merdeka in Kendari, Indonesia. The research employed a descriptive survey design involving 31 public elementary school teachers who had experience teaching under both curricula. Data were collected through a structured questionnaire consisting of 25 items and analyzed using descriptive statistics and thematic analysis. The findings indicate that most teachers perceive Kurikulum Merdeka positively, particularly appreciating its flexibility in lesson planning and its emphasis on essential learning content. Nevertheless, teachers reported several challenges during implementation, including limited time, insufficient training, and inadequate school resources. Despite these challenges, the majority of respondents expressed strong support for the new curriculum and believed it has the potential to improve the quality of learning. Teachers also recommended increased professional development opportunities, collaborative teacher forums, and clearer implementation guidelines from education authorities. These findings highlight the importance of incorporating teachers’ voices into curriculum reform processes to ensure sustainable and effective implementation of Kurikulum Merdeka.
Language Preference and Diglosic Practice Among Islamic Boarding School Students: A Case Study in Sociolinguistics Masnawati; Andi Rachmawati Syarif; Syarif Amin; Ibrahim Manda
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.v14i1.10050

Abstract

This study investigates language preference and diglosic practices among students at an Islamic boarding school in Indonesia, where Arabic, English, and Indonesian coexist in daily communication. Language choice is shaped by sociocultural domains and institutional norms (Fishman, 1972; Holmes, 2013). Although Arabic and English are officially promoted, their use reflects unequal functional distribution consistent with classical diglossia (Ferguson, 1959). Using a qualitative case study design (Creswell & Poth, 2018), data were collected through non-participant observations, semi-structured interviews, and document analysis. Data were analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings indicate the dominance of Arabic in religious activities and peer interaction, while English is largely limited to classroom instruction. Arabic functions as a high-status variety linked to religious authority and institutional ideology (Ferguson, 1959), whereas English occupies a restricted pedagogical role shaped by language policy and symbolic capital (Bourdieu, 1991; Spolsky, 2004). The study highlights how institutional ideology sustains diglosic hierarchies in Islamic boarding school contexts.
Self-Regulated Learning Strategies for Enhancing Speaking Proficiency: A Case Study of English Education Students Sri Sukma; Syarif Amin; Muflihun Muflihun
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2621

Abstract

Speaking proficiency is one of the most challenging skills for EFL students because it requires continuous practice and the ability to overcome linguistic and affective difficulties such as limited vocabulary, grammatical errors, pronunciation problems, and low confidence. Therefore, self-regulated learning plays an important role in helping students independently manage and improve their speaking development. However, limited studies have examined the use of self-regulated learning strategies as a continuous process across different phases of speaking development. This study aimed to identify the types of self-regulated learning strategies used by English Education students and explore how these strategies were independently applied in speaking development. This study used a qualitative case study design involving six sixth-semester students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students developed their speaking proficiency through the phases of forethought, performance, and self-reflection by applying cognitive, metacognitive, motivational, social, and affective strategies. These strategies supported pronunciation, vocabulary, grammar, and fluency development through planning, speaking practice, monitoring, self-evaluation, peer feedback, and digital learning tools. The study concludes that self-regulated learning supports continuous speaking development in EFL contexts.
English Education Students’ Lived Experiences in Teaching BIPA: An Interpretative Phenomenological Analysis Rini Apriani; Titin Rahmiatin Rahim; Syarif Amin
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3227

Abstract

Teaching Indonesian for Foreign Speakers (BIPA) contributes to the internationalization of the Indonesian language while presenting cross-disciplinary challenges for pre-service teachers from non-BIPA educational backgrounds. This study explores the lived experiences of pre-service English teachers when teaching BIPA and the coping strategies they adopted in multicultural classrooms. Using Interpretative Phenomenological Analysis (IPA), the study involved five English Education student-teachers with BIPA teaching experience. Data were collected through reflective journals and semi-structured interviews and analysed to identify participants’ experiences, challenges, and responses during the teaching process. The findings revealed that participants initially experienced professional identity dissonance and pedagogical friction when adapting their English Education background to BIPA instruction. They gradually managed these challenges through multimodal instruction, strategic code-switching, thorough preparation, and continuous video-based reflection. The experience also encouraged participants to develop more student-centered teaching practices and greater intercultural awareness. This study contributes to BIPA teacher preparation research by highlighting how cross-disciplinary teaching experiences can support the professional adaptation and pedagogical development of pre-service teachers in diverse and increasingly international educational contexts.
EFL Students’ Duolingo English Practice Test Difficulties: A Comparative Study Between Low and High Achievers Nurlian Nurlian; Maulina Maulina; Syarif Amin
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1835

Abstract

This study investigated the difficulties encountered by both high- and low-achieving EFL students when finishing the  Duolingo English Test (DET) Free Practice Version. applying a qualitative descriptive comparative design, data information was gathered using semi structured conversations with five students. Results indicate that although the DET platform was initially perceived as accessible and supported by clear instructions, students still experienced linguistic, technical, and psychological challenges. Limited vocabulary and grammar, time pressure, spontaneous responses in speaking and writing, and unstable connections were the most frequently reported difficulties, especially among low-achievers. High-achievers appeared more confident and employed more effective strategies, enabling them to better adapt to the adaptive test format. These results suggest that achievement level influences how students cope with the demands of digital assessments. This research highlights the requirement for focused preparation and improved methods support to help EFL learners better navigate DET tasks.
Co-Authors Ahmad Dani Ahmad Junandar Alma Sri Andriyani Andi Hamsiah Asdar Asdar Ibrahim Manda Masnawati Maulina, Maulina Muflihun Muflihun Novita Purnamasari Rahayu Nurlian Nurlian Rahmat Nasrullah Rahmiatin, Titin Rini Apriani Sam Hermansyah Sri Sukma Syarif, Andi Rachmawati Vetriana Aksam