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All Journal Jurnal Pendidikan Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) JMM (Jurnal Masyarakat Mandiri) PROJECT (Professional Journal of English Education) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Reswara: Jurnal Pengabdian Kepada Masyarakat Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature Jurnal Scientia JOLLT Journal of Languages and Language Teaching Jurnal Riset dan Inovasi Pembelajaran DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika Kumpulan Artikel Pendidikan Anak Bangsa : Journal Pendidikan, Sosial dan Humaniora Proceeding of International Conference on Science, Education, and Technology International Journal of Education and Humanities Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa EDULEC Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Muhamad Yahrif
Prodi Pendidikan Bahasa Inggris, Universitas Megarezky, Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Using the Semantic Mapping Technique in Improving Students’ Writing Procedure Text at Vocational High School Yudi Christo; Muhamad Yahrif; Sujarwo
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5774

Abstract

This research aimed to investigate the effectiveness of the Semantic Mapping Technique in improving students’ writing ability of procedure text at a vocational high school. This research employed a quantitative method using a quasi-experimental design involving an experimental class and a control class. The population of this research consisted of tenth-grade students at SMK Darussalam Makassar in the academic year 2025/2026. The sample consisted of 42 students divided into two classes, namely 21 students in the experimental class and 21 students in the control class. The instrument used was a writing test in the form of a pre-test and a post-test. The data were analyzed using descriptive and inferential statistics with the assistance of SPSS version 25. The results showed that the mean score of the experimental class improved from 70.24 in the pre-test to 91.00 in the post-test, while the control class improved from 76.05 to 84.10. The result of the independent samples t-test showed that the significance value (Sig. 2-tailed) was lower than 0.05, indicating that there was a significant difference between students taught using the Semantic Mapping Technique and those taught using conventional teaching techniques. Therefore, the Semantic Mapping Technique was effective in improving students’ writing ability of procedure text, particularly in organizing ideas, arranging procedural steps systematically, and developing vocabulary.
An Analysis of Instagram's Role in Enhancing Students’ Writing Skills at Senior High School Hesti Octaviana; Muhamad Yahrif; Eka Fitriana HS
JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/ijoleh.v5i1.426

Abstract

This study investigates the role of Instagram as a digital learning platform in enhancing students’ English writing skills at SMAN 8 Bone during the 2024/2025 academic year. The rapid development of social media has created new opportunities for language learning, particularly in promoting authentic and meaningful writing practices among students. Employing a qualitative descriptive research design, this study involved 36 students from class XI-7 as research participants. Data were collected through semi-structured interviews and document analysis to explore students’ experiences, perceptions, and challenges in using Instagram for English writing activities. The findings indicate that the integration of Instagram into writing instruction positively influenced students’ engagement and learning experiences. Most participants reported increased confidence in composing English captions and expressing their ideas in written form. The platform also encouraged students to pay greater attention to language accuracy, as they tended to review and revise their writing before posting it publicly. Furthermore, students perceived Instagram-based writing activities as more interesting, enjoyable, and relevant to their daily lives, which contributed to higher levels of motivation and participation in the learning process. The interactive features of Instagram, such as likes, comments, and sharing options, further supported students’ willingness to write and communicate in English. Despite these positive outcomes, several challenges were identified, including persistent grammatical errors, limited vocabulary, and students’ anxiety about making mistakes in public online spaces. Overall, the study concludes that Instagram can serve as an effective and supportive medium for teaching and learning English writing skills by fostering motivation, self-expression, and authentic language use in digital learning environments.
Peningkatan Keterampilan Academic Writing Dalam Mendukung Publikasi Ilmiah Bagi Anggota New Generation Club Makassar Muhamad Yahrif; Suharti Sirajuddin; Basri Basri
ABDI SAMULANG: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2026): JULI| ABDI SAMULANG
Publisher : Yayasan Habiburrahman Jamalu Bina Ummat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61477/abdisamulang.v5i2.95

Abstract

Academic writing skills are an important competency for the younger generation to support a culture of scientific publication and academic capacity development. However, based on initial observations of members of the Makassar New Generation Club (NGC), it was found that most participants still experienced difficulties in compiling scientific articles, using reputable references, applying APA 7-based citation techniques, and understanding scientific publication procedures. Therefore, this Community Service (PKM) activity aims to improve academic writing skills in supporting scientific publications for members of the Makassar New Generation Club. The PKM activity was carried out on March 9, 2026, using a hands-on training and mentoring method. The stages of the activity included material delivery, scientific article writing practice, training in using an academic reference search platform, discussion, mentoring, and evaluation. The results showed that this training was able to improve participants' understanding of the structure of scientific article writing, the use of credible academic references, paraphrasing techniques to avoid plagiarism, and the ability to use scientific writing support applications such as Google Scholar and Mendeley. In addition, participants also showed increased motivation, self-confidence, and interest in writing and publishing their scientific works. Thus, this PKM activity provides a positive contribution in building a culture of academic literacy and increasing scientific publication competence in the youth organization environment.
Artificial Intelligence and the Decline of Students’ Authentic Academic Writing Skills: Evidence from a Mixed-Methods Study Muhamad Yahrif; Suharti Sirajuddin; Muh Khaedar
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.87

Abstract

The growing presence of artificial intelligence (AI) in higher education has changed the way students approach academic writing. While AI-powered tools offer practical support in generating ideas, organizing texts, and refining language, their increasing use has also raised concerns about the originality and authenticity of students’ written work. This study aims to examine how AI influences students’ authentic academic writing skills and to identify the patterns of dependence that emerge during the writing process. A convergent mixed-methods design was employed by integrating quantitative data from questionnaires completed by 71 third-semester English education students in Makassar, Indonesia, with qualitative evidence drawn from fifteen empirical and conceptual studies published between 2024 and 2025. Descriptive statistics were used to analyze the survey data, whereas thematic synthesis was applied to the literature findings. The results indicate that students rely on AI to varying degrees across different stages of academic writing. Five interrelated forms of dependence were identified, namely dependence on idea generation, language and text organization, revision and editing, cognitive and metacognitive processes, and writing autonomy. However, the findings suggest that AI is not inherently responsible for weakening students’ writing abilities. Instead, the erosion of authentic writing tends to occur when technological assistance replaces the reflective, critical, and self-regulatory processes that are central to academic writing. These findings underscore the importance of developing educational practices that encourage students to use AI responsibly while maintaining intellectual ownership and academic integrity.
Developing an English Teaching Module through Deep Learning  and Socio-Culturally Responsive Differentiated Instruction: An ADDIE-Based Study Muhamad Yahrif; Suharti Siradjuddin
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1012

Abstract

This study aimed to develop an English teaching module integrating deep-learning principles with socio-culturally responsive differentiated instruction for junior high school English teachers. The study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The analysis stage examined teachers’ and students’ needs and challenges in implementing differentiated English learning in the participating schools. The module was designed and developed through expert validation and iterative revision. The implementation and evaluation stages were conducted in two junior high schools in Soppeng Regency, Indonesia, involving 4 English teachers, 2 headmasters, 2 supervisors, and 150 students. Expert validation produced an overall score of 97.83%, while the implementation evaluation produced an overall score of 99.5% based on the verified scoring procedure. Student evaluation showed that 77% of respondents were very satisfied and 17% were satisfied with the instructional delivery, representing 94% positive responses. The findings indicate that the developed module demonstrated favorable [verified dimensions] and was positively received by participating users. The study contributes a context-sensitive English teaching module that integrates deep-learning principles, differentiated instruction, and sociocultural contextualization. Further research involving larger samples and comparative or experimental designs is needed to determine whether the module produces measurable effects on students’ English learning outcomes
Socio-culturally responsive differentiated instruction in EFL classrooms: The mediating role of UDL in enhancing students’ higher-order thinking skills Muhamad Yahrif; Suharti Siradjuddin
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.25297

Abstract

This study investigates the effectiveness and underlying mechanisms of socio-culturally responsive differentiated instruction in English as a foreign language (EFL) classrooms within the Merdeka Belajar curriculum. Although differentiated instruction has been widely adopted, its integration with students’ socio-cultural backgrounds and its contribution to higher-order thinking skills remain underexplored. This study integrates differentiated instruction, socio-cultural learning theory, and universal design for learning (UDL) within a quantitative explanatory design. Data were obtained from junior secondary students through academic records (n = 239) and survey responses (n = 184) and analyzed using the Wilcoxon Signed-Rank Test and partial least squares structural equation modeling (PLS-SEM). The findings show a significant improvement in students’ academic achievement following the implementation of socio-culturally responsive differentiated instruction (p < .001, r = .86). Motivation and engagement, and the relevance and contextual adaptation of learning significantly enhanced students’ understanding, which subsequently supported higher-order learning skills and learning satisfaction. Understanding and learning outcomes also mediated the relationships between the instructional predictors and higher-order outcomes. The findings suggest that meaningful EFL learning can be strengthened when differentiated instruction is responsive to learners’ socio-cultural contexts and supported by flexible and accessible learning pathways. The study contributes an integrated model for inclusive, context-sensitive, and cognitively enriching EFL practice, while acknowledging the need for validation across broader and more diverse settings.
Linking Sociocultural Differentiated Instruction With Motivation and Higher-Order Thinking in Indonesia EFL Classrooms Muhamad Yahrif; Sabaruddin Sabaruddin; Suharti Siradjuddin
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.113705

Abstract

This study examines the relationship between Sociocultural-Based Differentiated Instruction (SCDI), student motivation, and higher-order thinking skills (HOTS) in Indonesian EFL classrooms within the Merdeka Belajar curriculum. While differentiated instruction has been widely implemented to address learner diversity, empirical evidence linking sociocultural differentiation with motivation and higher-order thinking in EFL contexts remains limited. Employing a convergent parallel mixed-methods design, quantitative data were collected from 184 junior high school students through a Likert-scale questionnaire, while qualitative insights were obtained from in-depth interviews and focus group discussions involving 8 English teachers and 8 students from two public schools. Quantitative findings revealed strong positive correlations between sociocultural-based differentiation, students’ motivation and engagement, instructional relevance, learning outcomes, and higher-order thinking skills (r = 0.60–0.74, p < .01). An independent-samples t-test further indicated a significant difference in perceived relevance and adaptation across school contexts (p < .05). Qualitative findings corroborated these results, demonstrating that culturally grounded instruction enhanced learner identity, participation, and critical reflection. The study contributes a conceptual and empirical linkage between sociocultural differentiation and higher-order learning processes in EFL classrooms. The findings offer pedagogical implications for culturally responsive teaching practices and EFL teacher development under the Merdeka Belajar framework. Therefore, the purpose of this study is to examine how Sociocultural-Based Differentiated Instruction (SCDI) influences students’ motivation, learning relevance, learning outcomes, and higher-order thinking skills, as well as to explore teachers’ experiences in implementing SCDI within English language classrooms under the Merdeka Belajar curriculum.
Co-Authors Abdul Malik Iskandar Basri Basri Dahniar Eka Fitriana HS Etika Peter Frisca Oktaviany Herman Hesti Octaviana Ibrahim, Muliaty Lili, Reski Muh Khaedar Nurhikma Utami Nurhikma Utami Ona Marta Iyarmasa Pammu, Abidin Rafisa Zakaria Reni Safitri Rufina Wilda Toding Sabaruddin Sabaruddin Siradjuddin, Suharti Sriwahyuni Suharti Siradjuddin Suharti Siradjuddin Suharti Siradjuddin Suharti Sirajuddin Suharti Sirajuddin Suharti Sirajuddin Suharti Sirajuddin, Suharti Sujarwo Sujarwo Sujarwo Sujarwo Ullah, Amrullah Vivit Rosmayanti Yassi, Abdul Hakim Yudi Christo