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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Indonesian Journal of Educational Studies Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology EXPOSURE JOURNAL EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal of English Language Studies LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra UNM Geographic Journal IJoLE: International Journal of Language Education Jurnal Ilmiah Lingua Idea EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Education and Teaching (JEET) Cakrawala Indonesia Indonesian TESOL Journal Elsya : Journal of English Language Studies Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Getsempena English Education Journal Journal of Psychological Perspective International Journal of Humanities and Innovation (IJHI) Interference: Journal of Language, Literature, and Linguistics English Education Journal (E2J) Jurnal Dedikasi ENGLISH FRANCA : Academic Journal of English Language and Education EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Journal of Education Research KARIWARI SMART: Journal of Education Based on Local Wisdom Seminar Nasional Pengabdian Kepada Masyarakat JASL - Journal of Applied Studies in Language JTechLP English Language Teaching Methodology (ELTM) Al Lughawiyaat JoEELE ELITERATE : Journal of English Linguistics and Literature Studies Tamaddun IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat INSIGHT: Indonesian Journal of Social Studies and Humanities Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies Research and Innovation in Applied Linguistics E-CLUE Journal of English Culture, Language, Literature and Education EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics International Journal of Language, Education, and Literature (IJLEL) Journal of Teaching and Education for Scholars Axiology Edumaspul: Jurnal Pendidikan Indonesian EFL Journal
Sahril Nur
Universitas Negeri Makasar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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TRANSLANGUAGING AS CHALLENGE AND SUPPORT: VOCATIONAL ESP STUDENTS' EXPERIENCES IN INDONESIAN HIGHER EDUCATION Marlia Marlia; Muhammad Basri; Sahril Sahril; Ferawaty Syam; Andi Adisaturrahimi
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.132

Abstract

Translanguaging has received growing attention in multilingual education; nonetheless, its pedagogical implications in English for Specific Purposes (ESP) within vocational higher education are still inadequately examined, especially in Global South contexts. This study, guided by Sanford’s Challenge and Support Theory, examines vocational students' perceptions of Translanguaging techniques as both educational tools and possible limitations in English for Specific Purposes (ESP) classrooms. A qualitative descriptive design was utilized to conduct semi-structured interviews with twenty-one vocational undergraduates participating in ESP courses at an Indonesian higher education institution. Thematic analysis was employed to examine data for recurring patterns of challenge, support, and pedagogical balance. The results indicate that Translanguaging functions as a dual-purpose educational strategy. It offers cognitive support that enhances understanding of subject-specific concepts, alleviates linguistic anxiety, and promotes classroom engagement. Conversely, students indicated that unregulated or excessive use of their first language could limit exposure to English, impede language processing, and obstruct the development of communicative autonomy. Students underscored the significance of instructional mediation, asserting that Translanguaging is most advantageous when utilized as a temporary aid rather than a replacement for involvement in the target language. This study enhances Translanguaging scholarship by framing classroom language practices as a dynamic continuum of challenge and support, rather than a binary distinction between L1 and English. The results underscore the necessity for pedagogically refined Translanguaging procedures in vocational English for Specific Purposes contexts, where language accessibility must be balanced with the advancement of professional English skills. Implications are presented for English for Specific Purposes pedagogy, educator decision-making, and multilingual language policy in vocational higher education.
The Evaluation of English Coursebook for Young Learners When English Rings a Bell: A Survey Research Sahril Nur; Zul Astri; Sanaria Maneba; Fhadli Noer; Kasmawati Kasmawati
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 5 No. 2 (2022): 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.v5i2.1574

Abstract

This research aimed to assess When English Rings a Bell, an introductory English textbook. In addition, this research seeks to examine one textbook used in seventh-grade classrooms. This research aims to determine if the goals of the English textbook When English Rings a Bell align with the principles of teaching English to young students. When English Rings a Bell, the researcher, the evaluation checklist from (Bilash, 2009), and the textbook's material served as the research instruments. Overall, the textbook seems like it would be a good fit for young learners in terms of several aspects, such as General Appearance, Layout and Design, Activities, and Language skills.). In addition, the textbook fulfills the principles of teaching for young learner
Examining the Reading Performance and Problems among Students in Indonesian Higher Education Adi Isma; Sahril Nur
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 6 No. 1 (2023): 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.v6i1.1763

Abstract

The objectives of the study are to assess the students' reading performance and explore their problems in comprehending English texts. To achieve these objectives, a descriptive research design was employed. The participants consisted of 76 English Department students from the Faculty of Teachers Training and Education at Universitas Sulawesi Barat, Majene, Indonesia. Two instruments were used in this study. First, a test was administered to measure students' reading performance. Second, a questionnaire in the form of a Google Form was employed to gather students' self-reported responses regarding their problems and difficulties in reading English texts. The findings revealed that the students' mean score on the reading performance test was 47.24, indicating a relatively low reading performance among the students. Moreover, the questionnaire responses indicated that most students reported encountering problems and difficulties in comprehending English reading texts. Consequently, it can be inferred that students' reading performance is adversely affected by these challenges. Based on the results, this study recommends the integration of learning media, technological tools, and effective reading strategies to address the identified problems and improve students' reading skills. These practical recommendations aim to provide educators and researchers with actionable strategies to improve the reading proficiency of EFL students.
Motivational Teaching Strategies in EFL Writing Class: Insights from Lecturer Perceptions Nurul Fachrunnisa; Kisman Salija; Sahril Nur
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): 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.v7i2.2494

Abstract

The implementation of motivational strategies not only promotes a positive attitude towards writing but also encourages more effective development of students’ writing skills. This study explores lecturers’ insights on how they perceive the motivational teaching strategies in their English writing class. This study employs a qualitative approach with two English writing lecturers from Maros Muslim University as participants. Semi-structured interviews and classroom observation were the instruments used to collect the data and the data were analyzed using thematic analysis. The results show that both lecturers implement motivational strategies effectively by utilizing positive reinforcement, active learning strategies, and addressing students’ difficulties. Positive reinforcement significantly improves students’ motivation and writing performance. It was strengthened by the observational data that showed both lecturers constantly praised students whenever they responded positively during learning process. Lecturers emphasize that giving active learning strategies can motivate students to engage actively in writing tasks, which can enhance motivation and writing proficiency. The lecturers also acknowledge that addressing students’ difficulties is essential in reducing their anxiety and fostering confidence in writing. Recognizing and responding to students’ difficulties can reduce anxiety and encourage them to share their thoughts more confidently in writing.
Lecturers' Perception of Hybrid Metacognitive-Based Instruction in Teaching Critical Listening in Indonesian Higher Education Institution Muhammad Safar Nur; Muhammad Basri; Sahril Sahril
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.830

Abstract

This study explores lecturers’ perceptions of Hybrid Metacognitive-Based Instruction (HMBI) in teaching critical listening at an Indonesian higher education institution. Employing a qualitative descriptive design, data were collected from 10 lecturers through semi-structured interviews, questionnaires, and document analysis. The findings highlight the effectiveness of HMBI in fostering critical listening skills by integrating metacognitive strategies such as reflection, goal-setting, and self-regulation with hybrid tools, including podcasts and online discussions. Lecturers reported improvements in student autonomy, engagement, and analytical abilities, particularly in identifying implicit meanings and evaluating spoken content. However, challenges were identified, including technological barriers, time-intensive preparation, and initial student resistance to reflective practices. These obstacles underscore the need for institutional support, such as reliable technological infrastructure, professional development programs, and scaffolding strategies to ease the adoption of HMBI. The study emphasizes the potential of HMBI as a transformative approach to teaching critical listening, blending active learning principles with technological innovation to enhance higher-order cognitive skills. Recommendations include tailored strategies for gradual implementation and addressing digital divides to optimize its impact. The research contributes to the growing discourse on hybrid learning models and metacognitive instruction, offering practical insights for educators and institutions in diverse educational contexts.
The Washback of Intensive TOEFL Training Program (ITTP) on Student’s Learning Motivation Ahmed Sardi; Zulkifli Surahmat; Sahril Nur
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 4 (2022): December
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.493 KB) | DOI: 10.34050/elsjish.v5i4.24570

Abstract

This study attempts to quantify the washback effect of the intense TOEFL training program in order to inspire students' learning through improved test scores. The TOEFL results can then be used for academics objectives and faculty requirements. The study was experimental and included a paired-sample t-test and qualitative descriptive design through interviews (a mixed method). Forty (40) students were chosen from any of the departments at IAIN Parepare to participate, and this was done through pretest, treatments, and posttest. The pre-test and post-test employed in the research procedure were both used to determine the students' beginning scores as well as their final scores. The paired-sample t-test in SPSS is then used to assess the data gathered from the pre-test and post-test. The participants are questioned based on the program's experiences in order to acquire information about the students' learning motivation. The outcome revealed that there were sizable variations between the pre-test and post-test scores of the students. It was evident that participants' total TOEFL scores had improved as a result of the intense training. Also, the data from interview illustrated that the students were well-motivated during the training program. This program can enable the participants to have good self-study, nice self-learning preparation, and more desirably confident to learn English or TOEFL.
A Study on Undergraduate EFL Students' Help-Seeking Skills in Doing Their Academic Assignments Hikmah; Sahril Nur; Abd Halim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 2 (2023): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i2.27250

Abstract

This study investigates the complexities of help-seeking skills, academic achievement, personality traits, and barriers encountered during the process of seeking assistance. The research objectives include examining the correlation between help-seeking skills and academic achievement among undergraduate students majoring in English as a Foreign Language (EFL), exploring the association between help-seeking skills and personality characteristics, and identifying the barriers faced by students when seeking help. The study adopts a descriptive qualitative approach, involving three students in their 14th semester and two students in their 12th semester from the Department of English Literature as participants. Data collection methods include interviews, documentation of GPA scores, and Myers-Briggs Type Indicator (MBTI) assessments. The findings demonstrate that help-seeking skills significantly influence students' GPA scores, personality traits shape individuals' help-seeking behavior, and barriers to seeking help encompass stigma and embarrassment, negative experiences, and a preference for self-reliance.  
Analyzing Pre-Service English Teachers' Digital Literacy Skills in EFL Teaching Zahraini Fajri Nur; Sahril Nur; La Sunra
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 3 (2023): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i3.27627

Abstract

This study analyses the types of digital literacy skills frequently used and how digital literacy skills support pre-service English teachers’ performances. This research used a mixed method with an explanatory sequential design. The data collection method begins with the collection of quantitative data by online questionnaire, then proceed with the collection of qualitative data to help analyze the data obtained quantitatively through observation and interview. The population of this study was pre-service English teachers, the sixth-semester students of the English Education program at Universitas Negeri Makassar who program teaching training including PPL, Kampus Mengajar, and Ajarmi program. One hundred and two pre-service English teachers filled out the questionnaire, while several representatives were chosen for interview. The result showed that (1) various digital literacy skills were used by pre-service English teachers, such as information, technology, media, communication, reproduction, branching, socio-emotional, and real-time thinking skills. However, the use of information literacy has the highest used percentage, which is 54 % in Often category and 0 % in Never category. and (2) pre-service English teachers' use of digital literacy skills supported the teaching performances, including the access to prepare teaching models and media, improving their teaching skills, and producing new creative and innovative teaching content.
Facilitating EFL Speaking Skills through an English Club: Evidence from the TBI Millennial English Club Rina Ritsna Gisma; Sahril Nur; Sultan Baa
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.322

Abstract

This study investigates the role of the TBI Millennial English Club in supporting students’ speaking skill development through nonformal English learning activities. Although speaking skills are essential for effective communication, many EFL learners have limited opportunities for authentic oral practice in formal classroom settings. This research aims to explore how structured English club activities facilitate students’ speaking performance, engagement, and confidence. Using a qualitative descriptive design, data were collected through direct observations of weekly club meetings and analysis of supporting documentation. The observations focused on student participation, types of speaking activities, facilitator–learner interactions, and the affective environment created during the sessions. The findings reveal three major contributions of the English club: (1) it provides consistent opportunities for authentic and meaningful speaking practice through activities such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a crucial role in scaffolding learning by offering guidance, modeling target language use, and giving immediate, constructive feedback; and (3) the club fosters a supportive and motivating environment that reduces speaking anxiety and increases students’ confidence and willingness to communicate. Overall, the study concludes that the TBI Millennial English Club serves as an effective supplementary learning space that enhances students’ speaking skills and communicative competence. The implications highlight the importance of integrating nonformal speaking programs into EFL settings and providing facilitator training to maximise learning outcomes.
Heutagogical Approach in Indonesian Islamic EFL Classrooms: Exploring Students’ Readiness and Attitudes Muhammad Iksan; Muhammad Basri; Sahril Nur
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6228

Abstract

Heutagogy is a self-regulated learning process where students have a higher level of control and autonomy in their learning processes. Heutagogy is different from traditional learning approaches, which have been widely practised in Indonesian EFL settings. The study aims to explore students' readiness and attitude in applying heutagogy in EFL settings at an Indonesian Islamic university. The study uses a mixed-methods approach. The participants consisted of 201 English language learners, and both a survey and interviews were conducted. The results from the survey were analysed by employing descriptive statistics, and the results from the interviews were analysed to gain a deeper understanding of students' experiences and their perspectives on self-directed learning. The findings from the study show that, despite the students’ enthusiasm, creativity, and teamwork, they face challenges in the processes of self-assessment, self-directed learning, and time management. The applicability of heutagogy-based learning approaches in the real world is limited by the rigid structure of the curriculum and the typical relationships between the tutors and the students. The students’ need for flexibility and innovation in the learning environment is apparent, despite the challenges they face in the process of accepting self-directed learning. This paper concludes that the step-by-step process of applying heutagogical principles through scaffolding and blended learning approaches is necessary for the effective application process within the context of the English as a foreign language educational program. Organised intervention approaches, such as the development of self-assessment skills, may help the process towards increased learner autonomy for the students. The results have contributed to the ever-growing literature related to the application of heutagogy in English foreign language educational contexts.
Co-Authors A Halim A, A. Reskiyani Ma'sum A. Muliati A. Muliati AA Sudharmawan, AA Abdul Halim Abdullah Abdullah Abdullah Abdullah Abdullah Abdullah, Ahmad Rizal Adi Isma Adnan, Zifirdaus Afdaliah, Afdaliah Ahmed Sardi Akhmad Akhmad Ali Syahban Amir Ali, Nornazurah Nazir Alya Zalsabila Amin, Fatimah Hidayahni Amra Ariyani Anas, Ismail Andi Adisaturrahimi Andi Anto Patak Andi Anto Patak Andi Farid Baharuddin Andi Haeriati Alimuddin Anggun Anisah Najamuddin Angraeni, Cindy Anugrah Puspita Ayu Muhammad Aqilah, Zalfa arsyad, safnil Asbar Asbar Asia Masita Haidir Astri, Zul Astuti Azis Aswin Abbas Auliyanti Sahril Nurfadhilah Baharman Balqis Yury Shakina Baso Jabu, Baso Basri, Nurfajriah Burhanuddin Butarbutar, Ranta De Vega, Nofvia Devilito Prasetyo Tatipang Djamal, Auliya Amaliyah Doris McDonald Eva Meizara Puspita Dewi Farida Amansyah Fauzan, Muhammad Miftah Ferawaty Syam Fergina Lengkoan Fhadli Noer Firda yanti, Firda Fitra, Muh. Al Fachrizah Fitri Amaliah Akbal Fitriyani Fitriyani Bakri Fitriyani Fitriyani G, Hasriani Geminastiti Sakkir Halim, Abd Halim, Nur Mutmainna Hanafie Pelu Hardianti Hardianti Haris, Andi Nadhirah Abd Haris, Shita Sukmaningsih Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Haryanto Haryanto Hasanah, Andi Nur Hasra, Sulvira Hasyim, Ruslan Hestika, Hestika Hikmah Iin Bulkis Indahyanti, Rizka Indrawan, Fajar Irmawati Irmawati Iskandar Iskandar Ismail Anas Isna Humaera Jamilah Jamilah Kadir, Riskawanti Kasmawati Kasmawati Khatima, Khusnul Kisman Salija, Kisman Korompot, Chairil Anwar La Ode Rasmin La Sunra Lakoro, Qadriyah Lengkoan, Fergina Lili Suryani Limbong, Sunarlia Mada, Syahban Maemuna Muhayyang Mappaita, Suci Pole Mardiani Mardiani Mardiyanah Nasta Marlia Marlia Marlia Marlia Marni Bawawa Mayra C. Daniel Misgter Gidion Maru Misnawati Misnawati Mochammad Imron Awalludin Muchamad Iksan Muh Safar Nur Muh. Tahir Muhammad Astrianto Setiadi Muhammad Badrus Sholeh Muhammad Badrus Sholeh Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Basri Wello Muhammad Iksan Muhammad Iksan Muhammad Jufrianto Muhammad Khalil Gibran Rusdi Muhammad Safar Nur Muhammad Yunus Muliati, A. Murni Mahmud Musdalifah Mustakim Mustakim Mustaqimah Muh Tang Mustari, Ichwan Nasihin, Ahmat Nasrullah Nasrullah Nofvia De Vega Noni, Nurdin Nugroho, Ade Nur Aeni NUR AENI Nur Annisa Hafid Nur Malikul Mulki R Nur Maulani Nur Wirawati Nur, Muh Safar Nur, Muh. Safar Nur, Safar Nurdani, Dian Nurdin Noni Nurfadhilah, Auliyanti S Nurfajriah Basri Nurhayati Nurhayati Nurmaisyah, Nurmaisyah Nurul Anugra Febriyanti Nurul Fachrunnisa Nurul Saqina Anwar Patak, Andi Anto Pelu, Hanafie Pratiwi Samad Putri, Riska Anugra Qadriyah Lakoro Rahayu Rahayu Rahayu Rahayu Rahman, Ali Wira Rahmat Rahmat Ramadani, Multiara Reski, Pilu Reskyani Reskyani Rina Ritsna Gisma Rina Ritsna Gisma Risman, Muhammad Rosmini Ryan Rayhana Sofyan Safaitri, Citra Dwi Sahril Sahril Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Saiful Gaffar Samsudin Sanaria Maneba Satriyana Muis Setiawaty, Puji Wahyu Sitti Syakira Sitti Syakira Sri Rahayu Marwati Sri Yulianti Ardiningtyas Sukmawati Sukmawati Tono Palangngan, Sukmawati Tono Sultan Baa Sunra, La Sutrismi Sutrismi Sutrismi, Sutrismi SYAHRIAL SYAHRIAL Syahrianti Syahrianti Syam, Adeliah Nurmuthmainnah Syamsuddin, Muh. Rifqi Syarifuddin Dollah Syauqiyah Awaliyah Alfiani Nur Tri Indri Hardini Trisnawati, Ice Tsabitah Az-Zahra Syawaluddin Tutty Tazkiyah Umar Utami, Narissa Vega, Nofvia De Wahyuni B, Asti Waode Ade Sarasmita Uke Wardoyo, Anom Haryanto Hari Wati, Ambar Wello, Muh. Basri Yunitari Mustikawati Yusfa, Weldina Zahraini Fajri Nur Zul Astri Zulkifli Surahmat