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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies Script Journal: Journal of Linguistic and English Teaching Langkawi: Journal of The Association for Arabic and English Loquen: English Studies Journal MATAPPA: Jurnal Pengabdian Kepada Masyarakat Pedagogy : Journal of English Language Teaching Cokroaminoto Journal of Primary Education Studies in English Language and Education
Nurchalis, Nur Fadillah
Sekolah Tinggi Agama Islam Negeri Majene
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Audio Speed Changer Application: Advancing Students’ Listening Comprehension Nur Fadillah Nurchalis
Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i1.2154

Abstract

As a receptive skill, listening is very influential for students' language development. Unfortunately, it often becomes the most challenging skill in learning a foreign language for students. One of the obstacles experienced by students of the English Study Program of STAIN Majene is the speed of spoken native language. This research aims to advance students' listening comprehension by using Audio Speed Changer (ASC). This research applied classroom action research of Kammis and Taggart model. It used four phases, namely planning, implementation, observation, and reflection. There were three instruments used in this research, namely listening test, observation sheet, and interview. The test was used to measure students' achievement. An observation sheet was used to identify speed development. An interview was used to gain information about students' responses to ASC application. There were two cycles in this research. The success of a cycle was determined by using two criteria as follow: (1) students' mean score had to be higher than 75 points in the last phase of a cycle; (2) there should be at least 80% of students who got at least 75 points for their final scores. This research found that students' scores dominated the poor category in the first cycle, but it reduced 35.32 points of its percentage in the second cycle. Students' scores in the second cycle dominated enough categories. ASC application was able to overcome one of the students' problems in listening comprehension.
Demands of English teacher competencies: Input for curriculum development at the University Nur Fadillah Nurchalis
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 2 (2020): December 2020
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v5i2.4971

Abstract

To guarantee that alumni of a university can be accepted in the market, thus it is necessary to observe the demands of English teacher’s users. This research is expected to become input for curriculum development at English study program of STAIN Majene. Hence, this present study was designed by using descriptive qualitative. The informants of this research were two principals, two English teachers, and two students who represent urban and rural schools in Majene, West Sulawesi, Indonesia. They are users of English teacher candidates. This research used an in-depth interview to gain data. The data analyzed using the Huberman model, namely data reduction, data display, and conclusion drawing.  The results showed that what principals, English teachers and students need regarding the profile of future English teachers based on teaching competence are as follow: 1) talented teachers who have a bunch of teaching experiences in the various situation; 2) English teachers who are able to brand themselves as educators, trainers, coaches, evaluators, etc; 3) English teachers who have good communication competence; 4) English teachers who are fluent in speaking English; and 5) English teachers who have good IT literacy in teaching. Therefore, credits of teaching practice, teacher professionalism, communication ethics, and speaking skill courses should be maximized.Keywords: English teacher, teacher competence, users’ demands DOI: 10.26905/enjourme.v5i2.4971
Online EFL Teaching and Learning: Different Skills, Different Challenges Ermawati Ermawati; Nur Fadillah Nurchalis; Ahmed Sardi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v9i1.1912

Abstract

Online EFL teaching and learning has been described as a viable method of dealing with the pandemic. Only a few studies have focused on teachers' expectations as an important component of teaching effectiveness. As a result, the aim of this study is to ascertain teachers' perceptions of teaching English skills digitally, as well as their difficulties in dealing with them. The qualitative analysis approach was used in this sample, with three English teachers serving as respondents. It collects data through in-depth interviews. Data is compiled, transcribed, and sorted according to the primary topic of each sentence. The findings revealed that EFL teachers faced a number of difficulties when teaching English skills online.Teachers struggle to find adequate resources for listening, depend exclusively on YouTube, have difficulty recognizing students' comprehension, and do not consider last-year students to be relevant. In general, the internal network does not accept video conferences, there is a lack of feedback, and it is a time-consuming operation. Teachers find it difficult to monitor their students' reading activity, loss of reading abilities, more student-centered attitude, and poor attendance in class when it comes to reading. Finally, pupils are unable to write proper sentences, and teachers do not provide any critical thinking activities. It has also been discovered that the receptive abilities of listening and reading are the most difficult to develop in relation to online learning.
Activating Students to Speak English by Using ELTIS Resource Pack Nur Fadillah Nurchalis; Selviana Selviana; Effran Ade Riza
Loquen Vol 12 No 2 (2019): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (749.902 KB) | DOI: 10.32678/loquen.v12i2.2092

Abstract

Students are mostly talkative outside the classroom, but in English class, they are more apathetic. This research aims to examine how English Language Training for Islamic Schools (ELTIS) resource pack is able to activate students’ to speak English. This research is designed as Classroom Action Research (CAR) which is specific to collaborative action research. The subjects of this research are 25 students of the eighth class of MTs Pacongan Pinrang in the academic year 2019/2020. Instruments of the research test, observation checklist, and interview. The test aims to gain quantitative data, while the observation checklist and interview aim to gain qualitative data. The result finds that the use of various media available in ELTIS Resource Pack activates students to speak English. A variety of learning media reduces students’ boredom and engages students during the learning process enthusiastically.
The Simulation of English Listening as Part of of the National Examination Rabiatul Adawiah; Nihla Afdaliah; Uswatunnisa Uswatunnisa; Nur Fadillah Nurchalis; Muhyiddin Muhyiddin
MATAPPA: Jurnal Pengabdian Kepada Masyarakat Volume 4 Nomor 1 Tahun 2021
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/matappa.v4i1.912

Abstract

English is a subject in the national examination for senior high school students. As a foreign language, learning English gives some obstacles. This article is written to describe a project of community engagement namely a simulation of the English listening section as a part of the national examination. This project was conducted in Madrasah Aliyah Darud Da’wah Wal-Irsyad Baruga Majene by a collaborative team, which consists of the lecturers and the students of the English Language Education Department of Majene State Islamic College. The participants are third-grade students. The simulation was conducted as same as the real test using the Hot Potatoes. The result of the simulation showed that students’ achievement did reach the passing grade namely 55. There are ten basic competencies implied in fifteen number. But the students only can choose the correct answer from questions that reflected four bacis competencies with the highest average score namely 63. Unfortunately, the students cannot reach other competencies. It seems that the students need more practice and learning activities.
Students’ Autonomous Learning Activities outside the Classroom to Master English as a Foreign Language Nur Fadillah Nurchalis; Nurhamdah Nurhamdah; Rahmah Bakoko; Nihla Afdaliah
Jurnal Pedagogy Vol 10 No 1 (2022): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v10i1.4716

Abstract

The complexity of foreign language learning and its restricted time to learn in the classroom need proactive efforts from the English students outside the classroom with full initiative and effort. This study tended to investigate to what extent students’ autonomous learning activities outside the classroom to master English (four English skills). This study applied a descriptive quantitative design. It was conducted at a state university in Majene, West Sulawesi, Indonesia in the academic year 2021/2022. The population was English education students in the second and third years. There were 62 students who participated in this research. They were selected by using a convenience sampling technique. To gain the data, this research employed a questionnaire as a research instrument which consists of 16 items of statements. The data, then, were analyzed by employing descriptive statistics. Based on the data analysis, it was found that students’ autonomous learning activities outside the classroom are still limited to activities that are entertaining for them. Apart from that, it has not been found that their extra efforts are done independently to become more proficient in every English skill. This indicates that students are still passive learners. By knowing the independent learning efforts carried out by students out of the classroom, English lecturers are expected to be able to design policies or teaching strategies to guide students so that they can increase their efforts by optimizing the wealth of available independent learning resources.
Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability Andi Asrifan; Iwan Setiawan; Maria Teodora Ping; Syamdianita Syamdianita; Nur Fadillah Nurchalis
Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 2 (2022): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v7i2.1096

Abstract

Background: Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country. Methodology: This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children. Findings: The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity. Conclusion: This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability. Originality: The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.
Exploring the effects of Pair-Interaction Model on improving Indonesian adult learners’ English proficiency Abdul Hakim Yassi; Waode Hanafiah; Harlinah Sahib; Muhammad Aswad; Nur Fadillah Nurchalis; Zeinab Azizi
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.305 KB) | DOI: 10.24815/siele.v10i1.27406

Abstract

The phenomenon of poor English language proficiency among Indonesian students suggests revisiting the instructional methods that have long been commonly used in English as a foreign language (EFL) classrooms. This long-lasting problem makes it essential for English practitioners to seek alternative approaches paving the ground for the EFL learners to reach more promising achievements. One of the approaches that may fill in this lacuna is Pair-Interaction Model (PIM). Therefore, the present study was an attempt to disclose the effects of PIM on fostering Indonesian EFL learners’ proficiency compared to the Grammar-Translation Method (GTM). For this purpose, a total of 90 first-year English students from three renowned universities in South Sulawesi, i.e. Hasanuddin University, Indonesian Moslem University situated in Makassar, and the Muhammadiyah University of Pare-Pare, were selected using a purposive sampling technique. The participants went through a pre-test, an intervention, and a post-test procedures. Findings revealed that the English proficiency of the participants who received instructions based on the principles and procedures of PIM significantly improved at the end of the interventions. This improvement was particularly seen in the participants’ grammar knowledge and speaking skills. The findings offered strong evidence that PIM can be implemented in the Indonesian classes to foster EFL learners’ proficiency. The study concludes by offering some implications for relevant stakeholders and opening up some avenues for further research.
The Ways to Optimize Mobile Phone Usage in English Instructional Activities Nur Fadillah Nurchalis; Nurzamzam Nurzamzam
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.18361

Abstract

In the midst of controversial perceptions among students and teachers regarding the use of mobile phone in the classrooms, it is urgent to look for solution in order that these sophisticated devices are able to bring more benefits in language learning. This research aims at exploring students’ and teachers’ perceptions on how to optimize the mobile phones in English instructional activities so that the teaching and learning can be attractive and interactive, hence students’ participation in the classroom may increase as well as their learning outcome. This research applied qualitative research. The informants participated in this research were two English teachers and four students from two state Islamic senior high schools in Parepare, Indonesia. To collect the data, the researchers employed Focus Group Discussion (FGD). Students and teachers sat together in a forum to discuss and to argue their opinion or experiences in order that the use of mobile phones in the classroom during English learning activities can be optimal. To analyze the data, the researchers analyzed them by using thematic technique from Creswell. The results of this research show that there were five ways offered by both students and English teachers. Those ways are recommended to apply by both parties without too much worry because of potential distractions that may come up.
The Use of Augmented Reality Flashcard in Enriching Students’ vocabulary Nursabra Nursabra; Syamsinar Syamsinar; Nur Fadillah Nurchalis; Rizka Nuralima
Cokroaminoto Journal of Primary Education Vol. 6 No. 1 (2023): April 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.612023.2493

Abstract

The objective of the research is to find out whether or not the Augmented Reality Flashcard can enrich the young learners’ vocabulary. This study is a pre-experimental study with a population of RA. Perwanida 1 Lipu for the 2020/2021 academic year, with a total population of 64 young learners. The sample of this study was group 1 from class B RA Perwanida 1 Lipu, consists of 22 young learners. The instrument used in this study was a vocabulary test. The researcher was giving a pre-test and post-test in the form of an objective test, namely multiple choice. This research used descriptive statistics to analyze the data. Descriptive statistics used in this research include summation, average, standard deviation, and frequency table. The results of this study indicate that the use of Augmented Reality teaching media has a positive impact on enriching students' vocabulary. It was proven from the increase in student scores from the pre-test to the post- test with the average value during the pre-test was 3.02 and the average value after the post-test was 6.02. So, it can be concluded that Augmented Reality flashcard media has an effect in increasing the students' vocabulary.
Co-Authors Abdul Hakim Yassi Ahmed Sardi Asrifan, Andi Effran Ade Riza Ermawati Ermawati Harlinah Sahib Iwan Setiawan Maria Teodora Ping, Maria Teodora Muhammad Aswad Muhyiddin Muhyiddin Nihla Afdaliah Nurhamdah, Nurhamdah Nursabra Nursabra Nurzamzam Nurzamzam Rabiatul Adawiah Rahmah Bakoko Rizka Nuralima Selviana Selviana Syamdianita Syamdianita, Syamdianita Syamsinar Uswatunnisa Waode Hanafiah Zeinab Azizi