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All Journal Poetika: Jurnal Ilmu Sastra SALTeL Journal (Southeast Asia Language Teaching and Learning) Inspiring: English Education Journal Journal of English Language and Education Journal Corner of Education, Linguistics, and Literature Foreign Language Instruction Probe SeLEC
Muajiz Muallim
Institut Agama Islam Negeri Parepare
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ISU-ISU KRISIS DALAM NOVEL-NOVEL DYSTOPIAN SCIENCE FICTION AMERIKA Muajiz Muallim
POETIKA Vol 5, No 1 (2017): Issue 1
Publisher : Literary Studies, Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/poetika.v5i1.25810

Abstract

This paper focuses on issues and discourses about the crisis that existed in the dystopian science fiction (dystopian sf) novels. In this case, Hunger Games Trilogy (2008-2010), Maze Runner Trilogy (2009-2011), Divergent Trilogy (2011-2013) are the main object to see how far the text of dystopian sf novels address issues and discourses about the crisis within. Dystopian sf novels that are the counter-discourse of utopian sf novels has no longer present the utopian elements of the future, but, contrastly present the worst possibilities of the future. It appears that the dystopian sf writers present narratives about crisis, poverty, darkness, and pessimism in their novels. It even reads as a form of criticism and warning that the writers are trying to convey to the reader through fictional texts. In the end, the conditions of crisis seen in the text of these dystopian sf novels open its relationship with the world's history outside the text.Keywords: crisis, dystopian science fiction, America, history.
Nature vs Enlightenment: Romanticism Analysis of William Wordsworth Poem “The World Is Too Much with Us” Muajiz Muallim
Journal Corner of Education, Linguistics, and Literature Vol. 2 No. 1 (2022): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v2i1.63

Abstract

Romanticism is not just a term that marks a certain period in western European society, it is also reflected in the works of literature in the 18th century and emerged as a movement, understanding, value, thought, freedom, morals, nature, art and literature. Thus, the aim of this research is to find how nature as the one of romanticism value reflected in William Wordsworth’s poem “The World is Too Much with Us”. In this research, the writer used a qualitative approach in collecting data and descriptive method in analyzing the data. The aim of this method is to describe the state of a situation in a systematic and factual manner. This makes it easier to understand the meaning of dictions, idioms and topics Finally, the William Wordsworth’s “The World is Too Much with Us “shows us how the element of nature found inside the poem. It is the author's way of contrasting the ideas of Romanticism over the materialistic society which is the product of the Enlightenment.
UNFOLDING TRANSLATION STRATEGY AND IDEOLOGY IN LITERARY WORK Muajiz Muallim; Mujahidah; Resneri Daulay
Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i1.4172

Abstract

Translation has now become subject matter since its role as cross-culture and cross-language mediator. This research, then, aims to unfold the translation strategy and ideology reflected in literary work. The data source are the American short story “The Lottery“ written by Shirley Jackson and its Indonesian version “Undian“ translated by Harum L Wibowo. This research employ qualitative approach and descriptive method. Both of the strategy of literary translation theory by Kazakova (2015) and translation ideology theory by Venutti (1994) are used to answer the question of the research. This research found that translator used all four strategies of literary translation proposed by Kazakova; helper strategy (35,57%), observer strategy (26,17%), enlightener strategy (20,13%), and adherent strategy strategy (18,12%). It also found that the strategy used by translator alternately applied both foreignization and domestication ideology on his translation process. Thus, while preserving the foreign culture and language, the translator also adapt ST/SL into TT/TL in his translation process to make it fluent to the target reader.
Deictic Interpretation in TOEFL Reading: Strategies and Challenges of EFL Students Sitti Aisyah; Muajiz Muallim; Cynic Tenedero; Munawir
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.818

Abstract

This study aims to explore the understanding of English language education students of the phenomenon of Deixis in the TOEFL reading text and identify the factors that influence the understanding. As a crucial pragmatic competence in academic literacy, Deixis acts as a bridge that connects text with context. This study uses a descriptive qualitative approach by involving students of the English Language Education Program, IAIN Parepare, as informants. Data were collected through the TOEFL reading test and stimulated recall interview to reveal students ' cognitive processes. The results showed that students ' understanding was at a mechanistic-literal level. Students demonstrate a good understanding of the Deixis persona because of its concrete and explicit nature of reference. However, a significant decrease in understanding occurs in temporal Deixis and Discourse Deixis; students tend to experience chronological confusion and difficulty tracking abstract references that cross paragraph boundaries. The proximity approach strategy, which is the tendency to choose references based on physical proximity in the text, is the dominant method used by students when dealing with ambiguity. These findings indicate that the main barriers for STEM students are limited vocabulary, short-term memory load (cognitive overload), and dependence on surface reading strategies (surface reading). 
The Effect of the 3I’s Method (Instruct, Integrate, Involve) on Students’ Recount Text Writing Skill at a Vocational High School Indriyani Adam; Zulfah Fakhruddin; Abd. Haris Sunubi; Muajiz Muallim
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.v11i3.2574

Abstract

This study was conducted to examine the effectiveness of the 3I’s method (Instruct, Integrate, and Involve) in enhancing students’ ability to write recount texts at SMK Negeri 2 Parepare. A quasi-experimental research design was employed, involving both experimental and control groups that completed pre-tests and post-tests. The participants were eleventh-grade students, and the sample was selected through cluster random sampling. Class XI DKV C served as the experimental group, while Class XI TITL B functioned as the control group, with 21 students in each class. Data were collected using a recount writing test evaluated according to five writing components: content, organization, vocabulary, language use, and mechanics, based on Heaton’s scoring rubric. The collected data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that the experimental group achieved a higher mean post-test score (86.05) than the control group (81.52). In addition, the statistical analysis produced a significance value of 0.029, which was lower than the 0.05 threshold, indicating a significant difference between the groups. These results suggest that the 3I’s method effectively improves students’ recount writing performance, particularly in generating ideas, applying grammar accurately, and producing well-organized texts. Therefore, the 3I’s method can be recommended as an effective instructional approach for teaching writing in vocational high school settings.
Digital Gamification for Vocabulary Growth: Evaluating Educaplay for EFL Learners in a Boarding School Setting Aidil Akbar Rahman; Muajiz Muallim
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.403

Abstract

This study examines the use of Educaplay, a gamified digital platform, to enhance vocabulary acquisition among EFL students at Zubdatul Asrar NU Boarding School in Parepare. Recognizing the limitations of traditional vocabulary instruction, the research explores how interactive, game-based learning can support engagement and retention. A pre-experimental one-group pretest-posttest design was employed with 42 randomly selected students. Vocabulary tests were administered before and after six sessions using Educaplay activities, and a student questionnaire was used to assess learner perceptions. The results showed a significant improvement in vocabulary mastery, with mean scores increasing from 55.71 to 94.48. Questionnaire data revealed high levels of student motivation and satisfaction with the learning process. These findings suggest that digital gamified tools like Educaplay can effectively support vocabulary development in EFL contexts, offering an engaging and inclusive alternative to traditional methods.
Examining Positive and Negative Impacts of Artificial Intelligence in English as a Foreign Language Learning: A Case Study at IAIN Parepare Mujahidah; Yulie Asni; Muajiz Muallim; Ahmed Sardi; Suherman
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 9 No. 1: January 2026
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v9i1.174

Abstract

This research examines students' perceptions of Artificial Intelligence (AI) in learning English as a Foreign Language (EFL), focusing on their views regarding its benefits and challenges. Conducted at the English Language Education Study Program, Tarbiyah Faculty, IAIN Parepare, this study involved 30 students selected through random sampling to ensure generalizability. A qualitative approach was employed, utilizing structured interviews and Focus Group Discussions (FGDs) to gather insights into students’ experiences with AI tools such as Elsa Speak, Duolingo, and Google Assistant. Data were analyzed thematically to identify recurring themes and key perspectives. The findings revealed that students perceive AI as both advantageous and limiting in their EFL learning journey. On the positive side, AI was seen as increasing motivation, boosting confidence in speaking, and providing practical opportunities for self-directed learning. However, students also expressed concerns regarding overreliance on AI tools, decreased creativity in language production, and AI's inability to adapt to individual learning styles and personalities. Additionally, some participants worried about AI’s potential impact on future job opportunities. The study concludes that while students generally view AI as a valuable aid in EFL learning, they recognize the need for a balanced approach. Educators and learners should integrate AI with traditional learning methods to enhance effectiveness while minimizing its limitations. Future research should further explore students' long-term perceptions of AI and its role in diverse EFL learning contexts.
Co-Authors Abd. Haris Sunubi Ahmed Sardi Aidil Akbar Rahman Cynic Tenedero Indriyani Adam Mujahidah Munawir Resneri Daulay Sitti Aisyah Suherman Yulie Asni Zulfah