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All Journal ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology LINGUA: Jurnal Bahasa dan Sastra IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities Pendas : Jurnah Ilmiah Pendidikan Dasar Journal Research and Multidisciplinary (JRM) Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science Ethical Lingua: Journal of Language Teaching and Literature International Journal of Humanities and Innovation (IJHI) IJORER : International Journal of Recent Educational Research Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam EduLine: Journal of Education and Learning Innovation LETS: Journal of Linguistics and English Teaching Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Business English and Communication (IJoBEC) Jurnal Teknologi Pendidikan Celebes Journal of Language Studies Research and Innovation in Applied Linguistics La Parole : Journal of Language Teaching and Pedagogy International Journal of Education, Vocational and Social Science International Journal of Education, Culture, and Society International Journal of Language, Education, and Literature (IJLEL) Journal of Teaching and Education for Scholars INTERACTION: Jurnal Pendidikan Bahasa Axiology Edumaspul: Jurnal Pendidikan
Baso Jabu, Baso
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Role of Peer Support in Enhancing Students’ Speaking Skills at Universitas Pattimura Dian Ayu; Sultan Baa; Baso Jabu
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/gagnz902

Abstract

This study aims to investigate how peer support facilitates the teaching and learning process of speaking among English as a Foreign Language (EFL) students at Pattimura University. The background of this research is rooted in common challenges encountered by EFL learners, particularly difficulties in developing speaking skills due to anxiety, low self-confidence, limited vocabulary, and insufficient opportunities for authentic communication in English. These challenges often hinder students’ active participation in speaking activities. Therefore, peer support is considered a promising instructional approach that emphasises collaboration, mutual assistance, and horizontal interaction among students, creating a supportive and less intimidating learning environment. This study employs a descriptive qualitative research design to obtain an in-depth understanding of how peer support is implemented, how students perceive its impact, and what challenges arise during its application in speaking instruction. The participants of this study were students from the English Education Study Program at Pattimura University who actively engaged in peer-support-based speaking activities. Data were collected through classroom observations, semi-structured interviews, and document analysis. The collected data were then analysed using the stages of data reduction, data display, and conclusion drawing as proposed by Miles and Huberman to ensure systematic and meaningful interpretation. The findings reveal that peer support was implemented through various strategies, including peer tutoring, cooperative learning, and peer feedback. These approaches were found to be effective in increasing students’ active participation, reducing anxiety when speaking, and fostering greater learner autonomy. Students reported that learning with peers helped them feel more confident, motivated, and comfortable expressing ideas in English. Additionally, peer interaction encouraged constructive feedback and collaborative problem-solving. However, several challenges were identified, such as differences in language proficiency among students, unequal participation within groups, and limited instructional time. Overall, this study highlights the significant role of peer support in enhancing EFL students’ speaking skills and provides valuable insights for educators in designing more collaborative, inclusive, and student-centred learning environments
Students’ Perceptions of Learning English Grammar through Problem-Based Learning Nurmulyana Js; Baso Jabu; Abdullah
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/xd8hjj08

Abstract

The purpose of this study is to investigate how students feel about using problem-based learning (PBL) to learn English grammar. Students frequently view grammar as a challenging and uninteresting part of learning English. As a result, PBL was introduced as a student-centered strategy that promotes involvement, teamwork, and problem-solving grounded in actual situations. First-grade children from SMPN 1 Duapitue Sidrap participated in this study, which used a qualitative research approach. Open-ended questionnaires that let students share their thoughts and experiences with grammar instruction using PBL were used to gather data. To find recurrent themes and patterns in the students' answers, a descriptive analysis of the data was conducted. The results show that when it came to learning English grammar, students usually thought well of problem-based learning. PBL, according to students, improved their motivation to learn grammar, encouraged active participation in class activities, and made it easier for them to understand grammatical principles. Additionally, by promoting collaboration, critical thinking, and conversation, PBL created a more meaningful learning environment. According to these results, problem-based learning is seen to be a useful strategy for improving students' learning experiences and promoting grammar acquisition in EFL classes.
Students’ Interpretations and Experiences of Cognitive Challenges in Jigsaw-Based Collaborative EFL Tasks Milda Ningsih Samir; Baso Jabu; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/xnh3k636

Abstract

Understanding students’ experiences of cognitive challenges during collaborative learning is crucial for designing effective English as a Foreign Language (EFL) instruction. While collaborative tasks are widely recognized for fostering interaction and deeper learning, limited research has explored how students interpret and respond to the cognitive demands encountered during such activities, particularly within Indonesian secondary schools. This study investigates students’ interpretations and experiences of cognitive challenges during a jigsaw-based collaborative EFL task. A qualitative descriptive approach was implemented in an eleventh-grade classroom at a public senior high school in Indonesia. Data were gathered through classroom observations and semi-structured interviews with purposively selected students, and analyzed using thematic analysis. Three major themes emerged: experiencing cognitive difficulty and confusion, employing coping strategies to address cognitive challenges, and encountering difficulty in linking and integrating information. The results indicate that cognitive challenges primarily arose during interpretation, explanation, and conceptual integration, rather than procedural participation. Students utilized various coping strategies, such as seeking clarification, passive listening, and relying on peer and teacher support. The findings also reveal differences in students’ ability to connect current tasks to prior learning, indicating varying levels of cognitive readiness. The study concludes that cognitive difficulty in collaborative EFL tasks should be regarded not only as a potential barrier but also as a productive condition that can foster deeper cognitive engagement when supported by appropriate scaffolding and collaboration. These findings contribute to the understanding of students’ cognitive experiences in collaborative EFL learning and offer pedagogical implications for designing tasks that promote meaningful learning.
PELATIHAN PENGEMBANGAN KOSAKATA BAHASA INGGRIS PADA SISWA SMPN 1 SUNGGUMINASA MELALUI PERMAINAN (GAME) DI AREA SEKOLAH Abdullah; Baso Jabu; Suci Pole Mappaita; Sahril Nur; Abdul Halim
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 1 (2026): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penguasaan Bahasa Inggris, khususnya kosakata (vocabulary) bagi suiswa sekolah menengah pertama, (SMP) merupakan fondasi krusial bagi siswa di era global. Namun, observasi di SMPN 1 Sungguminasa menunjukkan bahwa siswa masih mengalami kesulitan dalam pengembangan kosakata tersebut, yang diperparah dengan anggapan bahwa Bahasa Inggris itu sulit dan membosankan. Kegiatan pengabdian kepada masyarakat (PKM) ini bertujuan untuk meningkatkan penguasaan kosakata bahasa Inggris siswa, serta meningkatkan motivasi belajar mereka. Metode yang digunakan adalah pelatihan partisipatif dengan pendekatan Fun Learning dan Communicative Language Teaching (CLT), yang mengintegrasikan permainan edukatif (games), kuis interaktif (Kahoot!), dan role-playing. Peserta kegiatan adalah 34 siswa kelas VIII. Evaluasi menggunakan instrumen pre-test dan post-test untuk mengukur kompetensi, serta kuesioner motivasi. Hasil kegiatan menunjukkan peningkatan signifikan: nilai rata-rata kosakata meningkat dari 50,2 menjadi 78,5,. Selain itu, 90% siswa menyatakan kegiatan ini sangat menyenangkan dan meningkatkan kepercayaan diri mereka. Pelatihan ini berhasil mengubahpersepsi siswa dan memberikan dampak positif pada keterampilan dasar Bahasa Inggris mereka.
Differentiated Assessment Practices in EFL Classrooms: Evidence from a Senior High School in Indonesia La Sunra; Nur Alya Triana; Baso Jabu
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (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.v13i1.5550

Abstract

Assessment plays an essential role in differentiated learning as it provides information about students' readiness, learning progress, and instructional needs. Through assessment, teachers can adjust instruction and learning activities to support diverse learners in the classroom. In English language teaching, assessment is expected to function as an integral part of the learning process rather than merely as a tool for measuring outcomes. This study aims to explore the implementation of differentiated learning assessment in an English as a Foreign Language (EFL) classroom, focusing specifically on diagnostic and formative assessment practices. A qualitative case study design was employed to gain an in-depth understanding of these practices. The study was conducted at SMAN 2 Makassar in October 2025, involving one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Findings indicate that the teacher implemented diagnostic assessment at the beginning of the semester to identify students' initial abilities and employed continuous formative assessment to monitor learning progress and provide feedback. Key formative practices included real-time corrective feedback, consultation mechanisms during writing tasks, peer and self-assessment activities, and sequentially organized learning activities that supported progressive skill development. Student perceptions, gathered through questionnaires, were generally positive, with the majority appreciating teacher feedback, valuing sequential learning progression, and finding diagnostic assessment helpful for understanding their strengths and weaknesses. However, implementation of differentiated assessment remained limited in certain areas, particularly in task variation, the use of diverse assessment instruments, and systematic attention to students' interests and learning profiles. The study concludes that while principles of assessment for learning have been applied, further professional development is needed to strengthen differentiated assessment practices in responding to students' diverse learning needs, particularly in expanding beyond readiness-based differentiation to address the full spectrum of student characteristics.
Development of Interactive Digital Learning Media To Improve Science Literacy and Learning outcomes of Elementary School Students In Natural And Social Sciences (IPAS) In Enrekang Regency Saleha; Baso Jabu; Nurhikmah H
Jurnal Teknologi Pendidikan Vol. 3 No. 2 (2025): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v3i2.2376

Abstract

This study aimed to develop an interactive digital learning medium based on Articulate Storyline that is valid, practical, and effective in improving scientific literacy and learning outcomes of fifth-grade elementary students in Enrekang Regency. The research employed a Research and Development design using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Research subjects consisted of teachers and fifth-grade students from several elementary schools representing different geographical conditions. Data were collected through expert validation, practicality questionnaires, and learning achievement tests, then analyzed using descriptive and inferential statistics, including paired sample t-tests and N-Gain analysis. The results show that the developed learning media achieved high validity according to expert assessments, demonstrated good practicality in classroom implementation, and effectively improved students’ scientific literacy and learning outcomes. Thus, the interactive digital learning medium serves as an innovative instructional tool aligned with the Merdeka Curriculum, promoting active and meaningful science learning experiences for elementary
EXPLORING CODE-SWITCHING IN ENGLISH LANGUAGE CLASSROOMS: TEACHER PERSPECTIVES AND IMPLICATIONS FOR STUDENT ENGAGEMENT Muhammad Ihsan; Baso Jabu; Muhammad Tahir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85411

Abstract

This study examines how the role and position of code switching in English language learning at SMP Negeri 3 Parepare, focusing on teachers' perceptions of code switching and the role of code switching in students' involvement in teaching. The approach is done with qualitative research method; data collection is done by observation in the classroom and interviews to several English teachers and students taught by the teacher. Based on the data obtained from the interviews, which showed a dominant positive attitude towards code switching and hope for the potential of code switching in the future. In addition, observation data showed the role of code switching in student engagement and activeness which increased when it was used. After conducting interviews as a follow-up to observations, many students and teachers indicated that code switching can increase students' comfort and motivation in learning English because they feel they can be accepted in the “English only” system that is often used in English language learning now, even so what concerns teachers is the frequency of its use which must be paid more attention to in order to be more effective. From the research conducted, it can be concluded that code-switching plays an important role in the English language learning process. The use of code-switching as a pedagogical strategy bridge understanding and maintains student engagement in the classroom, while students are assisted in terms of material comprehension, emotional comfort, and active participation. However, both teachers and students are aware that excessive reliance on the mother tongue can hinder the development of English-speaking skills. Therefore, the effectiveness of code-switching depends on its measured, purposeful, and contextual application, so that it can function as a flexible and effective learning tool, not something that is overused or completely rejected.Keywords: Code switching, Student engagement, language learning, Pedagogic, Teacher perception.
Using Question-And-Answer Teaching Method to Improve Students’ Self-Confidence in Speaking Alda Bastin; Baso Jabu; Muhalim Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79490

Abstract

 This study aims to determine the effectiveness of the question-and-answer teaching method in improving students’ self-confidence in speaking English. This research employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. The sample consisted of 34 students from class X.E4 at SMAN 5 Jeneponto, selected through purposive sampling. The research instrument was a speaking confidence test assessed using five self-confidence indicators adapted from Brown (2004), namely eye contact, facial expression, voice volume, fluency, and willingness to speak. The data were analyzed using a Paired Sample T-Test and N- Gain Score. The t-test result showed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the students’ pre-test and post- test scores. The average N-Gain score was 0.19, which falls into the low category. Nevertheless, there was a positive shift in students’ confidence levels—from “Not Confident” to “Moderately Confident.” This low gain may have been caused by the short duration of the treatment. The study concludes that the question-and-answer method is effective in enhancing students’ speaking confidence, especially by creating an interactive and supportive classroom environment. Keywords: Question-and-Answer Teaching Method, Speaking Self-Confidence.
Promoting Responsible English Learning Trough Restitution Triangle and Local Values of Bugis Makassar at SMA Makassar Raya Sugurawati Abubakar; Nurdin Noni; Baso Jabu
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45440

Abstract

This study investigates how the integration of the Restitution Triangle with local wisdom from Bugis-Makassar culture supports the development of positive discipline in English learning. Conducted at a senior high school in Makassar, this qualitative study employed interviews, observations, and documentation to explore how students internalize responsibility and respectful behavior. The findings revealed that the implementation of restitution strategies, aligned with cultural values such as Sipakatau, Sipakainge', and Sipakalebbi, significantly contributed to students' behavioral awareness and self-regulation. The culturally adapted restitution model enabled students to reflect on their actions, repair harm, and engage actively in language learning. This research highlights the potential of combining restorative approaches with indigenous values to enhance classroom discipline and learner autonomy.
Teacher’s Compliment for Students and Its Impact on Their Interest in Learning English: A Case Study at the Second Grade of SMAN 7 Wajo Nurul Aprianty; Baso Jabu; Geminastiti Sakkir
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i1, January.82904

Abstract

This study aims to find out how teachers give compliments to students when teaching English. This research used a qualitative descriptive method. The data collection in this study was carried out by observing the atmosphere in the classroom during the learning process and interviewing 6 students from SMAN 7 Wajo. The results of this study found that the teacher gives compliments to students verbally and non-verbally. For verbal compliment the teacher used words such as: "Good job", "Good", "Very good", "Good idea", "Amazing", and some advice for low grades, such as: "Don't give up easily", "Enthusiasm for learning". For non-verbal compliments, teachers used actions such as giving a thumbs up, nodding their heads, clapping their hands and giving appreciation to lower-grade students by gently touching their shoulders.
Co-Authors Abduh, Amirullah Abdul Halim Abdul Halim Abdullah Abdullah Abdullah Abdullah Abdullah Abdullah Abdurrahman Hi. Usman Ahmad Ridwan Ahmad Talib Ahyadi, Ahyadi Alda Bastin Alif S, Andi Amalia, Nurul Ilmi Amalia, Nurul Rezky Ambo Dalle Ammade, Salasiah Amra Ariyani Amsar Ramadhan Ana Mariana, Ana Andi Anto Patak Andi Anto Patak Andi Haeriati Alimuddin Andi Muliati Andi Muliyati Andi Musdariah Andi Nur Hasanah Andi Nurul Annisa Budiman Andi Taperiani Ani Putri Aneliya Antika, Rindi Aprianty, Nurul April Ade Sunia Arifin Ahmad Arifuddin Hamra Ariyani, Amra Arjuna Al Albani Ilyas Arnanda Cahyani Anton Aryudha, Syawal Asriati Asriati Asriati Asriati Asriati, Asriati Aulia Mutmainna Bachtiar Awaludin Rizal Azis, Nurhikma Azis, Nurul Maghfirah Baa, Sultan Bachtiar, Aulia Mutmainna Bilal, Buya Ahmad Chaerul Fadlan Saud Delfina Gemely Dhin Rizky R. Junaid Dian Ayu Dzulfikar, Ahmad Eka Nurindah Sari Emelia Mustika Efendi Emiastia, Emiastia Endah Pratiwi Andi Fadillah Fadillah Fathur Rahman Saut Matua Situmorang Fathur Rahman Saut Matua Situmorang Fatin, Adilah Nurul Fauzan Hari Sudding Fentry Hernaningsi Ruing Fitriyani Geminastiti Sakkir Haedar Akib Hamka, Hudzaifa Afifah Hardianti Hardianti, Hardianti Haryanto Atmowardoyo Haryanto Haryanto Hasanah, Andi Nur Hasmawaty Hasmawaty Hasrullah Hasrullah Ikram Nur Amri Akbar Indah Triana Putri Iskandar Iskandar Iskandar Ismail Sangkala Iswahyudi, Sabrina Retnasari Jamil, Nurasyia Jelita Purnamasari Judith Ratu Tandi Arrang Julianti Sapta Nadilla Kamaruddin, Adinda Khodijah Khodijah Kisman Salija Kisman Salija, Kisman Korompot, Chairil Anwar Kurniadi, Muslimah Kurniawan Saputra La Sunra Latifa, Ammang M, Andi Ikhsan Anggriawan Maemuna Muhayyang Manjani, Talin Fania Mansyur Mansyur Mardiana Mardiana Mardiana Nasta Meta Mutiamiftah Miftahul Jannah Milda Ningsih Samir Mochammad Imron Awalludin Muh. Farid Sehuddin Muh. Tahir Muhalim Muhalim Muhalim, Muhalim Muhallim, Muhallim Muhammad Agus Muljanto Muhammad Asrul Sultan Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Fajri Fadli Muhammad Ihsan Muhammad Tahir Muliati, A. Munir Munir Munir Munir, Munir Murni Mahmud Murti, Pramustia Musliha, Rina Ningsi, Ira Syahya Nirmala Noni, Nurdin NUR AENI Nur Aeni Nur Aeni Nur Alya Triana Nur Alya Triana Nur Lindawati Nur, Rafi'ah Nurdin Noni Nurfadilah Nurfadilah Nurhidayati Nurhikmah H Nurhikmah H Nurmulyana Js Nurul Annisa Mahmud Nurul Aprianty Nurul Fadhilah Suardi Nurul Wahyuni Ilham Pertiwi, Rasyita Puteri Najma Putri, Santi Amelia Rahman, Muliana Rahmawati, Upa Reski, Pilu Resky Amalia. P Riani, Nindi Rika Risman, Muhammad Rosmaladewi, Rosmaladewi Ruing, Fentry Hernaningsi Ryan Agung Kurnia Ryan Rayhana Sofyan Sadaruddin, Sadaruddin Safitri, Citra Dwi Sahril Nur Sahril Nur Said, Nursakinah Alsavirah Saleha Salsabila, Almeira Samanta, Samanta Samtidar Samtidar Samtidar, Samtidar Sehuddin, Muh. Farid Siswahyudianto Siti Suwadah Rimang Sitti Rahmawati Rau Sri Yulianti Ardiningtyas Suci Pole Mappaita Sugirawati Abubakar Sugurawati Abubakar Sukardi Weda Sukardi Weda Sultan Baa Sunra, La Suradi Tahmir, Suradi Syahrir, Masitha Syahrani Syamsir bin Ukka Syamsuardi Saodi Syarifah Farahdiba Syarifuddin Dollah Tut Wuri Handayani Ulfa Kurnia Citra Ulfa, Andi Afifatul Usman Usman Uswatun Hasanah Waliana, Andi Bunga Wirawati, Nur wiwi satriani Yunitari Mustikawati Yusril, Ulfa Sakinah Zalza Putri Nabila