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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 Journal Research and Multidisciplinary (JRM) Edumaspul: Jurnal Pendidikan 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 Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam EduLine: Journal of Education and Learning Innovation JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Business English and Communication (IJoBEC) 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) Axiology
Baso Jabu, Baso
Universitas Negeri Makassar
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ENGLISH TEACHERS TEACHING STRATEGIES AND STUDENT'S PERCEPTIONS ON THEIR TEACHERS’ STRATEGIES USED IN ONLINE LEARNING Syahrir, Masitha Syahrani; Jabu, Baso; Baa, Sultan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 1, No 1 February (2022): Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.969 KB) | DOI: 10.26858/performance.v1i1 August.36751

Abstract

The aims of this study were to find out the strategies used by English teachers during online learning at SMPN 1 Maros and to discover students’ perception to teacher teaching strategy used in online learning. The research design in this study was qualitative method and data collected through questionnaires and interviews. The subjects of this study were English teachers and students at SMPN 1 Maros. The sample of the questionnaire was 45 students were selected using technique purposive sampling and interviews of three English teachers and six students were taken using technique purposive sampling. The results of this study showed that (1) there were a number of strategies used by English teachers during online learning including using video media in the form of a link from YouTube, discuss and ask through application WhatsApp, using image media in the form of posters, gifts module, and through zoom meeting app. Next in arranged learning designs, all teachers did not involve student in the arrangement but they the one who composes and designs method learning that will used during the learning process teach, (2) there were a number of perception student to strategy teaching used by the teacher during online learning, among others, perception student show response positive to strategy teaching English teacher. English Teacher already very good in prepare and deliver Theory as well as enjoy the learning process though held online and the teacher has also supported with means adequate infrastructure.Keywords - Students perception, teaching strategy, online learning.
THE IMPLEMENTATION OF ENGLISH PRESENTATION ASSIGNMENT TO ENHANCE EFL LEARNERS’ MATERIALS UNDERSTANDING Putri, Santi Amelia; Jabu, Baso; Aeni, Nur
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i1, March.71645

Abstract

This qualitative descriptive study investigates how English presentation assignments enhance EFL learners' understanding of the material. The independent variable is the English presentation assignment, while material understanding is the dependent variable. The study population comprises all learners from the English Education Study Program at Universitas Negeri Makassar, totaling five classes, with 12 learners as subjects. Data were collected through classroom observations and interviews and analyzed using data reduction, data display, and conclusion-drawing techniques. Findings indicate that the implementation of English presentation assignments significantly enhances learners' understanding by requiring them to organize and present information clearly, fostering deeper comprehension.
THE IMPLEMENTATION OF THE MERDEKA CURRICULUM TO FACILITATE ENGLISH GRAMMAR MASTERY OF THE JUNIOR HIGH SCHOOL STUDENTS Alif S, Andi; Jabu, Baso; Muhalim, Muhalim
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i1, March.71651

Abstract

This study aims to determine how the implementation of the Merdeka Curriculum can facilitate the improvement of students' grammar mastery, especially the junior high school students and also, what are the challenges faced by teachers in implementing the Merdeka curriculum. This research uses descriptive qualitative methods. The participants in this study were grade 7 junior high school English teachers. Data collection was carried out by observation and interview. Based on the results of the interview in general, participants gave their responses about the concept of Merdeka curriculum and also how the implementation of Merdeka curriculum can facilitate the improvement of students' grammar mastery, especially in grade 7 junior high school students. The data results show that the teacher assesses that the concepts and learning methods in the Merdeka curriculum can facilitate improving students' grammar skills. Teachers also said that the challenges faced in implementing the Merdeka curriculum are the lack of technology-based teaching tools and some students' abilities that are considered not yet at the junior high school level.
IMPROVING STUDENTS’ LISTENING SKILLS BY USING THE GAP FILLING TASK WITH AUDIO- DIALOGUE Said, Nursakinah Alsavirah; Jabu, Baso; Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i1, March.71649

Abstract

The present research aims to improve students' listening skills by using the Gap Filling assignment with Audio-Dialogue. In order to assess how students, react when studying auditory materials that include short stories as a gap filler, this study uses quantitative methodologies. To assess their comprehension of short story audio, thirty-two students took listening assessments. The listening test evaluated things like massage and conclusions. The data was analyzed using the independent t-test and descriptive statistics. The results of the study show that using audio conversations for gap-filling exercises in the classroom can greatly improve students' listening skills. Students need to concentrate on recognizing This study aims to discover specific information in audio speech with a focus on particular listening skills such as key comprehension and employing contextual cues to understand message indicators and conclusions. Students are taught to sift through pertinent material and make pertinent deductions using the gap-filling technique, which is based on audio-dialogue. According to the study's findings, SMP Negeri 1 Minasatene students' listening abilities have improved when gap-filling activities including audio dialogue are used.
The Correlation Between Teachers' Teaching Style And Students Motivation In Learning English Bachtiar, Aulia Mutmainna; Jabu, Baso; Aeni, Nur
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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

Abstract

The study aims to find out the teaching style of the teacher and the motivation of the student to learn English. The type of research used in this study is quantitative research with the subject of research students of class X SMAN 1 Kalukku Teaching Year 2023/2024 where there are 105 students in which there are three classes that are samples in this research namely class X.1, X,2, and X.3. This research variable consists of a bound variable and a free variable. The bound Variable of this research is the correlation between the teaching style of the teacher and the motivation of the student in the learning of the English language while for the variable free of this study is the teacher's learning style. The instrument used in this research is a questionnaire that contains information about the teaching style of the teacher and the motivation of the student to learn. The analysis of the research data uses descriptive statistical analysis in the form of percentages and correlation analysis with the Spearman Correlation Test. The results of the study showed that there was a strong correlation between the Teachers’ Teaching Style and Student Motivation in SMAN 1 Kaluku with a correlative value of 0.588 which means that the presence of some teaching style indicators increased student motivation and the determination coefficient of 34.5% which means the variation of the teacher's teaching styling model was 34.5% and the rest was determined by other factors. Of the five types of teaching styles given Facilitator style which had a strong Correlation with Student Motivations SMAN1 Kaluku was 0.604 and a determination factor of 36.48%. So based on the findings and data analysis available it can be concluded that the teachers’ teaching style has a strong correlation on student learning motivation in learning English. Keywords: Teaching Style, Students Motivation, Learning English.
Investigating Teacher’s Reinforcement in English Class wiwi satriani; Jabu, Baso; Patak, Andi Anto
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

The research objectives are outlined: 1) to find out the types of teacher’s reinforcement. 2) to understand the impact of teacher’s reinforcement on students’ performance. A qualitative method with a case study design was employed. The subjects of the research were an English teacher and her students in the second year of SMKN Tapango. The data was analyzed using thematic analysis. The finding of the research shows that the teacher’s reinforcement used by the teacher were praising Students’ answers, appreciating students’ positive behavior, showing an attention the students, respecting students’ effort, providing fun and challenging activity and rewarding students’ task. Furthermore, the impact of teacher’s reinforcement were developing students’ behavior including students’ motivation and students’ confidence and impact on students’ learning achievement. In conclusion, the teacher used some types of the teacher’s reinforcement in the class and it has impact on students’ behavior and student’s achievement.
The Correlation between Students’ Learning Styles and Learning Motivation on Their English Learning Achievement at SMP 2 Negeri Galesong Utara Indah Triana Putri; Jabu, Baso; Salija, Kisman
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research aims to determine the correlation between students' learning styles and learning motivation on English learning achievement of 8th grade students at SMP negeri 2 Galesong Utara. This research is a Quantitative descriptive method with Correlational research design. Technique sampling used in this research was Purposive Random Sampling.this research aims to answer 3 research question: (1) is there any correlation between students’ learning style and their English learning achievement? (2) Is there any correlation between students’ learning motivation and their English learning achievement? (3) Is there any correlation between students’ learning style and learning motivation on their English learning achievement?. The result showed that: (1) There was a significantly very weak negative correlation between students’ learning style and their English learning achievement with Pearson Correlation -0.139, (2) There was a very weak negative correlation but not significant between students’ learning motivation and their English learning achievement with Pearson Correlation -0.103, (3) There was no significant correlation between the students’ learning style and learning motivation on their English learning achievement with Sig. F Change 0.639. Based on these results, it can be concluded that learning styles and learning achievement are not the main determining factors in student learning achievement. This indicates that even though learning styles and learning motivation have an important role, there are other factors that are more dominant in influencing student learning achievement
EFL Teachers’ Voices on the Implementation of Differentiated Instruction in the Indonesian Educational Context Taperiani, Andi; Jabu, Baso; Muliyati, Andi
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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

Abstract

Indonesia's evolving education system, marked by curriculum reforms like the Merdeka Curriculum, aims to foster student potential by embracing flexibility and diversity. Aligned with national education goals and pedagogical theories, differentiated instruction plays a crucial role in addressing students' unique needs, ensuring a more inclusive and effective learning experience. This study examines (1) the strategies used by an English teacher in implementing differentiated instruction as well as (2) students' perceptions toward the implementation of differentiated instruction at SMAN 1 Balaesang in Donggala regency. Employing a mixed-method research design, the researcher used purposive sampling to select a tenth-grade English teacher and 31 students taught by this teacher as participants. Data were collected through observations, interviews, and questionnaires, then analyzed both qualitatively and quantitatively using a descriptive approach. The findings revealed that the teachers’ strategies focused on three key stages: planning, implementation, and evaluation. In the planning stage, diagnostic tests and curriculum analysis were conducted to tailor instruction. During implementation, differentiation was applied to content, process, and product to meet students' diverse needs. Lastly, evaluation involved observations and assessments to monitor student progress and effectiveness of instruction. Additionally, the study found that 77.42% of students had a positive perception of differentiated instruction in learning English. A variety of teaching approaches, student choice, and adaptive strategies contributed to increased engagement. To effectively meet students’ needs, teachers continuously refine differentiated instruction by integrating diverse activities, utilizing technology, and personalizing assessments.
A Literary Materials as a Foundation for English Language Education in Junior Secondary Schools Iswahyudi, Sabrina Retnasari; Jabu, Baso; Salija, Kisman
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.6622

Abstract

This study examines the efficacy of literature-based instruction in fostering English language proficiency among junior secondary school students in Makassar, Indonesia. Employing a mixed-methods research design, data were collected from 120 students and 8 teachers across four public junior high schools through classroom observations, semi-structured interviews, pre- and post-tests, and document analysis over one academic semester. Findings reveal that classes utilizing literary texts demonstrated significantly higher improvements in vocabulary acquisition (27.3%), reading comprehension (23.1%), and writing skills (19.7%) compared to control groups using conventional textbooks. Furthermore, qualitative analysis indicates enhanced student engagement, cultural awareness, and critical thinking skills when literature served as the primary instructional material. The study concludes that systematically integrated literary materials provide a comprehensive foundation for language development that addresses both linguistic competence and higher-order thinking skills essential for adolescent learners at this critical developmental stage.
Developing and Validating Gamified English Teaching Materials to Enhance Achievement in Indonesian Elementary Schools Muhammad Asrul Sultan; Baso jabu; Nurhikmah H
International Journal of Education, Vocational and Social Science Vol. 4 No. 03 (2025): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v4i03.1986

Abstract

This study systematically investigates the design, validation, and effectiveness of gamified English teaching materials tailored for Grade 5 learners in Parepare, Indonesia, within the framework of a Research and Development (R&D) based on the Alessi & Trollip model, materials were developed in three phases: Planning (needs analysis), Design (module drafting), and Development (validation and pilot implementation). Sixty students across two schools participated in pre- and post-tests, expert validation (N=3), practicality surveys (teachers N=4; students N=60), classroom observations, and interviews. Experts rated content validity at 92%; practicality exceeded 85%; and paired-sample t-tests showed significant improvement from pre-test (M=61.35, SD=7.12) to post-test (M=80.21, SD=6.45), p<.001. These results confirm that integrating game elements such as points, badges, levels, and narrative quests can substantially enhance engagement and EFL achievement among young learners.
Co-Authors A Halim Abduh, Amirullah Abdul Halim Abdullah Abdullah Abdullah Abdullah Abdullah Abdurrahman Hi. Usman Abubakar, Sugirawati Abubakar, Sugurawati Ahmad Ridwan Ahmad Talib Ahyadi, Ahyadi Alif S, Andi Amalia, Nurul Ilmi Ambo Dalle Ammade, Salasiah Amra Ariyani Amsar Ramadhan Ana Mariana, Ana Andi Haeriati Alimuddin, Andi Haeriati Andi Muliati Andi Musdariah Andi Nurul Annisa Budiman Andi, Endah Pratiwi Ani Putri Aneliya April Ade Sunia Ardiningtyas, Sri Yulianti Arifin Ahmad Arifuddin Hamra Ariyani, Amra Arjuna Al Albani Ilyas Asriati Asriati Asriati Asriati Asriati, Asriati Awaludin Rizal Azis, Nurhikma Azis, Nurul Maghfirah Baa, Sultan Bachtiar, Aulia Mutmainna Bastin, Alda Bilal, Buya Ahmad Chaerul Fadlan Saud Delfina Gemely Dhin Rizky R. Junaid Dzulfikar, Ahmad Eka Nurindah Sari Emelia Mustika Efendi Emiastia, Emiastia Fadillah Fadillah Fauzan Hari Sudding 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 Korompot, Chairil Anwar Kurniadi, Muslimah Kurniawan Saputra La Sunra Latifa, Ammang M, Andi Ikhsan Anggriawan Maemuna Muhayyang Manjani, Talin Fania Mardiana Mardiana Mardiana Nasta Meta Mutiamiftah Miftahul Jannah Mochammad Imron Awalludin Muh. Farid Sehuddin Muh. Tahir Muhalim, Muhalim Muhallim, Muhallim Muhammad Agus Muljanto Muhammad Asrul Sultan Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Fajri Fadli Muliati, A. Muliyati, Andi Munir Munir Munir Munir, Munir Murni Mahmud Murti, Pramustia Musliha, Rina Ningsi, Ira Syahya Nirmala Noni, Nurdin NUR AENI Nur Aeni Nur Alya Triana Nur Lindawati Nur, Rafi'ah Nurdin Noni Nurhidayati Nurhikmah H Nurul Annisa Mahmud Nurul Fadhilah Suardi Nurul Wahyuni Ilham P, Resky Amalia Patak, Andi Anto Pertiwi, Rasyita Pilu, Reski Putri, Santi Amelia Rahman, Muliana Rahmawati, Upa Riani, Nindi Rika Risman, Muhammad Rosmaladewi, Rosmaladewi Ruing, Fentry Hernaningsi Ryan Agung Kurnia Sadaruddin, Sadaruddin Safitri, Citra Dwi Sahril Nur Sahril Sahril Said, Nursakinah Alsavirah Salsabila, Almeira Samanta, Samanta Samtidar Samtidar Samtidar, Samtidar Sehuddin, Muh. Farid Siti Suwadah Rimang Sitti Rahmawati Rau Suci Pole Mappaita Sukardi Weda Sukardi Weda Sultan Baa Sunra, La Suradi Tahmir, Suradi Syahrir, Masitha Syahrani Syamsinar Syamsir bin Ukka Syamsuardi Saodi Syarifuddin Dollah Taperiani, Andi Tut Wuri Handayani Ulfa Kurnia Citra Ulfa, Andi Afifatul Usman Usman Waliana, Andi Bunga Wirawati, Nur wiwi satriani Yunitari Mustikawati Yusril, Ulfa Sakinah Zalza Putri Nabila