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All Journal Jurnal Nalar Pendidikan ELT Worldwide: Journal of English Language Teaching Jurnal Arbitrer EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal Of English Language and Education IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development) ELS Journal on Interdisciplinary Studies in Humanities Journal of Advanced English Studies Jambura Journal of English Teaching and Literature Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 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 Journal of Applied Science, Engineering, Technology, and Education JEKPEND Jurnal Ekonomi dan Pendidikan Ethical Lingua: Journal of Language Teaching and Literature AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Sustainable: Jurnal Kajian Mutu Pendidikan International Journal of Humanities and Innovation (IJHI) Interference: Journal of Language, Literature, and Linguistics JOLLT Journal of Languages and Language Teaching IJORER : International Journal of Recent Educational Research EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities LETS: Journal of Linguistics and English Teaching Studies Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun INCOME: Indonesian Journal of Community Service and Engagement Sublim: Jurnal Pendidikan Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Jurnal Ilmiah Multidisiplin Amsir International Journal of Business English and Communication (IJoBEC) Pubmedia Jurnal Pendidikan Bahasa Inggris Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Humanities and Social Studies E-CLUE Journal of English Culture, Language, Literature and Education International Journal of Language, Education, and Literature (IJLEL) Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa Axiology Variable Research Journal Sawerigading
Syarifuddin Dollah
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering 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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The Use of Cooperative Learning Strategy to Improve Student’s Reading Skill Suyeti, Hirma Mutiara; Dollah, Syarifuddin; Patak, Andi Anto
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research aims to determine the effectiveness of using a cooperative learning strategy to improve student’s reading skills in learning using the cooperative strategy. The research data were qualitative. The research subject was 23 students. It comprises 12 female and 11 male students of the English Language Faculty at UNM Makassar.In the academic year 2023/2024. The research data was gathered through monitoring the teaching-learning process, interviewing students and collaborators, talking with collaborators, and photographing the learning process. The action research was carried out in two cycles, with cooperative learning methods such as pair-reading, think-pair-share, numbered head together, round table brainstorming, and group discussion as the main activities, with various ready tasks, engaging media, material handouts, and rewards serving as complements. The instruments employed in this study were observation guidelines, interview guidelines, and digital cameras. The results demonstrate that cooperative learning increased students' reading skills in various areas, such as finding significant concepts, obtaining essential information, and guessing. Students appeared more eager and engaged in the teaching and learning process. Keywords: Cooperative Learning Strategy, Reading Skill, Reading Comprehension
The Techniques of Teaching EFL for Preschoolers of Kidsstar Makassar Khotimah, Khusnul; Dollah, Syarifuddin; Muliati, A.
Journal of Excellence in English Language Education Vol 4, No 1, January (2025): 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.v4i1, January.70934

Abstract

This research aimed to find out The Techniques for Teaching EFL to Preschoolers of Kidsstar Makassar. This study research includes qualitative research with descriptive qualitative. The subjects of the research were three kindergarten teachers of Kidsstar Makassar. The data were collected using an interview. The researchers found that (1) techniques teaching EFL for preschoolers where fun learning includes, phonics, games, music and movement, reading aloud, and storytelling (2) constraints faced by teachers in applying several techniques in teaching EFL for preschoolers where learners lack self-confidence, learners lost controlled when playing games, learners miss understanding with the story, learners didn’t know how to pronounce.
Teachers’ Strategies in Teaching English: The Impact of the Strategies Used by English Teacher to ADHD Students Syam, Adeliah; Dollah, Syarifuddin; Muliati, A.
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

Teaching English to ADHD students is certainly not an easy task. The characteristics of ADHD students, such as being very active, having difficulty focusing, and struggling to control their emotions, present unique challenges for teachers when teaching English in the classroom. Therefore, knowledge of appropriate teaching strategies for ADHD students is essential for teachers. This thesis aims to examine the impact of the strategies used by English teacher on the ADHD students. This research design uses case study qualitative methods. The subject of this study are 3 teachers consists of main teacher and two support teachers who teach ADHD students in grade 6 of Athirah Islamic Elementary School. Data collection was conducted through non-participant observation and semi-structure interview. Based on the preliminary observation, the researcher found strategies used by teachers are, structured environment, visual aids, interactive learning, immediate feedback, frequent breaks, differentiated instruction, and co-teaching. The results of this study reveal a positive effect on ADHD students, including improve academic performance, better behavioral management, and increased focus and engagement in the learning process. This study contributes valuable insights into effective teaching strategies for ADHD students.
English Learning Strategies Effectiveness to Cope with Students’ Speaking Anxiety at Universitas Negeri Makassar Anugrah, Ade Surya; Syarifuddin Dollah; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

Implementing the descriptive qualitative method, the study aims to find out an objective that is to describe the effectiveness of various learning strategies to cope with students’ speaking anxiety. In collecting the study’s data, there are two types of insturements that were impelemmted, the non-participant observations and semi-structured interview sessions. Ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar were volunteered themselves as the study’s research subjects. the result of the study reveals there are six indicators that show how effective the learning strategies are in helping students to cope with speaking anxiety based on the observation and the interview sessions with the study’s subjects. Those indicators are including the students improved academic performance, their increased cognitive engagement, their increased adaptability and transferability, students’ enhancement of metacognitive skills, students’ increased motivation and confidence in speaking, and lastly their positive behavioral changes in students’ speaking activities.
The Implementation of the Collaborative Learning Approach in Teaching Speaking: A Case Study of an Indonesian EFL Classroom Haidir, Asia Masita; Dollah, Syarifuddin; Basri, Muhammad; Sakkir, Geminastiti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.821

Abstract

This study aims to examine the implementation of the collaborative learning approach in teaching speaking in English as a foreign language (EFL) classrooms in Indonesia. Adopting a qualitative case study approach, the research involved two English teachers from a non-formal English course institution. Data were gathered through in-depth interviews and classroom observations to explore how teachers applied the collaborative learning approach and the challenges they encountered.The findings reveal that this approach enhances students' confidence in speaking English, encourages more active participation in discussions, and improves their comprehension of the material. Teachers observed that students working in small groups tend to absorb language structures more effectively and develop greater fluency compared to those engaged in individual learning. However, several challenges arise, including variations in students’ proficiency levels, unequal contributions within groups, and difficulties in managing classroom dynamics. To address these challenges, teachers implement strategies such as assigning specific roles within groups and establishing structured speaking guidelines. Moreover, this approach positively impacts students' emotional engagement by boosting their motivation and fostering a more interactive learning environment. In conclusion, collaborative learning has been proven to effectively enhance students' speaking skills. However, its successful implementation requires well-planned strategies to ensure active participation from all students
Non-Verbal Communication and Its Role in Teacher-Student Interaction: A Literature Review Nurhayati, Nurhayati; Dollah, Syarifuddin
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.74303

Abstract

This study aims to explore the role of non-verbal communication in teacher-student interactions, focusing on its impact on learning, engagement, and classroom dynamics. Non-verbal communication, encompassing gestures, facial expressions, body language, and eye contact, is often an unspoken but powerful aspect of interpersonal communication in educational settings. The research methodology involved a literature review of existing studies and scholarly articles published over the last two decades, providing insights into how non-verbal cues influence the classroom environment. The findings highlight that non-verbal communication plays a crucial role in fostering effective teacher-student relationships, enhancing student engagement, and conveying emotions, intentions, and feedback that may not be expressed verbally. Key aspects such as teachers' use of positive body language, facial expressions, and non-verbal cues were found to significantly impact student motivation, comfort, and learning outcomes. Furthermore, the review identifies cultural differences in the interpretation of non-verbal signals and emphasizes the importance of teachers' awareness of these factors. Based on the findings, it is recommended that teacher training programs incorporate training on non-verbal communication skills to improve classroom interaction. Additionally, future research should explore the interaction between verbal and non-verbal cues in different educational contexts and across diverse cultural settings. In conclusion, non-verbal communication is an integral component of effective teacher-student interaction, shaping the educational experience in subtle but profound ways. Teachers who are attuned to non-verbal signals can create a more supportive and engaging learning environment, ultimately enhancing student learning outcomes.
Enhancing English Writing Skills: The Impact of the Task-Based Method at SMA Insan Cendekia Syech Yusuf Akidah, Nur Faizah; Dollah, Syarifuddin; Iskandar, Iskandar; Noni, Nurdin; Sakkir, Geminastiti; Sunra, La
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.73609

Abstract

This research identifies the impacts of implementing the task-based method in teaching English writing at SMA Insan Cendekia Syech Yusuf. The study addresses a research question focusing on how implementing a task-based method in teaching English writing impacts students' writing skills. The study involved two English teachers and four SMA Insan Cendekia Syech Yusuf students. Data were collected through classroom observations, interviews with teachers and students, and written assignments. The findings reveal that the task-based method in teaching English writing is implemented through a structured task cycle involving pre-task, task, and post-task phases. Furthermore, the students reported positive impacts of task-based language teaching on their writing skills, particularly regarding organization, coherence, and critical thinking. However, the challenges related to language proficiency, task understanding, and time constraints were identified as barriers to full engagement. The emotional engagement varied among students, with some expressing frustration due to language limitations, while others thrived in the collaborative and problem-solving aspects of task-based language teaching. The study concludes that while the task-based method in teaching English writing shows significant potential for improving students' English writing skills, careful consideration must be given to task design, teacher support, and addressing student proficiency levels to maximize effectiveness. Future research should explore strategies for overcoming these challenges and enhancing student engagement in task-based language teaching in writing classes.
The Role of Lecturers’ Facial Expressions in Emotional Interactions with EFL Learners G, Hasriani; Dollah, Syarifuddin; Risan, Rahmad; Muhayyang, Maemuna; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71457

Abstract

Lecturers’ facial expressions are a primary non-verbal cue, often conveying encouragement, approval, or even subtle disapproval, which can significantly affect learners’ comfort, confidence, and willingness to participate in the classroom interaction. This study investigated the role of lecturers’ facial expression in emotional interactions with EFL learners. The researcher focused on investigating the influence of lecturers’ on EFL learners’ emotional response as well as learners’ motivation and engagement, and learners’ interpretation and response to the lecturers’ facial expression. The data collected through questionnaire, interview, and observation. The researcher then analyzed the data qualitatively. The findings from this research support the notion that lecturers' facial expressions significantly influence learners’ emotional responses, motivation, engagement, and confidence in the classroom. Positive facial expressions, such as smiles and enthusiastic expressions, can create a supportive and comfortable learning environment, motivating learners to participate actively and enhancing their overall learning experience. Furthermore, cultural differences must be considered, as learners may interpret facial expressions in diverse ways, highlighting the need for lecturers to be mindful of their non-verbal cues.
Expectancy Violation in Nonverbal Communication and Its Influence on Lecturer Perceptions in the Educational Space Setiawaty, Puji Wahyu; Dollah, Syarifuddin
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.74022

Abstract

Student attire serves as a powerful form of nonverbal communication within the educational space, subtly shaping how students are perceived by academic staff. This study examines how university lecturers in Indonesia evaluate student dress across disciplinary boundaries, particularly comparing English-education compared to other study programme, as well as lecturers' perceptions of the relationship between student clothing and professionalism. Using a cross-sectional ex post facto survey design, data were collected from 13 lecturers at a public university through the validated 18-item Expectancy–Appearance Survey (EAS). Quantitative analysis revealed that the majority of lecturers have certain expectations regarding student appearance, especially in terms of neatness, politeness, and cleanliness, which are considered to support the academic atmosphere in the classroom. There is a tendency for lecturers to appreciate students who dress neatly and formally, because it is considered to reflect respect for the academic environment and interaction ethics, even though lecturers basically still provide the best learning to all students. As part of nonverbal communication, students are expected to pay more attention to their appearance while in class as a reflection of professionalism and academic culture. These findings sheds light on the norms surrounding nonverbal communication through appearance are not universally held but are shaped by disciplinary identity and generational factors. The study contributes to the literature on expectancy-violation theory in higher education and offers practical recommendations for more inclusive, context-sensitive dress guidelines. Recognizing and addressing these implicit appearance norms can promote equitable academic environments where professionalism is not misjudged through unspoken visual codes.
Students’ Learning Strategies in Dealing with Speaking Anxiety at Universitas Negeri Makassar Surya Anugrah, Ade; Dollah, Syarifuddin; Weda, Sukardi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44924

Abstract

Speaking is one of the four fundamental skills in learning English language beside writing, reading, and listening. While it is condemned important, many students still struggle in mastering speaking skill. There are many reasons on why students might have trouble in speaking and one of them is excessive anxiety. With this situation, many students recommended to use learning strategies to help them in overcoming their speaking anxiety. This study provides us with knowledge about what learning strategies that students use to overcome speaking anxiety by implementing qualitative descriptive methods. The research subjects consist of ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar. The study’s data collected with the help of non-participant observations and semi-structured interview sessions. After the data were collected and analyze, the researcher was able to identify fifteen (15) kinds of learning techniques that the students use to cope with their speaking anxiety. These fifteen (15) kinds of learning techniques are then categorized into three types of learning strategies, namely cognitive, meta-cognitive, and socio-affective learning strategies.
Co-Authors A Halim A, Nasrullah A. Dian Islamiati A. Dian Islamiati A. Muliati A. Nurul Muntasya Abduh, Amirullah Abdul Halim Abdullah Abdullah Abdurrahman Hi. Usman Abrar, Andi Eritme Yustika Abuhaer, Herawati Adi F Mahmud, Adi F Adilah Nurul Fatin Adisaturrahimi, Andi Adys, Himala Praptami AGUS SETIAWAN Ahmed Sardi Ahsan Muzri S Ainun Ainun Akib, Muhaiminah Akidah, Nur Faizah Alam, A. Nur Alamsyah - Amaliah Ramdani Amaliah, Suci Amin, Fatimah Hidayahni Aminah Suriaman Amirullah Amra Ariyani Andi Anto Patak Andi Anto Patak Andi Ikhsan Anggriawan M Andi Muliati Annisa Kh, Nurun Anugerah Febrian Syam Anugrah, Ade Surya Ariani Ariani Ariani Ariyani, Amra arsyad, safnil Arya Priyangga Sumardi Asdar, Nur Aulia Asia Masita Haidir Asiza, Nur Aswin Abbas Atmayurid Mansyur Awaludin Rizal Ayu S Ayu Safitri Agustina Ayu, Sindi Putri Azizah, Geby Baa, Sultan Baso Jabu Baso Jabu, Baso Bowu, Nella Aswi Burhamzah, Muftihaturrahmah Dahlan, Suratman Devilito Prasetyo Tatipang Dian Safitri Dian Safitri Duapadang, Aprisel Bimbang Dwi Putri Maisyarah Dwinggrum, Crismin Engelina Salainti Evi Riasari Fadliyah, Riskatul Faiqah, Afifah Farahdiba, Syarifah Farhan Farhan Fatimah Hidayahni Amin Fatimannisa, Aulia Fatmawati, Fatmawati Fauzan Hari Sudding Sally Fera Pratiwi Sultan, Dian Fiqhi Yulianingsih Firman Fitra, Muh. Al Fachrizah Fitriani Fitriani Fitriani G, Hasriani G., Hasriani Geminastiti Sakkir Gunawan Gunawan Haidir, Asia Masita Halim, Abd Hardianti Hardianti Harnita Rosalia Haryanto . Haryanto Atmowardoyo Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasriani G Ilyas, Sukma Irawati . Irving, Andi Triandini Ramadhani Iskandar Iskandar ita Purnama Sari Jamaluddin Ahmad Jumase Basra Jumrah Jumriah Rusdi Juriasari khusnul khotimah Kisman Salija Kisman Salija, Kisman Korompot, Chairil Anwar La Ode Rasmin La Sunra La Sunra La Sunra, La Sunra Lengkoan, Fergina M, Andi Ikhsan Anggriawan Maemuna Muhayyang Mansur, Musdalifah Mansyur, Atmayurid Mersi Axelina Mudinillah, Adam Muh. Djakkir Muh. Farid Sehuddin Muh. Hasbi Muh. Jibran Noer Hamsah Muh. Rifqi Syamsuddin Muh. Tahir Muhalim, Muhalim Muhammad Agus Muljanto Muhammad Arham Muhammad Astrianto Setiadi, Muhammad Astrianto Muhammad Basri Muhammad Basri Muhammad Basri Muhammad Tahir Muhammad Wiranto Muliati Muliati Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Murni Mahmud Mustaqimah Mustaqimah Muzdalifah Mahmud Muzri. S, Ahsan Nhajwa Priyana Nihta Vera Frelly Liando Nilma Taula’bi Ninin, Windi Noni, Nurdin Nur Aeni NUR AENI Nur Fadhil Rasyid Nur Fadilah Nur Ina Syam Nur Inayah Nur Yanti, Nur Nurdin Noni Nurdin Noni Nurfitrah Awaliyah Nurhayati Nurhayati Nurinayah Magfirah Nurlailah Qadrianty Nurlia Nurlia Nurrahma Maulida Nurteteng, Nurteteng Nurul Fadhilah Suardi Nurul Fadillah Nurwanti Nurwanti, Nurwanti Patak , Andi Anto Patak, Andi Anto Patanduk, Sushy Teko Putri Ayu Lestari Putri Ramadhani, Putri Putri, Al-khaerunissa Putu Wahyu Sudewi Rachel, Rachel Rahmad Risan Rahmadani, Arvya Rahman, Ali Wira Rahmat Hidayat Rahmat Rahmat RASMIN, La Ode Ratni, Ni Putu Rawikarani, Dias Wahyu Ray Suryadi, Ray Reskyani Reskyani, Reskyani Rhihadatulaisy M Rifhani Handayani L Riny Jefri Rizqi Claudia Wardani Rossydi, Ahmad Rusdi, Jumriah Sabrina Retnasari Iswahyudi Sabrina Rocholl Safitri, Risna Sinta Sahril Nur Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Saiful Gaffar Sakkir, Rini Isnaeni Samtidar Samtidar Samtidar, Samtidar Saputri, Yusyfiyah Adinda Sari, Wiwin Novita Sariana Sariana Setiawaty, Puji Wahyu Shindy Ika Lestari Chandra Sirande, Normalia Sri Fausyia Sri Fausyia Sri Nurnaninsih Ali Sri Nurnaninsih Ali SRI RAHAYU Sri Wahyuni St.Asriati AM Sudarsi, Elim Trika Sukardi Weda Sukardi Weda Sukardi Weda, Sukardi Sukardi, Vera Sulistiana Ulpa Sultan Baa Sultan Baa Sunra, La Surya Annysa Litha Surya Anugrah, Ade Suyeti, Hirma Mutiara Syafina, Syafina Syahrullah Syahrullah Syahrullah Syahrullah Syam, Adeliah Syam, Adeliah Nurmuthmainnah Syamsuddin, Nur Aziza Syarifah Faradiba Syarifah Farahdiba Syarifuddin, Ervina Talib, Dr. Ahmad Tamra Tamra Ulfa, Andi Yurni Umar, Nur Fadhilah Uswatun Hasanah V. R, Trisna Kaninya Wahyu Wahyu Wahyuni, Ika Yuli Weangga Apriliani Utami Yawaningsih, Nur Indri Yenni Nur Oktafiah Yulianti Yunus Yulini Rinantanti Yunitari Mustikawati Yunus, Yulianti Zur, Sarjaniah