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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Getsempena English Education Journal International Journal of Humanities and Innovation (IJHI) Journal La Edusci Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Language, Education, and Literature (IJLEL)
Sultan Baa
English Department, Faculty Of Languages And Literature, Universitas Negeri Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy 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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Pembekalan Materi Strategi TOEFL Melalui Seminar “Mastering TOEFL: Seminar & Strategies for High Scores” di SMA IT Al Fatih Makassar Sultan Baa; Siti Humairah Noor Azizah; Nur Fidya Hendra
Jurnal Abdimas Indonesia Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i2.1643

Abstract

Kemampuan bahasa Inggris menjadi salah satu aspek penting dalam pendidikan global, termasuk penguasaan TOEFL sebagai salah satu syarat masuk perguruan tinggi dan beasiswa. Namun, pemahaman siswa tingkat SMA terhadap TOEFL masih terbatas. Kegiatan pengabdian ini bertujuan untuk memberikan pembekalan awal tentang strategi menghadapi TOEFL melalui seminar yang dilaksanakan di SMA IT Al Fatih Makassar. Kegiatan ini meliputi pemberian materi, sesi tanya jawab, dan simulasi pengerjaan soal yang mencakup empat bagian penting TOEFL: reading comprehension, structure and written expression, essay writing, dan listening comprehension. Kegiatan ini diikuti oleh siswa dari kelas X dan XI. Hasil kegiatan menunjukkan adanya peningkatan antusiasme dan motivasi siswa dalam memahami struktur dan strategi TOEFL, serta munculnya kesadaran pentingnya persiapan sejak dini. Kesimpulannya, seminar ini memberikan kontribusi positif dalam membekali siswa dengan wawasan dan strategi dasar TOEFL yang bermanfaat untuk masa depan akademik mereka.
Pelatihan Pengembangan Media Interaktif Canva Berbasis Deep Learning dalam Pembelajarandi Era Artificial Intelligence di SMPN 12 Makassar Aderlaepe Aderlaepe; Sultan Baa; Waode Ade Sarasmita Uke; Wahyudin Madil; Anugrah Puspita Ayu; Abdul Karim; Mansyur Mansyur
Jurnal Abdimas Indonesia Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i4.2660

Abstract

Perkembangan teknologi kecerdasan buatan menuntut guru untuk mampu menghasilkan media pembelajaran yang lebih menarik, interaktif, dan responsif terhadap kebutuhan peserta didik. Di Sekolah Menengah Pertama Negeri 12 Makassar, sebagian guru masih bergantung pada bahan ajar konvensional sehingga penggunaan media digital berbasis pembelajaran mendalam belum optimal. Kegiatan pengabdian ini bertujuan meningkatkan kemampuan guru dalam mengembangkan media pembelajaran interaktif menggunakan Canva yang didukung teknologi kecerdasan buatan, khususnya fitur otomatisasi desain, penyusunan konten visual, dan latihan interaktif. Pelaksanaan kegiatan dilakukan melalui penyuluhan, demonstrasi langsung, serta praktik mandiri dan pendampingan teknis yang didampingi oleh dosen dan fasilitator ahli. Peserta kegiatan adalah 58 guru efektif yang dibagi menjadi dua kelompok, masing-masing 29 guru. 81% dari total peserta memberikan respons positif , dan program ini terbukti meningkatkan literasi digital serta mendorong guru lebih kreatif dan percaya diri memanfaatkan teknologi berbasis kecerdasan buatan. Kegiatan pengabdian ini menghadirkan inovasi baru melalui penerapan Canva kecerdasan buatan sebagai media pengembangan pembelajaran berbasis pembelajaran mendalam yang belum banyak digunakan oleh guru di Sekolah Menengah Pertama Negeri 12 Makassar. Secara keseluruhan, pelatihan ini efektif memperkuat kompetensi digital pendidik dan layak dijadikan model kegiatan pengabdian berkelanjutan dalam aspek penguatan keterampilan teknis guru.
Exploring EFL Teachers’ Perception and Implementation of Project-Based Learning in the Context of the Merdeka Curriculum Muhammad Irham; Murni Mahmud; Sultan Baa
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/e51mha94

Abstract

This study aims to describe the implementation of Project-Based Learning (PjBL) method in teaching English as a foreign language at SMA Negeri 9 Wajo. Using a descriptive qualitative approach, data were obtained through observation and semi-structured interviews with English teachers who implemented PjBL. The results showed that the implementation of PjBL includes six main stages according to Delisle's model, namely: connecting the problem, developing the structure, visiting and reviewing the problem, producing the product, and conducting evaluation. Despite challenges such as limited time and facilities, teachers managed to actively engage students through contextualized and collaborative projects. This study concludes that PjBL is a relevant and effective approach in improving students' English language engagement and skills in the EFL classroom.
Understanding Lecturer’s Perceptions in the Context of TBI Millennial English Club Program Rina Ritsna Gisma; Sahril Nur; Sultan Baa
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: 10.66720/4tewh450

Abstract

This study aims to explore lecturer’s perceptions, experiences, and practices in TBI Millennial English Club in teaching English especially in speaking. The importance of this study is to find out how the TIME Club plays a role in developing students’ speaking skills, what aspect of speaking have shown significant improvement, what challenges are faced by lecturer and how those challenges are overcome. This study used qualitative research for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The findings of this study show a very positive outlook. This is based on the perception of lecturer as facilitator in this club, who state that TIME Club are effective for supplementing or supporting students’ learning. In addition to specifically improving students speaking skills, it also improves their English language skills in general. In conclusion, TIME club effective to implement and has a very positive impact on the development of students’ English language skills, especially speaking skills. Through various communicative activities such as sharing sessions, public speaking practice, interviews, role plays, and interactive games, students experience significant development in fluency, pronunciation and confidence when speaking English.
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
Enhancing EFL Students' Writing Proficiency Through HelloTalk: A Qualitative Exploration of Technology-Assisted Language Learning Hikma Hikma; Sultan Baa
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.814

Abstract

This study examines the use of the HelloTalk application in enhancing English writing skills among EFL students. Employing a qualitative descriptive research design, data were collected through direct observations of four undergraduate participants who had actively used HelloTalk for several months. The findings reveal that HelloTalk provides a dynamic and interactive platform for developing writing skills. Key features such as AI-assisted grammar corrections, vocabulary-building tools, and real-time feedback from native speakers significantly contribute to improving grammatical accuracy, enriching vocabulary, and fostering coherence in written communication. Additionally, the social networking aspects of HelloTalk encourage authentic language interactions, boosting students' confidence and engagement in writing practice. Despite some limitations, the study highlights HelloTalk's potential as a supplementary tool in EFL education. The app's ability to blend formal learning tools with social interaction features makes it an effective resource for creating an immersive and supportive language learning environment. The research underscores the importance of integrating technology, such as HelloTalk, into EFL curricula to optimize students’ writing development. Recommendations include providing structured activities and training educators and learners to maximize the app’s functionalities. This study contributes to the growing discourse on technology-enhanced language learning and offers valuable insights for educators and curriculum developers.
The Use of AI-Based Applications to Enhance Students' Writing Skills in Vocational High Schools: A Systematic Literature Review Fatmawati; Sultan Baa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

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

Abstract

The rapid advancement of Artificial Intelligence (AI) technology has catalyzed transformative shifts across the educational landscape, particularly within English as a Foreign Language (EFL) instruction. This study systematically examines the integration and efficacy of AI-based applications in developing the English writing skills of Vocational High School students. Employing a qualitative library research design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study synthesizes empirical evidence, theoretical frameworks, and academic publications spanning from 2015 to 2025. The findings indicate that AI-powered tools—ranging from automated grammar checkers and text generators to adaptive feedback platforms—offer substantial scaffolding during the writing process. These applications significantly improve students' grammatical accuracy, vocabulary acquisition, and syntactic variety, while simultaneously bolstering learning autonomy and motivation. However, the analysis also highlights critical challenges, including potential technology over-reliance, digital divide disparities, and the necessity of aligning generic AI capabilities with the specialized English for Specific Purposes (ESP) demands of vocational curricula. Ultimately, this study underscores that while AI serves as a powerful pedagogical aid, its successful implementation depends on strategic teacher mediation to ensure it enhances, rather than replaces, critical cognitive processing.
EFL Speaking Anxiety in Higher Education: Factors, Impacts, and Interventions Dian Fera Pratiwi; Sultan Baa; Muftihaturahmah Burhamzah; Chuzaimah; Nur Ima
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i2.6595

Abstract

Speaking anxiety remains a persistent affective barrier to oral language development in English as a Foreign Language (EFL) higher education, particularly in Indonesian universities where authentic communication opportunities are limited. Grounded in the Foreign Language Classroom Anxiety (FLCA) framework, this systematic literature review synthesizes the contributing factors, learning impacts, and instructional interventions related to speaking anxiety among EFL university students. Following the PRISMA framework, the review searched Google Scholar, Scopus, Web of Science, ERIC, and manual reference tracking. From 110 initial records, a four-stage screening process yielded 50 peer-reviewed studies published between 2015 and 2026. Data were analyzed through thematic analysis using open, axial, and selective coding. Findings show that speaking anxiety emerges from interacting linguistic (e.g., vocabulary limitations, grammatical difficulties, pronunciation issues, and L1 interference), psychological (e.g., low self-confidence, shyness, and fear of negative evaluation), and situational factors (e.g., evaluative classrooms, time pressure, and unsupportive social dynamics). These factors reinforce avoidance behaviors that hinder communication, participation, cognitive processing, and long-term language proficiency. Four intervention categories were identified: cognitive-affective strategies, social-collaborative approaches, pedagogical redesign, and technology-assisted learning, including AI-based tools. However, implementation remains constrained by limited learner autonomy, time pressures, and unequal digital access. This review demonstrates that mitigating speaking anxiety in EFL higher education requires pedagogical designs that systematically combine scaffolded speaking tasks, psychologically supportive feedback practices, peer-collaborative interaction, and equitable integration of technology-assisted rehearsal tools. By synthesizing fragmented evidence across linguistic, psychological, and contextual dimensions, the study contributes a comprehensive framework for understanding speaking anxiety as both an individual affective challenge and a structurally mediated educational issue. These findings provide a practical evidence base for EFL educators and curriculum designers to develop context-responsive interventions that enhance learners’ oral participation, confidence, and long-term communicative competence.
The Effectiveness of Wordwall on English Tense Mastery and Learning Motivation Robertus Ruben; Sultan Baa; Abdullah Abdullah
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i5.3392

Abstract

This study investigates the effectiveness of Digital Game-Based Learning (DGBL) in improving students’ grammar mastery in English as a Foreign Language (EFL) context. The integration of digital games into language instruction has gained increasing attention as an innovative pedagogical approach that promotes interactive, engaging, and student-centered learning environments. This research employed a quasi-experimental design with a non-equivalent control group involving two intact classes of tenth-grade students. The experimental group received grammar instruction through Wordwall-based DGBL activities, while the control group was taught using conventional teaching methods. Data were collected through pre-tests and post-tests to measure students’ grammar achievement. The results were analyzed using statistical procedures to determine the effectiveness of the treatment. The findings indicate that students in the experimental group showed significantly higher improvement in grammar performance compared to those in the control group. This suggests that the implementation of DGBL, particularly through Wordwall, can effectively enhance students’ understanding and retention of grammatical structures. Furthermore, the study highlights that DGBL not only improves cognitive outcomes but also increases students’ motivation and engagement in learning English. Therefore, it is recommended that English teachers integrate digital game-based platforms into classroom instruction to create more interactive and meaningful learning experiences.
Facilitating EFL Speaking Skills through an English Club: Evidence from the TBI Millennial English Club Rina Ritsna Gisma; Sahril Nur; Sultan Baa
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.322

Abstract

This study investigates the role of the TBI Millennial English Club in supporting students’ speaking skill development through nonformal English learning activities. Although speaking skills are essential for effective communication, many EFL learners have limited opportunities for authentic oral practice in formal classroom settings. This research aims to explore how structured English club activities facilitate students’ speaking performance, engagement, and confidence. Using a qualitative descriptive design, data were collected through direct observations of weekly club meetings and analysis of supporting documentation. The observations focused on student participation, types of speaking activities, facilitator–learner interactions, and the affective environment created during the sessions. The findings reveal three major contributions of the English club: (1) it provides consistent opportunities for authentic and meaningful speaking practice through activities such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a crucial role in scaffolding learning by offering guidance, modeling target language use, and giving immediate, constructive feedback; and (3) the club fosters a supportive and motivating environment that reduces speaking anxiety and increases students’ confidence and willingness to communicate. Overall, the study concludes that the TBI Millennial English Club serves as an effective supplementary learning space that enhances students’ speaking skills and communicative competence. The implications highlight the importance of integrating nonformal speaking programs into EFL settings and providing facilitator training to maximise learning outcomes.
Co-Authors A. Nur Ismi A. Nur Wafiq Azizah A.Muliyana A.Azis Abduh, Amirullah Abdul Karim Abdul Karim Abdullah Abdullah Abdullah Abdullah Aderlaepe Aderlaepe Amalia Zatil Riski Andi Fitri Rahmasari M Andi Nurfadillah Hamzah Anugrah Irsan Anugrah Puspita Ayu Aqzhariady Khartha Arnanda Cahyani Anton Azizah Hairunniza Baso Ahmad Khaeruddin Baso Jabu, Baso Chairil Anwar Korompot Chuzaimah Dian Ayu Dian Fera Pratiwi Fatimah Hidayahni Amin Fatmawati Fentry Hernaningsi Ruing Ferawati Ferawati Fitri Radhiyani Geminastiti Sakkir Haryanto Atmowardoyo Hikma Hikma Ikrar Ikrar Iskandar Iskandar Iskandar Sulaiman Istiqamah Istiqamah Kisman Salija Korompot, Chairil Anwar Kukuh Aldi Rizky Lisa Novita Sari Lutfiah Nur Athifah Maemuna Muhayyang Mansyur Mansyur Mansyur Mansyur Mardiyanah Nasta Mohammad Rafi’i Mohammad Sata Muftihaturahmah Burhamzah Muh. Al Fachrizah Fitra Muh. Tahir Muhammad Alauddin Nur Muhammad Asfah Rahman Muhammad Irham Muhammad Tahir Muliati Muliati Murni Mahmud Nandha Amelya Nur Aeni Nur Fidya Hendra Nur Ima Nur Indrawati Nawir Nur Lindawati Nurdin Noni Nurhasina Nurhasina Nurjihan Nabilah Noor Nurul Fadhilah Gazali Nurul Maghfirah Nurul Maghfirah Nurul Ramadhani Nurwandi Nurwandi Rahmi Aulia Amir Rina Ritsna Gisma Rina Ritsna Gisma Robertus Ruben Robertus Ruben Sahril Nur Samtidar Samtidar Samtidar Samtidar Siti Humairah Noor Azizah Sri Putri Ramadhani Sumarni Syarifah Farahdiba Syarifuddin Dollah Syarifuddin Dollah Titi Damayanti Ulvah Sari Wahdaniah Wahdaniah Wahyuddin Wahyuddin Wahyudin Madil Waode Ade Sarasmita Uke Yunitari Mustikawati