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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science International Journal of Humanities and Innovation (IJHI) 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
Co-Authors A. Nur Ismi A. Nur Wafiq Azizah A.Muliyana A.Azis Abduh, Amirullah Abdul Karim Abdul Karim 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 Dian Ayu Fatimah Hidayahni Amin Fentry Hernaningsi Ruing Ferawati Ferawati Fitri Radhiyani Haryanto Atmowardoyo Ikrar Ikrar Iskandar Iskandar Istiqamah Istiqamah Kisman Salija Korompot, Chairil Anwar Lutfiah Nur Athifah Maemuna Muhayyang Mansyur Mansyur Mansyur Mansyur Mardiyanah Nasta Muh. Tahir Muhammad Alauddin Nur Muhammad Asfah Rahman Muhammad Irham Muhammad Tahir Muliati Muliati Murni Mahmud Nandha Amelya Nur Fidya Hendra 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 Sahril Nur Samtidar Samtidar Samtidar Samtidar Siti Humairah Noor Azizah Sri Putri Ramadhani Syarifah Farahdiba Syarifuddin Dollah Syarifuddin Dollah Titi Damayanti Wahdaniah Wahdaniah Wahyuddin Wahyuddin Wahyudin Madil Waode Ade Sarasmita Uke