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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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Contextualizing Multicultural Instruction in Indonesian EFL Classrooms: A Qualitative Case Study of Pedagogical Practices in Junior High Schools Mohammad Rafi’i Mohammad Sata; Amirullah Abduh; Sultan Baa
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.10161

Abstract

This study explores how Multicultural Instruction (MI) is implemented in junior high school English classrooms. A pre-observation was conducted to identify whether multicultural elements had been integrated prior to the main observation phase. Using a qualitative case study approach, the research employed observation checklists to examine teacher activities in the classroom across two different schools. The findings reveal that MI has been implemented through five key dimensions: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering classroom culture. However, the depth and mode of implementation vary between the two contexts. In SMPN 1 Tolitoli, MI is enacted through a more experiential, reflective, and student centered approach, where cultural content is deeply contextualized and connected to students’ lived experiences. whereas, SMPN 7 Tolitoli demonstrates a more structured and material-driven approach, emphasizing systematic instruction, guided analysis, and consistent classroom procedures. Despite these differences, both teachers successfully promote intercultural awareness, respect for diversity, and equitable participation. This study highlights that MI implementation is context-dependent and shaped by teachers’ pedagogical orientations, suggesting that both experiential and structured approaches can serve as complementary models in multicultural English language teaching. The findings contribute to the growing body of research on culturally responsive pedagogy by providing empirical insights from Indonesian EFL classrooms.
ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS Muh. Al Fachrizah Fitra; Sultan Baa; Samtidar Samtidar; Yunitari Mustikawati; Ulvah Sari
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

The increasing integration of artificial intelligence (AI)-based digital tools has reshaped English writing instruction, particularly in EFL contexts where students often struggle with idea development, linguistic accuracy, vocabulary use, and textual coherence. This study investigates how Indonesian senior high school students utilize AI-based digital tools in writing English essays, with particular attention to ChatGPT, Grammarly, and DeepL. Employing a qualitative descriptive design, the study analyzed 28 final essays written by twelfth-grade students in the Language Studies major at a public senior high school in Makassar, Indonesia. The essays were examined through thematic analysis using four analytical dimensions: structure and organization, grammar and syntax, vocabulary use, and coherence and cohesion. The findings reveal that AI-based tools contributed most visibly to improved essay organization, lexical expansion, and local textual flow. Students’ essays showed clearer paragraph sequencing, more academic and topic-specific vocabulary, and stronger use of cohesive devices. However, grammatical accuracy and idiomatic control remained uneven, with persistent issues such as tense inconsistency, article errors, translation-like syntax, and mechanical transitions. This study contributes to AI-assisted EFL writing research by offering text-based evidence from an underexplored secondary-school context and by conceptualizing AI support as a multi-tool writing ecology rather than a single technological intervention.
Improving Islamic Senior High School Students’ Speaking Skills Through the Debate Method Lisa Novita Sari; Sultan Baa; Nur Aeni
Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88267

Abstract

This investigation explores the role of the Structured Classroom Debate method in elevating speaking proficiency among students at MAN 4 Bone. Adopting a quantitative pre-experimental design, specifically a one-group pretest-posttest model, the study involved 30 tenth-grade participants. Speaking was evaluated through an oral assessment rubric focusing on fluency, pronunciation, grammar, vocabulary, and argument coherence. Post-intervention analysis demonstrated substantial gains, with mean scores climbing from 42.66 (pretest) to 90.13 (posttest). The N-Gain score reached 0.84, categorized as high effectiveness. A paired samples t-test produced a significance level below 0.001, affirming the statistical validity of the improvements. Notably, every speaking component advanced, with fluency exhibiting the most dramatic increase, followed sequentially by vocabulary, pronunciation, argument clarity, and grammar. These outcomes indicate that debate activities foster greater oral engagement, refined idea structuring, and heightened delivery confidence. Consequently, the Structured Classroom Debate emerges as a highly suitable and impactful technique for advancing speaking abilities in educational settings.
STUDENTS' PERCEPTIONS OF TOTAL PHYSICAL RESPONSE IN LISTENING INSTRUCTION Kukuh Aldi Rizky; Sultan Baa; Geminastiti Sakkir
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): 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.v5i2, July.88217

Abstract

This study explored students' perceptions of the Total Physical Response (TPR) method in listening instruction at SMAN 3 Makassar. Using a qualitative descriptive design, six students were purposively selected from different achievement categories to participate in semi-structured interviews following the implementation of TPR activities. The interview data were analyzed using thematic analysis based on the interactive model of Miles, Huberman, and Saldaña. The results revealed six major themes: enjoyable learning experiences, increased classroom interaction, improved understanding of oral instructions, challenges during implementation, enhanced motivation and confidence, and positive attitudes toward future use of TPR. Students perceived that physical movement helped them connect spoken language with meaning, reduced anxiety, and created a more engaging learning environment. The results suggest that TPR provides substantial affective and pedagogical benefits for listening instruction in EFL classrooms.
The Trend of English as Medium of Instruction in Higher Education: A Systematic Literature Review Sumarni; Sultan Baa; Iskandar Sulaiman
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 | DOI: 10.24256/ideas.v14i1.10376

Abstract

English as a Medium of Instruction (EMI) has expanded rapidly across non-Anglophone universities over the past two decades, yet the research landscape remains theoretically fragmented and methodologically uneven. This systematic literature review (SLR) synthesises empirical and conceptual scholarship on EMI in higher education published between 2013 and 2024. Following PRISMA 2020 guidelines (Page et al., 2021), a structured search across Scopus, Web of Science, ERIC, and Google Scholar yielded 68 peer-reviewed articles after rigorous screening (initial pool: n = 1,847). Thematic synthesis and bibliometric mapping were applied to the final corpus. Five overarching themes were identified: (1) pedagogical challenges and faculty experience; (2) language attitudes and student outcomes; (3) EMI policy implementation gaps; (4) content learning outcomes; and (5) identity, ideology, and power. A clear temporal pattern was observed: pre-2018 studies relied predominantly on perception-based surveys, whereas post-2018 scholarship has shifted toward qualitative, theoretically grounded, and critically oriented designs. The review proposes the EMI Quality Ecosystem (EQE) model — an original integrative framework linking macro-level policy, meso-level institutional governance, and micro-level classroom dynamics. Findings carry implications for EMI policymakers, curriculum designers, teacher educators, and researchers, particularly regarding the need for discipline-specific support structures and linguistically responsive assessment.
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

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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.
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