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All Journal ELT Worldwide: Journal of English Language Teaching EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities Klasikal: Journal of Education, Language Teaching and Science ARRUS Journal of Social Sciences and Humanities JTechLP JoEELE Tamaddun 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 INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat)
Munir Munir
Universitas Negeri Makassar
Religion Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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STRATEGIES IN TEACHING READING COMPREHENSION: LISTEN-READ-DISCUSS AND CONTEXTUAL REDEFINITION IN INSTRUCTING READING UNDERSTANDING Lilih Insyirah; Murni Mahmud; Munir Munir; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1295

Abstract

This study compared the effectiveness of the Contextual Redefinition Strategy (CRS) and the Listen-Read-Discuss (LRD) strategy in improving students’ reading comprehension of narrative texts. Conducted at SMKN 2 Selayar with X TKJ as experimental class 1 (CRS) and X TKR as experimental class 2 (LRD), the research employed quantitative analysis using paired and independent sample t-tests with SPSS 23. The results showed a significant difference in reading comprehension between the two groups, with CRS demonstrating greater effectiveness (Sig. = 0.000 < 0.05). CRS supported vocabulary acquisition and encouraged contextual prediction, leading to deeper understanding. In contrast, while LRD promoted active participation, it lacked explicit vocabulary instruction, which may have limited its impact. These findings align with prior studies, confirming that CRS is more effective in enhancing reading comprehension, particularly due to its focus on vocabulary development and contextual learning.
Pedagogical Approaches For Intercultural Awareness: A Qualitative Inquiry Into EFL Teaching Practice In Bima Hadijah Hadijah; Syarifuddin Dollah; Munir Munir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.48787

Abstract

Intercultural awareness is becoming important in English as a Foreign Language (EFL) teaching, especially students will interact with people from different cultural backgrounds in the future. However, This gap can be understood through the lens of intercultural communicative competence (ICC) proposed by Michael Byram, which emphasizes not only linguistic skills but also attitudes, knowledge, and skills for interpreting and relating across cultures. This study investigates how five EFL teachers in Bima integrate cultural elements into their lessons and challenges in their teaching. A qualitative approach was used, involving classroom observations, interviews, and an analysis of lesson documents. The findings show that teachers do include cultural ideas in their teaching, but these moments are usually brief and not fully developed. Teachers often begin with local cultural to help students understand the cultures from other countries, and they adjust their teaching based on students’ reactions. Despite their efforts, teachers face several difficulties, such as students’ limited exposure to global cultures, strict curriculum requirements, sensitive cultural issues, and a lack of training and appropriate materials. Overall, the study shows that intercultural teaching in Bima is present but it does not consistent or deeply developed. More support, training, and resources are needed to help teachers promote intercultural awareness more effectively.
PELATIHAN PENINGKATAN KOSAKATA BAHASA INGGRIS MELALUI ENGLISH MEETING CLUB BERBASIS REWARD AND PUNISHMENT PADA SISWA SMPN 21 MAKASSAR Fauzia Awalia; Chaerul Fadlan Saud; Munir Munir; Hasriani G Hasriani G; Chairil Anwar Korompot; Muhammad Akram Mahardika Kaharuddin; Nur Amalia; Yulia Amanda Putri; Rezki Amelia
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat penguasaan kosakata bahasa Inggris siswa kelas VIII.A SMPN 21 Makassar melalui kegiatan English Meeting Club yang didukung dengan strategi reward dan punishment. Program ini dirancang sebagai respons praktis terhadap keterbatasan penguasaan kosakata siswa, khususnya dalam memahami dan menggunakan adjective dan noun. Kegiatan dilaksanakan melalui tahapan identifikasi kebutuhan, penyusunan materi kosakata, pemberian penjelasan terbimbing, permainan edukatif berbasis kelompok, pemberian reward, punishment edukatif, serta refleksi akhir. Permainan Scrambled Word digunakan untuk memperkenalkan dan memperkuat adjective, sedangkan Snakes Word digunakan untuk membantu siswa mengidentifikasi noun dalam situasi belajar yang lebih aktif dan menyenangkan. Hasil pelaksanaan menunjukkan bahwa siswa menjadi lebih terlibat dalam kegiatan pembelajaran, lebih aktif berpartisipasi dalam kerja kelompok, serta lebih percaya diri dalam mengingat dan menggunakan kosakata yang diperkenalkan selama kegiatan berlangsung. Reward berfungsi sebagai bentuk apresiasi terhadap partisipasi aktif siswa, sedangkan punishment edukatif mendorong tanggung jawab dan refleksi tanpa menurunkan motivasi belajar siswa. Kegiatan pengabdian ini menunjukkan bahwa English Meeting Club dapat digunakan sebagai alternatif kegiatan pembelajaran untuk mendukung praktik penguasaan kosakata siswa sekolah menengah pertama.
The Challenges and Strategies Used by EFL Teachers in Teaching Reading Comprehension Andi Triandini Ramadhani Irving; Syarifuddin Dollah; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79470

Abstract

This research aims to explore the challenges faced by English as a Foreign Language (EFL) teachers and the strategies they implement in teaching reading comprehension at MAS As’adiyah Puteri Pusat Sengkang. The research is grounded in the context of a semi-urban religious-based school where students generally have low exposure to English outside the classroom, limited vocabulary mastery, and low reading motivation. This research employed a descriptive qualitative approach, with data collected through classroom observation, in-depth interviews, and document analysis. The research involved two English teachers as key participants who regularly teach reading comprehension. The findings indicate four major challenges: (1) diverse student abilities, (2) lack of vocabulary mastery, (3) low student motivation and reading interest, and (4) time constraints. To address these issues, the teachers applied various strategies including (1) cognitive strategies (skimming, scanning, summarizing), (2) reciprocal teaching, (3) pre-reading strategies (activating prior knowledge), (4) independent reading, and (5) multimodal reading strategy. In conclusion, despite the multiple challenges in teaching reading comprehension in EFL classrooms, the application of appropriate, adaptive, and context-sensitive strategies can significantly enhance students’ reading ability and engagement in the learning process.Keywords: challenges, strategies, EFL teachers, reading comprehension
Improving Students' Vocabulary by Using the Cake Application at Senior High School 9 Makassar Firman Saputra Sattuang; Haryanto Haryanto; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79498

Abstract

This study aims to improve the vocabulary of grade students of SMA Negeri 9 Makassar. This study uses a pre-experimental design with a quantitative approach. The study population was 36 grade X.3 students of SMA Negeri 9 Makassar. Data collection techniques used were pre-test, treatment, and post-test. The statistical results of the students' average scores increased significantly from 74.72 in the pre-test to 91.39 in the post-test. The t-test results showed a significant difference before and after treatment, with a significance value of 0.000. These results support the use of the cake application to improve students' vocabulary in English learning.Keywords: Vocabulary, Cake Application, Learning Media.
The Use of Truth or Dare Games in Teaching Students' Speaking Ability at Senior High School Afiqah Muflihah; Munir Munir; Muhammad Tahir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83010

Abstract

Afiqah Muflihah, 2025. The Use of Truth or Dare Game in Teaching Students' Speaking Ability at Senior High School. A Thesis. English Department, Faculty of Languages and Literature. Universitas Negeri Makassar. (Supervised by Mr. Munir and Mr. Muh. Tahir). This study aims to determine the use of truth or dare game in teaching students' speaking ability at senior high school. The method used was quantitative with a pre-experimental research design with a sample 30 students of class XI MIPA 1. In obtaining data, the researcher used pretest and posttest as instruments. Result of the data analysis showed that by using Truth or Dare Game, students' speaking ability increased. This is evidenced by the t-test value wich is smaller than P (0.001 <0.05), which means that H0 in this study is rejected and H1 is accepted. So, it concluded that the use of Truth or Dare Game is effective in increasing the speaking ability of class XI MIPA 1 students at SMAN 1 Luwu.Keywords: Students' Speaking Ability, Truth or Dare Game
THE USE OF TEAM GAME TOURNAMENT (TGT) STRATEGY IN TEACHING VOCABULARY Syamsinar Syamsinar; Syarifuddin Dollah; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85422

Abstract

 The purpose of this study was to ascertain whether or not students' vocabulary is considerably enhanced by the Team Game Tournament (TGT) technique. The pre-experimental design with a single group pre-test and post-test was used by the researcher. Fifteen eleventh-grade students from SMK Putra Bangsa Bulukumba participated in this study. They were selected using cluster sampling techniques. A vocabulary exam served as the research tool. Using the significance test method, the pre-test and post-test results utilizing the Team Game Tournament (TGT) strategy to enhance students' vocabulary revealed that the t-test value was less than P (0.000 < 0.05). Consequently, the accepted one was the alternative hypothesis (H1), and the rejected one was the null hypothesis (H0). After analyzing the N-Gain value, the result indicated that using the TGT strategy was classified as good. In conclusion, using the TGT strategy effectively enhances students' vocabulary, particularly in understanding meaning, spelling, pronunciation, word classes, and word use. Keywords: Team Game Tournament Strategy, Vocabulary Learning. 
The Use of Effective Questioning Types on Students Critical Reading Skills Ayra Zalikha Munir; Munir Munir; Chairil Anwar Korompot
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83004

Abstract

This research aimed to investigate the use of effective questioning types on students’ critical reading skills. Motivated by the lack of student engagement in reading tasks and the difficulty students face in higher-order comprehension, this study implemented a framework of structured questions—analytical, evaluative, interpretive, inferential, and synthetic—to enhance critical reading. A pre-experimental design was employed using a one-group pre-test and post-test format. Thirty-two tenth-grade students from SMK Negeri 10 Makassar participated in the study. The findings showed a statistically significant improvement in students’ performance following the treatment. The mean score increased from 57.06 in the pre-test to 64.22 in the post-test. Score distribution also shifted notably, with 41% of students reaching the “Very Good” category and only 9% remaining in the “Requiring Guidance” classification, compared to 66% before the treatment. The Wilcoxon Signed-Rank Test yielded a Z-value of -4.795 and a significance level of p < .001, confirming that the improvement was not due to chance. These findings suggest that effective questioning types promoted students’ higher-order thinking and engagement with texts. This study contributes to the growing body of research on reading pedagogy by addressing the gap in literature concerning the use of targeted questioning types in critical reading instruction. Future research may explore the comparative effectiveness of each questioning type and incorporate qualitative data to gain deeper insights into student responses. The implications of this study suggest that structured questioning can be a powerful tool in helping students think more deeply and critically. It shows that when students are guided with the right types of questions, they are more likely to reflect, analyze, and make meaningful connections with the texts they read. This approach could help improve the way reading is taught, especially in EFL classrooms, by encouraging more active and thoughtful learning.Keywords: effective questioning types, critical reading, higher-order thinking, EFL, reading comprehension
USING E-BOOKS TO IMPROVE ENGLISH READING COMPREHENSION OF SECONDARY SCHOOL STUDENTS Rahmatillah Rahmatillah; Syarifuddin Dollah; Munir Munir
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85412

Abstract

This study, conducted on 30 eighth grade students at SMP Negeri 27 Makassar using a pre-experimental one-group pretest-posttest design, aimed to evaluate the effectiveness of e-books in improving English reading comprehension and gauge student interest in the digital medium. The results showed that e-books were highly effective. Students' reading comprehension scores saw a statistically significant increase (significance value of 0.000), rising sharply from a "Very Poor" average of 47.67 to a "Good" average of 85.67. This 38-point gain resulted in a high N-Gain score of 0.72. Furthermore, the interest questionnaire revealed that students were highly engaged, with the majority reporting moderate to high interest in using e-books. Overall, the findings confirm that e-books are an effective teaching tool that successfully improves reading skills while simultaneously boosting student interest in English language learning.Keywords: e-book, reading comprehension, student interest, digital learning, English Stories app
Exploring Students' Perspective about Lectures' teaching strategy to enhance Students' WTC in EFL Classroom Mega Syafitri; Amra Ariyani; Munir Munir
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.v8i2.45001

Abstract

This study explores the factors influencing students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL) classrooms and examines teaching strategies that can effectively foster this willingness. Using a qualitative descriptive method, the research was conducted at an EFL Classroom in Indonesia, through classroom observations and in-depth interviews with selected EFL students. The study applies Macintyre et al.’s (1998) heuristic model of WTC as its theoretical foundation. The findings reveal that students’ WTC is shaped by a dynamic interaction of internal, social, and instructional factors. Internally, communicative self-confidence, anxiety levels, and motivation (both instrumental and integrative) played a significant role. Socially, peer support, classroom atmosphere, and fear of negative evaluation were identified as crucial influences. The flexible use of both Bahasa Indonesia and English also helped reduce anxiety and increase participation. Pedagogically, students responded more positively to interactive strategies compared to traditional lectures. Approaches such as cooperative learning, problem-based learning, and project-based learning were found to be the most effective in encouraging active communication, critical thinking, and collaboration. Overall, this research emphasizes that WTC is not fixed, but rather influenced by contextual and emotional readiness. Teachers are encouraged to implement student-centred and emotionally supportive strategies to create a classroom environment where learners feel confident to speak.
Co-Authors A. Muliati Abdullah Abdullah Abdullah Achmad Chrisbianto Sachran Adi F Mahmud, Adi F Afiqah Muflihah Ahmad Syaifullah Akbar Maulana Alya Zalsabila Alya Zalsabila Alyarosali Alyarosali Amra Ariyani Amra Ariyani Ananda Salsabilah Ramadhani Andi Ainun Andi Raihanah Fatihah Akbarullah Puli Andi Triandini Ramadhani Irving Anggi Oktavia Nur HS Asfah Rahman Asmi Asmi Ayra Zalikha Munir Baso Jabu Baso Jabu, Baso Chaerul Fadlan Saud Dinda Dinda Fani Apriliani Fauzia Awalia Firman Saputra Sattuang Fitriyani Bakri Geminastiti Sakkir Hadijah Hadijah Haikal Afdal Ramadhan Haryanto Atmowardoyo Haryanto Haryanto Hasriani G Hijrah Tul Muntaha Husniah S Isra Alvionita Jumriah Rusdi Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra Lilih Insyirah Lisna Wati Maemuna Muhayyang Mardiyanah Nasta Mega Syafitri Mudinillah, Adam Muh Tahir Muh Tahir Muh. Tahir Muhammad Akram Mahardika Kaharuddin Muhammad Asfah Rahman Muhammad Nurul Multazam Muhammad Tahir Muliati, Muliati Murni Mahmud Murni Mahmud Nur Aeni Nur Amalia Nurdin Noni Nurdin Noni Nurdin Noni Nurhidayana Wandasari Nurinayah Magfirah Rahmatillah Rahmatillah Rahmawati Rau Rezki Amelia Riny Anggraeni Ali Riola Hya Nur Rizqa Amaliah Ryan Agung Kurnia Ryan Agung Kurnia Sitti Kurnia Aziz Sitti Rahmawati Rau Solly Aryza Sri Yulianti B St. Fajriana Tahir Suciati Faisal Sudarwinoto Sudarwinoto Suhesty Suhesty Sukardi Weda, Sukardi Suriama Yaman Syamsinar Syamsinar Syarifah Faradiba Syarifah Farahdiba Syarifuddin Dollah Syauqiyah Awaliyah Alfiani Nur Windamayanti Windamayanti Wulan Nia Umroh Yulia Amanda Putri Yulianti Yunus