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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 JOLLT Journal of Languages and Language Teaching 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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The Effect of Using Short Stories on Students’ English Reading Comprehension Fani Apriliani; Nurdin Noni; Munir Munir
Journal of Excellence in English Language Education Vol 5, No 1, January (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.v5i1, January.82893

Abstract

This study aimed to determine the effect of using short stories on students’ reading comprehension. A quantitative method with a pre-experimental design was used, involving 30 eighth-grade students selected through random sampling. A reading test based on short stories was administered to assess five comprehension indicators: main idea, detailed information, inference, vocabulary, and reference. A pre-test was conducted to measure students’ initial abilities, followed by a treatment through short story-based instruction, and a post-test was conducted to measure improvement. The average pre-test score was 52.86, while the post-test average increased to 76.16. A paired sample t-test showed a significant difference (p = 0.000 < 0.05), indicating that the treatment had a positive effect. Among all indicators, the most notable improvement was in reference (from 46.67% to 90%), followed by vocabulary (from 55% to 84%). These results suggest that short stories effectively support the development of students’ reading comprehension, especially in helping them identify references and understand vocabulary in context. Overall, the use of short stories not only improved comprehension scores but also contributed to more consistent performance among students. Therefore, short stories can be considered a beneficial tool in teaching reading comprehension to eighth-grade students at SMPN 26 Makassar.
Unlocking Students’ Reading Power: Teacher Strategies and Pedagogical Challenges in EFL Classrooms Munir Munir
Journal of Excellence in English Language Education Vol 5, No 2, April (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.v5i2, April.84060

Abstract

This study examines instructional strategies employed by an English teacher to enhance students’ reading comprehension in an Indonesian junior high school context, alongside the challenges encountered during implementation. Guided by two research questions: (1) What strategies are used to improve students’ reading comprehension? and (2) What challenges are faced by the teacher? This study adopts a descriptive qualitative design. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings reveal the implementation of three primary strategies: Question–Answer Relationship (QAR), scaffolding, and think-aloud protocols. These strategies facilitate comprehension by promoting text engagement, metacognitive awareness, and structured support. However, two major challenges persist: low student motivation and insufficient foundational English proficiency. The study highlights the critical role of adaptive pedagogy and strategic intervention in addressing these constraints. This research contributes to EFL pedagogy by demonstrating how strategy integration can improve reading comprehension while also emphasizing the importance of addressing affective and linguistic barriers in classroom practice.
TEACHING DESCRIPTIVE TEXT IN AN INDONESIAN EFL CONTEXT: TEACHER STRATEGIES AND CLASSROOM CHALLENGES Dhiya Salsabila; Munir Munir; Chaerul Fadlan Saud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (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.v5i3.89091

Abstract

This study aimed to explore the strategies used by an English teacher in teaching descriptive text and the challenges encountered during their implementation at SMA IT Al-Ishlah Maros. Employing a descriptive qualitative design, the study involved one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings revealed that the teacher integrated the Genre-Based Approach (GBA) and Discovery Learning, supported by modeling, scaffolding, collaborative learning, and visual media to facilitate students’ understanding of descriptive text. Despite these strategies, the teacher encountered several challenges, including students’ low motivation, limited vocabulary, grammatical difficulties, mixed-ability classrooms, and limited instructional time. The study concludes that integrating structured and student-centered approaches can effectively support the teaching of descriptive text while highlighting the importance of teachers’ pedagogical flexibility in responding to diverse classroom needs. The findings provide practical insights for English teachers seeking to improve descriptive writing instruction in similar EFL contexts.Keywords: Descriptive text, Discovery Learning, Genre-Based Approach, Teacher Strategies, Writing instruction.
KAHOOT! AS AN ALTERNATIVE ASSESSMENT IN ELT: TEACHER PERCEPTION Aminullah Ismail; Munir Munir; Ryan Rayhana Sofyan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (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.v5i3.89087

Abstract

This study aimed to investigate teachers' perceptions of the use of Kahoot as an alternative assessment in English language teaching and to explore the challenges encountered during its implementation. This study employed a descriptive qualitative research design involving two English teachers at CORE English School, Makassar. The data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the teachers had positive perceptions of Kahoot as an alternative assessment, reflected in the cognitive, affective, and conative aspects. Cognitively, the teachers perceived Kahoot as an interactive learning medium and an assessment tool that supports formative assessment. Affectively, they expressed positive attitudes because Kahoot enhanced students' engagement, motivation, and enthusiasm during the learning process. Conatively, they consistently integrated Kahoot into their assessment practices while adapting its use to learning objectives and students' needs. The study also identified several challenges, including unstable internet connectivity, limited availability of digital devices, and limitations in assessing productive language skills. Overall, Kahoot was perceived as an effective alternative assessment that supports formative assessment, promotes students' engagement, and complements assessment practices in English language teaching.Keywords: alternative assessment, English language teaching, Kahoot!, teacher perception.
TEACHER PERCEPTIONS OF THE PROJECT BASED LEARNING IN SPEAKING CLASS Walhidayah Walhidayah; Muhammad Tahir; Munir Munir; La Sunra; Nur Aeni
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (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.v7i3.1692

Abstract

This study explores teachers’ perceptions of implementing Project-Based Learning (PJBL) in ninth-grade speaking classes. As speaking skills are essential for effective communication and academic success, innovative teaching methods like PJBL are increasingly viewed as strategies to enhance student engagement and learning outcomes. Through qualitative methods, including semi-structured interviews and classroom observations, this research investigates how teachers perceive the effectiveness, challenges, and benefits of using PJBL in speaking instruction. The findings reveal that teachers generally hold both positive and negative perceptions of PJBL. They appreciate its ability to improve student motivation, collaboration, and speaking fluency, while also identifying practical challenges such as time constraints, differing student proficiency levels, and limited teacher training. The study concludes that PJBL holds significant promise for improving students’ speaking skills in junior high schools, yet its success relies on systemic support, sufficient resources, and continuous teacher professional development.
Associations Among Reading-Log-Based Digital Reading Frequency, Academic Orientation, and EFL Students’ Reading Comprehension Julia Wafiq Azizah; Munir Munir; Auliyanti Sahril Nurfadhilah
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.21602

Abstract

Frequent access to digital texts does not reveal how often EFL students sustain English reading or whether their reading serves academic purposes. This study examined two reading-log indicators of Digital Reading Frequency (DRF) and Academic Digital Reading Orientation (ADRO) in relation to Reading Comprehension (RC) among EFL students. Using a quantitative correlational design, 116 of 122 initial participants were retained after recording at least three valid English digital reading sessions during a four-week self-reported log; a valid session lasted at least 10 minutes. ADRO was calculated as each student’s proportion of valid sessions classified as academically oriented based on text type, stated reading purpose, and title or brief description. RC was measured using a researcher-developed 30-item test that was pilot-tested with 37 students outside the main sample and showed high reliability (α = .923). Descriptive statistics, Spearman’s rho, and multiple linear regression were used. Students recorded a mean of 6.50 valid sessions over four weeks, while the mean student-level ADRO score was .3794. DRF (ρ = .455, p < .001) and ADRO (ρ = .377, p < .001) were both positively associated with RC. The regression model explained 35.4% of the observed variance (R² = .354), with both DRF (β = .430, p < .001) and ADRO (β = .392, p < .001) remaining independently significant. These relationships are associative rather than causal. The findings suggest that both regular English digital reading and academically purposeful text selection may deserve instructional attention, but neither should be interpreted as a tested intervention.
Facilitating Students’ Engagement through Interactive Educational Technology (Genially) Afnimelda Afnimelda; Munir Munir; Syarifah farahdiba
Journal of Excellence in English Language Education Vol 5, No 4, October (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.v5i4, October.89955

Abstract

This study aimed to examine whether the use of Genially as an interactive educational technology enhanced students' engagement in English learning. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants consisted of 74 eighth-grade students of SMP Negeri 30 Makassar, selected using cluster random sampling. Data were collected using a student engagement questionnaire administered before and after the intervention and analyzed using descriptive and inferential statistics. The Wilcoxon Signed-Rank Test revealed significant differences between the pre-questionnaire and post-questionnaire scores within each group, while the Mann–Whitney U Test indicated a significant difference between the experimental and control groups (p = .004). The descriptive analysis showed that behavioral and emotional engagement in the experimental group were categorized as high, whereas cognitive engagement was categorized as moderate. Overall, the findings indicate that the use of Genially significantly enhanced students' engagement in English learning.
Academic Digital Reading Frequency and Orientation and Their Associations with EFL Students’ Reading Comprehension Munir Munir; Chaerul Fadlan Saud; Abdul Karim
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.90222

Abstract

Frequent access to digital texts does not necessarily indicate academically oriented reading or stronger comprehension. This study examined the separate and joint associations of logged digital reading frequency and academic digital reading orientation with reading comprehension among Indonesian EFL undergraduates. A quantitative correlational design involved 116 English Education students at Universitas Negeri Makassar, retained from 122 recruits after screening. Measures comprised a four-week self-reported reading log, an academic-orientation coding rubric, and a researcher-developed 30-item comprehension test. Students logged a mean of 6.50 qualifying English digital reading sessions; the mean participant-level academic-session proportion was 37.94%. Reading comprehension was positively associated with frequency (Spearman’s ρ = .455, p < .001) and academic orientation (ρ = .377, p < .001). The two-predictor regression was significant, F (2,113) = 30.925, p < .001, accounting for 35.4% of observed score variance. These findings identify complementary associations within the selected sample, rather than causal effects of changing reading habits. Session-linked logs may support more specific descriptions of digital reading, although self-report, coding uncertainty, restricted sampling, and unmeasured proficiency and motivation limit interpretation. Guided reading activities warrant further evaluation rather than being regarded as interventions validated by this study.
Co-Authors A. Muliati Abdul Karim Abdullah Abdullah Abdullah Achmad Chrisbianto Sachran Adi F Mahmud, Adi F Afiqah Muflihah Afnimelda Afnimelda Ahmad Syaifullah Akbar Maulana Alya Zalsabila Alya Zalsabila Alyarosali Alyarosali Aminullah Ismail 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 Auliyanti Sahril Nurfadhilah Ayra Zalikha Munir Baso Jabu Baso Jabu, Baso Chaerul Fadlan Saud Dhiya Salsabila 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 Julia Wafiq Azizah Jumriah Rusdi Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra 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 Muhammad Tahir Muliati, Muliati Murni Mahmud Murni Mahmud Nur Aeni 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 Ryan Rayhana Sofyan Sitti Kurnia Aziz Sitti Rahmawati Rau 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 Walhidayah Walhidayah Windamayanti Windamayanti Wulan Nia Umroh Yulia Amanda Putri Yulianti Yunus