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All Journal JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PEDAGOGIC: Indonesian Journal of Science Education and Technology International Journal of Language, Education, and Literature (IJLEL)
Muh. Tahir
Universitas Negeri Makassar
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Stimulating Students to Speak English Using Oral Games Group Discussion Sri Fausyia; Andi Muliati; Muh. Tahir
Journal of Excellence in English Language Education Vol 1, No 3, July (2022): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

The purpose of this study was to find out whether group discussion of oral games improved students' speaking skills. This research was conducted at SMAN 2 Pangkep. The population in this study were students of SMAN 2 Pangkep with samples selected using a simple random sampling technique. The instrument used in this study was a speaking test which was given as a pre-test and post-test. Based on the results of the average score, the researchers found that the use of the technique of describing pictures in stimulating students to speak English using group discussions of oral games could stimulate students to actively speak. This is evidenced by the post-test results which are higher than the pre-test results (25.83 > 53.89). Then, the researcher concluded that describing pictures can stimulate students to speak English by using group discussions of oral games.
Learning the Simple Past Tense in Narrative Texts: A Study of the Difficulties Experienced by Year 11 High School Students Andi Endah Pratiwi; Chairil Anwar Korompot; Muh. Tahir
Journal of Excellence in English Language Education Vol 1, No 2, April (2022): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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This research was conducted to investigate the difficulties experienced by year 11 high school students at SMA Negeri 3 Makassar. The purpose of this study was to describe the difficulties faced by the students in learning the simple past tense in narrative text, the factors that cause the students' difficulties, and students' and teachers' efforts in solving the issues. This research used a descriptive qualitative approach in the form of a case study. The subject of this study was the 11-year social science students, including five males and four females. In this study, data was gathered through interviews and class observations. The results of this study indicate that there are four difficulties faced by the students in learning the simple past tense through the narrative text, such as difficulties in memorizing irregular verbs, having a lack of vocabulary, do not comprehend the teacher's directions, and students are still unsure about how to utilize the present and past tense. These difficulties are caused by several factors, internal and external factors. The internal factors are mind block, interest, lack of motivation, and anxiety while the external factors are game addiction, family, social environment, and facility. All the challenges and their underlying causes may be resolved with the students' intention and efforts.
The Effect of Vocabulary Mastery on Students’ Reading Comprehension Nur Rahmah; Muh. Tahir; Ahmad Talib
Journal of Excellence in English Language Education Vol 2, No 1, January (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

This study aims to decide the impact of vocabulary mastery on the reading comprehension of junior high school students. This study utilized a quantitative strategy with simple linear regression analysis. This research data was collected through a test consisting of vocabulary mastery and reading comprehension. The sample of the research was determined using random sampling. There are 59 students from SMP Negeri 2 Pangkajene and 16 students from SMP Negeri 4 Pangkajene. The aftereffects of this study show that there is an impact of vocabulary mastery on students’ reading comprehension. It is clear from the consequences of the computation of the correlation (R) is 0.573 with a coefficient of determination (R Square) of 0.329 which infers that the impact of the independent variable (vocabulary mastery) on the dependent variable (reading comprehension) was 32.9%. This shows that i 0.000 < 0.05. The conclusion is (Ho) is dismissed and (Ha) is acknowledged.
Students Vocabulary Mastery Based on Their Learning Style: Visual, Auditory and Kinesthetic Lili Suryani; Sahril Nur; Muh. Tahir
Journal of Excellence in English Language Education Vol 2, No 1, January (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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The objective of this research was to find out significant the differences in students’ vocabulary mastery based on their learning style. This research employed a descriptive qualitative method. The subject of this research was seven-grade students of SMPN 4 Patampanua which consisted of 30 students who were taken by using simple random sampling. The instruments in collecting the data were a questionnaire and a test. The data obtained through the questionnaire was to see students’ learning styles and data from the test was to see students’ vocabulary scores. The research used SPSS to get appropriate data. Based on the research findings, the result showed F-value (F˳) is lower than F-table (Ft), (F˳ < F table). Further, the p-value is greater than alpha (ɑ), (p-value > 0.05). As a result, H˳ is accepted if F-value (F˳) < F-table (Ft) and probability significant (sig.) value > 0.05. Therefore, it can be concluded that there is no significant difference in students’ vocabulary mastery based on their learning styles.
Improving Students' Speaking Skills through Debate Technique at SMA IT Wahdah Islamiyah Makassar Mumin Mumin; Muh. Tahir; Fauzan Hari Sudding Sally
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.82897

Abstract

This study evaluates the impact of the Debate technique on enhancing the speaking skills of students, specifically in vocabulary, pronunciation, and fluency. Conducted at SMA IT Wahdah Islamiyah Makassar, the research employed a pre-experimental design with a one-group pre-test and post-test setup, involving 20 students from Class XI.2 selected via cluster random sampling. Data were gathered through speaking tests administered before and after the intervention, with the Debate technique applied over four sessions. Data analysis revealed a significant improvement in speaking skills, with the mean score rising from 63 in the pre-test to 77 in the post-test, a 22% improvement. The t-test yielded a significance value of 0.000 (<0.05), confirming the effectiveness of the Debate technique. Notable improvements included vocabulary (24%), pronunciation (24%), and fluency (19%). Thus, the Debate technique is an effective approach for enhancing speaking skills among students at SMA IT Wahdah Islamiyah Makassar.
Students’ Perceptions of AI Integration in EFL Writing: A Case Study of ChatGPT and Grammarly Use Indra Hidayat; Muh. Tahir; Muh. Miftah Fauzan
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.89948

Abstract

This study examines how English Education students perceive the integration of artificial intelligence tools, specifically ChatGPT and Grammarly, into their EFL writing practice. The researcher used a qualitative case study design and interviewed ten students at Universitas Negeri Makassar. These participants were selected purposively, on the basis that they already used AI regularly for their writing assignments, and the interviews themselves were semi-structured. Coding proceeded in three stages, open, axial, and selective, and four themes emerged from that process. AI serves as a helpful tool for technical writing tasks. Students pick up these tools mainly through watching classmates, not through formal teaching. Extrinsic motivations, speed, accuracy, grades, push most of the usage. And lecturers do warn students about over-reliance, though that warning rarely changes actual behavior. Participants spoke well of AI's help with paraphrasing, grammar, translation, vocabulary, and paragraph structuring. But how they learned to use it matters here: self-exploration and peer observation carried the weight, not instruction. Motivation followed the same shape, since most students cared about finishing quickly and getting a good grade rather than growing as writers. Lecturer warnings about dependence were common too, yet these cautions mostly failed to produce more critical or self-regulated use among students. The gap this leaves is between technical appreciation and deeper cognitive engagement. Students recognize what AI can do for them mechanically, but that recognition doesn't stretch into using these tools to think harder or better. EFL writing courses seem to be missing structured instruction in AI literacy, and the findings here suggest that gap needs closing.
Co-Authors Abdul Halim Ahmad Talib Andi Endah Pratiwi Andi Muliati Annisa Chairunnisa Fauzan Hari Sudding Sally Ficha Fahala Indra Hidayat Korompot, Chairil Anwar La Sunra Lili Suryani Maemuna Muhayyang Mudinillah, Adam Muh. Miftah Fauzan Mumin Mumin Munir Munir Nur Indrawati Nawir Nur Syachruni Ramadhani Nurdin Noni Nurul Maulidiyah Sulham Rini Isnaeni Sakkir Rizqa Amaliah Ryan Rayhana Sofyan Sahril Nur Sri Fausyia St. Sarah Al-Azhari Sultan Baa Tis’ah Mukarramah Khaerunnisa Tutty Tazkiyah Umar