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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
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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AN ANALYSIS OF THE SPEECH ERRORS UTTERED IN HIHO KIDS YOUTUBE VIDEOS Annisa Chairunnisa; Ahmad Talib; Muh. Tahir
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

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Abstract

This study aimed to find what types of speech errors uttered and investigate the dominant types of speech errors were uttered in HiHo Kids YouTube videos. This research approach was descriptive qualitative. The data sources in this study came from fifteen videos on HiHo Kids YouTube. Data were described based on the theory of Clark and Clark (1977). The results of the research showed that: (1) There were seven types of speech errors based on Clark and Clark’s theory. There were 98 speech errors uttered by 15 videos, consisting of 23 silent pauses, 27 filled pauses, 21 repeats, 1 retraced false start, 3 corrections, 2 stutters, and 21 interjections. (2) The most dominant error was filled pause, which consists of 27 utterances. Based on the results above, it can be concluded that speech errors uttered by the kids were normal because they did not use any script, they spoke spontaneously, and the listener can understand what the speaker said.
Motivasi dan Pencapaian Belajar Grammar Bahasa Inggris Melalui Hipnolearning Bagi Mahasiswa Tahun Pertama Pada Jurusan Bahasa Inggris Abd Halim; Muh. Tahir
Seminar Nasional LP2M UNM SEMNAS 2019 : PROSIDING EDISI 1
Publisher : Seminar Nasional LP2M UNM

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Abstract

This research aims to explore the effectiveness of hypnolearning in learning English grammar and the students’ motivation during learning grammar. This study is an experimental research involving one class of Business English students by using dependent (paired) sample t-test.  The instrument used to collect data were tests of grammar and questionnaires for motivation data. Based on the research results, it was found that there was a significant differences between the mean of the students’ grammar knowledge before and after treatment that’s p-value 0,00 was smaller than significant level 0,05 (5%). This means that the hypnolearning was effective for the students for learning English grammar.  Besides, the students’ motivation in learning grammar during hypnolearning implementation was commonly strong. It may be caused by some factors namely lecturer’s personality, short story usage, visualization and refreshment.
The Students' Problems in the Paragraph Writing Course at Universitas Negeri Makassar Rini Isnaeni Sakkir; Muh. Tahir; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
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/fvvndj45

Abstract

This study investigates the challenges faced by second-year students in the Paragraph Writing course at Universitas Negeri Makassar. The research identifies key difficulties such as understanding course materials, generating ideas, grammar issues, time management struggles, and difficulties with implementing lecturer feedback. The findings offer valuable insights into the specific problems that hinder student success in this course, contributing to the understanding of writing difficulties in an English as a Foreign Language (EFL) context. The study aims to provide a more comprehensive understanding of the problems that students face and seeks to make recommendations for addressing these obstacles.
Reflective Dialogic Assessment: A Narrative Inquiry into Teacher–Student Feedback Journals in Postgraduate ELT Programs Nurul Maulidiyah Sulham; La Sunra; Muh. Tahir
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.6111

Abstract

In college, feedback is no longer seen as just an evaluation tool, but also as part of the learning process that supports students' active involvement in improving their understanding. However, the practice of feedback is still often one-way, causing students to become passive recipients of lecturers' comments. This research aims to explore how reflective dialogical assessment is constructed through a teacher-student feedback journal and how this practice supports reflective learning in graduate ELT programs. This study uses a qualitative approach with a narrative inquiry design. The participants are graduate students enrolled in the Academic Writing course in the English Language Teaching (ELT) program. Data was collected through teacher-student feedback journals, students' written reflections, and responses to lecturer feedback. Data were analyzed using thematic narrative analysis to identify patterns of reflection, student engagement, and dialogical processes during learning. The findings show that dialogical feedback helps students recognize their academic weaknesses, improve reflection, and become more actively involved in revising their academic writing. Additionally, two-way interaction through feedback journals supports a deeper understanding of the academic writing process. This is shows teacher-student feedback journals have the potential to promote more reflective, dialogical, and student-centered learning practices in the context of postgraduate ELT
The Impact of Reflective Self-Assessment Journals on Enhancing Metacognitive in Speaking Classes Tis’ah Mukarramah Khaerunnisa; La Sunra; Muh. Tahir
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5896

Abstract

This study aims to investigate how the use of reflective self-assessment journals influences the development of students' metacognitive awareness in learning English as a Foreign Language (EFL), particularly in speaking skills. This study used a qualitative approach with a classroom-based research design involving eleventh-grade students at a high school in Indonesia. Data were collected through classroom observations, students' reflective journals written in two meetings, and in-depth interviews with eight students. The data were analyzed using thematic analysis through the stages of data reduction, coding, grouping themes, and interpreting patterns of students' metacognitive awareness development based on the data sources obtained. The results of this study indicate that consistent use of reflective journals encourages the development of students' metacognitive awareness, moving from basic awareness to more complex metacognitive regulation. Students are not only able to recognize their errors and thought processes, but also begin to plan speaking strategies, monitor performance, and conduct more critical self-evaluations. These findings indicate that reflective journals serve as an effective tool for developing self-regulated learning and enhancing students' reflective abilities in English speaking. This research contributes to strengthening metacognitive-based EFL learning practices and developing more independent speaking skills.
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.
Co-Authors Abdul Halim Ahmad Talib Andi Endah Pratiwi Andi Muliati Annisa Chairunnisa Fauzan Hari Sudding Sally Ficha Fahala Korompot, Chairil Anwar La Sunra Lili Suryani Maemuna Muhayyang Mudinillah, Adam 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