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Analysis Model of Online Task Based Language Teaching in English Skill Teaching at Man 1 Parepare Nasli P; Zulfah Fakhruddin; Arqam; Abd Haris Sunubi; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 1: January 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i1.3924

This research aim to analysis Model of Online Task Based Language Teaching (OTBLT) in English Skill Teaching at MAN 1 Parepare. Method of research used descriptive qualitative, the informant of this research was English Teacher and the observation conducted at MAN 1 Parepare. The technique of analysis data was data reduction, displaying and drawn conclusion. The Result of study was 1) The Model of Online Task Based Language Teaching (OTBLT) in teaching reading at MAN 1 Parepare optimized online platforms which diverse reading materials and collaborative tasks to enhance students' reading skills which improve reading comprehension conducted from internet and media sources related to the students’ real-life situation. 2) The Model of Online Task Based Language Teaching (OTBLT) in teaching Speaking at MAN 1 Parepare prioritizes the development of speaking skills through various strategies which students are assigned speaking tasks that reflect real-situation communication such as buyer-seller interactions or dialogues between family members and students encouraged to find speaking texts in their own task for collaborative speaking activities at classroom related to the real situation. 3) The Model of Online Task Based Language Teaching (OTBLT) in teaching writing at MAN 1 Parepare providing students with engaging and meaningful writing experiences from many sources while students freely to get any writing text including descriptive writing and procedural texts related to the real situation. 4) The Model of Online Task Based Language Teaching (OTBLT) in teaching Listening at MAN 1 Parepare faces challenges in conducted specific listening task because listening task must optimized certain audio which hard to be implemented in Online Task Based Language Teaching (OTBLT) which related to the real situation of the students

The Evaluation of English Teachers’ Teaching Module of the New Merdeka Curriculum in Senior High School Masrur Umar; Abdul Haris Sunubi; Saepudin; Zulfah Fakhruddin; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 3: July 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i3.4678

This research evaluated the English Teacher's Modul Ajar in Merdeka Curriculum at the SMAN 1 Pamboang, by evaluating the implementation of the principles of essential, interesting, meaningful and challenging, relevant and contextual, and sustainable in its development. The qualitative evaluation of the English Modul Ajar on the Merdeka Curriculum involved document analysis and student interviews, which provided a detailed explanation of the implementation of the development principles for the five English teacher’s Modul Ajars. The results provide an in-depth understanding of the application of its development principles, as well as providing diverse perspectives from 52 students regarding the application of these principles in learning. Five English teachers' Modul Ajars, which include Compulsory English for Grades X, XI, and XII and Advanced English for Grades XI and XII, generally have implemented all the principles of Modul Ajar development, with some recommendations for improvement, according to the findings from document analysis. Students offered a variety of viewpoints on how the ideas of Modul Ajars development are applied in the classroom. The majority of pupils believed that English teachers applied concepts of developing principles to their teachings.

English Teachers’ Strategy in Implementing the Independent Curriculum in EFL Classroom at Senior High Schools in Barru Ayu Sasra; Magdahalena Tjalla; Zulfah Fakhruddin; Abdul Haris Sunubi; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 1: January 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i1.4739

The implementation of Independent Curriculum in English learning in school is a significant step in promoting education that is more student-centered, inclusive and relevant. The curriculum gives opportunity to the students to foster creativity and better English proficiency. This research aims to describe how the implementation of independent curriculum in EFL classroom in accordance to determine the proper teaching strategy that the English teachers apply in the classroom. This research used a descriptive qualitative approach to get the data in the form of interview, observation and documentation. The results showed that English teachers in each school which was the subject of this research used a variety of strategies in teaching English in the classroom. Most of these strategies still used the conventional one even though the learning curriculum has changed. This was due to the lack of knowledge, training, and experience about this independent curriculum. Although the independent curriculum has been launched since February 2022, in fact there were still many schools that have not implemented this curriculum along with teachers who do not understand the intricacies of this independent curriculum.

An Analysis of English Teachers’ Problems in Implementing the Independent Curriculum at Junior High School Mirnayanti; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Magdahalena Tjalla
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.4810

This research aims to identify inhibiting factors in the implementation of the Merdeka Belajar curriculum. The study was conducted at Upt Smp 1 Mattiro Bulu, Upt Smp 2 Mattiro Bulu, Upt Smp 3 Mattiro Bulu, Upt Smp 1 Suppa, and Upt Smp 4 Suppa. The research problem revolves around the issues faced by English teachers in implementing the Merdeka curriculum. Data were collected through questionnaires, employing a quantitative approach. The research focused on: 1) Internal Factors: Student Motivation, Student Attitude, and Student Interest. 2) External Factors: Parental Support, School Leadership, School Facilities, Learning Systems, Learning Materials, Teacher Competence, and Time. The results indicate that the identified inhibiting factors include Internal Factors such as Student Motivation, Student Attitude, and Student Interest. However, the highest contributing factor is Student Motivation. External inhibiting factors include Parental Support, School Leadership, School Facilities, Learning Systems, Learning Materials, Teacher Competence, and Time. The most significant factor here is Learning Materials. According to the findings, teachers do not face issues related to Parental Support and School Leadership. This research also indicates that inhibiting factors in implementing the Merdeka Belajar curriculum vary across schools based on their specific conditions. The identification of inhibiting factors provides recommendations to the Ministry of Education and Culture as the regulator and policymakers in Junior High Schools.

EFL Teachers’ Assessment Model of Higher Order Thinking Skills Sahir, Sutriani; Arqam; Zulfah Fakhruddin; Ambo Dalle; Magdahalena Tjalla
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.4822

This result discussed about Higher Order Thinking Skills (HOTS) referred to a critical thinking process and creative thinking ability. The problem was teacher still can’t develop assessment relevant to the principle of HOTS aspect. The research was conducted to describe about the EFL teachers’ model assessment in assessing students’ Higher Order Thinking Skills, to describe the EFL teachers’ model assessment in assessing students’ higher order thinking relevant to the principle of the Higher Order Thinking Skills Evaluation. The research method was quantitative. The subject of the research is 3 english teacher. Data collected through teacher evaluation test, and to validity of the result was English rubric. The data analysis by define the research question, define the content to be included and define the units of analysis. The result of this research were as follow: 1) Assessment model develop by EFL teachers’ to assess students’ Higher Order Thinking Skills showed in various assessment with multiple choice while another assessment model was online multiple choice by integrating test in online text and another model were essay and fill the blank which regarding to the Higher Order Thinking evaluation test. 2) The Relevance of assessment and the principle of Higher Order Thinking showed first assessment scored 62% which categorized as not relevance. Second assessment scored 53% which categorized as relevance, third assessment showed scored 100% which categorized as relevance.

Teachers’ Way in Scoring Students Speaking Performance at School Parepare Zam-zam Adam; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Arqam
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.4823

This result discusses how teachers give scores to students' speaking performances. In this case, the teacher who is the respondent has a different main assessment in giving scores to students' speaking performance. and each has its own challenges with 3 types of scoring assessments, namely holistic, analytical and using rubrics. The research method used is qualitative, data is collected through observation, in-depth interviews and also documentation. The subjects of this research consisted of several English teachers in Parepare. The results of this study indicate that teachers use various assessment theories in their evaluation practices. These theories include holistic, analytical, and use of rubrics, with different main assessment points.

The Challenges Faced by EFL Teachers in Implementing Independent Curriculum Mardhatillah; Maghdahalena Tjalla; Arqam; Zulfah Fakhruddin; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 1: January 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i1.5804

Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi guru bahasa Inggris dalam mengimplementasikan kurikulum merdeka di MAN 2 Parepare. Menggunakan pendekatan deskriptif kualitatif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi dari tiga guru. Analisis data meliputi pengumpulan, reduksi, penyajian, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa tantangan yang dihadapi meliputi aspek internal dan eksternal. Tantangan internal mencakup manajemen kelas, beban kerja, motivasi dan kepuasan kerja, sumber daya dan dukungan, serta pengembangan profesional. Tantangan eksternal mencakup kebijakan pendidikan, teknologi, kondisi sosial siswa, partisipasi orang tua, dan lingkungan sekitar. Guru menghadapi berbagai kendala seperti keberagaman karakteristik siswa, tuntutan administratif, kurangnya dukungan teknologi, dan keterbatasan fasilitas pembelajaran.

The Efficiency of Using Chatgpt and Classpoint Online Apps in Improving English Teachers’ Formative Assessment Competence Aswar; Abdul Haris Sunubi; Magdahalena Tjalla; Zulfah Fakhruddin; Ambo Dalle
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 1: January 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i1.6336

The high administrative workload often hinders teachers from developing innovative and interactive formative assessments. This study aims to examine the efficiency of using ChatGPT and ClassPoint in improving the formative assessment competencies of English teachers at junior high schools and to analyze teachers' perceptions of these technologies. This research employs a quantitative approach with a pre-experimental one-group pretest-post-test design, involving 9 English teachers from 7 schools. Data were collected through pretests and post-tests to measure teachers' formative assessment competencies and questionnaires to assess their perceptions. Statistical analysis utilized a paired t-test to compare pretest and post-test results, while descriptive statistics analysed perception data. The study results showed a significant improvement in teachers' formative assessment competencies, with scores increasing from 14.89 (pretest) to 31.11 (post-test), supported by a t-statistic value of -17.65 and a p-value < 0.01. The questionnaire analysis revealed highly positive responses, with over 90% of teachers strongly agreeing on the benefits of these technologies in creating diverse questions, speeding up the assessment process, and facilitating interactive formative assessments. These findings indicate that integrating ChatGPT and ClassPoint effectively enhances teachers' formative assessment competencies.

Investigating Students’ Motivation in Doing English Excercise Practice Irmayanti; Zulfah Fakhruddin; Abdul Haris Sunubi; Mujahidah; Maghdahalena Tjalla
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 2: April 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i2.5816

This research aims to describe the level of motivation and the type of motivation wether instrumental or integrative motivation. This research took place one of vocational high school of Polewali Mandar. The research applied descriptive quantitative design. Population of this research was 210 of students SMKS Suparman Wonomulyo. The sample of this research 40 students representtative each grade. In collecting the data qusionnaire was used as instrument. The data was calculated by using SPSS to find out percentage and frequency. The result showed that in motivation level, most students had low level. In Instrumental motivation the students had average level motivation.While, integrative motivation the students had high level motivation, and questionnaire section attitude towards English excercise practice the students generally had negative attitude.

Investigating the Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers Based on School Status and Teachers Status at SMA/MA of Pangkep Regency Achmad Sochabat; Ambo Dalle; Zulfah Fakhruddin; Saepudin; Mujahidah
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 2: April 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i2.6788

This study aims to describe the understanding and implementation of TPACK (Technological Pedagogical Content Knowledge) among English teachers in high schools in Pangkep District, focusing on differences based on teacher status and school status. TPACK is a framework that integrates three main components: content knowledge, pedagogical knowledge, and technological knowledge, which are essential for teachers to effectively teach in the digital era. This study uses a quantitative approach with a survey design, involving 58 English teachers from various high schools and madrasahs (Islamic schools) in Pangkep District as a sample, consisting of 34 public schools and 10 private schools. Data were collected using a questionnaire that measures the TPACK dimensions, as well as information regarding teacher status (certified and non-certified) and school status (public or private). The analysis results show that there is no significant difference in TPACK understanding between certified and non-certified teachers, with a significance value of 0.462 > 0.05. Additionally, the school status also does not significantly influence the optimal implementation of TPACK in the learning process, with an average significance value of 0.971 > 0.05. These findings are expected to provide recommendations for educational policy and professional development programs for English teachers in the region to enhance technology-based learning quality.

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