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All Journal SALTeL Journal (Southeast Asia Language Teaching and Learning) Klasikal: Journal of Education, Language Teaching and Science Jurnal Akademik Pengabdian Masyarakat Ichsan Sidenreng Rappang Studies in English Language and Education
Areski Wahid
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Other

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Perception of Teacher and Students toward Whatsapp Use for English as Foreign Language Distance Learning Mujahidah; Arif Rahman; Sulastri; Areski Wahid
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 2: July 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i2.84

Abstract

The difficulty that students faced right now is students cannot adapt to Distance Learning and started the network that they used. WhatsApp is only a communication application, that is not learning media, but they are used for the learning process. Based on the problem above the researcher want to know teachers' and students’ perception about the use of WhatsApp as a media in English subject in teaching-learning. The method that was used in this research is the Qualitative Descriptive approach, the respondents of the study were 1 teacher and 21 students as an informant. The data was collected by using an observation guide, interview guide, and documentation. The researcher found the data conducted from the data that Perception of Teachers by using WhatsApp in the learning process more efficient and make students easily receive the material and apply their assignment but is not effective. There are pros and contras to the use of WhatsApp in students, points that students’ pro such as helping students communicate with their teacher, the contra points such as the internet connection is unstable. Also, the advantages of WhatsApp such as there are no time and place restrictions and the disadvantages such as preparing funds for purchasing quotas.
Exploring EFL Students' Speaking Skill Development through Digital Social Media for Two Universities in South Sulawesi Areski Wahid
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.v7i1.1265

Abstract

The current research aimed at analyzing the EFL students' speaking skill development through digital social media inside university context. Many researchers conducted their research outside universities but it is still rare to explore existing aspects, both inside university. The study design used the ethnographic study. The study was conducted at two Indonesian universities. Universitas Muhammadiyah Parepare (UMPAR), located in Parepare, and Universitas Muhammadiyah Sidenreng Rappang (UMS Sidrap), located in Sidrap, South Sulawesi. The subjects of this study were three lecturers and six students who are familiar with using digital social media in speaking development. The data collection methods were observations, lecturers’ interviews and students interviews. The techniques for analyzing data in ethnographic research are descriptive labels, selecting, identifying, generalizing, and noting. This study showed that in speaking development, several social media platforms inside universities were utilized in their teaching and learning process. The students developed their speaking skill development through digital social media in some ways in universities context: making appointments with strict guidelines, adapting speaking activities to different learning styles with the help of digital social media in classroom and understanding the function of digital social media in developing speaking skills for the students in classroom.
HUMOR, POLITENESS, AND INTIMACY IN FAMILY COMMUNICATION: TRACING EFL LEARNERS’ SOCIOLINGUISTIC DEVELOPMENT THROUGH DAILY WHATSAPP EXCHANGES Andi Nurhikmah; Anugerah Febrian Syam; Areski Wahid
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1559

Abstract

Despite growing interest in digital communication and pragmatic development, limited research has examined how everyday family WhatsApp interactions contribute to EFL learners’ sociolinguistic growth. Addressing this gap, the present study investigates how humor, politeness, and intimacy shape learners’ communicative development in home-based digital environments. Employing a qualitative, micro-longitudinal ethnographic design, the study involved three EFL learners who regularly interacted with siblings and parents through WhatsApp. Data were drawn from screenshots and exported chat logs, supported by field notes and reflexive journals documenting contextual details. Data analysis combined Thematic Analysis, Computer-Mediated Discourse Analysis, and sociopragmatic frameworks to trace patterns across six months. Results reveal clear developmental trajectories: blunt humor and unmitigated requests gradually declined, while affiliative humor, indirect requests, supportive moves, and structured confirmation strategies increased. Intimacy emerged as a key factor mediating pragmatic flexibility, and digital affordances such as emojis and laughter tokens played an important role in meaning-making. These findings highlight the value of everyday digital communication as a rich environment for sociolinguistic development and suggest practical implications for EFL pedagogy, emphasizing the integration of naturalistic CMC-based activities in pragmatic instruction.
STUDENTS’ PERCEPTION OF DIGITAL LITERACY BASED ACADEMIC WRITING IN INDONESIA Andi Hudriati; Areski Wahid; Muhammad Arham; Andi Anugerah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1560

Abstract

There are numerous studies on digital literacy, but very few connect it to the Academic Writing learning model, which makes this research urgent. It is crucial that this research be expanded upon at Universitas Muslin Indonesia in order to gather data on problems in attempts to raise the standard of academic writing instruction. In order to develop a digital Literacy Based Academic Writing learning model at Universitas Muslim Indonesia, the goal of this study is to regard students' perspectives of digital literacy on student achievement and responses. The proposed research method used an ethnographic approach to explore information about the digital literacy approach in Academic Writing learning, as ethnography is an appropriate. Since ethnography is a suitable methodology for studying academic writing, the proposed research method employed an ethnographic approach to investigate information regarding the digital literacy approach in academic writing learning. Three instructors and forty students from Universitas Muslim Indonesia were chosen by the participants. Semi structured in depth interviews, focus group discussions, and participant observation for digital literacy based Academic Writing learning model is used to gather data. Data coding, theme design, and data repetition were used to examine the data gathering. The creation of a digital literacy paradigm to know the students’ perspective at Universitas Muslim Indonesia was the outcome of this study.
SILENCE AS PARTICIPATION? STUDENT VOICES ON CULTURAL IDENTITY IN INTERCULTURAL CLASSROOM COMMUNICATION Anugerah Febrian Syam; Areski Wahid; Andi Hudriati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1763

Abstract

Studies on classroom silence have often explained student position through the perspectives of communication anxiety, linguistic limitations, or low participation. Readings that position silence as a culturally negotiated communication practice in intercultural classroom communication are still relatively limited. This study aims to explore how students interpret silence and how cultural identity shapes their participation in cross-cultural classroom interactions. This study used a Classroom Ethnography approach, involving 22 students in a single college class, with 10 focal participants for in-depth exploration. Data were collected through classroom observations, field notes, audio-video recordings, stimulated recall interviews, ethnographic interviews, and student reflective narratives. Data were analyzed using iterative interpretive analysis through the identification of critical interactional episodes, ethnographic coding, constant comparative analysis, and the development of ethnographic themes. The findings indicate that silence functions as face protection, linguistic self-monitoring, hierarchical navigation, cultural discipline, and selective participation. This study concludes that silence is not an absence of participation, but rather a culturally negotiated participation that reflects the negotiation of identity, social risks, and communication norms in academic spaces.
Pelatihan Daring Penulisan Proposal Tesis Mahasiswa Program Magister Program Pascasarjana Areski Wahid; Muhammad Basri; Muhammad Arham; Amiruddin Tawe; St. Zulaiha Nurhajarurahmah
Jurnal Akademik Pengabdian Masyarakat Ichsan Sidrap Vol 2 No 1 (2025): Juni
Publisher : Universitas Ichsan Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This online training on writing thesis proposals is intended for students of Universitas Negeri Makassar, Postgraduate Masters Program to overcome academic challenges in preparing proposals, such as difficulties in formulating research problems, managing references, and meeting methodological standards. Through a structured online training method including needs analysis, distribution of interactive materials, scheduled training, formative evaluation, and individual mentoring, this activity succeeded in significantly improving participants' competencies. The results showed an increase in understanding of proposal components by 35% (average quiz score rose from 55 to 82), mastery of methodology (78% of participants were more confident), as well as increased motivation (45% to 78%) and successful submission of draft proposals (>70% approved with minor revisions). The flexibility of online learning and the scaffolding approach are key to its effectiveness, although technical challenges such as internet connectivity need to be anticipated. This training proves that technology integration in academic mentoring can be a strategic model for the quality of postgraduate research.
Designing and validating a podcast-assisted project-based learning procedure for EFL speaking development Rafi’ah Nur; Mutmainna Muinuddin M Dyah; Ammang Latifa; Amaluddin Amaluddin; Areski Wahid; Rusdiana Junaid
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1092

Abstract

This study designed, validated, and refined a podcast-assisted Project-Based Learning (PjBL) instructional procedure for EFL speaking development in an Indonesian higher-education context. Framed as model development within a descriptive–exploratory educational design research/design-and-development research approach, the study produced an initial prototype specifying learning activities and sequencing, then subjected the procedure to expert review and iterative refinement. Two expert validators evaluated the model using a 5-point validation rubric comprising 16 indicators covering key instructional components (Introduction, Core, Closing, and Assessment) and four criteria (logicality, appropriateness, alignment, and non-controversiality), complemented by open-ended comments to guide revisions. Quantitative ratings were analyzed using the Content Validity Index (CVI) and Aiken’s V, supported by descriptive summaries and agreement metrics. Findings indicate excellent content validity: all indicators met the relevance criterion (I-CVI = 1.00; S-CVI/Ave = 1.00; S-CVI/UA = 1.00). Aiken’s V coefficients ranged from 0.75 to 1.00, with a mean of 0.898 (≈0.90), and the overall feasibility/appropriateness rating was high (M = 4.59/5). Feedback from, the validators informed targeted refinements, particularly strengthening the production-oriented Core phase by clarifying scaffolding and integrating an explicit feedback–revision cycle, including an individual (solo) podcast recording task. The final model organizes instruction into three connected phases (Introduction–Core–End) with assessment embedded across phases, offering a validated, classroom-ready procedure for integrating authentic audio input and project-based speaking production. The findings have important implications for teachers who wish to explore alternative ways to teach language using digital and project-based methods.
Co-Authors Amaluddin Amaluddin Amiruddin Tawe Ammang Latifa Andi Hudriati Andi Nurhikmah Anugerah Febrian Syam Arif Rahman Junaid, Rusdiana Muhammad Arham Muhammad Arham Muhammad Basri Mujahidah Mutmainna Muinuddin M Dyah Rafi'ah Nur St. Zulaiha Nurhajarurahmah Sulastri