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All Journal Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan Journal of Advanced English Studies IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Suluh Pendidikan Jurnal Al-Qiyam Jurnal Tana Mana International Journal of Language and Ubiquitous Learning
Adriani Jihad, Adriani
Universitas Negeri Makassar
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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THE TEACHING OF WRITING USING CONTENT AND LANGUAGE INTEGRATED LEARNING Jihad, Adriani
Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan Vol 8, No 2 (2016): Jurnal Ilmiah Pena Volume 8 Nomor 2 November 2016
Publisher : STKIP Pembangunan Indonesia Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51336/jip.v8i2.75

Abstract

This research aims: to (1) to find out whether or not Content and Language Integrated Learning (CLIL) can  improve the students’ writing ability and (2) to find out the students' motivation to learn writing by using CLIL. This research employed quasi experimental design. The population of this research was the fourth year students of STKIP YPUP of Makassar in academic year 2015/2016. This research used cluster random sampling. The sample of this research consisted of 72 students that belonged to two groups; 36 students in experimental group and 36 students in control group. The research data were collected by using writing test in which the data was analyzed by descriptive and inferential statistic through SPSS version 20.00 for windows program.The students’ result of posttest of experimental group is more significantly improved than the students’ result of posttest of control group by the mean score 80.94 > 55.69. The difference of both scores is statistically significant based on the t-test value at significant level 0.05 in which the probability value is lower than the significant level (0.00 < 0.05). The mean score of the motivation is 42.89 and it is categorized as very high motivation. It can be concluded that the use of Content and Language Integrated Learning (CLIL) improves the students’ writing skill, and the students have a high motivation in learning English writing through the Content and Language Integrated Learning (CLIL).
ENRICHING THE ENGLISH STUDENTS’ SPEAKING ABILITY BY APPLYING NARRATIVE STORY TELLING WITH GUIDED QUESTIONS Jihad, Adriani
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 2 (2019): Journal of Advanced English Studies
Publisher : Study Program of English Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47354/jaes.v2i2.70

Abstract

Applying appropriate technique to expand the students speaking ability is the English lecturer’s responsibility in STKIP YPUP Makassar to create the situation. Narrative Storytelling with Guided Question is a technique in generating speaking class more enjoyable, fun and memorable for the students. This research aims at: (1) finding out whether or not narrative storytelling technique with guided questions enrich the students speaking ability and (2) knowing the students' attitude toward the use of narrative storytelling technique with guided questions in learning speaking.This research employed quasi experimental design. The population of this research was the students of English department at STKIP YPUP Makassar in academic year 2017/2018. The sample of this research consisted of 60 students that belong to two groups; 30 students in control group and 30 students in experimental group. The research data was collected by using speaking test through interview and questionnaire which were analyzed descriptively and by inferential statistic through SPSS 22.0 program. The students’ result of posttest of experimental group is significantly enrichd than the students’ result of posttest of control group by the mean score 71.45 > 59.74. The difference of both scores is statistically significant based on the t-test value at significant level 0.05 in which the probability value is lower than the significant level (0.00 < 0.05). The mean score of the students’ attitude is 79.10 and it is categorized as positive attitude. It can be concluded that narrative storytelling technique with guided questions is effective to enrich the students’ speaking ability, and the students give a positive attitude in learning speaking by applying narrative storytelling technique with guided questions.
Integration of AI Chatbot as an Interactive Companion in Foreign Language Learning in High School Jihad, Adriani; Mulyani, Mulyani
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i2.2403

Abstract

Background. Advances in artificial intelligence (AI) technology have opened up new opportunities in the field of education, especially in learning foreign languages at the high school level. However, the integration of AI-based chatbots as interactive companions in the context of formal learning is still rarely explored, especially in Indonesia. The main problems faced in learning foreign languages are limited interaction time and low confidence of students in using the target language. Purpose. This study aims to evaluate the effectiveness of the use of AI chatbots as an interactive learning partner in improving the outcomes and quality of foreign language learning of high school students. The main focus is directed at improving academic performance, motivation, and student engagement through adaptive and personalized digital interactions. Method. The research method used was a quasi-experimental design with two groups, namely the experimental group that used chatbots and the control group that learned by conventional methods. The research instruments included pretest and posttest tests, engagement questionnaires, and observation of student learning behavior. The sample consisted of 60 grade XI students at one of the State High Schools. Results. The results showed a significant increase in the posttest scores of the experimental group compared to the control group. In addition, chatbots also play a role in building confidence and increasing students' active participation in foreign language practices independently. Conclusion. The conclusion of this study states that AI chatbots are effective as an interactive companion that is able to enrich the experience of learning a foreign language. The uniqueness of this research lies in the integration of chatbots in the formal curriculum of high schools, as well as its contribution in answering the needs of personalized learning through AI-based technology.
The Implementation Of Pie (Point, Illustration, Explanation) And Author’s Chair Strategy In Teaching Writing At The Tenth Grade Students Of Sman 18 Makassar Jihad, Adriani
Jurnal Suluh Pendidikan Vol 11 No 1 (2023): Maret 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v11i1.1095

Abstract

The objective this research is to find out the improvement of students writing ability after being taught by using PIE and Author’s Chair strategy. This research used pre-experimental method. The population of this research was the tenth grade students of SMAN 18 Makassar. The sample was 22 students which were taken by using purposive sampling tehnique. The result indicated that the mean score of post-test was higher than pre-test (76.36>62.22) and t-test was greater than the value of t-table 13.205>2.080. It means that there was a significant difference between the students’ pre-test and post-test in teaching by using PIE and Author’s Chair strategy. It concluded that teaching writing by PIE and Author’s Chair strategy can improve students writing ability at the tenth grade students of SMAN 18 Makassar
The Role of Language Learning Strategies in Developing Intercultural Communication Skills: A Qualitative Case Study of EFL Students Jihad, Adriani; Dollah, Syarifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1340

Abstract

The interconnected world of the 21st century has shifted the goal of English as a Foreign Language (EFL) education from mere linguistic competence to the holistic development of Intercultural Communication Competence (ICC). This study investigates the crucial role of Language Learning Strategies (LLS) employed by EFL students in facilitating the acquisition and deployment of ICC. Employing a qualitative case study design, the research explores the lived experiences of five purposively selected EFL university students in Indonesia, focusing on their strategic actions when engaging in cross-cultural interactions. Data were collected through semi-structured interviews, reflective journals, and non-participant observation of simulated intercultural tasks. The findings reveal that social/affective LLS (e.g., seeking out native speakers, showing empathy) and specific metacognitive LLS (e.g., directed attention to cultural norms, self-monitoring for cultural appropriateness) are the most instrumental in developing ICC's key components: Attitudes (openness and curiosity), Knowledge (understanding cultural values), and Skills (interpreting and relating). The study concludes that explicit instruction in LLS, particularly those encouraging social and reflective engagement, is vital for transforming EFL learners into intercultural competent global citizens. This work provides pedagogical implications for EFL educators to integrate LLS training within a culturally-rich curriculum. Keywords: Language Learning Strategies (LLS), Intercultural Communication Competence (ICC), EFL Students, Qualitative Case Study, Intercultural Awareness, Social Strategies.
The Role of Language Learning Strategies in Developing Intercultural Communication Skills: A Qualitative Case Study of EFL Students Jihad, Adriani; Dollah, Syarifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1340

Abstract

The interconnected world of the 21st century has shifted the goal of English as a Foreign Language (EFL) education from mere linguistic competence to the holistic development of Intercultural Communication Competence (ICC). This study investigates the crucial role of Language Learning Strategies (LLS) employed by EFL students in facilitating the acquisition and deployment of ICC. Employing a qualitative case study design, the research explores the lived experiences of five purposively selected EFL university students in Indonesia, focusing on their strategic actions when engaging in cross-cultural interactions. Data were collected through semi-structured interviews, reflective journals, and non-participant observation of simulated intercultural tasks. The findings reveal that social/affective LLS (e.g., seeking out native speakers, showing empathy) and specific metacognitive LLS (e.g., directed attention to cultural norms, self-monitoring for cultural appropriateness) are the most instrumental in developing ICC's key components: Attitudes (openness and curiosity), Knowledge (understanding cultural values), and Skills (interpreting and relating). The study concludes that explicit instruction in LLS, particularly those encouraging social and reflective engagement, is vital for transforming EFL learners into intercultural competent global citizens. This work provides pedagogical implications for EFL educators to integrate LLS training within a culturally-rich curriculum. Keywords: Language Learning Strategies (LLS), Intercultural Communication Competence (ICC), EFL Students, Qualitative Case Study, Intercultural Awareness, Social Strategies.
The Role of Language Learning Strategies in Developing Intercultural Communication Skills: A Qualitative Case Study of EFL Students Jihad, Adriani; Dollah, Syarifuddin
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1340

Abstract

The interconnected world of the 21st century has shifted the goal of English as a Foreign Language (EFL) education from mere linguistic competence to the holistic development of Intercultural Communication Competence (ICC). This study investigates the crucial role of Language Learning Strategies (LLS) employed by EFL students in facilitating the acquisition and deployment of ICC. Employing a qualitative case study design, the research explores the lived experiences of five purposively selected EFL university students in Indonesia, focusing on their strategic actions when engaging in cross-cultural interactions. Data were collected through semi-structured interviews, reflective journals, and non-participant observation of simulated intercultural tasks. The findings reveal that social/affective LLS (e.g., seeking out native speakers, showing empathy) and specific metacognitive LLS (e.g., directed attention to cultural norms, self-monitoring for cultural appropriateness) are the most instrumental in developing ICC's key components: Attitudes (openness and curiosity), Knowledge (understanding cultural values), and Skills (interpreting and relating). The study concludes that explicit instruction in LLS, particularly those encouraging social and reflective engagement, is vital for transforming EFL learners into intercultural competent global citizens. This work provides pedagogical implications for EFL educators to integrate LLS training within a culturally-rich curriculum. Keywords: Language Learning Strategies (LLS), Intercultural Communication Competence (ICC), EFL Students, Qualitative Case Study, Intercultural Awareness, Social Strategies.
Co-Authors Mulyani ,, Mulyani Syarifuddin Dollah