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All Journal ELT Worldwide: Journal of English Language Teaching IJoLE: International Journal of Language Education Klasikal: Journal of Education, Language Teaching and Science Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Asean Journal of Science and Engineering (AJSE) Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Language, Education, and Literature (IJLEL) ASEAN Journal of Educational Research and Technology Journal of Physical Education, Sport, and Human Performance
Muhammad Arham
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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Teacher Strategies for Overcoming Students’ Difficulties in EFL Learning at MTs Al-Wasilah Lemo Mutmainna Hasan; Maemuna Muhayyang; Muhammad Arham
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1167

Abstract

This study aims to identify students’ difficulties in learning English as a Foreign Language (EFL), examine the reasons behind teachers’ selection of teaching strategies, and explore how these strategies are implemented in the classroom. This research employed a descriptive qualitative method. The data were gathered via classroom observations and semi-structured interviews with two English teachers and eighth-grade students at MTs Al-Wasilah Lemo. The results indicated that students encountered difficulties in five areas: cognitive, affective, linguistic, social, and environmental. The predominant challenges were identified in the cognitive and affective domains. To mitigate these issues, teachers employed three primary strategies: drills and repetition, pair work and group discussion, and role play. Drills and repetition facilitated enhancements in students’ pronunciation and vocabulary retention, although they occasionally led to boredom. Pair work and group discussion promoted active engagement and peer learning, although some students remained passive. Role plays bolstered students' confidence and speaking skills by offering meaningful and engaging learning experiences. This study concludes that the integration of these strategies effectively assists students in surmounting their challenges in EFL learning. Therefore, teachers are encouraged to apply varied and student-centered strategies to create a supportive and effective learning environment.
Dataset on the Number of Schools, Teachers, and Students in Sulawesi, Indonesia: Kindergarten, Primary, Junior, Senior High, Vocational, and Islamic Boarding Schools with Educational Access, Quality, and Cultural Implications to Solve Challenges and Strategies in Education Management and Support Sustainable Development Goals (SDGs) Amirullah Abduh; Sitti Fatimah Achmad; Chaidir Syam; Sulaeman Samad; Muhammad Arham; Mustafa Mustafa; Abdullah Pandang
ASEAN Journal of Educational Research and Technology Vol 5, No 1 (2026): AJERT: VOLUME 5, ISSUE 1, March 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

This study presents a dataset on schools, teachers, and students in Sulawesi, Indonesia, covering kindergarten, primary, junior, senior high, and Islamic boarding schools. Using a descriptive mixed approach that combines statistical data, interviews, focus group discussions, observations, and document reviews, the study examines educational access, quality, governance, and cultural dimensions. Findings reveal disparities in enrollment across school levels, unequal teacher distribution between urban and rural areas, and limited cultural integration in curricula. Some levels showed participation gaps, while community involvement in school management remained weak. The dataset emphasizes the need for equitable teacher deployment, culturally responsive pedagogy, and community-based governance to support sustainable education reform and the achievement of Sustainable Development Goals.
AN EXPLORATION OF STUDENTS’ PERCEPTIONS TOWARD THE USE OF DEEPL TRANSLATOR IN ENGLISH LANGUAGE LEARNING Muh. Ichsan Mahdi Mastie; Maemuna Muhayyang; Muhammad Arham
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85416

Abstract

 This study aims to explore students perceive of the use of DeepLTranslator. This research used a qualitative descriptive method. The data collection in this study was carried out by interviewing 4 students from the English Department at Universitas Negeri Makassar. The results of this study found that students perceive DeepL as an effective and user-friendly tool for learning English, particularly in understanding texts, writing, and checking grammar. The students said that DeepL translations are more natural and accurate than other tools like Google Translate. Its simple interface and practical features make it accessible even for beginners. However, some students noted limitations, such as a limited number of available languages and the need for a premium account to access full features. Despite its usefulness, students do not rely solely on DeepL and often attempt translate independently. Their openness to trying other tools reflects digital literacy and learner autonomy Keywords: Students’ Perception, DeepL Translator, English Language Learning
Directness and Dignity in EFL Speaking Feedback: Students’ Confidence Trajectories Amra Ariyani; Muhammad Arham
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.710

Abstract

Oral corrective feedback is essential in English as a foreign language (EFL) speaking instruction, yet feedback that students experience as unusually firm, harsh, or direct may create a tension between linguistic improvement and confidence. This qualitative study examined how EFL undergraduates perceived strong lecturer feedback, how it influenced their confidence and participation immediately and over time, and which delivery conditions shaped constructive or harmful outcomes. Data were analyzed using reflexive thematic analysis. Four themes were developed: (1) directness is not the same as harshness; (2) the evaluative spotlight produces an immediate affective shock; (3) one feedback event can fork into productive vigilance or protective silence; and (4) students want clarity with dignity and a usable next step. Public correction frequently generated embarrassment, anxiety, and an immediate decline in confidence. However, longer-term responses diverged. Some students converted discomfort into greater preparation, pronunciation, and grammar practice, and eventual confidence recovery, whereas others reduced volunteering, became quieter, or participated only when they felt safe. Clear correction was often welcomed when it was respectful, specific, and actionable; perceived humiliation was associated more strongly with tone, interruption, judgmental wording, and public exposure than with directness itself. The findings show that strong feedback does not have a uniformly negative influence. Its effect is appraisal-mediated and relational, depending on how learners interpret the lecturer's intent, preserve social dignity, and identify a feasible route for improvement. The study recommends confidence-preserving directness rather than either harshness or vague praise.
An Exploratory Comparison Of Dominant And Non-Dominant Foot Passing Ability In Junior High School Futsal Students Femmi Kristianse Lutemadi; Ahmad Faiz Islami; Muhammad Arham; Muh. Maula Tirta; Ofelwanto Ofelwanto
Journal of Physical Education, Sport, and Human Performance Vol. 2 No. 1 (2026): Journal of Physical Education, Sport, and Human Performance (JPESHP)
Publisher : CV Lentera Cendekia Indonesia

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Abstract

Introduction. An imbalance in ability between the dominant and non-dominant foot is a common fundamental technique problem among school-age futsal players. Various studies have shown that young players are more skilled when using their dominant foot, while their non-dominant foot is less trained, resulting in lower coordination and accuracy. This imbalance impacts passing quality, movement stability, and decision-making on the pitch. Objective. This study aims to analyze and compare the passing ability of students using their dominant and non-dominant feet participating in futsal extracurricular activities at SMP Negeri 8 Makassar. Methods. This study used a quantitative approach with a comparative design. The sample consisted of five students selected through purposive sampling. The research instrument was a passing accuracy test consisting of ten trials for each leg from a distance of 10 meters. Data analysis was condusted descriptively and using a paired t-test. Results. The results showed that the average passing score of the dominant foot was 5.0 (SD = 1.00), while the non-dominant foot was 3.6 (SD = 1.14). the t-test results showed a p value of 0.206 (p>0.05), which means there was no significant difference between the passing ability of the dominant and non-dominant feet. However, the mean score showed that the dominant foot still had a higher level of accuracy. Conclusion. There was no significant difference between dominant and non-dominant foot passing ability in students at SMP Negeri 8 Makassar. However, there was greater variation in performance with the non-dominant foot, so bilateral training is essential to improve stability, coordination, balance, and basic futsal technical skills.
Co-Authors Abduh, Amirullah Abdullah Pandang Ahdan, Ahdan Ahmad Faiz Islami Ainun Fauziah Fadly Amra Ariyani Andi Hudriati Anshari Anshari Anugerah Febrian Syam Areski Wahid Burhanuddin Burhanuddin Chaidir Syam Farida, F. Femmi Kristianse Lutemadi Fuad, Fawwas Roihan Hariratul Jannah Hudriati, Andi Jayadi, Karta Maemuna Muhayyang Muchtar, Jumardin Muh. Ichsan Mahdi Mastie Muh. Maula Tirta Muhammad Basri Muhammad Basri Muhammad Tahir Muhammad Yunus Mustafa Mustafa Mutmainna Hasan Nina Ariani Ofelwanto Ofelwanto Rosmaladewi, R. Sitti Fatimah Achmad Sitti Rahmawati Sulaeman Samad Supardi