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All Journal EduLine: Journal of Education and Learning Innovation Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Language, Education, and Literature (IJLEL)
Muhammad Basri Jafar
Universitas Negeri Makassar
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Effects of Online Small Group Discussion on Students’ Reading Comprehension Muhammad Ihzan Ihzan; Nurdin Noni; Muhammad Basri Jafar
Tamaddun Life Vol 21 No 1 (2022): June 2022
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (380.551 KB) | DOI: 10.33096/tamaddun.v21i1.85

Abstract

The present study aims to examine two cases, namely: (1) the effect of online small group discussion on students' reading comprehension, and (2) students' perception of the effect of online small group discussion on students' reading comprehension. The purpose of this study was to determine the effect of online small group discussion on students' reading comprehension, to determine students' perceptions of the effect of online small group discussion on students' reading comprehension. Implementing learning to understand English reading. This research employed quantitative approach. In this study, the authors used purposive sampling to collect the data. This study was attended by 30 participants and was conducted at the English Department of the Indonesian Muslim University, Makassar. The results of this study indicated that the use of Small Group Discussion method in learning English reading comprehension in the network was quite effective in developing students' reading comprehension. It was observed that the learning process was done through online applications such as Zoom and Whatsapp. Overall, these results can be a reflection for teachers and students to be even more active in learning to understand English writing or scripts particularly in an online environment.
Quizizz As Game-Based Learning In English Classes: Lecturer’s And Students’ Perception Yulianti Yulianti; Muhammad Basri Jafar; La Sunra La Sunra
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 3: August (2023) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

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

Abstract

This study aims to determine the lecturer’s and students’ perceptions of Quizizz. The researcher analysed the data using the descriptive qualitative method. The researcher used interviews as qualitative research instruments. The participants in this research were one lecturer and seven students in English class at the Islamic State University of Alauddin Makassar. The results showed that the perception of the lecturer based on the experience is the lecturer used Quizizz only for reviewing material and the students were included in the high and moderate categories of perceptions based on feelings, thinking ability, and experience. Keywords-- Implementation, Quizizz, game-based learning, English classes
The Students’ Voices on the Use of Blended Learning Model in Teaching English Jihan Nur Faatihah DM; Muhammad Basri Jafar; Maemuna Muhayyang
EduLine: Journal of Education and Learning Innovation Vol. 4 No. 2 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2591

Abstract

This qualitative method with a case study aims to describe the students’ perception of blended learning model use in teaching and learning English as a foreign language. The research subjects were the tenth-grade students of SMAN 11 Makassar consisting of 38 students taken purposely as the sample of this research. It used semi-structured interviews as the instrument to collect the data needed using narrative analysis with the framework of qualitative analysis developed by Miles and Huberman (1994) into four elements, namely data collection, data reduction, data display, and conclusion. It was found that the students positively and negatively perceived the use of blended learning models in learning English. The positive perception was indicated by their good responses, actions, and attitudes, that is a feeling good about learning, a comfortable classroom atmosphere, and a feeling of motivation to learn. Conversely, the students are negatively perceived due to their bad responses, actions, and attitudes, namely a feeling confused about learning, uncomfortable classroom interaction and atmosphere, and feeling demotivated in learning. These findings take into consideration that the use of blended learning may lead the students to gain either a good or bad learning mood in teaching English classroom interaction.
Improving Students’ Speaking Performance Through Critical Method Husni Tamrin; Muhammad Basri Jafar; Fatimah Hidayahni Amin
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
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: 10.66720/5qbjg803

Abstract

This study investigates the impact of the critical method on improving students' speaking performance and identifies key obstacles hindering their abilities. This research employed a mixed method with convergent parallel design. The population of this research was the students of Madrasah Aliyah (MA) Madani Alauddin in the eleventh grade of science consist of 115 students, 53 male and 62 female. Quantitative data were analyzed using Heaton’s rating score for accuracy and fluency, descriptive statistics, and paired samples t-test via SPSS while qualitative data were analyzed through miles & Huberman’s’ qualitative analysis to identify patterns and themes related to the obstacles faced by students. The findings revealed a significant improvement in students' speaking scores, with the mean score increasing from 46.25 in the pre-test to 70.625 in the post-test. Key obstacles identified included nervousness, fear of making mistakes, lack of vocabulary, and lack of confidence. Despite cognitive improvements, persistent nervousness highlighted the need for additional emotional and psychological support. A major implication is the recommendation to shift from static to dynamic assessment methods, which focus on continuous evaluation and can reduce anxiety, fostering a more supportive learning environment. This study addresses a critical gap in the literature by providing empirical evidence of the effectiveness of the critical method and suggests future research directions, including the exploration of long-term impacts and the application of dynamic assessments across diverse educational contexts. The study concludes that integrating cognitive and emotional support strategies in language education can significantly enhance students' speaking performance and overall well-being.
Perspective on the Dependency of Using Grammarly in Thesis Writing: A Mixed Method Study Nur Wahid Akhmad; Muhammad Basri Jafar; Samtidar
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: 10.66720/6gv80d66

Abstract

The purpose of this research is to determine the perspective of students' dependence on using Grammarly as a technological tool to improve grammar in academic writing, in this case thesis. The influence of Grammarly on student writing, as well as finding out the level of dependence on students in using Grammarly. This research uses mixed methods, namely qualitative and quantitative research designs. The subjects of this research were nine university students who were participants in this research. This research used interviews and questionnaires to collect data. The results of the research show that in using Grammarly as technology or a tool to improve grammar in writing a thesis, researchers found that unhealthy use of Grammarly can result in dependence on students which can affect mental health and reduce students' independent writing skills. The dependency experienced by students can be excessive anxiety when writing without Grammarly. Researchers found that students were dependent on Grammarly with an accumulated score of 75.55% from the questionnaire distributed to students.
The Impact of Reinforcement Towards Students’ Confidence and Motivation in Learning English Merilyn Ivoni Todang; Nurdi Noni; Muhammad Basri Jafar
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/yrgrpz49

Abstract

This research objectives are outlined: 1) to describe the students’ perception towards reinforcement. 2) to describe how reinforcement is implemented 3) to elaborate the types of reinforcement that the teacher regularly uses in teaching and learning process. A qualitative method with a case study design was employed. The subjects of the research were an English teacher and students from fifth grade. The data were analyzed using thematic analysis. The findings of the research showed that the impact of reinforcement on the students was notably positive. Students’ perceptions of reinforcement within the teaching and learning process have shown influence to students’ engagement, motivation, and overall attitude towards learning. Many students expressed that receiving reinforcement from their teacher made them feel happy, great, and proud. Most students reported feelings of sadness, fear, and a sense of failure when subjected to punishment. Based on the observation, the types of reinforcement used by the teacher in the teaching and learning process can be classified into several categories: verbal reinforcement, nonverbal reinforcement, vicarious reinforcement, delayed reinforcement, and qualified reinforcement. Keywords: Reinforcement, Students’ Perception, Students’ Confidence, Students’ Motivation
Integrating Artificial Intelligence (AI) in English Learning at Higher Education Hartono Rahim; Muhammad Basri Jafar; A. Muliati
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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: 10.66720/8pbwq972

Abstract

This study investigates the integration, perceptions, and impact of artificial intelligence (AI) in English language learning among students at the tertiary level. Using a qualitative descriptive design, data were collected through semi-structured interviews with four students representing different levels of AI engagement. Thematic analysis revealed three major findings. First, AI was primarily integrated as a complementary tool for technical assistance, such as grammar checking and idea generation. Second, students expressed positive attitudes toward AI, emphasizing its usefulness in enhancing writing skills and boosting confidence. However, concerns about ethical issues and the risk of overreliance were also identified. Third, AI positively influenced students’ learning behaviors by promoting self-regulated learning and motivation, although challenges such as technical inaccuracies and shifting social dynamics were noted. The study concludes that while AI offers valuable support in language learning, it should be used critically and responsibly. Future research is recommended to involve broader participant groups and investigate educators’ perspectives on AI integration in education..
Co-Authors A. Muliati Fatimah Hidayahni Amin Hartono Rahim Husni Tamrin Jihan Nur Faatihah DM La Sunra Maemuna Muhayyang Merilyn Ivoni Todang Muhammad Ihzan Ihzan Nur Wahid Akhmad Nurdi Noni Nurdin Noni Samtidar Yulianti Yulianti