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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.
Bilingual Education in Rural Islamic High Schools: Teachers' and Students' Perspectives and Experiences Putri Nirmalasari; Kisman Salija; Muhammad Basri Jafar
Tamaddun Life Vol 22 No 1 (2023): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i1.268

Abstract

The purpose of this study is to investigate the perceptions of bilingual teaching held by both teachers and students, as well as the processes used to conduct bilingual language instruction and the results obtained from using bilingual language education. The qualitative research approach was utilized for this investigation. For the purpose of this study, a teacher and ten students from the XI IBB Man 2 Bone Class served as participants and served as the study's subjects. In addition to that, the data gathering was done by a combination of observation, interviews, and documentation. The findings indicated that teachers and students had a favorable impression of bilingual education, placing it in the category of highly perceived bilingual education. The incorporation of bilingual education, which is soundly founded on Baker's theory (2001), comprises the separation of language and the concurrent use of language inside a lesson. Last but not least, there was a beneficial effect that teaching students in two languages has on the overall accomplishment of such students. The present study implies that the bilingual education approach could foster students' EFL repertoires in the context of Senior high school students and specifically within rural regions, as evidenced by the study.
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

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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 : International Journal of Language, Education, and Literature

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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.
Co-Authors Fatimah Hidayahni Amin Husni Tamrin Jihan Nur Faatihah DM Kisman Salija, Kisman La Sunra Maemuna Muhayyang Muhammad Ihzan Ihzan Nurdin Noni Putri Nirmalasari Yulianti Yulianti