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All Journal ELS Journal on Interdisciplinary Studies in Humanities Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA)
Surahmat, Zulkifli
Insitut Agama Islam Darud Da’wah Wal Irsyad Sidenreng Rappang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Washback of Intensive TOEFL Training Program (ITTP) on Student’s Learning Motivation Sardi, Ahmed; Surahmat, Zulkifli; Nur, Sahril
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 4 (2022): December
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.493 KB) | DOI: 10.34050/elsjish.v5i4.24570

Abstract

This study attempts to quantify the washback effect of the intense TOEFL training program in order to inspire students' learning through improved test scores. The TOEFL results can then be used for academics objectives and faculty requirements. The study was experimental and included a paired-sample t-test and qualitative descriptive design through interviews (a mixed method). Forty (40) students were chosen from any of the departments at IAIN Parepare to participate, and this was done through pretest, treatments, and posttest. The pre-test and post-test employed in the research procedure were both used to determine the students' beginning scores as well as their final scores. The paired-sample t-test in SPSS is then used to assess the data gathered from the pre-test and post-test. The participants are questioned based on the program's experiences in order to acquire information about the students' learning motivation. The outcome revealed that there were sizable variations between the pre-test and post-test scores of the students. It was evident that participants' total TOEFL scores had improved as a result of the intense training. Also, the data from interview illustrated that the students were well-motivated during the training program. This program can enable the participants to have good self-study, nice self-learning preparation, and more desirably confident to learn English or TOEFL.
Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators' Perspectives on Implementing Differentiated Instruction Rahmaniar Rahmaniar; Zulkifli Surahmat; Ahmed Sardi; Ihfa Indira Nurnaifah
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.597

Abstract

The article explores the implementation of Differentiated Instruction (DI), focusing on the challenges and opportunities faced by English language teachers in junior high schools. The study follows a qualitative approach within a social constructivist worldview, emphasizing the need for tailored strategies to address diverse learning needs. The research questions delve into teachers' perceptions of DI, the challenges encountered, and effective strategies for addressing diversity in the classroom. The proposed strategies reflect a systematic approach to address challenges in differentiated learning. Through team teaching, technology integration, and enhanced knowledge mapping, the study aims to contribute valuable insights into the perspectives of English as a Foreign Language (EFL) teachers on DI. The findings anticipate informing support mechanisms for teachers to meet the diverse needs of their students effectively.
Engaging Strategies for Early Childhood Foreign Language Acquistion: A Systematic Literature Review Surahmat, Zulkifli; Sukmawati, Henni; Tri Muliyana, Agnezia; Rahmaniar, Rahmaniar; Sahibu, Mutmainna; Sardi, Ahmed
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.975

Abstract

The most appropriate period for learning a new language is considered the early childhood period, when children can learn languages easily and instinctively without, for instance, having to go through tedious textbooks. The objective of this review is to identify the best practices aimed at fostering foreign language acquisition by drawing upon previous empirical studies. The results indicate that the children's language skill development is greatly enhanced when the learning process is made fun through playful activities, and the singing and telling of stories. Structured approaches such as Total Physical Response (TPR), bilingual education, and even the active participation of the parents in the home language environment have been noted to foster language learning as well. Supporting early childhood learners and teachers with creativity and flexible instruction tailored to the rapidly growing characteristics of the children results in effective language acquisition, hence emerges as a key pillar on guiding principles towards successful language mastery. This review indicates that purposely designed instruction towards learners in their early years enhances teaching effectiveness yielding improved results while the use of active, direct, and fun-filled strategies yields better results in mastering languages.
KETERLAMBATAN BAHASA PADA ANAK DAN FAKTOR PENYEBABNYA Surahmat, Zulkifli; Majid, Ahmad Risal; Isa, A. Darma; Amin, Sumiati
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.210

Abstract

Penelitian ini merupakan kajian literatur yang membahas faktor-faktor penyebab keterlambatan bicara pada anak serta dampaknya terhadap perkembangan sosial dan emosional anak. Berdasarkan tinjauan pustaka, keterlambatan bicara dipengaruhi oleh faktor internal seperti kondisi fisik, gangguan neurologis, dan perbedaan perkembangan bahasa berdasarkan jenis kelamin, yang dapat menghambat kemampuan bahasa anak secara optimal. Selain itu, faktor eksternal yang mencakup pola asuh, lingkungan rumah, serta penggunaan dua bahasa tanpa strategi yang tepat juga berkontribusi terhadap keterlambatan bicara. Minimnya interaksi verbal langsung dan paparan teknologi yang berlebihan turut memperlambat perkembangan kemampuan berbicara anak. Dampak keterlambatan bicara tidak hanya terbatas pada aspek bahasa, tetapi juga berdampak pada kemampuan sosial dan emosional anak, seperti rendahnya rasa percaya diri dan kesulitan dalam berinteraksi sosial. Penelitian ini menegaskan pentingnya peran orang tua dan guru dalam melakukan deteksi dini serta memberikan stimulasi bahasa secara konsisten untuk mendukung perkembangan anak yang optimal.
PERKEMBANGAN BAHASA ASING PADA ANAK: KAJIAN LITERATUR TENTANG PERAN PENDIDIKAN Surahmat, Zulkifli; Jamaliah, M.N; Ramaliah, Nurul; Idrus, Nanda Ariasnida; Kisma, Kisma
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.211

Abstract

Penelitian ini bertujuan untuk mengkaji peran pendidikan dalam perkembangan bahasa asing pada anak usia dini melalui pendekatan literature review sistematis. Dengan menganalisis enam artikel ilmiah yang diterbitkan antara tahun 2010 hingga 2024, penelitian ini menyoroti strategi pembelajaran, media, dan lingkungan yang mendukung pemerolehan bahasa Inggris pada anak usia 5–6 tahun. Hasil sintesis tematik menunjukkan bahwa metode pembelajaran berbasis lagu, permainan, dan bahan ajar konkret terbukti efektif dalam meningkatkan minat dan penguasaan kosakata anak. Selain itu, lingkungan sosial yang mendukung komunikasi dalam bahasa Inggris turut memperkuat motivasi dan kemampuan berbahasa anak. Kajian ini menegaskan pentingnya pendekatan yang menyenangkan, kontekstual, dan komunikatif dalam pembelajaran bahasa asing di usia dini. Temuan ini memberikan implikasi penting bagi pengembangan kurikulum, strategi pengajaran, dan kebijakan pendidikan yang adaptif terhadap kebutuhan anak di era global.
Co-Authors Ahmed Sardi Amin, Sumiati Idrus, Nanda Ariasnida Ihfa Indira Nurnaifah Isa, A. Darma Jamaliah, M.N Kisma, Kisma Majid, Ahmad Risal Rahmaniar Rahmaniar Rahmaniar Rahmaniar, Rahmaniar Ramaliah, Nurul Sahibu, Mutmainna Sahril Nur Sukmawati, Henni Tri Muliyana, Agnezia