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All Journal JURNAL KONFIKS JURNAL ILMIAH PERSPEKTIF JOLLT Journal of Languages and Language Teaching Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Phonologie : Journal of Language and Literature
Ahmad Arkam Ramadhani
Universitas Muhammadiyah Bulukumba
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IMPROVING STUDENTS WRITING IMAGINATIVE TECHNIQUE AT THE FIRST YEAR STUDENT OF SMA NEGERI 17 BULUKUMBA (A CLASSROOM ACTION RESEARCH) Ahmad Arkam Ramadhani
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Publisher : LP3M Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.864 KB) | DOI: 10.26618/perspektif.v2i2.1286

Abstract

As for research question is 1. How technique write imagination can improve ability of student in writing deskritip test from to content of technique write imagination at class student early SMA Negeri 17 Bulukumba 2. How technique write imagination can improve ability of student in writing content about understanding of them to article imagine at class early SMA Negeri 17 Bulukumba 3. How technique write imagination can improve livelines of student in writing tes descritive by using theory write imagination at class early SMA Negeri 17 Bulukumba .Class action research (PTK) this  aim to  know improve  of skill writing at  their effective  and student in course of study through technique write this research imagination .is conducted by 2 cycle of each cycle four times meeting with instrument using writing  test. this Research Subject there is 30  student  class early SMA Negeri 17 Bulukumba. Result of research  obtained for the cycle of 1 and 2 there are difference of score that is ,there is final improvement of cycle both . this Research finding indicate that use oft technique writing  imagination can improve ability write diagnostic tes score student 41 becoming 42,83 at first cycle and after revise at  second cycle by applying descritive text reach 68,16 . Minimum successfulness  criterion ( KKM) is 65 where at cycle there is 1 student ( 3.33%) less , 28 student ( 93,33%) student fair,1 ( 3,33%) goodness whereas at cycle to 2 there is 13 student ( 43,33%) goodness and 17(56,66) obtaining very good. This means that tired student efficientcacy of minimum criterion ( KKM) more than semi from them.
IMPROVING READING COMPREHENSION OF THE SECOND YEAR STUDENTS OF SMA NEGERI 16 BULUKUMBA THROUGH RECIPROCAL TEACHING TECHNIQUE. Ahmad Arkam Ramadhani
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Publisher : LP3M Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (880.679 KB) | DOI: 10.26618/perspektif.v3i1.1325

Abstract

This research aimed at finding out whether or not Reciprocal Teaching Technique is effective to know the students’ ability reading comprehension.Pre-experimental method was applied in this research with one group pretest and posttest. The instrument of this research was reading comprehension test that consisted of 40 items in two components, namely 10 items for vocabulary and 30 items for reading comprehension test. The population of this research was the second grade students of SMA Negeri 16 Bulukumba district bontobahari  , academic year 2016/2017. The taken randomly total sample of this research consisted of 30 students from classThe result of this research showed that the second year students of SMA  Negeri 16 Bulukumba disctrict Bontobahari have fairly good score on the pretest with the mean score 7.58 then get improve to excellent score on the posttest with the mean sore 8.01. The data were analyzed by using t-test showed that the value of the t-test 12.5 is greater that the value of the t-table 2.045. It indicated that the Alternative Hypothesis (H1) was accepted and the Null Hypothesis (H0) was rejected. Thus it can be concluded that the use of reciprocal teaching technique is effective in improving the students’ reading comprehension.    
STUDENT’S ATTITUDE ON CRITICAL LITERACY - BASED INSTRUCTION IN TEACHING WRITING IN EFL CLASSROOM Ahmad Arkam Ramadhani
JURNAL KONFIKS Vol 9, No 2 (2022): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v9i2.8720

Abstract

The study investigates the student’s attitude toward critical literacy-based instruction in teaching writing in EFL university classrooms it employs a descriptive study using a purposive sampling technique and takes 30 respondents from EFL university students. The questionnaire and interview were used to collect data on the perception of EFL university Students on critical literacy-based instruction in the process of learning and observation was applied to gain data on the EFL Students’ interaction with critical Literacy based Instruction in teaching critical literacy in teaching writing in EFL classroom fall into 3 categories: (1) highly understanding of Critical Literacy (HUCL): (2) moderately understanding of Critical Literacy (MUCL) (3) low understanding of Critical literacy (LUCL). This research is expected to be beneficial for lecturers, students, and stakeholders to enrich knowledge and develop language skills and proficiency based on critical literacy instruction to teach writing in EFL classrooms. This research is to be a reference for teacher professional development, especially teacher capacity teaching writing EFL classrooms.
HYBRID LEARNING MODEL BASED ON RECIPROCAL TEACHING AS AN INNOVATION IN DEVELOPING STUDENTS' READING COMPREHENSION ABILITIES Ahmad Arkam Ramadhani; Syayyidina Ali
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 6 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i6.4536

Abstract

Reading comprehension is a crucial foundation in the learning process of students. However, many obstacles remain in mastering this competency, especially in the digital era, which requires adapting learning methods. Therefore, an innovative approach is needed that can integrate technology and proven effective learning strategies. This study aims to develop a Hybrid Learning model based on Reciprocal Teaching to systematically and measurably improve students' reading comprehension skills. This model combines online and offline learning with collaborative discussion strategies to form a deeper understanding of the text. The method used in this study is a research and development approach. Data were collected through interviews, observations, reading tests, and questionnaires, which were analysed both qualitatively and quantitatively. The findings of this study confirm that the Hybrid Learning model based on Reciprocal Teaching is more effective than conventional methods in improving students' metacognitive skills and reading comprehension. This is evidenced by a significant increase of 31.7% in the experimental group, with a p-value of 0.001, compared to the control group, which increased by 13.6% with a p-value of 0.045. This effectiveness demonstrates that integrating metacognitive strategies, utilising technology, and employing collaborative learning in the hybrid model can encourage students to be more active, reflective, and independent in their understanding of reading texts. The Hybrid Reciprocal Teaching model has been proven to be more effective than conventional methods, as it significantly improves students' metacognitive skills and reading comprehension.
Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions Nur Ina Syam; Ahmad Arkam Ramadhani; Sri Wahyuni Thamrin; Fahmi Room; Andi Yurni Ulfa; Suraiya Chapakiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18575

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The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
The Essence of Critical Literacy in The Learning Process in Indonesian Higher Education Ahmad Arkam Ramadhani; Abdul Rahman R; Chaerul Fadlan Saud
Phonologie : Journal of Language and Literature Vol 5, No 2 (2025): Phonologie : Journal of Language and Literature
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/phonologie.v5i2.76325

Abstract

Abstract. This study examines how three English professors at Universitas Muhammadiyah Bulukumba in Indonesia apply critical literacy techniques in an EFL classroom. Understanding how these lecturers incorporate critical literacy into their lessons and identifying the difficulties they face are the goals of the study. A thorough understanding of the methods and experiences of 90 students and three lecturers was obtained through interviews and classroom observations. According to the results, the lecturers successfully implemented the five-step instructional framework of critical literacy, which entails encouraging students to read and think critically outside of the text, engaging them in inquiry, and fostering group discussions. The lecturers were able to successfully combine critical literacy techniques with conventional teaching approaches, even though they relied on textbook resources. By asking important questions and encouraging group conversations, they established a space where students felt free to voice their thoughts. In addition to improving pupils' critical thinking abilities, this method encouraged social awareness, tolerance, and accountability. Nevertheless, the study also identifies a number of difficulties in putting critical literacy practices into practice. The main obstacle was the pupils' poor language skills, which prevented them from fully interacting with the materials and debates. A lack of knowledge of critical literacy principles and ingrained teaching approaches also made it challenging to change classroom procedures to include critical literacy. The lecturers also had to deal with limitations relating to insufficient facilities and teaching materials, which reduced the efficacy of their lessons.Keyword: Critical literacy, learning process, higher education
Co-Authors Abdul Rahman R Andi Yurni Ulfa Chaerul Fadlan Saud Fahmi Room Nur Ina Syam Sri Wahyuni Thamrin Suraiya Chapakiya Syayyidina Ali