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All Journal Esteem Journal of English Study Programme Inspiring: English Education Journal Journal of Education Research Jurnal Ilmiah Multidisiplin Amsir Journal of English Language Teaching and Literature (JELITA)
Nurul Hasanah
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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APPLYING QUIZIZZ APPLICATION AS AN ASSESSMENT TOOL FOR EFL STUDENTS Yessicka Noviasmy; Nurul Hasanah; Ambo Dalle
Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i1.4835

Abstract

Quizizz is a free online-based formative assessment tool that allows the teacher to conduct both assessments in class or online teaching. This study used Quizizz as an assessment tool for the midterm exam of the first semester English department or EFL students in IAIN Parepare. The method used is technology-based applied research. The instrument used was a midterm exam for the English department students. The midterm exam consists of 15 questions with multiple choice question types. This exam was attended by 18 students. The questionnaire was made using a Mentimeter. The use of Quizizz has a good and positive impact and response. The level of accuracy of students' success in answering questions correctly in this class was 78%. The highest score is 100% and the lowest is 61%. Then 85% prefer Quizizz as an assessment tool compared to paper and google forms.
Empowering Reading Comprehension in EFL Vocational School Students through Folktale Enni Enni; Nurul Hasanah; Syahban Mada Ali
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.v5i1.596

Abstract

Recognizing the imperative of enhancing students' comprehension in reading, especially within the context of vocational schools, the need for innovative learning approaches becomes crucial. This research aimed to assess the effectiveness of employing folktales to enhance the reading abilities of eleventh-grade students at SMK Tiwikrama Mamuju. Conducted through a pre-experimental design, the study incorporated both pretest and posttest assessments with an intervention in between. The research was conducted during the academic year 2022/2023, involving three classes comprising a total of 105 students. Utilizing purposive sampling, a sample size of 23 students was selected for the study, with the reading test serving as the primary research instrument. The data analysis unveiled a noteworthy improvement in students' mean scores, escalating from a pre-test score of 48 (categorized as very poor) to a post-test score of 75 (categorized as good). The calculated t-test value of 21.09 exceeded the critical t-table value of 2.074 at a significance level of α=0.05. This higher t-test value led to the rejection of the null hypothesis and the acceptance of the alternative hypothesis. Consequently, the utilization of folktales demonstrated a significant enhancement in the reading abilities of eleventh-grade students at SMK Tiwikrama Mamuju.
Effectiveness of Contextual Guessing Strategy on Reading Comprehension in Indonesian EFL Pre-University Students: A Mixed-Methods Study Nurul Hasanah; Syahban Mada Ali; Rahma Melati Amir
JELITA Vol 5 No 2 (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.v5i2.744

Abstract

This study examines the effectiveness of contextual guessing strategies in enhancing reading comprehension among Indonesian pre-university EFL students in Parepare. The research targeted students preparing for university entrance exams, employing a mixed-methods approach with a quantitative-driven design. A purposive sampling technique selected 30 pre-university students from various high schools in Parepare. Quantitative analysis of multiple-choice test scores before and after a targeted intervention, which trained students to use contextual clues (e.g., roots, prefixes, and suffixes) to infer meanings of unfamiliar words, demonstrated a significant improvement in reading comprehension (t(29) = 12.24, p < 0.05). Qualitative insights from interviews with these students revealed increased confidence, practical relevance, and engagement with texts. Students reported that these strategies helped them approach reading tasks analytically, manage their time effectively during exams, and reduce reliance on dictionaries. The findings underscore the critical role of contextual guessing strategies in EFL instruction, promoting effective reading skills and academic success for pre-university students in Indonesia. Integrating these strategies into the curriculum can substantially enhance reading comprehension and exam performance.
The Impact of the 4/3/2 Speaking Technique on EFL Students' Speaking Fluency Nur Asriayu; Muhammad Yusuf; Nurhamdah; Nurul Hasanah
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3785

Abstract

This study investigated the impact of the 4/3/2 speaking technique on EFL students' speaking fluency at MAN 2 Parepare, Indonesia. The study employed a pre-experimental one-group pre-test and post-test design involving 30 eleventh-grade students. Students' speaking fluency was assessed using an analytical speaking rubric covering speech rate, pauses, self-correction, and overall fluency. The treatment was conducted through six speaking sessions using repeated oral production under decreasing time pressure. The data were analyzed using descriptive statistics, Intraclass Correlation Coefficient (ICC), paired-samples t-test, and effect size analysis. The findings revealed a significant improvement in students' speaking fluency after the treatment. The mean score increased from 6.93 in the pre-test to 8.25 in the post-test, with p < .001. The ICC results also indicated excellent inter-rater reliability. Furthermore, the effect size analysis revealed a large effect (Cohen's d = 0.91). These findings suggest that the 4/3/2 speaking technique effectively improves EFL students' speaking fluency.
STUDENTS’ SATISFACTION IN ENGLISH LEARNING THROUGH WAYGROUND: A QUANTITATIVE STUDY IN INDONESIAN JUNIOR HIGH SCHOOL Maharani Maharani; Yessicka Noviasmy; Zulfah Fakhruddin; Nurul Hasanah
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/s5gx4887

Abstract

This study investigates students’ satisfaction with English language learning facilitated through the Wayground application in an Indonesian Islamic junior high school context. Specifically, it examines students’ levels of satisfaction across four key dimensions: perceived usefulness, perceived ease of use, system quality, and overall learning experience among eighth-grade learners. Employing a descriptive quantitative approach, the study involved 33 participants selected through a total sampling technique. Data were gathered using a 20-item questionnaire developed based on the Technology Acceptance Model (TAM) and the Information Systems Success Model, and subsequently analyzed using descriptive statistical methods. The results indicate that students report consistently high levels of satisfaction across all measured dimensions. The Wayground application is viewed as beneficial, user-friendly, and effective in enhancing students’ engagement, motivation, and overall learning experiences in English language instruction. The findings offer valuable insights for English teachers, instructional designers, and educational policymakers seeking to integrate gamified digital learning platforms into EFL classrooms, particularly at the junior high school level. Furthermore, this study enriches the existing body of literature by providing empirical evidence on learners’ satisfaction with the Wayground application within the context of Indonesian Islamic junior high schools, an educational setting that remains underrepresented in previous research.
Recontextualizing English Language Teaching through Local Wisdom in Islamic Higher Education: Insights from Lecturer Perspectives Andi Magfirah; Nurul Hasanah; Hardiyanti Hardiyanti; Suci Pratiwi
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 2 (2026): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i2.912

Abstract

This study investigates the integration of local wisdom into English Language Teaching (ELT) within the context of Islamic higher education, highlighting its role in enhancing pedagogical quality and cultural relevance. In many ELT settings, instructional practices remain dominated by globalized content that often overlooks local cultural identity and religious values. This research adopts a qualitative design using a census sampling technique involving all 18 English lecturers at IAIN Parepare, Indonesia. Data were collected through semi-structured interviews conducted via digital platforms and direct interactions, and analyzed using thematic analysis, including coding, categorization, and interpretation. The findings indicate that lecturers perceive local wisdom as a valuable pedagogical approach that enhances student motivation, engagement, and comprehension by contextualizing learning through local cultural narratives and Islamic values. However, the integration of local wisdom is not yet fully optimized due to challenges such as limited curriculum support, insufficient institutional policies, lack of teaching resources, and resistance to pedagogical change. This study contributes to the development of culturally responsive pedagogy in ELT by demonstrating that integrating local wisdom can enrich learning experiences and strengthen students’ cultural and religious identity. It also offers practical implications for curriculum development, teacher training, and institutional policy reform in Islamic higher education.
Co-Authors Ambo Dalle Andi Magfirah Enni Enni Hardiyanti Hardiyanti Maharani Maharani Muhammad Yusuf Nur Asriayu Nurhamdah Rahma Melati Amir Suci Pratiwi Syahban Mada Ali Yessicka Noviasmy Zulfah