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THE USE OF ENGLISH SPELLING AND GRAMMAR CHECKER WEBSITE IN IMPROVING JUNIOR HIGH SCHOOL STUDENTS' IN WRITING NARRATIVE TEXT Amrawati, Riski; Sulfasyah; Andi Baso, Farisha
Journal of Computer Interaction in Education Vol. 4 No. 1 (2021): JCIE : Mobile Assisted Language Learning
Publisher : FKIP Unismuh Makassar

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The main objective of this research was to find out the students’ difficulties in speaking at SMP PGRI Barembeng and the students’ strategies in overcoming their difficulties in writing narrative text This research used descriptive quantitative method. The participants of this research were the students’ at SMP PGRI Barembeng. The sample of this research were 44 students taken by purposive sampling technique. The researcher used the writing test as the instrument of this research. Based on the research findings, there were two students’ difficulties those were; lack of vocabulary, lack of confidence and lack of grammar. The researcher also found 23 students’ strategies in overcoming writing difficulties at SMP PGRI Barembeng, those were; memory strategy, cognitive strategy, affective strategy and social strategy.

USING ENGLISH VIDEOS FROM INSTAGRAM TO INCREASE STUDENTS PRONUNCIATION SKILL AT THE EIGHTH GRADE OF SMPN 33 MAKASSAR Syamsuriati; Baso, Farisha Andi; Ilmiah
Journal of Computer Interaction in Education Vol. 4 No. 1 (2021): JCIE : Mobile Assisted Language Learning
Publisher : FKIP Unismuh Makassar

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This research was conducted to find out whether Instagram can increase the students’ Pronunciation skill. The research was obtained at the eighth-grade students of SMPN 33 Makassar. Using Quasi Experimental by taking 2 classes as samples and each class including 28 students. So, the total number of all samples are 56 students. This research found that Instagram videos can increase the students’ Pronunciation skill. The improvement can be seen by mean score of Pre-test in Experimental class was 44.64 and mean score of Post-test was 66.43. Meanwhile, mean score of Pre-test in Controlled class was 47.50 and mean score of Post-test was 42.50. This research Hypothesis concluded that Ha was accepted and Ho was refused showed by the T-test value was greater than the T-table (6.461>1.703), it means that using Instagram videos can increase the students’ English Pronunciation skill.

INVESTIGATING THE SIGNIFICANCE OF THE REFLECTION STAGE IN MICROTEACHING AT THE SIXTH SEMESTER OF STUDENT AT UNIVERSITAS MUHAMMADIYAH MAKASSAR Riska Amalia; Nunung Anugrawati; Farisha Andi Baso
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i3.18590

The research aimed to find out the significance of the reflection as one of stage when implementing microteaching practices. The subjects in this research were sixth semester students at Universitas Muhammadiyah Makassar who were selected using purposive sampling technique. This method of research was qualitative research with phenomena experienced by the subject of research. This research data was collected through semi-structured interview. Data analysis technique used data minimization, data visualization, and conclusion or interpretation. The results of this research showed that the reflection stage in microteaching was very important and beneficial to do because it could help students and teachers in evaluating and improving the quality of education. Therefore, it is important for educational institutions to continue to encourage and facilitate consistent and in-depth reflection practices, so that students can fully benefit from this process and achieve optimal academic and personal potential.

Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Rum, Eka Prabawati; Baso, Farisha Andi; Girik Allo, Markus Deli; Musoyeva, Aziza
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5291

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.

Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Andi Baso, Farisha; Rum, Eka Prabawati; Natsir, Ratu Yulianti; Girik Allo, Markus Deli
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.

Exploring Exploring Language Attitudes Among Students Across Diverse Geographic Region: A Comparative Study : Exploring Language Attitudes Muh. Hasby Assidiq; Farisha Andi Baso; Ismail Sangkala; Bahrur Rahman Hasba
Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 8 No 1 (2026): Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/disastri.v8i1.11301

This study explores students’ language attitudes toward Indonesian, regional languages, and English across diverse geographical regions in South Sulawesi. Language attitude plays a crucial role in shaping language use, identity, and learning outcomes, particularly in multilingual societies. This research aims to examine how geographical background influences students’ perceptions, preferences, and language practices within academic and social contexts. The study employed a qualitative descriptive research design. Data were collected through semi-structured interviews with fourteen third-semester students of the English Education Department at Universitas Muhammadiyah Makassar, originating from several regions, including Bone, Bulukumba, Sinjai, Jeneponto, Takalar, Gowa, and Pangkep. The data were analyzed using qualitative data analysis procedures involving data reduction, data display, and conclusion drawing. The findings reveal that students demonstrate highly positive attitudes toward the Indonesian language, perceiving it as a unifying national language that facilitates communication across regions and functions effectively in formal and academic settings. Regional languages are strongly valued as symbols of cultural identity and heritage; however, their use is largely restricted to informal domains. English is regarded as an important global language with strong instrumental value for academic achievement and future careers. Despite this recognition, many students experience anxiety and lack confidence when speaking English, particularly in formal situations. Additionally, code-switching emerges as a common communicative strategy, reflecting students’ linguistic flexibility in navigating multilingual environments. Overall, the study concludes that students maintain a balanced multilingual attitude shaped by geographical background, social context, and communicative needs. These findings highlight the importance of inclusive language education policies that support national unity, cultural preservation, and global competence simultaneously.

Assessing EFL Students' Translation Competence in Argumentative Texts: An Analysis of Accuracy, Acceptability, and Readability Ratu Yulianti Natsir; Farisha Andi Baso
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17266

This study investigates the translation competence of third-semester students in the English Education Program at Universitas Muhammadiyah Makassar, focusing on the translation of argumentative texts from English into Indonesian. While previous research has mainly examined narrative or descriptive genres, studies on argumentative texts remain limited, despite their prominence in academic contexts and their demanding linguistic and cognitive features. This study addresses the lack of empirical work on argumentative translation and contributes practical strategies for EFL teachers. A quantitative descriptive design was employed to evaluate students’ translation performance across three key dimensions: accuracy, acceptability, and readability. Data were collected through a performance-based translation test and assessed using a rubric adapted from Nababan (2012). Findings revealed that although most students produced translations that were acceptable and readable, accuracy emerged as the most problematic dimension. Only 53.3% of the students achieved fully accurate translations, compared with stronger performance in acceptability (66.7%) and moderate results in readability (40%). These outcomes indicate that while students demonstrated cultural and linguistic fluency, they struggled with semantic precision and logical coherence. The results highlight the pedagogical need for integrating genre-based translation tasks into EFL curricula and providing explicit instruction in strategies such as managing logical flow, coherence, and stylistic alignment.

Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Eka Prabawati Rum; Farisha Andi Baso; Markus Deli Girik Allo; Aziza Musoyeva
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5291

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.

Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Farisha Andi Baso; Eka Prabawati Rum; Ratu Yulianti Natsir; Markus Deli Girik Allo
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.

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