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All Journal OKARA: Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities Klasikal: Journal of Education, Language Teaching and Science Didaktik : Jurnal Ilmiah PGSD STKIP Subang FOSTER: Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Journal La Edusci Jurnal IPTEK Bagi Masyarakat LETS: Journal of Linguistics and English Teaching Studies JTechLP JoEELE Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) Axiology Sawerigading
Nur Aeni
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Podcast Pedagogy: Transforming Listening Comprehension Education Tuti Wijayanti; Nur Aeni
SAWERIGADING Vol 30, No 2 (2024): Sawerigading, Edisi Desember 2024
Publisher : Balai Bahasa Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/sawer.v30i2.1365

Abstract

This study sought to determine how podcasts affected students’ listening comprehension in English-related classes. The study used a quantitative approach using a one-group pre-experimental pre-test-post-test design. Twenty seventh graders from SMPN 49 Makassar were included in the population and sample during the 2023–2024 academic year. This study tool uses questions to gauge students’ comprehension of spoken English. According to the data analysis for this study, the pre-test’s average score was 29.00, which was considered “poor,” and the post-test’s average score, which was 73.35 points, was still considered “poor.” Similarly, the significance of pvalue .000 is less than α (.05). According to the study, the alternative hypothesis (Ha) is accepted, and the null hypothesis (H0) is rejected, students at SMPN 49 Makassar in seventh grade showed improved listening comprehension after receiving repeated treatments, even though it was barely significant. It comes on the surface, the mean’s classification is still “poor”, but there is still significant difference which the mean was increased from 29 to 73 with 47.35 units gain. Students show increased enthusiasm during lessons using podcasts, progressively enhancing their listening comprehension through repeated treatments.  AbstrakPenelitian ini bertujuan untuk mengetahui bagaimana podcast mempengaruhi pemahaman mendengarkan siswa di kelas yang berhubungan dengan bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan desain one-group pre-experimental pre-test-post-test design. Dua puluh siswa kelas tujuh SMPN 49 Makassar dimasukkan dalam populasi dan sampel pada tahun ajaran 2023–2024. Alat belajar ini menggunakan pertanyaan untuk mengukur pemahaman siswa terhadap bahasa Inggris lisan. Berdasarkan analisis data penelitian ini, nilai rata-rata pre-test adalah 29,00 yang dianggap “buruk”, dan nilai rata-rata post-test adalah 73,35 poin, yang masih dianggap “buruk”. Demikian pula, nilai p (signifikansi) sebesar 0,000 lebih kecil dari α (0,05). Berdasarkan penelitian, hipotesis alternatif (Ha) diterima, dan hipotesis nol (H0) ditolak, siswa kelas tujuh di SMPN 49 Makassar menunjukkan peningkatan pemahaman mendengarkan setelah menerima perlakuan berulang, meskipun tidak signifikan. Terlihat bahwa klasifikasi mean masih berada pada “buruk”, namun masih terdapat perbedaan yang signifikan sehingga mean meningkat dari 29 menjadi 73 dengan perolehan 47,35 satuan. Siswa mendapatkan antusiasme di kelas saat belajar melalui podcast dan mereka mulai meningkatkan pemahaman mendengarkan mereka hari demi hari dalam perawatan.
English Education Students' Perceptions of Automated vs Human Assessment in Spoken English Proficiency Nur Aeni; Muhalim Muhalim; Hasriani Ganteng; Muhammad Tahir; Ahmad Talib
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7655

Abstract

The increasing use of automated evaluation systems in language assessment raises questions about their acceptance and perceived fairness compared to human evaluation. This study examines how English Education students perceive automated and human assessment of spoken English proficiency, focusing on factors influencing acceptance and preferences for hybrid models. A mixed-methods design was employed with 120 English Education students (80 female, 40 male) from Universitas Negeri Makassar. Quantitative data were collected using a 20-item Likert-scale questionnaire (Cronbach’s α = .87) covering six dimensions: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Technology, Self-Efficacy, Behavioral Intention, and Personal Innovativeness. Qualitative data from semi-structured interviews explored students’ experiences and preferences regarding automated and human evaluation. Descriptive statistics indicated generally positive perceptions of automated evaluation, with the highest mean scores for “Automated feedback helps improve pronunciation and fluency” (M = 3.9, SD = 0.928) and “I enjoy playing with new technology in language acquisition” (M = 4.0, SD = 1.071). However, the lowest score for “I plan to use automated evaluation frequently” (M = 2.7, SD = 1.071) reflected hesitancy toward regular use. Thematic analysis revealed three main themes: appreciation of efficiency but skepticism about accuracy, preference for human empathy and contextual understanding, and concerns about algorithmic bias, particularly for non-standard accents. Students strongly favored a hybrid approach, endorsing AI for preliminary feedback and routine practice while valuing human evaluation for comprehensive assessment and motivational support. These findings suggest the need for transparent, inclusive AI tools integrated with human oversight to achieve balanced, pedagogically sound evaluation frameworks in English language education.
The EFL Teachers Eclectic Teaching Strategies in Teaching Speaking at the Tenth Grade of SMA Islam Athirah Bone Andi Masriadi Andi Masriadi Tarmin; Kisman Salija; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/bw7v6v51

Abstract

This research is aimed to describe the strategies utilized by the Englsih teacher in teaching speaking to the tenth grade students of SMA Islam Negeri Athirah Bone. This study utilizes a qualitative research design focusing on interviews. The study was conducted with one English teacher as the research subject. The findings of the research indicates that the teacher utilized a variety of strategies, in this case, role-play, dialogue, group discussion, modeling use of media or technology, storytelling, peer teaching, simulation, interactive games, presentations, language games, think-pair-share, task-based learning, question and answer sessions, improvisation activities, use of authentic materials, and error correction and feedback sessions. The result also shows that integrating students interests and using a diverse range of strategies positively impact their speaking abilities.
The Correlation Between Teachers' Teaching Style And Students Motivation In Learning English Aulia Mutmainna Bachtiar; Baso Jabu; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/e28zep63

Abstract

The study aims to find out the teaching style of the teacher and the motivation of the student to learn English. The type of research used in this study is quantitative research with the subject of research students of class X SMAN 1 Kalukku Teaching Year 2023/2024 where there are 105 students in which there are three classes that are samples in this research namely class X.1, X,2, and X.3. This research variable consists of a bound variable and a free variable. The bound Variable of this research is the correlation between the teaching style of the teacher and the motivation of the student in the learning of the English language while for the variable free of this study is the teacher's learning style. The instrument used in this research is a questionnaire that contains information about the teaching style of the teacher and the motivation of the student to learn. The analysis of the research data uses descriptive statistical analysis in the form of percentages and correlation analysis with the Spearman Correlation Test. The results of the study showed that there was a strong correlation between the Teachers’ Teaching Style and Student Motivation in SMAN 1 Kaluku with a correlative value of 0.588 which means that the presence of some teaching style indicators increased student motivation and the determination coefficient of 34.5% which means the variation of the teacher's teaching styling model was 34.5% and the rest was determined by other factors. Of the five types of teaching styles given Facilitator style which had a strong Correlation with Student Motivations SMAN1 Kaluku was 0.604 and a determination factor of 36.48%. So based on the findings and data analysis available it can be concluded that the teachers’ teaching style has a strong correlation on student learning motivation in learning English. Keywords: Teaching Style, Students Motivation, Learning English.
Exploring Vocabulary Teaching Strategies in Secondary High School: A Qualitative Method at SMP Negeri 1 Galesong Utara Kabupaten Takalar Nurmuslimah Qadri; Muhammad Hasbi; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/vmy9r183

Abstract

This study explores the strategies used by English teachers in teaching vocabulary at SMP Negeri 1 Galesong Utara, Kabupaten Takalar. Using a mixed-method approach, this study combines qualitative and quantitative data to analyze the implementation of vocabulary teaching strategies effectiveness. Qualitative data were obtained through classroom observation, teacher and student interviews, and document analysis, while quantitative data were collected from pre-tests and post-tests conducted in class VII.1. The result of the study indicated that teachers used various methods, including Total Physical Response (TPR) and vocabulary memory games, supported by contextual learning tools such as multimedia and group collaboration. The strategies were adapted based on students' diagnostic results to accommodate diverse learning needs. Statistical analysis showed a significant increase in students' vocabulary mastery after the implementation of these strategies, indicating their effectiveness. This study contributes to the understanding of dynamic and differentiated vocabulary teaching strategies in junior high schools and offers practical implications for improving English learning outcomes in similar educational contexts.
Differentiated Instruction in Teaching Vocabulary: Senior High School in Indonesia Nurmalayanti Amar; La Sunra; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ag41ea05

Abstract

This study investigates the effectiveness of Differentiated Instruction (DI) in enhancing English vocabulary acquisition among senior high school students in Indonesia. Recognizing the varied learning styles, interests, and readiness levels among learners, DI offers a flexible approach tailored to individual needs. A quasi-experimental design with pre-test and post-test was employed, involving an experimental group taught using DI and a control group taught using conventional methods. Data were collected through vocabulary tests and a student engagement questionnaire. The results revealed that students in the DI group demonstrated significantly higher vocabulary mastery and greater engagement in the learning process compared to those in the control group. These findings suggest that Differentiated Instruction is a promising strategy to support vocabulary development and foster active participation in English language learning at the secondary education level.
Students’ Perceptions of the Project Based Learning in Speaking Class at the Ninth Grade Walhidayah; Muhammad Tahir; Munir; La Sunra; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/75mqng93

Abstract

This study explores students’ perceptions of the implementation of Project-Based Learning (PJBL) in a speaking class. As an instructional approach centered on student-driven projects, PJBL is intended to enhance learners’ engagement, communication skills, and collaborative learning experiences. The research aims to investigate how students at SMPN 2 Barombong respond to the use of PBL in terms of motivation, participation, language development, and speaking confidence. A qualitative approach was employed, using interviews with students from an English as a Foreign Language (EFL) class who had experienced PJBL-based instruction. Data will be collected through in-depth interviews, and documentations with eleventh-grade students at SMPN 2 Barombong using a qualitative research methodology. The findings indicate that students generally perceive PJBL positively, citing increased opportunities to practice speaking in authentic contexts, greater motivation, and improved teamwork skills. However, some students also reported challenges such as time management and unequal group participation. Overall, the study concludes that PBL can be an effective method to develop speaking skills, provided that it is carefully structured and facilitated. These findings offer useful insights for language educators seeking to implement learner-centered strategies in speaking classes.
Students’ Perceptions, Challenges, and Opportunities in Using Kahoot! for Phrase Memorization at an Islamic Secondary School Nisa Amalia Rachmadi; Fatimah Hidayahni Amin; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/0vdws944

Abstract

This study explores students’ perceptions of Kahoot! in an English phrase memorization program and identifies the challenges and opportunities they experienced during its implementation. Conducted at Al Mubarak Cendekia Islamic School in Makassar, Indonesia, the research employed an explanatory sequential mixed-methods design. Quantitative data were collected from 21 junior high school students through Likert-scale questionnaires, followed by qualitative interviews with selected students. Findings revealed that students’ perceptions of Kahoot! were overwhelmingly positive, with strong recognition of its role in making memorization enjoyable, interactive, and engaging. Statistical analysis demonstrated significant correlations between positive perceptions and students’ recognition of learning opportunities, while perceptions were not significantly related to reported challenges. Qualitative insights indicated that Kahoot! encouraged collaboration, motivation, and persistence but also presented difficulties, including technical issues, time constraints, and distractions. The study concludes that Kahoot! offers valuable opportunities to enhance phrase memorization in Islamic school contexts, though infrastructural and design-related challenges require careful attention. Implications are offered for teachers, schools, and policymakers in integrating gamified learning technologies.
Students’ Effect in Using TikTok for Vocabulary Mastery and Students’ Interest in Learning English at an Islamic Secondary School Arini Rusli; Andi Anto Patak; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/p1r3ma42

Abstract

This study examines how students at SMP IT As'adiyah Kaloling, a distant Islamic boarding school in Bantaeng, Indonesia, use TikTok in relation to their vocabulary knowledge and motivation in studying English. The study, which used a one-group pretest-posttest design and a quantitative technique, recruited 27 seventh-grade children. A vocabulary test, an interest survey, and structured interview questions were among the tools. With the mean score rising from 47.78 on the pretest to 86.67 on the posttest, the results showed a considerable improvement in the students' vocabulary mastery. This resulted in a normalized gain of 0.74, which was classified as high. With scores increasing from 37.63 to 44.89 and a normalized gain of 0.67 (medium-high category), students' engagement also improved. TikTok videos were used in the classroom for activities like sports and noun learning from @bluepopenglish. TikTok videos were used in the classroom for tasks like studying nouns from @bluepopenglish and sports vocabulary from @tinyme. All students considered TikTok-based learning to be more engaging and inspiring, according to structured interviews. The results are consistent with prior research that highlights TikTok's pedagogical potential for vocabulary learning and student engagement. This study's uniqueness is its rural setting, which demonstrates that, with teacher guidance, TikTok can be successfully included even in schools with little resources. TikTok showed to be an interesting tool that promotes vocabulary mastering and boosts students' enthusiasm and confidence in learning English, despite drawbacks such internet connection and the lack of a control group.
Analysis of Gamification Utilization in the GO Expert App for English Learning as a Foreign Language Nurul Husnul Awaliyah; Abdullah; Nur Aeni
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/kx0czf60

Abstract

This study analyzes the use of gamification in the GO Expert App for learning English as a foreign language, focusing on students' perceptions and the factors that support and inhibit its use. A qualitative approach was employed, using thematic analysis according to Creswell & Creswell (2023). The participants in this study were five twelfth-grade students from Ganesha Operation, selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and then analyzed using the six steps of thematic analysis. The results of this study indicate that students hold a positive perception of gamification in the GO Expert App. Elements such as leaderboards, points, stars, and timed quizzes are considered capable of increasing motivation to learn, fostering a competitive spirit, and encouraging students to be more active in English learning activities. Additionally, students rated learning through this App more engaging and less monotonous than conventional methods at their school. Practice questions with immediate feedback help students understand English material independently and continuously. The study also identified supporting factors such as peer support, teacher guidance, attractive features, ease of use of the App, and immediate feedback, which contribute to behavioral, emotional, and cognitive engagement in learning. However, there are inhibiting factors, including technical issues, unclear features, cognitive load from long texts, and distractions from other applications on students' mobile devices. Overall, this study concludes that gamification in the GO Expert App plays an important role in enhancing students' motivation, engagement, and understanding in learning English as a foreign language. However, improvements in technical aspects and design are needed to optimize its use.
Co-Authors A. Muliati Abd. Ghofur Abdi Gunawan Abduh, Amirullah Abdul Halim Abdullah Abdullah Achmad Chrisbianto Sachran Afifatul Mar’ah Ainun Nurdzizati Amra Ariyani Amra Ariyani Andi Anto Patak Andi Masriadi Andi Masriadi Tarmin Andi Mir’atul Jannah Andi Muliati Andi Suci Ramadhani Arini Rusli Ariyani, Amra Asriati Asriati Asriati Asriati Asriati Asrifan, Andi Asrul Ns Aulia Mutmainna Bachtiar Avrillia Amanda Baso Jabu, Baso Christafvilia Permata Tangibali Fathur Rahman Harun Fatimah Hidayahni Amin Fides Del Castillo Geminastiti Sakkir Gracia Putri Kinanti Hamid Ismail Hasriani G Hasriani G. Hasriani Ganteng Hasriani Hasriani Iin Sulastri Ode Ami Ika Sartika Indah Amaliah Irsyad Izzul Haq Iskandar Iskandar Israyani Masyita K. J. Varghese Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra La Sunra La Sunra Lely Novia Lisa Novita Sari Luís Cardoso Maemuna Muhayyang Mansyur Mansyur Mohammed Galal Mudinillah, Adam Muftihaturrahmah Burhamzah Muh. Fadhil Rusdi Muh. Hasrun Fitriady Muhalim Muhalim Muhammad Asriadi Muhammad Hasbi Muhammad Irham Muhammad Rafli Nugraha Muhammad Tahir Mujahidah Mujahidah Munir Munir Munir Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nasrah Natsir Nisa Amalia Rachmadi Nur Ainun Rahmat Nur Fitri S Nur Maulani Nurdin Noni Nurmalayanti Amar Nurmuslimah Qadri Nurul Husnul Awaliyah Nurul Husnul Awaliyah Nurul Khairiyah Panggua, Selvi Rahmad Risan Resky Affat Rezky Ahmad Wirayuda Rina Asrini Bakri Rio Rachmat Alam Ryan Rayhana Sofyan Sahril Nur Saiful Saiful Sartika Manda Siswahyudianto Sitti Fatimah Yusuf Sri Wahyuni St Asriati St. Nur Aima Fatima Suci Amaliah Suci Pole Mappaita Suci Shalsabila Suhaeb, Laelah Azizah S. Suhaeni Azis Sukardi Weda, Sukardi Sukaria, Muhammad Ikhsan Sultan Baa Sumardi, Arya Priyangga Syukur Saud Tuti Wijayanti Walhidayah Winda Sudirman Zulfa Zahra Khaerunnisa