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All Journal OKARA: Jurnal Bahasa dan Sastra Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education ELS Journal On Interdisciplinary Studies in Humanities Didaktik : Jurnal Ilmiah PGSD STKIP Subang FOSTER: Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Jurnal IPTEK Bagi Masyarakat JTechLP JoEELE 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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PENGINTEGRASIAN APLIKASI ZEP QUIZ DALAM MENDUKUNG PEMBELAJARAN INTERAKTIF DI SMA ISLAM AL-AZHAR 12 MAKASSAR Iskandar Iskandar; Nur Aeni; Amra Ariyani; Asriati Asriati; Rahmad Risan; Asrul Ns; Suci Shalsabila; Winda Sudirman; Rezky Ahmad Wirayuda
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Proses pembelajaran di kelas masih cenderung konvensional dan monoton karena dominasi metode ceramah, yang menempatkan guru sebagai pusat pembelajaran, sehingga siswa kurang aktif berpartisipasi dalam kegiatan pengajaran dan pembelajaran. Oleh karena itu, inovasi pembelajaran berbasis teknologi diperlukan untuk menciptakan lingkungan pembelajaran yang lebih interaktif dan menarik. Kegiatan ini bertujuan untuk mengintegrasikan aplikasi Zep Quiz ke dalam proses pembelajaran untuk meningkatkan keterlibatan dan minat siswa terhadap materi pelajaran. Metode implementasi dilakukan dalam beberapa tahapan, yaitu sosialisasi penggunaan aplikasi, pengenalan fitur Zep Quiz, implementasi pembelajaran berbasis aplikasi, praktik siswa, dan evaluasi pembelajaran. Kegiatan ini melibatkan siswa dari SMA Islam Al-Azhar 12 Makassar sebagai partisipan. Pengumpulan data dilakukan melalui observasi partisipatif dan penyebaran kuesioner untuk mengetahui tingkat keterlibatan siswa, antusiasme, kepuasan, dan efektivitas penggunaan aplikasi. Hasil kegiatan menunjukkan bahwa lebih dari 80% siswa lebih aktif saat menggunakan aplikasi Zep Quiz dibandingkan dengan metode ceramah. Dengan demikian, penggunaan aplikasi Zep Quiz dapat meningkatkan keterlibatan siswa di kelas sekaligus mendukung penggunaan teknologi dalam proses pembelajaran yang lebih inovatif dan interaktif.
FACTORS INHIBITING STUDENTS’ ENGLISH-SPEAKING PERFORMANCE AT JUNIOR HIGH SCHOOL LEVEL Gracia Putri Kinanti; Chairil Anwar Korompot; Nur Aeni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85418

Abstract

This study aimed to identify the inhibiting factors affecting students’ English-speaking performance. A descriptive qualitative design was employed to obtain an in-depth understanding of students’ experiences. The research was conducted at SMP Negeri 4 Sungguminasa, involving six eighth-grade students selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis. The findings revealed eight inhibiting factors affecting students’ English-speaking performance, namely pronunciation difficulties, limited vocabulary, fear of negative evaluation, lack of exposure to English, teacher’s teaching styles, classroom conditions, grammar mastery, and negative past experiences. The findings also indicate that inhibiting factors are not only related to cognitive limitations but also arise from the interaction of affective, cognitive, psychological, and environmental factors during the speaking process. This study is expected to contribute to teachers’ understanding of students’ speaking difficulties and to support the development of more responsive and supportive speaking instruction strategies.Keywords: English speaking performance; inhibiting factors; junior high school students
English Teachers’ Challenges in Designing Teaching Module for the Merdeka Curriculum Sitti Fatimah Yusuf; Chairil Anwar Korompot; Nur Aeni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79464

Abstract

This study aims to identify what are the challenges faced by English teachers in designing teaching module in the Merdeka Curriculum. The population of this study is English teachers who teach in grades 7 and 8 at SMP Negeri 1 Takalar. This study involved 3 participants who were determined through purposive sampling. The instruments used in this study were documents and interviews. The challenges faced by English teachers in designing teaching modules for the Merdeka Curriculum include finding methods that match students' conditions and characteristics, dealing with poor internet connections, meeting students' learning needs, considering students' backgrounds and levels of understanding, addressing very basic English proficiency, choosing easily understood words, maintaining student grades, creating various forms of assessments, organizing assessment timing, and providing contextualized teaching. Keywords: Challenges, Teaching Module, Merdeka Curriculum.
Secondary School Students’ Responses on The Use of Youtube Shorts-Microsoft Co-pilot AI Collaboration in English Grammar Learning: A Craap-Based Perspective Muhammad Rafli Nugraha; Nur Aeni; Muhalim Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79482

Abstract

This study investigates secondary school students’ responses to the integration of YouTube Shorts and Microsoft Copilot AI in English grammar learning, assessed through the CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) model. Motivated by students’ declining interest in grammar and the limitations of traditional instructional methods, this research explores the pedagogical potential of combining short-form educational videos with AI-driven chatbots. Utilizing a quantitative descriptive approach, a CRAAP-based questionnaire was administered to a purposively selected Grade VIII class at UPT SMPN 33 Makassar following an AI-enhanced grammar learning intervention focusing on parts of speech and tenses. Results from 29 respondents revealed highly positive perceptions across all five CRAAP dimensions, with every statement receiving a “Strongly Agree” rating above 75%. Currency and Relevance emerged as the most endorsed aspects, while Authority and Purpose, though still positively rated, suggested the need for clearer source attribution. The findings indicate that the YouTube Shorts–Microsoft Copilot AI collaboration not only effectively supports grammar comprehension but also aligns with students’ digital preferences and fosters learner autonomy. This study affirms the value of integrating multimedia and AI in language education and encourages future efforts to enhance credibility, transparency, and long-term engagement with such tools.Keywords: English grammar learning, student responses, CRAAP model, AI, short video social media, YouTube Shorts, Microsoft Copilot AI.
Enriching Students' Vocabulary Mastery by Using Extensive Reading for 11th Grade Students at SMA Negeri 1 Sidrap Abdi Gunawan; Amirullah Abduh; Nur Aeni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79474

Abstract

Vocabulary is a necessary thing in a language. There is no language without vocabulary. Vocabulary knowledge is a must thing in learning a language. In order to understand what someone intend to express, we need to understand their word implication, word structure, and word decision. In order to express something clearly, we need to consider our word implication, word structure, and word decision. So, vocabulary holds a key of language comprehension. This study aims to discover the contribution of extensive reading to enrich students’ vocabulary, by utilizing pre-experimental design method to process the data gathered from the 11th grade students of SMA Negeri 1 Sidrap. The study finds out that there are little to no impact of extensive reading on improving students’ vocabulary. Keywords: Vocabulary, Vocabulary Mastery, Extensive Reading
Incorporating Humor As A Strategy In Teaching Speaking At Indonesian EFL Classroom Iin Sulastri Ode Ami; La Sunra; Nur Aeni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.31725

Abstract

This research aims to explore the lecturer’s incorporation of humor in teaching speaking skills at Universitas Iqra Buru and to find out the constraints encountered by the lecturer in teaching speaking skills through humor at Universitas Iqra Buru.. This research applied the descriptive qualitative design. In the English education department, there were six lecturers, and then the researcher used a purposive sampling technique with criteria; the lecturers who taught speaking skills used humor strategies, so the researcher got one lecturer who met the requirements. Then, in the class where the lecturer taught, there were seventeen students. The research instruments were observation, interviews, and documentation. This research showed that the lecturer included humor in teaching speaking skills during learning, namely at the beginning of the lesson, then in the middle of the lesson, and at the end of the lesson. According to students, teaching using humor is very effective, comfortable, not stressful, eliminates anxiety, can understand the material presented by the lecturer, reduces stress and stiffness in receiving material, and keeps students focused.
Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng Nurmalayanti Amar; La Sunra La Sunra; Nur Aeni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45028

Abstract

Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptions. This study was grounded in Tomlinson’s theory (2001) of Differentiated Instruction, which emphasizes tailoring instruction based on students’ readiness, interests, and learning profiles. In addition, Fredricks et al.’s (2004) theory of student engagement was used to examine behavioral, emotional, and cognitive aspects of learners’ involvement. The findings revealed that DI significantly enhanced students’ vocabulary acquisition and promoted higher levels of engagement. These results suggest that implementing DI is a beneficial instructional strategy to address diverse learning needs and foster active participation in vocabulary learning.
Exploring the Impact of Students' Listening Needs on the Development of Lecturers’ Pedagogical Competence in Intensive Listening Courses Hasriani G Hasriani G; Rahmad Risan; Maemuna Muhayyang; Nur Aeni; Luís Cardoso
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.v14i1.17974

Abstract

In the context of English as a Foreign Language (EFL) in higher education, Intensive Listening courses are expected to prepare students for the demands of academic listening yet teaching practices do not always align with students' actual needs. This study explores the impact of students' listening needs on the development of lecturers' pedagogical competencies in Intensive Listening courses. Using a mixed-methods needs analysis design, data were collected from 120 students in three classes through questionnaires, classroom observations, and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while observation and interview data were analyzed thematically and combined through triangulation. The research findings indicate that students prioritize academic listening as their primary goal, but still struggle with lexical density, high speech rate, accent variation, and note-taking when dealing with long spoken texts involving multiple speakers. Students also strongly prefer multimodal and scaffolded activities, particularly video-based materials supported by transcripts or subtitles and clear guidance at the pre-listening, during-listening, and post-listening stages. These needs point to specific areas where lecturers' pedagogical competencies need to be strengthened, including planning and designing academic listening tasks, implementing process-oriented instruction and strategies, and implementing assessments that truly reflect the demands of academic listening. This study proposes the EPMT (ESP-informed, Process-oriented, Metacognitive, and TPACK-supported) model as a practical framework for aligning Intensive Listening pedagogy with students' needs.
Challenges in Implementing Differentiated Instruction with a Deep Learning Approach: Evidence from Vocational High Schools in Indonesia Israyani Masyita; Muhammad Tahir; Nur Aeni
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.467

Abstract

The study aimed to find out the teachers’ challenges in implementing differentiated instruction and deep learning approach in vocational EFL classrooms. This research used a qualitative method design where consist of 5 teachers selected through purposive sampling technique. Data collection involved the classroom observations and teacher’s interview while researcher recorded their answer to get more detailed information about the phenomenon being studied. The data was analyzed by using the reflexive Thematic Analysis (TA) criteria which consists of some steps, begin from familiarization with data, coding, generating initial themes, developing and reviewing themes until presenting a detailed teacher’s reflexive journals. The findings revealed that teachers still lack of experience in implementing differentiated instruction through deep learning approach in their classrooms. Not only that, some teachers also still confused on how to accommodate a diverse array of student needs, interests, and ability levels which were the most important thing in differentiated instruction implementation and also deep learning where both of those approaches can encourage students to explore content deeply, think critically, and apply their learning in meaningful contexts which is necessity for preparing learners for the challenges of the future. However, successful implementation requires sustained effort, investment in technology, and continuous professional development. Practically, this research will help educators, teachers, authorized bodies, students, and researchers to know the challenges that hinder successful implementation of differentiated instruction especially for English subject in vocational high school.
The Impact of English Content on TikTok on Developing Student’s Oral Communication Competence Christafvilia Permata Tangibali; Nur Aeni; Muhalim Muhalim
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i2, April.84062

Abstract

This study aims to analyze the impact of English content on the TikTok application on students' oral communication competence. A mixed-method approach with convergent parallel design was employed, combining quantitative data from pre-tests and post-tests, and qualitative data from interviews. The sample consisted of 36 students from class XI-H selected through cluster random sampling at SMAN 13 Makassar for pre-test and post-test testing and purposive sampling for the interviews with students who shows a significant improvement on test. The results showed that the average score obtained by students in the pre-test was 53 (categorized as ‘Poor’), while the average post-test score was 66 (categorized as ‘Enough’). While the interview data shows that the combination of audio-visual English content on TikTok helps students clearly understand the use of sentences or phrases according to the context and the correct pronunciation in a more engaging way. It can be concluded that there is a significant impact of exposure to English content on TikTok on students’ oral communication competence.
Co-Authors A. Muliati Abd. Ghofur Abdi Gunawan Abduh, Amirullah Abdul Halim Abdullah Achmad Chrisbianto Sachran Ainun Nurdzizati Amra Ariyani Andi Anto Patak Andi Masriadi Andi Masriadi Tarmin Andi Muliati Andi Suci Ramadhani Arini Rusli Asriati Asriati Asriati Asriati Asriati 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 Mohammed Galal Mudinillah, Adam Muftihaturrahmah Burhamzah Muh. Fadhil Rusdi 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 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 Shalsabila Suhaeb, Laelah Azizah S. Suhaeni Azis Sukaria, Muhammad Ikhsan Sultan Baa Syukur Saud Tuti Wijayanti Walhidayah Winda Sudirman Zulfa Zahra Khaerunnisa