Article Per Year (5 Year)
p-Index From 2021 - 2026
8.412
P-Index
This Author published in this journals
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

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 2   3   4   5   6 
Students’ Perception of Gamification Utilization in the GO Expert App for English Learning as a Foreign Language Nurul Husnul Awaliyah; Abdullah; Nur Aeni; Suci Pole Mappaita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9406

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. 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.
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.
Improving Islamic Senior High School Students’ Speaking Skills Through the Debate Method Lisa Novita Sari; Sultan Baa; Nur Aeni
Journal of Excellence in English Language Education Vol 5, No 3, July (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.v5i3, July.88267

Abstract

This investigation explores the role of the Structured Classroom Debate method in elevating speaking proficiency among students at MAN 4 Bone. Adopting a quantitative pre-experimental design, specifically a one-group pretest-posttest model, the study involved 30 tenth-grade participants. Speaking was evaluated through an oral assessment rubric focusing on fluency, pronunciation, grammar, vocabulary, and argument coherence. Post-intervention analysis demonstrated substantial gains, with mean scores climbing from 42.66 (pretest) to 90.13 (posttest). The N-Gain score reached 0.84, categorized as high effectiveness. A paired samples t-test produced a significance level below 0.001, affirming the statistical validity of the improvements. Notably, every speaking component advanced, with fluency exhibiting the most dramatic increase, followed sequentially by vocabulary, pronunciation, argument clarity, and grammar. These outcomes indicate that debate activities foster greater oral engagement, refined idea structuring, and heightened delivery confidence. Consequently, the Structured Classroom Debate emerges as a highly suitable and impactful technique for advancing speaking abilities in educational settings.
PENGARUH PENGGUNAAN MEDIA DIGITAL SPINNING WHEEL TERHADAP KEAKTIFAN BELAJAR IPAS SISWA KELAS VI SD INPRES 6/75 CORAWALI KABUPATEN BONE Mujahidah Mujahidah; Muhammad Ikhsan Sukaria; Nur Aeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13633

Abstract

This study is a quantitative research employing a pre-experimental design. It aims to determine the difference in students’ learning activeness in IPAS before and after the use of digital Spinning Wheel media, as well as to examine the effect of its implementation. The population of this study consisted of all sixth-grade students of SD Inpres 6/75 Corawali, totaling 20 students. The sampling technique used was saturated sampling. Data were collected using a questionnaire administered before and after the treatment. The data analysis techniques included descriptive and inferential statistics using the Paired Sample t-Test. The results showed that students’ learning activeness in IPAS before the use of the digital Spinning Wheel media was in the low category with a mean score of 58.45, while after the implementation it increased to 70.05 in the good category. The study concludes that there is a significant effect of the use of digital Spinning Wheel media on students’ learning activeness in IPAS at SD Inpres 6/75 Corawali, as evidenced by a significance value of 0.001 < 0.05
EXPLORING HOW DIGITAL LITERACY SUPPORTS STUDENTS' LEXICAL KNOWLEDGE Rio Rachmat Alam; Nur Aeni; Ryan Rayhana Sofyan
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88216

Abstract

This qualitative study explores how digital literacy supports students' lexical knowledge by investigating their daily interactions with digital platforms. Six digitally literate third-year students at SMA Negeri 3 Makassar participated in semi-structured interviews. Data were analyzed using Braun and Clarke's (2006) thematic analysis with a deductive approach, organized into four pre-determined themes: digital access, digital scaffolding, digital engagement, and self-directed learning. The results reveal that digital literacy supports vocabulary learning in several meaningful ways. Students used a wide variety of digital platforms and tools, deliberately configured their digital environments to maximize English exposure, actively used scaffolding features such as translation tools and AI chatbots to understand new words in context, engaged with English digital content daily through personally meaningful activities, and developed independent vocabulary learning routines without teacher guidance. In conclusion, digital literacy not only facilitates vocabulary acquisition but also nurtures learner autonomy and meaningful engagement with English in authentic digital contexts.
THE USE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS’ UNDERSTANDING OF ENGLISH MATERIALS AT SMAN 1 BARRU Muh. Fadhil Rusdi; Chairil Anwar Korompot; Nur Aeni
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88215

Abstract

The purpose of this study is to ascertain whether problem-based learning can improve students' understanding of English-language material. Pre-experimental and one-group pretest-posttest designs were employed in this quantitative study. Twelve classes from UPT SMAN 1 Barru's class XI F made up the study population. 35 pupils from class XI F 10 made up the study's sample. Random sampling was used to choose the study's sample. A 20-question multiple-choice test served as the research tool. The test was given twice: once before therapy (pretest) and once following treatment (posttest). Four meetings were conducted using the problem-based learning approach. The average pretest score was 50.00, while the average posttest score rose to 82.42, according to the data analysis results. Furthermore, a statistically significant increase with a 2-tailed sig. 0.000 < 0.05 was found in the paired sample t-test study. The data analysis led to the acceptance of the alternative hypothesis (H1) and the rejection of the null hypothesis (H0). This suggests that using problem-based learning techniques can be beneficial and the best option for raising students' understanding of English-language content. In order to improve students' understanding of the English language curriculum at SMAN 1 Barru, problem-based learning techniques can be incorporated as an interesting and dynamic teaching strategy.
Toward Effective Vocabulary Acquisition in EFL Classrooms: Examining the Effect of Differentiated Learning at the Junior High School Level St. Nur Aima Fatima; Nurdin Noni; Nur Aeni
Jurnal IPTEK Bagi Masyarakat Vol 5 No 3 (2026)
Publisher : Ali Institute of Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/j-ibm.v5i3.1651

Abstract

This study examined the effect of the differentiated learning approach on EFL students’ vocabulary acquisition at the junior high school level. Vocabulary is a fundamental component of language learning; however, many EFL students still experience difficulties due to differences in readiness levels, interests, and learning profiles. Although differentiated learning has been widely discussed in previous studies, its empirical implementation in improving vocabulary acquisition in junior high school EFL contexts remains limited. Therefore, this study aimed to determine whether the differentiated learning approach significantly affects students’ vocabulary acquisition. This study employed a quantitative method using a quasi-experimental design with a non-equivalent control group. The population consisted of all ninth-grade students at UPT SMPN 3 Kelara, and the sample was selected through purposive sampling, involving two classes as the experimental and control groups. Data were collected through pre-tests and post-tests, and analyzed using statistical tests to measure the differences between groups. The findings revealed that the experimental group demonstrated significantly greater improvement compared to the control group. The mean score of the experimental group increased substantially from 30.71 in the pre-test to 65.95 in the post-test, indicating the effectiveness of differentiated learning in enhancing students’ vocabulary acquisition. In conclusion, the differentiated learning approach significantly improves EFL students’ vocabulary acquisition and provides an effective alternative to conventional teaching methods in promoting student-centered learning at the junior high school level.
Dormitory-Based Experiential English Immersion and Proficiency Outcomes Among Maritime Cadets Muh. Hasrun Fitriady; Nur Aeni; Andi Asrifan
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

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

Abstract

This study evaluated whether the DREAM (Dormitory for Real English Acquisition and Mastery) Dormitory, an experiential English immersion program at the Merchant Marine Polytechnic of Makassar (PIP Makassar), improved maritime cadets’ English proficiency. Grounded in experiential learning theory, the program requires cadets to use English in structured and informal daily activities. A quantitative one-group pre-test–post-test pre-experimental design was applied. Participants were first-year male cadets residing in Dormitory C2, and a TOEIC prediction test measuring listening, reading, speaking, and writing was administered before and after participation in the program. A total of 179 cadets were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test, with Cohen’s d computed as the effect size. The results showed that the mean total TOEIC score increased significantly from 646.37 (SD = 223.12) to 816.90 (SD = 228.42), a mean gain of 170.53 points, t(178) = 11.13, p < .001, with a large effect size (d = 0.83). All four skills improved significantly, with reading, writing, and listening showing moderate effects and speaking the smallest gain. Improvement was observed in 80.4% of cadets, and intermediate-level cadets gained the most. The findings indicate that experiential, dormitory-based English immersion was associated with meaningful proficiency gains in a maritime education setting, supporting continued institutional investment in structured immersion environments.
Indonesian EFL Pre-Service Teachers' Experiences in Developing Speaking Skills in the Pedagogy of Speaking Course Amra Ariyani; Nur Aeni; Suci Amaliah
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2253

Abstract

This qualitative case study examines how Indonesian EFL pre-service teachers experienced the development of speaking skills in a Pedagogy of Speaking Course and how these experiences contributed to their early professional readiness. The study responds to the need for speaking pedagogy courses that support not only oral participation but also pedagogical awareness among future English teachers. Data were collected through classroom observations, semi-structured interviews with ten fourth-semester English education students, and reflective journals across four sequenced course activities: a personal speaking task, picture-based storytelling, speaking-teaching strategy mapping, and peer teaching. Using reflexive thematic analysis, data were triangulated across observations, interviews, and journal entries. The findings showed that students' speaking development progressed from personal speaking tasks to collaborative meaning-making and peer teaching. Although students encountered affective, linguistic, cognitive, and pedagogical challenges, they addressed these through self-regulation, peer collaboration, writing-based planning, digital and textual resources, and lecturer feedback. Furthermore, the course also helped students reframe and reinterpret speaking activities as vital pedagogical strategies for their future classrooms. The study concludes that a Pedagogy of Speaking Course can function as both a speaking-practice space and an early professional formation site when designed through sequenced tasks, written planning support, peer collaboration, reflective follow-up, and explicit links between speaking activities and teaching practice.
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