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All Journal Al-Ta'lim Journal of Language and Literature FOSTER: Journal of English Language Teaching Journal of English Language Teaching and Literature (JELITA) Indonesian EFL Journal
Andi Adisaturrahimi
Universitas Negeri Makassar
Religion Arts Humanities Education Languange, Linguistic, Communication & Media

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Code Mixing in WhatsApp Chats Made by Bilingual Immigrant of Pakistan Andi Adisaturrahimi; Muhammad Zaki Pahrul Hadi
Humanitatis : Journal of Language and Literature Vol 9 No 2 (2023): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v9i2.2612

Abstract

This study aimed to analyze the types of code mixing, especially those found on WhatsApp social media made by bilingual immigrants of Pakistan in everyday life. The descriptive methodology was utilized by the researchers to carry out this study, which concentrated on code-mixing. This study examined how English was used by immigrants to connect with friends in Malaysia, Indonesia, and other countries as well as with friends who were also immigrants from Pakistan who were living in Makassar. The research subject has been living in Makassar for three years. Data was obtained through observation on the WhatsApp of the Bilingual Immigrant account. In order to assess the data, Hoffman's (1991) theory was used. Data analysis revealed that there were five instances of "Intra-Sentential" code-mixing, five instances of "Intra-lexical" code-mixing, and zero instances of code-mixing "involving a change of pronunciation".
Culturally Responsive Teaching In Thai Classroom Settings: A Perspective From Indonesian Educators Reskyani Reskyani; Andi Adisaturrahimi; Mustaqimah Mustaqimah; M. Jufrianto; Sami’an Wulandari; Nur Ainun Musa; Amaliah Ramdani
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.v5i2.760

Abstract

A culturally responsive teaching approach is best applied in classes where students have different cultural backgrounds. This research aims to find out how culturally responsive teaching in Thai classroom settings: a perspective from Indonesian educators. Therefore, this research methodology used a qualitative research strategy with the interview method as the main data collection technique. This research used semi-structured interviews, accepting three Indonesian teachers who had experience teaching in Thailand. This research also aims to determine the implementation and dynamics of culturally sensitive practices in Thai classrooms with special reference to the process of cultural assimilation in learning institutions. So from the results of this research, the researchers found 5 categories, namely: a. Teaching Experience in Thailand and its distinct difference from other countries. b. Integration of Thai Cultural Aspects in Teaching. c. Challenges in Implementing Culturally Responsive Approach. d. Student Response to Culturally Responsive Teaching Approach. e. Suggestions or Recommendations for Other Teachers. The findings of this research are useful for educational practitioners and stakeholders as well as researchers who have a desire to teach thoughtfully in the context of Thai culture or other similar cultural environments.
TRANSLANGUAGING AS CHALLENGE AND SUPPORT: VOCATIONAL ESP STUDENTS' EXPERIENCES IN INDONESIAN HIGHER EDUCATION Marlia Marlia; Muhammad Basri; Sahril Sahril; Ferawaty Syam; Andi Adisaturrahimi
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.132

Abstract

Translanguaging has received growing attention in multilingual education; nonetheless, its pedagogical implications in English for Specific Purposes (ESP) within vocational higher education are still inadequately examined, especially in Global South contexts. This study, guided by Sanford’s Challenge and Support Theory, examines vocational students' perceptions of Translanguaging techniques as both educational tools and possible limitations in English for Specific Purposes (ESP) classrooms. A qualitative descriptive design was utilized to conduct semi-structured interviews with twenty-one vocational undergraduates participating in ESP courses at an Indonesian higher education institution. Thematic analysis was employed to examine data for recurring patterns of challenge, support, and pedagogical balance. The results indicate that Translanguaging functions as a dual-purpose educational strategy. It offers cognitive support that enhances understanding of subject-specific concepts, alleviates linguistic anxiety, and promotes classroom engagement. Conversely, students indicated that unregulated or excessive use of their first language could limit exposure to English, impede language processing, and obstruct the development of communicative autonomy. Students underscored the significance of instructional mediation, asserting that Translanguaging is most advantageous when utilized as a temporary aid rather than a replacement for involvement in the target language. This study enhances Translanguaging scholarship by framing classroom language practices as a dynamic continuum of challenge and support, rather than a binary distinction between L1 and English. The results underscore the necessity for pedagogically refined Translanguaging procedures in vocational English for Specific Purposes contexts, where language accessibility must be balanced with the advancement of professional English skills. Implications are presented for English for Specific Purposes pedagogy, educator decision-making, and multilingual language policy in vocational higher education.
Metacognitive Strategies and Reading Development in Islamic Higher Education Andi Adisaturrahimi; Windy Puspitasari Suparto; Marlia Marlia; Mustaqimah Mustaqimah; Herman Resyadi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1069

Abstract

This study aims to examine the impact of metacognitive strategy instruction on the development of reading skills among undergraduate students at an Islamic higher education. The research focuses on how these strategies influence students’ knowledge, skills, attitudes, and behaviors in reading academic texts. A qualitative descriptive design with a phenomenological approach was employed to explore students lived experiences. Eighteen fourth semester students who had completed a reading course incorporating metacognitive strategies were selected through purposive sampling. Data were collected through semi structured interviews and analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that metacognitive instruction significantly improved students’ understanding of reading as an active and strategic process. Students demonstrated enhanced skills in monitoring comprehension, questioning, and drawing conclusions. In addition, they reported increased motivation, confidence, and classroom participation. The study concludes that integrating metacognitive strategies into reading instruction fosters self-regulated, reflective, and engaged learners. These results suggest that metacognitive instruction is effective in strengthening both cognitive and affective aspects of reading development in Islamic higher education contexts.
Teacher’s Communication Strategies for Enhancing Students’ Speaking Motivation: Verbal and Non-Verbal Andi Adisaturrahimi; Sabrina Retnasari Iswahyudi; Fitri Amaliah Akbal; Marlia Marlia; Muhammad Astrianto Setiadi
AT-TA'LIM Vol 32, No 1 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i1.963

Abstract

This study investigated the impact of teacher’s verbal and non-verbal communication strategies on students’ motivation to speak in English. Specifically, it explored the types of verbal and non-verbal communication strategies employed by the teacher and examined how these strategies influence students’ speaking motivation in the EFL context.  A qualitative method was adopted, focusing on ninth-grade students at SMPN 1 Pallangga during the 2022–2023 academic year. Data were collected through classroom observations and semi-structured interviews. The results indicated that the teacher employed 13 distinct of verbal strategies and eight forms of non-verbal communication strategies. The findings suggested that both verbal and non-verbal communication strategies positively contribute to enhancing students' motivation to speak in English, highlighting the importance of teacher-student interaction in EFL classrooms.
The Role of Project-Based Learning in Fostering Students’ Writing Creativity: A Perception-Based Study Sitti Hawaena; Nurhaya; Andi Adisaturrahimi
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): 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.v6i1.247

Abstract

The purpose of this study is to examine students' perceptions of the effectiveness of Project-Based Learning (PBL) in enhancing creative writing skills. Utilizing Robbins' framework of perception—acceptance, understanding, and evaluation—this research employs a qualitative methodology. The participants consisted of twenty students selected purposively from a larger literacy organization at STKIP ABMUL, Dampal Selatan. Data collection instruments included observational checklists and semi-structured interviews. The findings reveal that the PBL model significantly contributes to the improvement of students' writing abilities, particularly in fostering creativity, imagination, and critical thinking. The participants expressed increased motivation and interest in writing, particularly in crafting short stories. As an outcome of their engagement with PBL, a student-initiated literacy organization was formed, serving as a collaborative space to nurture creative expression through written work.
Co-Authors Amaliah Ramdani Ferawaty Syam Fitri Amaliah Akbal Herman Resyadi M. Jufrianto Marlia Marlia Muhammad Astrianto Setiadi Muhammad Basri Muhammad Zaki Pahrul Hadi Mustaqimah Mustaqimah Mustaqimah Mustaqimah Nur Ainun Musa Nurhaya Reskyani Reskyani Sabrina Retnasari Iswahyudi Sahril Nur Sami’an Wulandari Sitti Hawaena Windy Puspitasari Suparto