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All Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Edumaspul: Jurnal Pendidikan
Mujahidah Mujahidah
Institut Agama Islam Negeri Parepare
Humanities Education Languange, Linguistic, Communication & Media Other

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WEB 2.0 tools in English Project Based Learning at Elementary and High Schools in Kabupaten Pinrang Kiki Rezki Ananda; Magdahalena Tjalla; Zulfah Fakhruddin; Mujahidah Mujahidah; Abdul Haris Sunubi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 1 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i1.1295

Abstract

This research investigates the Web 2.0 tools utilized by teachers and students in English project-based learning (PBL) across elementary and high schools in Kabupaten Pinrang. The study aims to identify the types of digital tools utilized by teachers and students. A descriptive survey design was employed, involving 31 English teachers and 70 students from junior and senior high schools. Data were collected through online questionnaires and analyzed using descriptive statistics. The findings reveal that Canva (93.5%), YouTube (87.1%), and WhatsApp (77.4%) are the most commonly used tools by teachers, while students favor YouTube (60%), WhatsApp (51.4%), and Google Classroom (41.4%). Teachers primarily utilize Web 2.0 tools for content creation, communication, and assessment, while students use them for content exploration and project execution. Challenges identified include the limited adoption of collaborative platforms and synchronous communication tools due to digital literacy gaps and connectivity issues.
The Exploring University Students' Speaking Skills Through Think Pair Share Method in Online Learning Sulastri Sulastri; Ratnawati Ratnawati; Mujahidah Mujahidah; St. Asriati. Am
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.6133

Abstract

This quantitative research study analyzed the implementation of the TPS method on students' speaking skills. Twenty-seven students in the English education program at Universitas Muslim Indonesia participated in the study, which applied a speaking test and observation sheet to collect data on participants speaking skills. The study analyzed the implementation of TPS on students' speaking skills in terms of accuracy and fluency dealing with vocabulary and Grammar, as well as smoothness and self-confidence. The findings revealed that the use of the TPS method was able to improve students' speaking abilities. The result of the students' mean score in speaking accuracy in terms of vocabulary in cycle I was 6.85, and in cycle II, it was 7.97, which was improved by 1.12. Grammar in cycle I was 6.59; in cycle II, it was 7.73; it was improved to 1.14. Speaking fluency in terms of smoothness in cycle I was 7.10; cycle II was 8.22, it was improved to 1.12. Self-confidence in cycle I was 6.62, and cycle II was 8.54. It was improved to 1.92. The study concluded that the TPS method improved students' speaking skills of students. These findings contributed to understanding the potential benefits of the TPS method for improving students' speaking skills.
Enhancing Pedagogic Compotence of EFL Teachers In Pinrang Regency by in Service Training Nurjannah Nurjannah; Magdahalena Tjalla; Arqam Arqam; Ambo Dalle; Mujahidah Mujahidah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1789

Abstract

This study aims to enhance the pedagogical competence of English as a Foreign Language (EFL) teachers through in-service training in Pinrang Regency. Pedagogical competence is a key component of teaching quality, encompassing the understanding of student characteristics, curriculum development, instructional delivery, and learning assessment. The research employed a mixed-method approach using a convergent parallel design, collecting both quantitative and qualitative data simultaneously. Quantitative data were obtained through pre-tests and post-tests using pedagogical knowledge assessments, while qualitative data were gathered via semi-structured interviews with six EFL teachers. The findings indicate that in-service training significantly improved teachers’ pedagogical competence, as evidenced by the increase in pre-test and post-test scores. Most participants reported that the training enhanced their understanding of learning theories, enabled them to design more effective teaching strategies, and increased their confidence in classroom management. However, some challenges were identified in the practical implementation of the training content, particularly due to limited institutional support. This study highlights the importance of sustained, context-specific teacher development programs that are supported by responsive educational policies. The results are expected to serve as a reference for improving teacher training strategies, especially in under-resourced educational settings.
Investigating Teachers’ Ethics in the Use of Social Media as a Teaching Media in EFL Classrooms : A Case Study at MAN 1 Kolaka Utara Nursida Nursida; Ambo Dalle; Zulfah Zulfah; Magdahalena Tjalla; Mujahidah Mujahidah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1824

Abstract

offers various benefits, such as increased student engagement, flexible communication, and exposure to authentic materials. However, it also raises ethical challenges related to privacy, professionalism, and content responsibility. This study investigates how English teachers at MAN 1 Kolaka Utara reflect ethical awareness in using social media as a teaching tool. Employing a qualitative descriptive method, data were collected through interviews, observations, and document analysis involving four English teachers who actively used platforms like WhatsApp, Instagram, and YouTube. Thematic analysis revealed four central themes: ethical awareness, content selection, professional interaction, and student engagement. Findings suggest that while most teachers show commitment to ethical practices, such as respecting student privacy and maintaining professional boundaries, inconsistencies occur due to limited institutional guidelines. The study highlights the need for training and policy to support ethical digital pedagogy in EFL settings.
Co-Authors Abdul Haris Sunubi Ambo Dalle Arqam, Arqam Kiki Rezki Ananda Magdahalena Tjalla Nurjannah Nurjannah Nursida Nursida Ratnawati Ratnawati St Asriati Sulastri Sulastri Zulfah Fakhruddin Zulfah Zulfah