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All Journal IJoLE: International Journal of Language Education DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra International Journal of Education and Humanities
Syarifuddin Dollah
Universitas Negeri Makassar, Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Assessing the Nexus of EFL Learners’ Academic Self-concept and Their Formal English Vocabulary Knowledge Alek - Alek; Tuyen Van Nguyen; Syarifuddin Dollah
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.36048

Abstract

Vocabulary is unquestionably the cornerstone of language learning. No matter the learners' first language, foreign language, age, or level of ability and skill. Yet, it is scarcely founded studies regarding formal English vocabulary knowledge. This investigation expected to explore the correlation between undergraduate EFL learners’ academic self-concept and their formal English vocabulary knowledge. The quantitative research method has been applied. The participants completed a written vocabulary test in English and filled in an academic self-concept questionnaire. The data were analyzed using simple correlation regression and qualitative analysis from data obtained from the interview.  The results show that the undergraduate English as a Foreign Language learners’ academic self-concept has a positive correlation with the learners’ formal English vocabulary knowledge. Based on interview results confirm that illustrates the power of contextual language learning. Vocabulary learning was influenced by the amount of exposure, word self-regulation, general intellectual ability, motivation, and creativity factors that support the learners’ vocabulary knowledge achievement. The results suggested that teacher educators should pay more attention to the enhancement of the power of EFL learners’ academic self-concept to help the acceleration of teaching and learning English as a foreign language. For strengthening the academic self-concepts of EFL students as well as some essential considerations to be made before beginning the development of learners' English vocabulary knowledge are discussed. Last but not least, some pedagogical implications are proposed for EFL teacher educators.
Students’ Perception on The Use of Kahoots! as An Ice Breaking Medium in Learning English Amalia Zatil Riski; Syarifuddin Dollah; Sultan Baa
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i2.1592

Abstract

This study investigates students' perceptions on the use of Kahoot! as a media in icebreaker sessions in English subjects. The independent variable in this study is Kahoot! as an ice breaking media, while the dependent variable is students' perceptions on the use of Kahoot! in icebreaker sessions. The population in this study was 30 students of class VIII B from UPT SPF SMPN 13 Makassar. This study used a mix-method research method with questionnaires and interviews as research instruments. The questionnaire was given to all students with open-ended questions, while in-depth interviews provided students' perceptions to support and add to the results of the questionnaire. The findings of this study reveal that students have positive perception on to use Kahoot! as an icebreaker medium in learning English.
Nonverbal Codes in Online Intercultural EFL Classroom Luthfiyyah Ainur Fitrizah; Syarifuddin Dollah
JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/ijoleh.v5i1.443

Abstract

The rapid shift to online learning environments has transformed the nature of interaction in English as a Foreign Language (EFL) classrooms, particularly in intercultural contexts. While verbal communication has been widely examined, nonverbal communication in online intercultural EFL classrooms remains underexplored. This qualitative descriptive case study investigates the types and functions of nonverbal codes used in an online intercultural EFL classroom at the graduate level. Data were collected from recorded synchronous online class sessions involving culturally diverse students and analyzed using thematic analysis. The findings reveal that nonverbal communication was not diminished in the online setting but rather transformed into digitally mediated forms. The identified nonverbal codes include facial expressions, eye behavior, head and upper-body movements, paralinguistic features, and digital nonverbal cues such as mute–unmute behavior and response timing. These nonverbal codes functioned to express agreement and politeness, demonstrate respect and attentiveness, manage turn-taking, perform face-saving strategies, reflect culturally influenced communication norms, and compensate for the limitations of online interaction. The study highlights the importance of nonverbal awareness in fostering effective intercultural communication and intercultural communicative competence in online EFL classrooms.
Co-Authors Alek, A Amalia Zatil Riski Luthfiyyah Ainur Fitrizah Sultan Baa Tuyen Van Nguyen