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All Journal IJoLE: International Journal of Language Education DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra International Journal of Education and Humanities Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Journal of English Language Teaching and Literature (JELITA) EDULEC
Syarifuddin Dollah
Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health 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.
Pelatihan Pengembangan Bahan Ajar Interaktif Berbasis Wayground Bagi Guru-Guru di Madrasah Aliyah Galesong Selatan Syarifuddin Dollah; Haryanto; Vivit Rosmayanti; Citra Prasiska Puspita Tohamba; Hasriani G
ABDI SAMULANG: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2026): JULI| ABDI SAMULANG
Publisher : Yayasan Habiburrahman Jamalu Bina Ummat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61477/abdisamulang.v5i2.109

Abstract

The rapid development of digital technology requires teachers to design more interactive and student-centered learning experiences. However, observations conducted at Madrasah Aliyah Galesong Selatan, Takalar Regency, revealed that most teachers still relied on conventional teaching materials and assessment methods, resulting in suboptimal integration of digital technology into the learning process. This condition limits the variety of instructional media that can enhance student engagement and learning motivation. Therefore, this community service program aimed to improve teachers’ competencies in developing interactive teaching materials and assessments using the Wayground platform. The activity was conducted on July 9, 2026, employing lectures, demonstrations, hands-on practice, discussions, and mentoring as its primary methods. The target participants were 16 teachers from various subject areas at Madrasah Aliyah Galesong Selatan. The program began with presentations on digital learning, followed by demonstrations of Wayground features, practical sessions on creating quizzes and interactive learning activities, and mentoring in the development of instructional products. The results indicated that participants successfully understood how to use Wayground and were able to independently develop various forms of interactive assessments and learning activities. Furthermore, participants demonstrated high enthusiasm throughout the training and reported that Wayground was easy to use and had strong potential to enhance student participation in learning activities. Overall, the program successfully improved teachers’ digital competencies and supported the implementation of more innovative, interactive, and 21st-century-oriented learning practices.
Politeness Strategies in Konjo Family Discourse: A Sociolinguistic Study Agus Rahmat; Syarifuddin Dollah
JELITA Vol 7 No 2 (2026): 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.v7i2.1198

Abstract

This study aims to identify the politeness strategies employed in Konjo family discourse and examine how age and social status shape their use in everyday communication. A descriptive qualitative design within a sociolinguistic framework was employed. Data were collected through audio recordings of naturally occurring conversations among eight members of a Konjo family over a two-week observation period. The recorded interactions were transcribed, translated into English, and analysed using Brown and Levinson’s (1987) politeness theory and Braun and Clarke’s (2006) thematic analysis. The findings reveal that all four politeness strategies bald-on-record, positive politeness, negative politeness, and off-record politeness are present in Konjo family interaction. Positive politeness emerged as the dominant strategy, reflecting affection, solidarity, and emotional closeness among family members. Bald-on-record strategies were primarily used by parents and elders when exercising authority, while negative politeness and off-record strategies appeared mainly in interactions involving respect for elders and humorous exchanges. Furthermore, age and social status strongly influenced the choice of politeness strategies, with younger family members generally responding through compliance, indirectness, or respectful silence. The study concludes that although Brown and Levinson’s framework effectively classify politeness strategies, their realization in Konjo family discourse is deeply shaped by local cultural values, including siri' (honour), respect for elders, kinship, and family harmony. These findings contribute to the growing body of sociolinguistic research by demonstrating the importance of integrating universal politeness theory with culturally specific perspectives.
Bridging Cultures through Reflection: Metacognitive Approaches of Multicultural EFL Learners Sukmawati Sukmawati; Syarifuddin Dollah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 6 No 2 (2026): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v6i2.440

Abstract

This study aims to examine how EFL students from diverse cultural backgrounds manage their learning processes through metacognitive awareness and self-reflection in a multicultural academic setting. The importance of cross-cultural communicative competence in English language acquisition is increasing, rendering students' ability to regulate their cognition, learning strategies, and emotional responses crucial for achieving academic success. This study employed a phenomenological approach with eleven students from the English Language Education Study Program at Universitas Megarezky. Data were collected using semi-structured interviews and later analyzed using thematic analysis technique. The findings found four principal themes: Self-awareness, Strategic regulation, Cultural adaptation, and Competence transformation These findings emphasize the importance of integrating metacognitive and reflection-based learning practices into the EFL curriculum to enhance students' intercultural competence, emotional resilience, and learning independence. This research provides theoretical contributions to the study of metacognitive learning and cross-cultural communication, as well as practical implications for educators designing globally responsive English language learning.
Co-Authors Agus Rahmat Alek, A Amalia Zatil Riski Citra Prasiska Puspita Tohamba Haryanto Hasriani G Luthfiyyah Ainur Fitrizah Sukmawati Sukmawati Sultan Baa Tuyen Van Nguyen Vivit Rosmayanti