Articles
THE DOMINANT LEARNING STYLES AMONG ELEVENTH-GRADE STUDENTS AT MAN 1 MAKASSAR
L, Sulfitriani;
Korompot, Chairil Anwar;
Sakkir, Geminastiti
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i3, Nov.78440
This study aims to identify the dominant learning styles among eleventh-grade students at MAN 1 Makassar. A descriptive quantitative research design was used, with data collected through a learning style questionnaire and a speaking performance test. A purposive sample of 30 students participated in the study. The findings show that the auditory learning style was the most preferred, chosen by 14 students (47%), followed by the visual learning style (10 students or 33%) and the kinesthetic learning style (6 students or 20%). These findings suggest that students' learning styles influence their speaking performance and highlight the importance of using varied teaching strategies to support learners with different preferences.
AN ANALYSIS OF PARTICIPANTS’ ANXIETY IN SPEAKING AT EZPZ (ELEVATING ZENITHS OF PROFICIENCY AND ZEST) ENGLISH COMMUNITY
Manjani, Talin Fania;
Jabu, Baso;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i3, Nov.78426
This study aims to explore participants’ anxiety in speaking at the EZPZ English Community. This study employed a qualitative descriptive method. The subjects consisted of 22 individuals, referred to as ‘participants,’ who participated in speaking sessions during FEZ activities. Data collection techniques included observation and interviews. The findings revealed two types of symptoms: psychological symptoms (nervousness, worry, difficulty concentrating, and blanking) and physiological symptoms (object touching, trembling, sweating, stammering, and avoiding eye contact). The participants experienced state anxiety and situation-specific anxiety. The contributing factors of anxiety were categorized into linguistic factors (lack of vocabulary, pronunciation, grammar, lack of fluency, and limited exposure to the target language) and non-linguistic factors (communication apprehension and fear of negative evaluation). To overcome anxiety, participants employed four common strategies: preparation, positive thinking, relaxation, and peer seeking, along with a newly uncovered strategy called 'calm retreat.' This study highlights that speaking anxiety is a critical concern not only in formal educational institutions but also in non-formal learning environments. Addressing this issue requires implementing suitable strategies that accommodate individual needs to help learners overcome the barriers preventing them from expressing their opinions.
DEVELOPMENT OF RELEVANT AND INTERESTING ENGLISH TEACHING MATERIALS FOR ELEMENTARY SCHOOL STUDENTS
Al-Faj'rii, Nurul Hasana Lail;
Korompot, Chairil Anwar;
Sally, Fauzan Hari Sudding
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i3, Nov.78427
This study aims to identify relevant and interesting English teaching materials for elementary school students and analyze their impact on students' motivation and learning outcomes. This study employs a qualitative and quantitative method (mixed method) with participants consisting of the fifth-grade students at SDN 2 Sawerigadi. The data were collected through observations, interviews, and questionnaires and were analyzed descriptively. The findings indicate that the use of relevant and interesting teaching materials positively contributes to students' motivation in learning. The implemented strategies of developing teaching materials include the use of visual media, interactive learning methods, the selection of themes relevant to students' daily lives, and the adaptation to different learning styles (visual, auditory, kinesthetic). The positive impact is evident in the increase in students' learning motivation, as reflected in their active participation in class and improved learning outcomes. Questionnaire data show that after using the developed teaching materials, most students experienced better comprehension and academic progress. Therefore, it can be concluded that relevant and interesting teaching materials can enhance elementary school students' motivation and learning outcomes in English language learning.
Students’ Learning Styles and Their Speaking Proficiency: Evidence from MAN 1 Makassar
L, Sulfitriani;
Korompot, Chairil Anwar;
Sakkir, Geminastiti
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur
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DOI: 10.59065/jotes.v2i2.245
This study investigates how different learning styles—visual, auditory, and kinesthetic—influence students’ English-speaking performance. Speaking is widely recognized as the most challenging language skill, and students’ preferred modes of learning are believed to shape how effectively they develop oral proficiency. Using a descriptive quantitative design, data were collected from eleventh-grade students at MAN 1 Makassar through a learning style questionnaire adapted from the VAK model and a speaking performance test assessed using Heaton’s criteria of accuracy, fluency, and comprehensibility. The results reveal clear performance differences across learning style categories. Auditory learners achieved the highest mean score, classified as Very Good, demonstrating strong fluency and clear comprehensibility with only minor pronunciation or grammatical issues. Visual learners obtained a Good classification; they performed well overall but showed noticeable limitations in grammatical accuracy. Kinesthetic learners received a Fairly Good classification, exhibiting moderate ability and particular challenges in fluency, as their speech tended to be fragmented and required more processing time. These findings indicate that students' learning styles are meaningfully associated with their speaking performance, with auditory learners showing the greatest advantage—likely due to their preference for processing spoken input and verbal explanations. Meanwhile, kinesthetic learners may require more interactive, movement-based activities to support their oral production. The study underscores the importance of incorporating varied instructional strategies that align with different learning preferences. Teachers are encouraged to design multimodal speaking activities to ensure equitable support for all learner types and to maximize students’ opportunities for successful oral communication.
The Use of Taboo Game in Learning English to Improve Students Vocabulary Mastery
Dianing, Putri;
Korompot, Chairil Anwar;
Talib, Ahmad
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar
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DOI: 10.26858/performance.v4i4.79475
This research aims to determine the use of Taboo Game in learning English to improve students vocabulary mastery. This research used a quantitative approach and pre-experimental methods. The sample in this research was 28 students of class VIII-G SMPN 21 Makassar and was selected by using non-probability sampling method, namely purposive sampling by selecting samples based on their own assessment of who is most informative or relevant to the research objectives. Data was obtainde from questionnaire, pre-test and post-test from 28 respondents.The results of the research concluded that: (1) by using Taboo Game strategies, the students vocabulary mastery was considered has a significant results with data analysis obtained from questionnaires, pre-test and post-test which resulted in a very significant increase with a score of 27,2 in the experimental class with 4 indicators, namely spelling, meaning, pronounciation and use. (2) Using taboo games can attract positive perceptions from students and agreeing that the use of taboo games in increasing vocabulary mastery is effective in learning English. (3) The students were interested in learning English by using the Taboo game with the results of 28 respondents as a sample and then recapitulated and analyzed with a total score classification with significant results. So, with the existence of learning innovations with taboo games, it can increase students' learning ability and interest in learning, although the existing indicators need to be improved one by one.Keywords: Taboo Game, Vocabulary Mastery, Learning Interest
The Role of Extracurricular English Club Activities to Improve Students’ Speaking Skills at MTsN 1 Jeneponto
Aeni, Zahratul;
Korompot, Chairil Anwar;
Fauzan, Muhammad Miftah
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i1, January.82896
This study aims to analyze the role of English Club extracurricular activities in improving students' speaking skills at MTsN 1 Jeneponto. Speaking skills are very important for students to communicate effectively in English, but many students face difficulties in mastering this skill due to limited opportunities to practice in a regular classroom environment. The method used is qualitative with an observational research design of 7 samples involved in English club extracurricular activities, using a purposive sampling technique. The researcher used observation, interview, and documentation methods as research instruments to obtain results.
The Use of Extensive Reading Activities to Improve Junior High School Students’ Vocabulary
Nurhanifah, Sitti;
Korompot, Chairil Anwar;
Fauzan, Muhammad Miftah
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i1, January.82882
The study seeks to determine the effectiveness of extensive reading in increasing students' vocabulary at SMP Negeri 1 Pallangga. This research employs a pre-experimental approach utilizing a one-group pre-test and post-test design, using a vocabulary test. The participants of this study are eighth-grade students of the 2024/2025 academic year, specifically class VIII 5, consisting of 37 students selected through cluster sampling. The study employs the following instruments: a vocabulary test with four categories of questions: meaning, word class, and word use, totaling 20 items. The Wilcoxon signed-rank test results indicate a Z value of -5.077 with a p-value (Asymp. Sig. 2-tailed) of 0.000, which is lower than α = 0.05. This leads to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (H₁). Thus, it can be concluded that extensive reading is effective in enhancing students' vocabulary at SMPN 1 Pallangga.
Senior High School Students’ Difficulties in Comprehending Report Text
Khaerunnisa, Khaerunnisa;
Korompot, Chairil Anwar;
Sally, Fauzan Hari Sudding
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i1, January.82898
This study aims to find out the difficulties of grade X students in comprehending report text and the factors it. This study used a mixed method through tests and interviews as research instruments. The results showed that there were 46.67% of students had difficulty in making inference, 43.34% of students had difficulty in identifying references, 42.50% of students had difficulty in determining the main idea, 41.67% of students had difficulty in understanding vocabulary, and 39.33% of students had difficulty in detailing information. Then there are six factors that cause students to have difficulty in comprehending report text. They are, limited vocabulary knowledge, lack of fluency, inadequate use of effective reading strategies, problems with information processing, and low reading interest and motivation. This study suggests that teachers focus their attention on developing and implementing effective learning solutions to improve students' understanding of report texts.
ENGLISH LANGUAGE EDUCATION STUDENTS’ ATTITUDE TO ENGLISH LANGUAGE LEARNING AT UNIVERSITAS NEGERI MAKASSAR
Permatasari, Hartika;
Korompot, Chairil Anwar;
Fauzan, Muhammad Miftah
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v5i1, March.83394
The purpose of this study is to determine the attitudes of English education students at Makassar State University's English Department toward English language learning during the fourth semester of the 2023–2024 academic year. Because the descriptive quantitative approach can be utilized to get information on students' perceptions of linguistic attitudes, the researcher used it as the design method. A questionnaire was also provided to gather data. Thirty students from classes A, B, and D at Universitas Negeri Makassar made up the study's sample. The sample was gathered using the Random Sampling Technique. With 15 (50%) students classed as having a good attitude and 15 (50%) as having a neutral attitude, the results demonstrated that students generally had a fairly positive and neutral attitude. Since they understand the many advantages of learning the language, pupils' motivation in English is inextricably related to their optimistic outlook. 72% of students strongly felt that it is very important for their academic and future professional lives, according to these statistics.
The Level of Participation Among Non-English Major Students in English Classroom Activities
Helena Tada;
Chairil Anwar Korompot;
Geminastiti Sakkir
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Global Research Collaboration
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DOI: 10.61220/glens.v2i2.841
This study investigates the level of classroom participation among non-English major students enrolled in English language courses. Employing a quantitative descriptive approach, data were collected through a structured questionnaire distributed to 20 randomly selected first-semester students from the Faculty of Sports and Health Sciences at Universitas Negeri Makassar. The results indicate that 80% of the participants demonstrated active (65%) or very active (15%) involvement in classroom activities, while 20% remained neutral. No students were categorized as passive. The mean participation score of 50 falls within the "active" category. Further analysis shows that students are more engaged in interactive activities such as asking questions (65%), expressing opinions (50%), and participating in discussions (60%). In contrast, passive indicators like sitting quietly or merely listening were less frequently reported. While 45% of students stated they mainly took notes, another 45% were unsure whether they only took notes or also engaged in discussion. These findings suggest that, despite not majoring in English, students exhibit a high level of participation in English classroom activities. This highlights the potential of incorporating interactive strategies to further enhance engagement in English as a Foreign Language (EFL) instruction.