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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LINGUA: Jurnal Bahasa dan Sastra EDUVELOP (Journal of English Education and Development) Voices of English Language Education Society Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Ethical Lingua: Journal of Language Teaching and Literature International Journal of Humanities and Innovation (IJHI) Interference: Journal of Language, Literature, and Linguistics ARRUS Journal of Social Sciences and Humanities Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Indonesian Journal of Research and Educational Review (IJRER) Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Studies in English Language and Education Indonesian Journal of Pedagogical and Social Studies Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics Abdi Kimia : Jurnal Pengabdian Masyarakat Jurnal Pemikiran dan Pengembangan Pembelajaran International Journal of Language, Education, and Literature (IJLEL) Journal of Teaching and Education for Scholars Axiology GLENS: Global English Insights Journal
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Incorporating English Podcast as A Learning Source to Improve Students’ Speaking Bakri, Nurfadila; Korompot, Chairil Anwar; Aeni, Nur
Journal of Excellence in English Language Education Vol 4, No 4, October (2025): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v4i4, October.78160

Abstract

This research explores the effectiveness of using English podcasts to support the enhancement of speaking skills among eighth-grade students at SMP Negeri 1 Makassar, this study adopted a quantitative pre-experimental approach that involved conducting a pre-test., a treatment phase, and a post-test, with the participation of 44 students from class VIII.3. The results showed notable improvements in both vocabulary acquisition (N-Gain = 0.62) and grammar mastery (N-Gain = 0.51). Statistical analysis through paired sample t-tests confirmed that these improvements were significant (p < 0.05). These outcomes support prior research highlighting the benefits of podcasts in fostering engaging and interactive language learning. The study concludes that English podcasts offer valuable exposure to authentic language use, making them a powerful resource for developing speaking skills. It suggests that teachers integrate podcasts into their instructional methods to increase student motivation and language competence. It is suggested that future studies explore the lasting impacts and wider implementation of podcasts across various educational settings.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i3, Nov.78440

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i3, Nov.78426

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i3, Nov.78427

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.245

Abstract

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.
An Analysis of Students’ Difficulties in Comprehending Descriptive Text at SMPN 2 Galesong Utara Seftiya, Anilza; Muhayyang, Maemunah; Korompot, Chairil Anwar
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79469

Abstract

This research aimed to identify the factors contributing to students' difficulties in comprehending descriptive texts at SMPN 2 Galesong Utara. A descriptive qualitative research design was employed, focusing on Grade 8 students during the 2023/2024 academic year. The study sample comprised 30 students from class 8E, selected through purposive sampling. Data collection was conducted through interviews. The researcher found that there were various difficulties encountered by the students in comprehending descriptive text, namely (1) understanding long sentence in the text, (2) inadequate instruction presented by teacher, (3) understanding vocabulary, and (3) house and school environment. In conclusion, there are 3 factors causing students in comprehending descriptive text at SMPN 2 Galesong Utara. Keywords: Difficulty, Comprehension, Descriptive Text
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79475

Abstract

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
English Teachers’ Challenges in Designing Teaching Module for the Merdeka Curriculum Yusuf, Sitti Fatimah; Korompot, Chairil Anwar; Aeni, Nur
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79464

Abstract

This study aims to identify what are the challenges faced by English teachers in designing teaching module in the Merdeka Curriculum. The population of this study is English teachers who teach in grades 7 and 8 at SMP Negeri 1 Takalar. This study involved 3 participants who were determined through purposive sampling. The instruments used in this study were documents and interviews. The challenges faced by English teachers in designing teaching modules for the Merdeka Curriculum include finding methods that match students' conditions and characteristics, dealing with poor internet connections, meeting students' learning needs, considering students' backgrounds and levels of understanding, addressing very basic English proficiency, choosing easily understood words, maintaining student grades, creating various forms of assessments, organizing assessment timing, and providing contextualized teaching. Keywords: Challenges, Teaching Module, Merdeka Curriculum.
Exploring Teachers’ Technological Knowledge in English Languange Teaching Practice Irma, Nila Irmayani; Korompot, Chairil Anwar; Fitriyani
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Educational technology is essential for creating interactive, effective, and student-centered learning. However, based on recent national data, the use of educational technology by teachers in Indonesia is still relatively low. The Ministry of Education and Culture (2021) found that only around 30% of teachers actively use digital platforms to support learning on a regular basis. This low usage is partly due to varying digital skills and confidence levels among teachers, which can limit the effective integration of technology in classrooms. This study aims to determine teachers’ technological knowledge in English language teaching within the TPACK framework, including the kinds of technology used, and how teachers apply technology in classroom practices. The type of research used in this study is qualitative approach with a narrative inquiry design. The subjects of this research are English teachers at a junior high school in Mangkoso who teaches English. The findings of the study indicate that teachers’ technological knowledge about teaching English at junior high school in Mangkoso are demonstrated through the ability to operate several digital tools and integrate them into classroom activities. Teachers used Smart TVs, laptops, tablets, projectors, Kahoot, Quizizz, Ruang Guru, Word wall, YouTube, PowerPoint, and AI tools. Teachers effectively practiced technological knowledge by selecting and customizing digital tools, presenting videos and audio, creating learning materials, and designing technologybased activities that actively support teaching English. The meaning of these findings is interpreted based on the classroom situation and the teaching context. This study is beneficial for supporting technology based English learning and can contribute to improving the implementation of the TPACK framework in schools.
Motivating English Learners in Remote Areas: An Exploration of Teacher Roles and Classroom Strategies Hanifa; Korompot, Chairil Anwar; Basri, Muhammad Arham
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore the role of teachers in enhancing students’ motivation toward English learning in a remote area of Papua characterized by educational disparities. The study was conducted at SMA Negeri 1 Teminabuan, Sorong Selatan Regency, Southwest Papua, where limited facilities, technology, and exposure to English present significant challenges. Data were collected through semi-structured interviews with three English teachers and three students, classroom observations, and documentation. The data were analyzed using Miles & Huberman’s (1994) interactive model, involving data reduction, data display, and conclusion drawing/verification. The findings reveal that students’ motivation is influenced by internal factors (interest, goals, and self-efficacy), affective factors (confidence, anxiety, and fear of mistakes), cognitive factors (limited vocabulary and grammar), as well as external factors including family support, peer influence, and school resources. Teachers played a crucial role as facilitators and motivators, employing strategies such as providing encouragement, connecting English learning with students’ daily lives, and creating supportive classroom atmospheres. However, teachers faced multidimensional challenges, including limited facilities, minimal parental involvement, students’ lack of exposure to English, and the difficulty of balancing cultural identity with English learning. Despite these challenges, teachers demonstrated adaptability through contextual learning, creative teaching methods, and culturally responsive strategies that helped sustain students’ motivation. This study concludes that the role of teachers is central in bridging the gap created by educational disparities and that enhancing student motivation in remote areas requires both pedagogical innovation and systemic support. The study recommends targeted professional development for teachers and improved resource allocation to strengthen English education in disadvantaged regions.Keywords: Teacher role, Students motivation, English learning, remote areas, educational disparity, Papua
Co-Authors A Halim A. Muliati Abduh, Amirullah Abdul Halim Abdul Rahman Abdul Rahman R Abdullah, Sitti Aisyah Abrar, Andi Eritme Yustika Abubakar, Bahrun Adhe Ramdhany Syam Afiz, Andi Muh. Furqan Agussalim Djirong Ahmad Ridwan Ahmad Sukri Aini Titah Setyani Titah Akbar, Muh. Ramadhan Al-Faj'rii, Nurul Hasana Lail Alawiyah, Siti Alfisyah Alfisyah Alfiyanti, Rizki Muthiah Almira, Nisa Amra Ariyani Ananda, Ismawati Andi Endah Pratiwi Andi Fitri Rahmasari M Andi Kurniawan Andi Nur Hafidzah Aliyah Qashas Angelina, Alicia Annisa Maharani Annisa, Rara Nur Anugerah Febrian Syam Anwar, Muh Syaiful Aqzhariady Khartha AR, Atiqah Fajriyani Yacub Arief, Rahmi Arif, Nurindah Fadillah Ariyani, Amra Armansyah Arni Arni Asriati Asriati, Asriati Athyah, Andi Ummy Atmowardoyo, Haryanto Atmowardoyo Auliah, Wahyuli Ayu S Ayu Safitri Agustina Azis Azis, Azis Azizah, Geby Azizah, Nur Wafiq Azzahra Ellyasari Baa, Sultan Badriah Badriah, Badriah Bakir, Muh. Anas Bakri, Nurfadila Bangsa, Ade Fitriani Kesuma Baso Jabu, Baso Basri, Muhammad Arham Chaerul Fadlan Saud Dedy Darmawan Dian Safitri Dian Safitri Dian Widya Alfira Dianing, Putri Dzulfikar, Ahmad Fahira Anjani Farahdiba, Syarifah Fatimah Hidayahni Amin Fatimah Hidayahni Amin Fauzan, Muh. Miftah Fauzan, Muhammad Miftah Fitrah, Atiyah Inayah Fitriana Fitriana Fitriyani G, Hasriani Geminastiti Sakkir Gustina, Ika Hajriah, Hajriah Hamzah, Ikhlasul Hanafie, Dimas Aditya A Hanifa Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasniar Hasniar, Hasniar Helena Tada Helena Tada Himala Praptami Adys Hisaan, Amalia Khoirotun Husnul Khatimah Ihsan, M. Muadz Muwaffaq Ikram Nur Amri Akbar Indah Amaliah Irawan, Arya Putra Irma, Nila Irmayani Irsyad Dhahri Samad Irsyad Izzul Haq Ismail, Nur Alfiani Jamaluddin Ahmad Jasmia Jasmia Jasmia Jasmia, Jasmia Jayawarsa, A.A. Ketut Juanda, Juanda Julianti Sapta Nadilla Jumarni Jumarni Jumase Basra Kaharuddin, Andi Lidiyawati Khaerunnisa Khaerunnisa, Khaerunnisa Khalisah, Nur KHUMAIRAH, Adelia Rizky Khusnul Khotimah Kisman Salija, Kisman Kurnia Rahman Kurniawan Saputra L, Sulfitriani La Sunra M Tahir M. Tahir Maemuna Muhayyang Magfirah, Nadila Ayu Makkaraeng, Fitria Wahyu Manjani, Talin Fania Mansyur Mawaddah, Safira Mirwan, Husnul Khatimah Muafiah, Nurul Muh. Tahir Muh. Tahir Muhalim, Muhalim Muhammad Agus Muljanto Muhammad Khalil Gibran Rusdi Muhammad Nurul Multazam Muhammad Ridwan Sulaiman Muhammad Tahir Muhammad Zainal Arifin, Muhammad Zainal Muhayyang, Maemunah Muhmmad Nurul Multazam Muliati M, Andi Munir Munir Munir Munir, Munir Munir, Ayra Zalikha Mutmainnah Mutmainnah Naipon, Adam Naofal Nasir, Rahmat Nawir , Nurdiana Nawir, Nurdiana Nirmala Noni, Nurdin Nur Aeni NUR AENI Nur Aeni Nur Alfika Nur Annisa Nur Ina Syam Nur'anisa, Siti NUR, Syauqiyah Awaliyah Alfiani Nurdiana Nurdin Noni Nurdin Noni Nurhanifah, Sitti Nurinayah Ramadhani Nurindah Fadillah Arif Nurindah Purnama Sari Nurjihan Nabilah Noor Nurmalasari Nurmayanti, Wa Ode Nurul Annisa Mahmud Nurul Rezky Amalia Nurul Wahyuni Ilham Nurwandi Nurwandi Patak, Andi Anto Permatasari, Hartika Pogaru, Mismar M Puja Renita Meilani Putri, Al-khaerunissa Putri, Mercy Krisita Omega Putri, Umayyah Tiara R, Abdul Rahman Rahmat Naofal Nasir Rahmi Aulia Amir Raihan Riski Ananda Ramadhani, Fairuz Fakhirah Ramadhani, Trecy Trinita Rasdillah Rayhana S, Ryan Rehatalanit, Ivana Chrysalia Reski, Ade Ervina Rezki Riswan, Andi Rizky Thurfah Wiradyaningsih Ryan Aditya Syam Putra Ryan Rayhana Sofyan, Ryan Rayhana S.DM, Arifudin Sahril Nur Said, Nursakinah Alsavirah Sakir, Rauf Sakkir, Rini Isnaeni Sally, Fauzan Hari Sudding Salsabila, Putri Samsul, Cheria Tri De Afril Samtidar Samtidar Samtidar, Samtidar Seftiya, Anilza Seni, Bungkoboy H. Seny Luhriyani Sunusi Setiawan, Muhammad Asraf Sitti Wahyuni Saing Sri Nurhamdani Suci Arnita Rahim Suci Candrawinata Sukardi Weda Sukardi Weda Sukardi Weda, Sukardi Sukardi, Vera Sultan Baa Sultan Sultan Sunra, La Syahrir, Nur Ilmi Septia Syarifah Faradiba Syarifah Farahdiba Syarifuddin Dollah Syauqiyah Awaliyah Alfiani Nur Syazwatika, Nurul Tada, Helena Talib, Dr. Ahmad Tangkeallo, Grace Aprilia Taswadi, Muh. Qayyum Ulfa, Andi Yurni Wahyu Wahyu Wahyuddin Wahyuddin Warsita Umyah Yahya, Anisa Mujahidah Yaqub AR, Atiqah Fajriyani Yasin, Riesky Ramadhani Yuningsi, Nurasmi Yunisah Azzahra Yunisha Yusran Yusuf, Andi Muallimah Yusuf, Sitti Fatimah Zahratul Aeni