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All Journal International Journal of Language, Education, and Literature (IJLEL) Axiology
Munir
Universitas Negeri Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Project-Based Learning on Students’ Speaking Skill: Evidence from Pangkajene Regency Khaerunnisa; Muhammad Tahir; Munir
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/jv3jfd46

Abstract

This study investigates the effectiveness of the Project-Based Learning (PJBL) method in enhancing students’ speaking skills at SMPN 2 Balocci, Pangkajene Regency. The research is grounded in Thomas’s (2000) framework of PJBL, which emphasizes learner-centered instruction through authentic, meaningful projects that require students to actively engage, collaborate, and produce tangible outcomes. It is also supported by Brown’s (2004) theory of speaking skills, which highlights three essential components—fluency, accuracy, and comprehensibility—as fundamental aspects of oral communication competence. The combination of these frameworks provided both theoretical and pedagogical foundations for this study. A pre-experimental research design with a one-group pre-test and post-test model was employed. The sample consisted of 73 purposively selected students. Data were collected through an individual speaking test divided into three sections: introduction, monologue, and interactive discussion. Students’ performances were assessed using the JACOB (1980) speaking rubric, which evaluates accuracy, fluency, and comprehensibility as indicators of communicative ability. The findings revealed a significant improvement in students’ speaking performance following the implementation of the PJBL method. The mean score increased substantially from the pre-test to the post-test, indicating notable progress in students’ oral proficiency. Results from the paired sample t-test confirmed that the difference between pre-test and post-test scores was statistically significant at the 0.05 level (p < 0.05). This demonstrates that the PJBL method effectively contributes to the development of students’ speaking skills. In conclusion, the Project-Based Learning method not only improved students’ ability to speak English more fluently, accurately, and comprehensibly but also fostered motivation, creativity, and collaboration in the classroom. The findings suggest that PJBL is a promising instructional approach for English language learning, particularly in contexts where communicative competence and student engagement are prioritized.
Teachers’ Implementation of Communicative Language Teaching in English Language Teaching Nurdiana; Iskandar; Munir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ehp6ec70

Abstract

This study aims to describe how English teachers implement Communicative Language Teaching (CLT) in English teaching. This study used a qualitative research design. Data were collected through classroom observations, interviews with teachers, and documentation. The findings indicate that teachers implement CLT through various communicative activities such as group discussions, role-plays, presentations, and information gap activities. Teachers act as facilitators by guiding students, providing vocabulary support, and creating opportunities for interaction. However, teachers also face several challenges, including students' lack of confidence, limited vocabulary, and varying levels of English proficiency. To overcome these challenges, teachers provide easy-to-understand instructions, facilitate a comfortable and supportive learning space, and encourage students to speak without fear of making mistakes. This study can conclude that CLT can be implemented effectively when teachers adapt the approach to students' needs and classroom conditions.
The Effect of Text Organization Instruction on Students’ Expository Reading Comprehension Siti Nurul Azisyah; Iskandar; Munir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/qdfffr71

Abstract

This study aims to investigate the effectiveness of text organization instruction in improving students’ expository reading comprehension, as well as to identify students’ challenges and explore teachers’ perceptions regarding its implementation. The research employed a sequential explanatory mixed-methods design, combining quantitative and qualitative approaches. The quantitative data were collected through pre-test and post-test to measure students’ reading comprehension before and after the intervention, while qualitative data were obtained through questionnaires and analysis of students’ responses to provide deeper insights into their experiences. The findings reveal that text organization instruction significantly improves students’ comprehension of expository texts. Students demonstrated better ability in identifying main ideas, recognizing supporting details, and understanding the relationships between ideas. In addition, the results indicate that well-organized texts reduce students’ difficulties in reading, as clear structures help them follow the flow of information more easily and minimize confusion.  Furthermore, students showed positive changes in motivation, confidence, and engagement in reading activities after receiving instruction on text organization. The integration of quantitative and qualitative findings confirms that text organization instruction is an effective pedagogical strategy for enhancing reading comprehension and supporting meaningful learning. Explicit teaching of text organization plays a crucial role in improving students’ ability to comprehend expository texts and should be considered an essential component in reading instruction.
Peningkatan Kemampuan Penerjemahan Siswa SMA melalui Workshop “Be Authentic, Translate it Right” Keysha Nizalytha Tualle; Lely Novia; Munir; Nurdin Noni; Yunitari Mustikawati
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 1 (2026): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Kemampuan menerjemahkan dari bahasa Indonesia ke bahasa Inggris maupun sebaliknya merupakan kompetensi penting yang masih perlu diperkuat di tingkat SMA, khususnya dalam hal pemahaman konteks budaya, penguasaan kosakata, dan ketepatan terjemahan. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kemampuan penerjemahan, keterampilan analisis kesalahan terjemahan, serta kompetensi berpikir kritis dan komunikasi siswa melalui workshop "Be Authentic, Translate it Right" yang dilaksanakan oleh Tim Asistensi Mengajar Mandiri (AjarMi) Program Studi Pendidikan Bahasa Inggris Universitas Negeri Makassar di SMA Negeri 8 Makassar. Kegiatan ini melibatkan 45 siswa kelas X dan XI dengan menerapkan pendekatan Project-Based Learning, Collaborative Learning, dan Experiential Learning melalui lima tahap terstruktur, yaitu orientasi materi, pengumpulan data autentik (text hunting), analisis dan produksi terjemahan, presentasi kelompok, serta evaluasi dan refleksi. Hasil survei menunjukkan bahwa 95,6% peserta menyatakan workshop bermanfaat, 93,4% menilai materi relevan dengan kebutuhan mereka, dan 100% peserta menyatakan materi mudah dipahami. Sebanyak 93% peserta merasakan perubahan positif, mencakup peningkatan pemahaman terjemahan natural (35%), kepercayaan diri (20%), motivasi belajar (20%), dan kemampuan berpikir kritis (18%). Kegiatan ini direkomendasikan untuk dikembangkan dengan durasi yang lebih panjang, ruangan yang lebih kondusif, dan pendampingan lanjutan secara berkelanjutan.
Pemanfaatan Scrapbook sebagai Media Pembelajaran dalam Penulisan Biography Text Asriati; Munir; Amra Ariyani; Nur Aeni; Hasriani G; Avrillia Amanda; Fathur Rahman Harun; Andi Suci Ramadhani; Resky Affat; Zulfa Zahra Khaerunnisa
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 1 (2026): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Pengabdian ini mengeksplorasi implementasi media scrapbook dalam penulisan teks biografi bagi siswa kelas IX di SMP Negeri 1 Makassar. Program yang diberi nama English Scrapbook ini dirancang untuk melibatkan siswa secara aktif dalam kegiatan menulis teks biografi melalui serangkaian aktivitas kreatif dan terstruktur. Proses pembelajaran dimulai dengan pengenalan konsep teks biografi, pengumpulan data tokoh berpengaruh, penulisan narasi biografi, hingga penyajian hasil karya dalam bentuk scrapbook. Hasil pengabdian menunjukkan bahwa penggunaan media scrapbook secara signifikan meningkatkan keterampilan menulis siswa dengan mendorong mereka untuk mengidentifikasi informasi penting, menyusun konten secara logis, dan menyajikannya secara kreatif melalui elemen visual. Selain itu, program ini juga mendorong keterampilan berpikir kritis dan komunikasi siswa karena mereka dituntut untuk mempresentasikan hasil karya di depan kelas. Penggunaan scrapbook sebagai media pembelajaran juga berhasil meningkatkan keterlibatan dan motivasi siswa dalam mempelajari teks biografi, sehingga proses pembelajaran menjadi lebih interaktif dan menyenangkan. Dengan demikian, implementasi media scrapbook dalam pembelajaran teks biografi tidak hanya memperkuat kemampuan literasi siswa, tetapi juga mendorong kreativitas, kerja sama tim, dan komunikasi yang efektif
Co-Authors Abdul Wahid Alya Zalsabila Amra Ariyani Andi Marhani Andi Suci Ramadhani Asriati Avrillia Amanda Dinda Fathur Rahman Harun Fitriyani Geminastiti Sakkir Hasriani G Iskandar Keysha Nizalytha Tualle Khaerunnisa La Sunra Lely Novia Lilih Insyirah Mardiana Mega Syafitri Muhammad Tahir Murni Mahmud Nur Aeni Nur Rahma Maulida M Nurdiana Nurdin Noni Nurul Akidah Kidah Resky Affat Siti Nurfadhilah Gani Siti Nurul Azisyah Walhidayah Yunitari Mustikawati Zulfa Zahra Khaerunnisa