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All Journal GEMBIRA (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) Axiology
Abdullah
Universitas Negeri Makassar
Religion Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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TRAINING FOR DESIGNING SCIENTIFIC WRITING TO THE TEACHERS OF MADRASAH TSANAWIYAH (MTS) GALESONG SELATAN TAKALAR Munir; Abdullah; La Sunra; Hasriani G
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 1 No 02 (2023): APRIL 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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

Abstract

This activity aims to improve the ability, knowledge and skills for the teachers of Madrasah Tsanawiayah Galesong Selatan Takalar in writing or compiling scientific works in the form of writing Articles or papers. This activity was carried out for one week using the lecture method, question and answer, discussion, practice in compiling scientific writing, such as articles and paper. At the end of this activity, an evaluation was held by the Team as a part to determine the success of the participants in this activity. The results of the evaluation of this activity showed that 80% of the participants succeeded in wring articles and paper for Journal (national or international) . In other words, there is an increase in the knowledge and skills as well as high motivation of the participants in designing article or paper. Thus, it can be concluded that this activity has been successful.
Developing Students' Motivation in Learning Engliah Vocabulary Through Synonym and Antonym Quiz at SMAN 9 Tana Toraja Patricia Rahayu Tarbun Tarbun; sahril; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): 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/ehjbag95

Abstract

Quiz are activities with rules, goals and elements of fun so they are interesting for students. Students can learn, while students play. This can brighten up the class and bring more variety into language lessons This thesis aims to determine whether the use of synonym and antonym quizzes improves the vocabulary and motivation of first-year students at SMAN 9 Tana Toraja. This study used a quasi-experimental method using cluster random sampling technique. The population of this study was 57 students consisting of two classes. Class X.5 was chosen as the control class consisting of 29 students and Class X.4 was chosen as the experimental class consisting of 28 students. The instruments of this study were vocabulary tests through pre-test and post-test and questionnaires to measure student motivation in the experimental class. The results of this study indicate that using synonym and antonym quizzes can improve vocabulary in the experimental class. The pre-test score was "bad" with an average score of 57.5 while the post-test score was "very good" with an average score of 92.5. The data were analyzed using paired sample t-test and independent sample t-test. The T-test value was 20.84, greater than the t-table value of 2.00. This shows that there is a significant difference between the control class and the experimental class. On the other hand, Ha is accepted. Based on the conclusion, the researcher suggests that the author proposes the goal so that English teachers can apply methods and variations to teach english vocabulary in class by using synonym and antonym quiz because it is proven that synonym and antonym quiz provide positive contributions to students' vocabulary
The Use of Google Sites in Teaching Descriptive Text in EFL Classroom Nur Aulia; Abdullah; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): 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/hw2n5j39

Abstract

This study aims to examine (1) the effectiveness of Google Sites in enhancing students’ descriptive writing skills and (2) students’ perceptions of using Google Sites for learning English. A quasi-experimental method was used, involving questionnaires and writing tests. The study included 50 students: 25 in the experimental was Class X TSM (Teknik Sepeda Motor) using Google Sites and 25 in the control group was Class X TKR (Teknik Kendaraan Ringan) using conventional methods. Results showed that Google Sites significantly improved writing skills. The experimental group's mean score increased from 70.20 (pre-test) to 90.80 (post-test), while the control group improved from 66.96 to 88.40. These findings confirm Google Sites as an effective learning tool. Aside from that, the average score for the students' questionnaire replies was 46.24. According to the interval scale, the mean score of students' thoughts on using Google Sites to study descriptive texts was extremely favorable. As a result, using Google Sites effectively improves students' descriptive writing skills, and the majority of students see Google Sites proved to be an effective learning tool for English, especially when it comes to producing descriptive texts.
Investigating EFL Teaching Strategies in Motivating Students in Learning English Vocabulary Ervina Azisa Azisa; Sahril; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/yay20g85

Abstract

This research aims to explore and identify the teaching strategies used by an English teacher to motivate students in learning English vocabulary. The subject of this study is an English teacher at SMPN 51 Makassar, and the research employs a descriptive qualitative method to provide a deeper understanding of the teacher's practices and their impact on students’ motivation. The data for this study were collected through a combination of classroom observations, interviews with the teacher, and documentation of teaching materials and student work. The data obtained was analyzed using four stages: data collection, data condensation, data display, and drawing conclusion. The results of the study indicate that the teacher uses a variety of motivational strategies to foster a positive and engaging learning environment. These strategies include building strong, positive relationships with students, which promotes trust and a sense of security in the classroom. Additionally, the teacher creates a fun and supportive atmosphere that encourages student participation and engagement. The teacher also employs techniques to arouse students' interest in learning new vocabulary, such as connecting the material to real-life experiences and students’ personal interests. Furthermore, the teacher works to maintain students' enthusiasm for learning by offering varied teaching methods and regularly incorporating interactive activities that sustain interest throughout lessons. Another key finding from the research is the teacher’s emphasis on providing constructive feedback to students. This feedback plays a vital role in reinforcing students’ understanding and boosting their self-confidence, which in turn contributes to their ongoing motivation. By recognizing students’ efforts and providing guidance for improvement, the teacher helps cultivate a growth mindset, where students feel empowered to continue learning and improving.
Teachers’ Strategies in Managing Classroom through Integration of Canva Audiovisual Media in English Speaking Learning Nurlinda; Nurdin Noni; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/gv8wnh36

Abstract

This qualitative study explores classroom management strategies used by English teachers using Canva-based audiovisual media to improve students' English speaking skills. Conducted at IMMIM Boys' Islamic Boarding School Makassar, this study investigated how Canva—an educational design platform—was integrated into speaking activities to increase classroom engagement and interaction. Using a descriptive case study approach, data were collected through in-depth interviews, classroom observations, and documentation. Participants included one English teacher and ten eighth-grade students. The study findings revealed that effective classroom management involves a combination of clear rules, efficient time allocation, flexible seating arrangements, and differentiated learning strategies supported by Canva's visual and audio features. This study contributes to the understanding of how digital tools such as Canva can meaningfully interact in classroom management and English language teaching. It offers insights for educators who want to modernize their teaching methods using technology-based strategies.
The Use of Cornel Note-Taking Method in Improving Students Reading Retention at SMPN 1 Segeri. Rafiqa Salwa Patty Salwa; Abdullah; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/qp69t769

Abstract

This study, The Use of Cornell Note-taking Method in Improving Reading Retention. The study aimed to determine (1)To what extent does the use of Cornell note-taking improve reading retention of the eighth-grade students of SMPN 1 Segeri (2) How do the students perceive the use of the Cornell note-taking method in improving reading retention at SMP Negeri 1 Segeri This study used a mixed-methods approach with an explanatory design. The population of this study was the students of SMP Negeri 1 Segeri. The samples of this study were the VIII Hasanudin class, consisting of 23 students as the experimental class, and the VIII Syekh Yusuf class, consisting of 19 students as the control class. The researcher used multiple-choice tests and interviews as the research instruments. The results of this study showed that (1) The use of cornell note-taking method can improve the reading retention of eighth-grade students of SMP Negeri 1 Segeri. (2) Students' perceptions of using Cornell Note-taking method in improve reading retention had a positive perception. This illustrates that the use of Cornell note-taking method can improve the reading retention of eighth-grade students of SMP Negeri 1 Segeri.
The Roles of Teacher in Facilitating English Learning for the First Year Students with Low Basic English Proficiency in Integrated Skills at SMP IT Modern Al-Aksi Lonrong Ahmad Sukri; Abdullah; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/mbkvcb46

Abstract

This study explores the teacher’s role in facilitating the development of integrated English language skills: listening, speaking, reading, and writing among first-year junior high school students with low basic proficiency. Employing qualitative and quantitative methods, data were collected through teacher interviews, student Interview, classroom observations, and student questionnaires. Findings indicate that the teacher played a pivotal role in scaffolding each language skill through strategies such as multimedia use, collaborative learning, contextual teaching, and differentiated instruction. While students responded positively to engaging learning environments and appreciated support in speaking and vocabulary development, they continued to face challenges in listening comprehension, reading analysis, and grammar-based writing tasks. Integrated skills instruction, which mirrors real-life language use, was consistently applied by the teacher to enhance comprehension, motivation, and learner autonomy. Overall, students perceived the teacher’s role as effective, though more targeted support was needed for grammar instruction and comprehension-based activities. Future research should examine the long-term effects of integrated skills instruction and explore the role of technology and teacher scaffolding in supporting low-proficiency students.
Exploring Scaffolding In Teaching English At SMP Yapend Makassar Isnaini Achmad Renaldi; Amirullah Abduh; Abdullah
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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: 10.66720/3071r647

Abstract

This study investigates the implementation of scaffolding strategies in teaching English at SMP Yapend Bungaya Makassar, focusing on teachers’ perceptions and instructional practices. The research aims to: (1) How is the teacher perception about scaffolding learning strategies in teaching English at SMP Yapend Bungaya Makassar? (2) How does the teacher apply scaffolding in teaching English at SMP Yapend Bungaya Makassar?. This qualitative study employs a case study approach, with data collected through observation, interviews, and documentation. The subject of the study is an English teacher at SMP Yapend Bungaya Makassar.The findings reveal that teachers hold both positive and negative perceptions toward scaffolding in English instruction. On the positive side, scaffolding is seen as an effective approach to enhance student motivation, foster engagement, and support gradual understanding of complex materials. However, challenges such as time constraints and the need to balance assistance for students with varying proficiency levels were also reported.In practice, the application of scaffolding follows three main stages in accordance with Bruner’s modes of representation: (1) Enactive stage—hands-on tasks involving real objects to build concrete understanding; (2) Iconic stage—the use of visual storytelling and simple multimedia tools to aid comprehension; and (3) Symbolic stage—guided practice that gradually leads students to independent use of the English language through verbal prompts, written exercises, and feedback.The study concludes that scaffolding is a well-implemented and beneficial teaching strategy at SMP Yapend Bungaya Makassar. It provides meaningful support for students to progress from dependence to independence in their language learning journey. This strategy is particularly relevant in the context of the Kurikulum Merdeka, which emphasizes student-centered and differentiated learning. The research contributes to the growing body of literature on scaffolding in classrooms and offers practical insights for English teachers seeking to improve instructional practices.
Analysis of Gamification Utilization in the GO Expert App for English Learning as a Foreign Language Nurul Husnul Awaliyah; Abdullah; Nur Aeni
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/kx0czf60

Abstract

This study analyzes the use of gamification in the GO Expert App for learning English as a foreign language, focusing on students' perceptions and the factors that support and inhibit its use. A qualitative approach was employed, using thematic analysis according to Creswell & Creswell (2023). The participants in this study were five twelfth-grade students from Ganesha Operation, selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and then analyzed using the six steps of thematic analysis. The results of this study indicate that students hold a positive perception of gamification in the GO Expert App. Elements such as leaderboards, points, stars, and timed quizzes are considered capable of increasing motivation to learn, fostering a competitive spirit, and encouraging students to be more active in English learning activities. Additionally, students rated learning through this App more engaging and less monotonous than conventional methods at their school. Practice questions with immediate feedback help students understand English material independently and continuously. The study also identified supporting factors such as peer support, teacher guidance, attractive features, ease of use of the App, and immediate feedback, which contribute to behavioral, emotional, and cognitive engagement in learning. However, there are inhibiting factors, including technical issues, unclear features, cognitive load from long texts, and distractions from other applications on students' mobile devices. Overall, this study concludes that gamification in the GO Expert App plays an important role in enhancing students' motivation, engagement, and understanding in learning English as a foreign language. However, improvements in technical aspects and design are needed to optimize its use.
Teaching Strategies for Students with Disabilities in Special Education Contexts: A Case Study at SLB Negeri Wonomulyo Herianto; Abdullah; Geminastiti Sakkir
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: 10.66720/09efv714

Abstract

This study examines vocabulary teaching strategies used by an English teacher in a special education setting for students with hearing impairments in Indonesia, specifically at SLB Negeri Wonomulyo. Vocabulary is a fundamental component of language learning; however, students with hearing impairments encounter particular challenges due to limited auditory access, restricted language exposure, and diverse learning characteristics. These conditions often affect students’ ability to understand, retain, and use new vocabulary effectively. Therefore, implementing inclusive and adaptive instructional strategies is essential to support effective vocabulary acquisition and meaningful language learning. A qualitative descriptive research design was employed to obtain an in-depth understanding of instructional practices in the classroom. Data were collected through classroom observations, in-depth interviews with the English teacher and teaching assistant, and documentation of teaching materials used during the learning process. The collected data were analyzed thematically to identify recurring instructional patterns, teaching procedures, and vocabulary teaching strategies applied in the classroom context. The findings reveal that vocabulary instruction is conducted through several integrated strategies. These include individualized instruction tailored to students’ ability levels, multisensory learning through visual media, printed pictures, gestures, and Total Physical Response (TPR), collaboration with a teaching assistant to support classroom instruction and student engagement, and step-by-step instruction reinforced through frequent repetition. In addition, the teacher prioritizes the selection of functional vocabulary closely related to students’ daily lives in order to enhance meaningful learning, improve comprehension, and encourage practical language use in real-life situations. The study highlights that effective vocabulary instruction for students with hearing impairments relies on flexible, student-centered, and collaborative teaching practices. The findings provide empirical evidence supporting inclusive English language teaching in special education contexts and offer practical implications for teachers, practitioners, and future researchers working with learners with hearing impairments.
Co-Authors Abduh, Amirullah Abdul Halim Ahmad Sukri Baso Jabu, Baso Ervina Azisa Azisa Geminastiti Sakkir Hasriani G Herianto Isnaini Achmad Renaldi La Sunra Munir Munir Munir Nur Aeni Nur Aulia Nurdin Noni Nurlinda Nurmulyana Js Nurul Husnul Awaliyah Patricia Rahayu Tarbun Tarbun Rafiqa Salwa Patty Salwa Ryan Rayhana Sofyan Sahril Sahril Nur Suci Pole Mappaita Sultan Yunitari Mustikawati