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All Journal Jurnal Ilmiah Multidisiplin Amsir Edumaspul: Jurnal Pendidikan
Abdul Rahman R.
Universitas Tomakaka
Religion Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice Public Health Other

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An Enhancing Students Reading Comprehension by Using Cooperative Integrated Reading and Composition (CIRC) Abdul Rahman R.; Enni Enni; Syahban Mada Ali; Badriah Badriah
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.5777

Abstract

Reading comprehension simply understanding what has been read. There are many strategies that can be applied by the teacher to maximize their role in the classroom, but most of them did not try to find a variety of methods. One of the methods that can be used is Cooperative Integrated Reading and Composition (CIRC). Cooperative Integrated Reading and Composition (CIRC) is a method that students work together to accomplish shared goals. They work together to maximize their own and each other’s learning. In cooperative groups, students work together on specific tasks or projects in such a way that all students in the group benefit from the interactive experience. Since learners are different in their intellectual capacity, their attitude, and their linguistic methods. Furthermore, cooperative learning is a great way to engage English language learners in learning both language and content. This research will be quasi-experiment research. In this research, pre-test and post-test will be administered. To obtain the data, the researcher will use a reading comprehension test and questionnaire. This research will focus on how Cooperative Integrated Reading and Composition (CIRC) enhance reading comprehension. Therefore, the researcher decides to give the title of this research namely “Enhancing Students’ Reading Comprehension by Using CIRC”. The Output target of this research is “published in the national scientific non-accredited journal, 1st-yearsst year target: Accepted/Published”. Level of Technology Readiness (TKT), 1st-yearsst year Target: Scale 2.
Interactive-Based Academic Writing Instruction: A Model for Improving Students’ Writing Competence Abdul Rahman R.; Aswar Aswar
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 2 (2026): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i2.1337

Abstract

This study investigates the implementation of an interactive-based instructional model in teaching academic writing and its contribution to improving students’ writing competence in higher education. Academic writing has become an essential skill for university students, particularly in responding to the demands of scholarly communication and academic publication. However, many students still encounter difficulties in organizing ideas, developing arguments, maintaining coherence, and applying appropriate academic conventions. Traditional teacher-centered approaches are often considered less effective in fostering active engagement and critical thinking during the writing process. Therefore, this study proposes an interactive-based academic writing instruction model that emphasizes collaboration, discussion, feedback exchange, and active student participation. This research employed a qualitative descriptive approach involving university students enrolled in an Academic Writing course. Data were collected through classroom observations, interviews, documentation, and analysis of students’ writing performances. The findings indicate that the interactive-based instructional model significantly enhanced students’ engagement, confidence, and writing competence. Students demonstrated improvements in idea development, organization, academic vocabulary, grammatical accuracy, and critical argumentation. Furthermore, collaborative interaction between students and lecturers created a more supportive and reflective learning environment. The study concludes that interactive-based academic writing instruction provides an effective pedagogical framework for improving students’ academic writing competence and promoting active learning in higher education contexts.
Deep Learning-Based Academic Writing Instruction in Higher Education: Enhancing Students’ Critical and Reflective Writing Skills Abdul Rahman R.
Jurnal Ilmiah Multidisiplin Amsir Vol. 3 No. 2 (2025): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i1.1338

Abstract

The development of academic writing competence has become an essential objective in higher education, particularly in the context of 21st-century learning. However, many university students still experience difficulties in developing critical arguments, organizing academic ideas, and producing reflective academic texts. This study aims to explore the implementation of deep learning-based instruction in academic writing courses and its contribution to enhancing students’ critical and reflective writing skills. The study employed a qualitative descriptive approach involving undergraduate students enrolled in academic writing classes. Data were collected through classroom observations, semi-structured interviews, and documentation analysis. The findings revealed that deep learning-based instruction encouraged students to engage actively in the writing process through critical inquiry, collaborative discussion, reflective learning, and contextual problem-solving. Students demonstrated improvements in idea organization, argument development, academic engagement, and reflective thinking. Furthermore, the integration of deep learning principles in academic writing instruction fostered meaningful learning experiences and strengthened students’ confidence in expressing academic arguments. The study concludes that deep learning-based instruction provides an effective pedagogical approach for improving academic writing competence in higher education. The findings imply that academic writing instruction should move beyond product-oriented practices toward reflective, student-centered, and inquiry-based learning environments.
Teaching Voiced and Voiceless Sounds in EFL Classrooms: A Conceptual Review of Challenges and Pedagogical Strategies Aswar Aswar; Abdul Rahman R.
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 2 (2026): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i2.1339

Abstract

The teaching of pronunciation, particularly the distinction between voiced and voiceless sounds, remains a critically underexplored domain within English as a Foreign Language (EFL) pedagogy. This article presents a conceptual review grounded in three theoretical pillars: phonological theory, first language (L1) transfer theory, and intelligibility-based pronunciation instruction. Three primary challenges are identified: L1 phonological interference, articulatory and perceptual difficulty, and limited phonological awareness among learners and teachers. Four evidence-based pedagogical strategies are proposed: explicit phonological instruction, minimal pair practice embedded in communicative tasks, auditory discrimination training, and technology-assisted pronunciation tools. The article argues that the intelligibility principle should guide instructional priorities, with high-functional-load contrasts such as /s/–/z/, /t/–/d/, and /f/–/v/ receiving primary attention. Implications are drawn for EFL teachers, curriculum designers, and teacher training programs.
Co-Authors Aswar Aswar Aswar Aswar Badriah Badriah Enni Enni Syahban Mada Ali