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The Use of VideoScribe Training to Improve Professional Competence of MTs EFL teachers in Pinrang Dwi Wulandari Ramadhanianti; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Magdahalena Tjalla
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 2 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i2.742

This study aims to improve the professional competence of teachers in designing English learning materials through VideoScribe training. This study was action research. The training was given to 5 English teachers at the Madrasah Tsanawiyah level (Islamic junior high school). Data were collected by using rubric, observation, and interviews. The results show that teachers can operate VideoScribe application after receiving learning technology training with training materials including: (1) creating teachers’ account, (2) designing background, (3) adding pictures and setting the time duration, (4) adding text and setting the time duration, (5) operating, copy, cut, paste, (6) adding scribe hands, (7) setting camera and clear element’s camera, (8) adding music or voiceover, and (9) downloading the scribe video. Indicators of the teacher’s professional competence in operating VideoScribe: (1) being able to understand all the features of VideoScribe, and (2) being able to independently, accurately, and speedily operate all the features in VideoScribe application.

WEB 2.0 tools in English Project Based Learning at Elementary and High Schools in Kabupaten Pinrang Kiki Rezki Ananda; Magdahalena Tjalla; Zulfah Fakhruddin; Mujahidah Mujahidah; Abdul Haris Sunubi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 1 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i1.1295

This research investigates the Web 2.0 tools utilized by teachers and students in English project-based learning (PBL) across elementary and high schools in Kabupaten Pinrang. The study aims to identify the types of digital tools utilized by teachers and students. A descriptive survey design was employed, involving 31 English teachers and 70 students from junior and senior high schools. Data were collected through online questionnaires and analyzed using descriptive statistics. The findings reveal that Canva (93.5%), YouTube (87.1%), and WhatsApp (77.4%) are the most commonly used tools by teachers, while students favor YouTube (60%), WhatsApp (51.4%), and Google Classroom (41.4%). Teachers primarily utilize Web 2.0 tools for content creation, communication, and assessment, while students use them for content exploration and project execution. Challenges identified include the limited adoption of collaborative platforms and synchronous communication tools due to digital literacy gaps and connectivity issues.

Using Artificial Intelligence NLP Model To Improve EFL Highschool Students’ English Speaking Ability Irsan Suandi Idrus; Arqam Arqam; Magdahalena Tjalla; Abdul Haris Sunubi; Ambo Dalle
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i2.1732

The study focused on improving students’ speaking skills through the use of AI-based Natural Language Processing (NLP) tools. The main goals are to find and analyze the using Artificial Intelligence NLP models in improving English speaking ability among students at MAN 2 Parepare, and to know and analyze what factors influence the success of using Artificial Intelligence NLP models in enhancing the English-speaking ability of EFL students at MAN 2 Parepare. This study applied a descriptive quantitative method, collecting data from 34 students using observation, oral tests, and questionnaires. The oral tests evaluated fluency, pronunciation, accuracy, and content, while the questionnaire—based on the Technology Acceptance Model (TAM)—measured students’ perceptions of the tool’s usefulness and ease of use. The results showed three main findings. First, the use of AI NLP models like Google Assistant offered personalized and interactive speaking practice, which helped improve students’ speaking performance. Second, there was a significant difference between pre-test and post-test results, with the t-test score (2,316) being higher than the t-table value (1,697), showing the positive impact of the AI tool. Third, two key factors supported the success of this approach: 74,19% of students considered the AI tool “very useful,” and 70,97% found it “very easy to use.” These factors contributed to increased motivation and active participation in speaking activities.

Utilizing Sandy AI to Enhance English Language Teachers’ Speaking Instructional Skills In MGMP Madrasah Aliyah Under The Ministry of Religious in Soppeng Regency Guntur Bratama; Arqam Arqam; Magdahalena Tjalla; Zulfah Zulfah; Ambo Dalle
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i2.1748

The integration of artificial intelligence (AI) in language education offers a promising pathway to enhance teacher competence, particularly in speaking instruction. Despite its potential, some English teachers in the MGMP (Musyawarah Guru Mata Pelajaran) Madrasah Aliyah under the Ministry of Religious Affairs in Soppeng Regency continue to face difficulties in effectively utilizing AI tools and delivering CEFR B1-level speaking materials, particularly expressions of suggestion and offering help. This study aimed to analyze the effectiveness of Sandy AI in improving teachers’ speaking instructional skills and to explore the integration of AI within professional development programs. Employing a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, the research was conducted over two cycles and involved ten English teachers. Each cycle followed the stages of planning, acting, observing, and reflecting. In Cycle 1, teachers received initial training on Sandy AI and lesson development using the Problem-Based Learning (PBL) method. Following the first cycle, additional interventions were implemented in Cycle 2, including targeted CEFR B1 training, peer mentoring by high-performing teachers, and workshops on AI troubleshooting. Data collection was conducted through structured observation using a rubric that assessed instructional clarity, AI usage, CEFR explanation, and student engagement. The results demonstrated significant improvement in teacher performance, with a 32% increase in average scores and 90% of participants achieving the success criteria by Cycle 2. Teachers showed enhanced confidence, clearer instructional delivery, and more interactive use of Sandy AI in the classroom. The findings indicate that Sandy AI is an effective and practical tool to improve speaking instruction when supported by a structured, iterative professional development framework. This model is particularly applicable to religious-based educational contexts seeking to modernize language teaching through AI integration.

Enhancing Pedagogic Compotence of EFL Teachers In Pinrang Regency by in Service Training Nurjannah Nurjannah; Magdahalena Tjalla; Arqam Arqam; Ambo Dalle; Mujahidah Mujahidah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1789

This study aims to enhance the pedagogical competence of English as a Foreign Language (EFL) teachers through in-service training in Pinrang Regency. Pedagogical competence is a key component of teaching quality, encompassing the understanding of student characteristics, curriculum development, instructional delivery, and learning assessment. The research employed a mixed-method approach using a convergent parallel design, collecting both quantitative and qualitative data simultaneously. Quantitative data were obtained through pre-tests and post-tests using pedagogical knowledge assessments, while qualitative data were gathered via semi-structured interviews with six EFL teachers. The findings indicate that in-service training significantly improved teachers’ pedagogical competence, as evidenced by the increase in pre-test and post-test scores. Most participants reported that the training enhanced their understanding of learning theories, enabled them to design more effective teaching strategies, and increased their confidence in classroom management. However, some challenges were identified in the practical implementation of the training content, particularly due to limited institutional support. This study highlights the importance of sustained, context-specific teacher development programs that are supported by responsive educational policies. The results are expected to serve as a reference for improving teacher training strategies, especially in under-resourced educational settings.

Investigating Teachers’ Ethics in the Use of Social Media as a Teaching Media in EFL Classrooms : A Case Study at MAN 1 Kolaka Utara Nursida Nursida; Ambo Dalle; Zulfah Zulfah; Magdahalena Tjalla; Mujahidah Mujahidah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1824

offers various benefits, such as increased student engagement, flexible communication, and exposure to authentic materials. However, it also raises ethical challenges related to privacy, professionalism, and content responsibility. This study investigates how English teachers at MAN 1 Kolaka Utara reflect ethical awareness in using social media as a teaching tool. Employing a qualitative descriptive method, data were collected through interviews, observations, and document analysis involving four English teachers who actively used platforms like WhatsApp, Instagram, and YouTube. Thematic analysis revealed four central themes: ethical awareness, content selection, professional interaction, and student engagement. Findings suggest that while most teachers show commitment to ethical practices, such as respecting student privacy and maintaining professional boundaries, inconsistencies occur due to limited institutional guidelines. The study highlights the need for training and policy to support ethical digital pedagogy in EFL settings.

Cognitive Strategies and Vocabulary Retention in Islamic Boarding School EFL Contexts Miftahul Rahma; Magdahalena Tjalla; Arqam; Abdul Haris Sunubi; Ambo Dalle
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5687

This study investigates the effect of cognitive learning strategies on vocabulary retention and retrieval among EFL learners in an Islamic boarding school context. While previous studies have explored cognitive strategies in general EFL settings, limited research has specifically examined their combined effects on both vocabulary retention and retrieval within Islamic boarding school contexts. The research addressed two main questions: to what extent cognitive learning strategies influence students’ vocabulary retention and how these strategies affect vocabulary retrieval. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach. The participants consisted of 30 third-grade students at Pendidikan Diniyah Formal Ulya Putri Sengkang. Data were collected using a structured vocabulary test measuring both retention (recognition and recall) and retrieval (productive use). The data were analyzed using descriptive statistics and paired sample t-tests to determine the significance of improvement. The findings showed a substantial increase in both vocabulary retention and retrieval scores, with the mean retention score improving from 29.47 to 42.83 and retrieval from 25.43 to 42.10. The results also indicated that retention gains were slightly more consistent than retrieval improvements, although both were statistically significant (p < 0.05). These findings suggest that cognitive learning strategies effectively enhance both the storage and active use of vocabulary. The study contributes to cognitive learning theory by reinforcing the role of encoding, storage, and retrieval processes, and offers practical implications for integrating structured cognitive strategies into EFL instruction to improve vocabulary learning outcomes.

Enhancing EFL Students’ Speaking Ability through a HOTS based Show and Tell Technique Alfiana Alfiana; Nurhamdah Nurhamdah; Magdahalena Tjalla; Muh. Yusuf
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2584

This study investigated the effectiveness of a HOTS-Based Show and Tell technique in enhancing EFL students’ speaking ability. The study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants were 36 eleventh-grade students of SMAN 2 Parepare. Data were collected through speaking tests and analyzed using descriptive statistics and a paired-samples t-test. In the implementation of the technique, students were encouraged not only to describe objects or topics but also to analyze, evaluate, and express personal opinions, thereby incorporating Higher Order Thinking Skills (HOTS) into speaking activities. These tasks required students to explain reasons, compare ideas, solve simple problems, and support their arguments during presentations. The findings revealed that students’ speaking ability improved significantly after the implementation of the technique. The mean score increased from 36.44 in the pre-test to 55.67 in the post-test, with a significance value of p .001. The results indicate that integrating HOTS into Show and Tell activities can promote more meaningful speaking practice, increase student participation, and create a more interactive learning environment in EFL classrooms.

What Teachers Do Before They Teach: Lesson Preparation Practices Of EFL Teachers In An Indonesian High School Maryam Rusdin; Zulfah Fakhruddin; Magdahalena Tjalla; Kalsum Kalsum
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51347

Lesson preparation is an essential aspect of effective teaching because it enables teachers to organize instructional strategies, teaching materials, and learning resources to achieve educational objectives. However, limited studies have explored how these components are integrated simultaneously in teachers’ lesson preparation practices within EFL contexts. Therefore, this study aimed to investigate how English teachers prepare classroom instruction, integrate instructional strategies, teaching materials, and technology, and address the challenges encountered during the preparation process. This qualitative case study was conducted at SMA Negeri 6 Sidrap and involved three English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that teachers prepared classroom instruction through flexible and contextual lesson planning by adapting instructional strategies, teaching materials, and classroom activities to students’ needs and classroom conditions. Teachers also integrated technology such as YouTube, LCD projectors, Smart TVs, and internet-based resources to support learning. However, the integration of instructional strategies, teaching materials, and technology remained limited and inconsistent because these components were often implemented separately rather than systematically integrated into a cohesive instructional design. In addition, teachers encountered several challenges, including unstable internet connectivity, diverse student abilities, classroom management issues, and limited preparation time. The study concludes that lesson preparation is an adaptive pedagogical process influenced by classroom realities, teachers’ competence, and institutional support. These findings highlight the importance of continuous professional development and stronger support for technology integration to enhance lesson preparation practices in EFL classrooms.

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