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The Effect of YouTube Videos in Improving Students' Listening Skill Ameliya Ramadhani Andi; Sukardi Weda; Sahril
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/nwg3jc80

YouTube is a website where people around the world share various kinds of videos. Videos from YouTube are proven to be able to attract students’ interest in learning English because they provide audio and visual. Furthermore, this research aims to find out whether YouTube videos can improve students' listening skills in learning recount text and also the strengths and weaknesses of learning listening using YouTube videos in the classroom. This is a quasi-experimental research, more precisely pre-test and post-test with non-equivalent control-group design. The population of this research is tenth grade students of SMKN 2 Bone in the 2023/2024 academic year. The results of this study showed that: 1) The t-test is higher than the t-table, which is 3.304 > 2.018 means the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It was concluded that the use of YouTube videos in the classroom was effective in improving students' listening skills in learning recount text; 2) The strength of learning listening in the classroom using YouTube videos, namely, it can train students' listening skills, provide a pleasant learning atmosphere, attract students' attention with varied videos, increase students' involvement, and increase students' knowledge of English.

Reading Comprehension Problem Faced by Indonesian Students at Secondary Schools Indah Paramitha Indah; Sukardi Weda; Sahril
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): 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: 10.66720/8hh9v394

This thesis aimed to find out problems are faced by students in comprehending descriptive text and the factors that cause students’ problems in comprehending descriptive text at SMPN 2 Galesong Utara. This research design used descriptive qualitative method. The subject of the research was students at Grade 7th in SMPN 2 Galesong Utara in academic year of 2023/2024. The sample are 30 students in class 7D and used purposive sampling to gain the data. The data were collected by reading test interview. The researcher found that There are 19.30% students who are difficulties in answering questions items for understanding vocabulary, there are 42.70% students who difficulties in are answering question items for understanding making inference and there are 14.48% students who difficulties in are answering question items to look for the detail information. 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..

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

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

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

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' Motivational Strategies in Fostering Students' Motivation in English Learning Rezkya Abdal; Sahril; Fitriyani
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/hf8jqa58

Teaching English to high school students often faces challenges, as many students consider English difficult, leading to a lack of motivation to learn. Therefore, teachers need to employ appropriate motivational strategies to help students become more enthusiastic about learning. This study aims to explore the motivational strategies used by English teachers to enhance students’learning motivation at SMAN 3 Luwu Timur. This study used a descriptive qualitative approach, with two grade X English teachers as the subject. Data were collected through classroom observation and interviews. The findings show that among all the strategies used, two strategies dominate the teachers’practices: Creating Basic Motivational Conditions and Maintaining and Protecting Motivation. This indicates that the teachers rely on these strategies as part of their main approach to enhancing students’ motivation in learning. This research provides an overview of the importance of teachers’motovational startegies in creating a more enjoyable and effective English learning environment.

Teachers’ Responses to the Challenges and Problems in English Reading Faced by the Students Suspected with Dyslexia. Asmah Dien Amaliah; Sukardi Weda; Sahril
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/b2hn9078

Reading difficulties experienced by students suspected of having dyslexia remain a critical issue, especially in contexts where English is taught as a foreign language. Although existing studies describe the cognitive and linguistic features of dyslexia, limited attention has been given to how teachers respond to these challenges in real classroom situations, creating a gap between theory and practice. This study aims to address this gap by examining teachers’ responses to the English reading problems encountered by students suspected of dyslexia at SMP Negeri 2 Sinjai. Using a qualitative descriptive design, data were collected through classroom observations, interviews with English teachers, and analysis of relevant documents. The findings reveal that these students struggle with decoding, phonological awareness, fluency, and overall comprehension, often requiring additional time and support to understand reading texts. Teachers employed several strategies, including phonics-based instruction, vocabulary reinforcement, simplified reading materials, and individualized assistance. However, the study also found that many teachers lacked sufficient knowledge about dyslexia and had limited access to specialized training, resulting in inconsistent instructional approaches. In conclusion, the study underscores the need for stronger teacher preparation, more structured literacy interventions, and clear guidelines to better support students suspected of dyslexia in developing their English reading skills

AN ANALYSIS OF MULTICULTURAL EDUCATION VALUES IN ENGLISH TEXTBOOKS OF MERDEKA CURRICULUM AT Nurindah Purnama Sari; Murni Mahmud; Sahril
Lingue : Jurnal Bahasa, Budaya, dan Sastra Vol. 6 No. 1 (2024): Indonesian Language and Literature Studies
Publisher : LP2M UIN Abdul Muthalib Sangadji Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/lingue.v6i1.7350

This research aims to describe the values of multicultural education in English textbooks at junior high school level. The data in this research is in the form of text that contains the value of multicultural education. The data source in this research is the English textbook for grade 7 and grade 8 of the Merdeka Curriculum. There are two data collection techniques used in this research, namely reading techniques and note-taking techniques. The data analysis technique in this research goes through three stages, namely (1) reduction, (2) presentation, and (3) drawing conclusions. Apart from that, data validity checking techniques were also carried out, namely discussions with experts in assessing the results of data analysis so that all findings in this research could be accounted for. The results of this research found that there are 7 values of multicultural education, namely the values of tolerance, justice or equality, respect for diversity, dialogue and cooperation, global perspective, empowerment, and intercultural understanding

Oral Argumentation under Constraints: A Qualitative Study of Critical Thinking in Indonesian Higher Education Gunawan; Sahril; Amirullah Abduh; Samtidar; Muhammad Jafar
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6216

This study aims to explore the constraints that hinder the realization of critical thinking in students’ oral argumentation in higher education contexts. The study employed an interpretive qualitative case study design. The participants were four purposively selected lecturers who teach speaking courses emphasizing argumentative discussion at Universitas Muhammadiyah Bone. They had at least one semester of experience facilitating academic speaking activities and were selected through maximum variation sampling to capture diverse instructional perspectives. Data were collected through classroom observations, audio recordings of academic speaking activities, and interviews with lecturers. Thematic analysis was conducted iteratively to identify recurring linguistic, affective, and pedagogical constraints. The findings indicate that students’ oral argumentation is largely dominated by descriptive claims, with limited use of evidence, warrants, and rebuttals, revealing a gap between students’ critical thinking potential and their oral performance. This gap is affected by related language issues, like having a small vocabulary and not speaking smoothly; emotional factors, such as anxiety and fear of being judged; and teaching conditions, like not having enough training in argumentation and support for academic reading and writing. The study concludes that critical thinking in oral argumentation should be understood as a context-dependent and discursive practice rather than merely an individual cognitive ability. So, the research highlights the importance of teaching methods that combine language skills, emotional support, and clear training in argumentation to help improve critical thinking through speaking in higher education.

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