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All Journal ELT Worldwide: Journal of English Language Teaching Klasikal: Journal of Education, Language Teaching and Science EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Journal of Indonesian Scholars for Social Research JTechLP Seminar Nasional Hasil Penelitian LP2M UNM Celebes Journal of Language Studies International Journal of Language, Education, and Literature (IJLEL)
Sakkir, Rini Isnaeni
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Preservice Teachers’ Engagement with the Merdeka Curriculum: A Qualitative Study in a Pedagogy of Writing Course Sakkir, Geminastiti; Jayadi, Karta; Sakkir, Rini Isnaeni; Wahyuni, Ika Yuli
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.72093

Abstract

This study investigates how preservice English teachers at Universitas Negeri Makassar understand and implement the principles of the Merdeka Curriculum within the “Pedagogy of Writing” course. As a curriculum reform aimed at promoting student-centered, project-based learning and the development of 21st-century competencies, the Merdeka Curriculum requires significant pedagogical shifts, especially in writing instruction. A qualitative descriptive approach was employed to explore students’ conceptual and practical engagement with the curriculum. The participants included 210 fifth-semester students enrolled in the course during the 2022/2023 academic year. Data were collected through in-depth interviews, classroom observations, and document analysis, focusing on three representative lesson plans. Thematic analysis revealed that while students generally grasped key curriculum concepts such as learner autonomy and the Profil Pelajar Pancasila, their classroom implementation varied widely. Common challenges included limited instructional resources, time constraints during school-based practicums, and difficulties in aligning creative writing tasks with standardized assessments. Despite these obstacles, many students demonstrated innovation in instructional design and a willingness to reflect critically on their teaching practices. The findings highlight the need for more structured pedagogical support within teacher education programs to strengthen curriculum understanding and implementation. This study contributes to the growing literature on curriculum transformation in Indonesian higher education and offers insights for policymakers and curriculum developers seeking to enhance teacher preparation for 21st-century education.
THE USE OF MIND MAPPING TECHNIQUE IN WRITING DESCRIPTIVE TEXT Sakkir, Rini Isnaeni; Korompot, Chairil Anwar; Sofyan, Ryan Rayhana
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, July (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v2i2, June.47347

Abstract

This study is a pre-experimental research that aims to find out the use of mind mapping to improve students’ writing skills. The participants were the students of VIII-3 MTsN 2 Makassar for the academic year 2021/2022 with as many as twenty-two students. Cluster random sampling was used as the way of selecting the sample and a writing test (descriptive text) was administered as the way of collecting data. The result showed that the score of students’ writing skill tests was improving after conducting mind mapping in the writing class. The mean score of students’ writing tests before and after applying the mind mapping technique improved (53.18 to 75.27). It means that the student’s writing skills can be improved by using mind mapping as a teaching strategy in writing class.
Assessing Paragraph Writing Quality of Students' Dissertation Abstract Sakkir, Geminastiti; Dollah, Syarifuddin; Sakkir, Rini Isnaeni
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4117

Abstract

This study investigates the quality of paragraph writing in dissertation abstracts composed by doctoral students in the English Education Study Program at Universitas Negeri Makassar. Motivated by recurring challenges in abstract writing, particularly in terms of coherence, cohesion, and academic language use, this research aims to identify strengths and weaknesses within student abstracts and evaluate the presence of essential abstract components. Employing a qualitative descriptive design, the study analyzed nine abstracts written over the past five years using document analysis and the interactive model of Miles and Huberman. The findings reveal that while most abstracts include key components—such as background, objectives, methods, and results—they often lack explicit concluding statements. Strengths identified include clear topic sentences, formal academic tone, and logical organization. However, issues such as limited use of cohesive devices, partial coherence, redundancy, and verbosity were prevalent in several abstracts. These shortcomings hinder the overall clarity and impact of the writing. The study highlights the importance of structured academic writing training, particularly utilizing cohesion strategies and effective summarization. The results offer valuable insights for enhancing doctoral-level academic writing instruction and can serve as a foundation for further research into writing pedagogy in English as a second language contexts.
ENGLISH EDUCATION STUDENTS’ PERCEPTIONS OF WRITING THEIR FIRST RESEARCH PROPOSAL Wahyuni, Ika Yuli; Sakkir, Geminastiti; Sakkir, Rini Isnaeni
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1561

Abstract

This study investigates English Education students’ perceptions of writing their first research proposal, focusing on the cognitive, linguistic, emotional, and instructional challenges they experience. A qualitative descriptive design was employed, involving twenty undergraduate students, ten third-semester students enrolled in the Academic Writing course, and ten fifth-semester students enrolled in Research Methodology. Data were collected through an open-ended Google Form questionnaire and were analyzed thematically following Braun and Clarke’s (2006) six-phase framework. Findings reveal six major themes: (1) limited prior knowledge and conceptual uncertainty, (2) difficulties understanding research components, (3) academic writing challenges, (4) emotional reactions including anxiety, low confidence, and overwhelm, (5) need for clearer guidance, examples, and support, and (6) expectations for improving proposal-writing instruction. Third-semester students commonly expressed confusion and unfamiliarity with basic research concepts, while fifth-semester students demonstrated greater theoretical understanding but still struggled to apply these concepts to actual writing tasks. Students also reported linguistic challenges such as organizing ideas, paraphrasing, using appropriate academic vocabulary, and applying APA formatting rules. Emotionally, students experienced anxiety and fear of making mistakes, which hindered their ability to engage confidently in the writing process. They consistently emphasized the need for step-by-step instruction, practical examples, writing workshops, and constructive feedback. Overall, this study highlights the importance of strengthening research literacy instruction in English Education programs by integrating conceptual understanding, academic writing support, process-based guidance, and emotional scaffolding. Enhancing these areas can help students develop the confidence and competence necessary to complete their research proposals effectively.
Co-Authors Geminastiti Sakkir Haryanto Atmowardoyo, Haryanto Jayadi, Karta Korompot, Chairil Anwar Muh. Tahir Ryan Rayhana Sofyan, Ryan Rayhana Syarifuddin Dollah Wahyuni, Ika Yuli