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All Journal Journal of Education and Learning (EduLearn) EDULITE: Journal of English Education, Literature and Culture Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra ELS Journal on Interdisciplinary Studies in Humanities Madaniya Seminar Nasional Pengabdian Kepada Masyarakat ELITERATE : Journal of English Linguistics and Literature Studies Journal of English Literature and Linguistic Studies (JELLS) PEDAMAS (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Innovations in Language Education and Literature International Journal of Language, Education, and Literature (IJLEL) Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Fitriyani Bakri
Universitas Negeri Makassar
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Relationship Between Teenagers' Perception of Parental Discipline and Academic Procrastination in an EFL Context Bakri, Fitriyani; Halim, Abdul; Hasbi, Muh.
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 1 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i1.59714

Abstract

Abstract. This research aims to find out the relationship between teenagers' perception of of parental discipline and the academic procrastination in an EFL context of students at SMA 1 Bulukumba. This research is descriptive quantitative research and sampling was carried out using the random sampling method. Research data was collected using a Likert scale regarding teenagers' perceptions of the implementation of parental discipline and academic procrastination. Based on the results of data analysis using SPSS, the normality test yielded a significance value (Sig) of 0.009. This indicates that the data is derived from a population that follows a normal distribution. Then, the linearity test revealed a negative (-) direction of the relationship between adolescents' perceptions of parental discipline and academic procrastination. The linearity coefficient of 0.79 indicates that 79% of the variation in academic procrastination can be explained by perceptions of parental discipline. Thus, hypothesis test: the correlation coefficient of 0.138, obtained through the SPSS program, indicates the relationship between adolescents' perceptions of parental discipline and academic procrastination. Keywords: teenagers’ perception, parental discipline, academic procrastination
Enhancing Students’ Literacy Through Intellectual Diary: A Classroom Approach Hasbi, Muh.; Bakri, Fitriyani; Halim, Abdul
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 1 (2025): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i1.43364

Abstract

In higher education context, many students encounter considerable difficulties in improving their literacy skills, which limits their ability to fully engage with course material and reach their academic potential. This study aims to explore how the use of intellectual diaries have significant influence in enhancing the literacy skills of university students enrolled in an English prose course. This study employed a qualitative research design with a case study approach focusing on in-depth examination of a single class of students in their natural classroom setting. The participants in this study were 34 undergraduate students enrolled in an English prose course at a state university located in Makassar city, Indonesia. Data were collected through three primary instruments: intellectual diaries, semi-structured interviews, and classroom observations. Data analysis was conducted using thematic analysis with six steps implementation stages. The findings revealed four key themes in dealing with students’ intellectual diary: enhanced critical thinking, improved reading comprehension and analytical abilities, increased self-reflection and metacognitive awareness, and greater engagement with course material. These findings suggest that intellectual diaries can be a valuable tool for promoting literacy development in higher education. The study's findings contribute to the existing body of knowledge on literacy education by providing empirical evidence of the benefits of intellectual diaries in an English prose course context.
The Implementation of Students' Active Learning (SAL) Approach in Teaching English at SMK Nasional Makassar Ridwan, Widya Astuti; Halim, Abd; Bakri, Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

The objectives of this research were to find out: (1) Interpretation of the Teacher’ perception toward Students’ Active Learning implementation (2) The classroom management of Students Active Learning implementation (3) The strengths of Students’ Active Learning approach in teaching English. To achieve the purpose above, the researcher applied a Descriptive Qualitative Approach. This research was carried out at SMK Nasional Makassar. The subjects of this research were students' and the teacher of classes XI at SMK Nasional Makassar. All of them were chosen by using purposive sampling, it will be narrowed as a sample of 2022-2023 academic years. For the students, the researcher takes the classes taught by the teacher i.e teacher A taught XI TKJ 1 then teacher B taught XI TKJ 2. each class has 30 students. The researcher conducted field research method by using observations (video recording and field notes) and Interviews as the research instrument. It revealed that Students Active Learning (SAL) approach is good. There is a correlation between the Students Active Learning approach and classroom management in the teaching English at SMK Nasional Makassar. The learner is the center point in exploratory teaching and learning. The teacher should be proficient in a variety of techniques and teaching methods that must be used when the learning process is carried out, even though the instructions must be clear to prevent students from becoming confused. The process of classroom management of SAL in classroom, teachers divided the lesson into three activities. They are Pre activity, whilst activity and post activity. The activities in whilst activity involves observing, asking, data collection, associating, and networking where whole the activity is done by the students through the guidance of the teacher. Keywords: Students Active Learning (SAL), Classroom Management of SAL
Strategies for Alleviating Language Anxiety in Students’ Academic Speaking Performance Asterina, Vina; Tahir, Muhammad; Bakri, Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

Language anxiety represents a significant barrier for English as Foreign Language (EFL) learners, particularly in academic speaking tasks where performance pressure is elevated. This study aimed to identify the strategies second-semester English Literature students employed at Universitas Balikpapan to alleviate anxiety during academic speaking activities. Utilizing a descriptive qualitative research design, data were collected through semi-structured, face-to-face interviews with 20 purposively selected students who reported experiencing speaking anxiety. The interviews consisted of five key questions designed to elicit detailed descriptions of students’ experiences with language anxiety and their coping mechanisms. Thematic analysis revealed four main strategies consistently employed by students to manage language anxiety during academic speaking: preparation, relaxation, conviction, and resignation. Preparation emerged as a frequently reported strategy, wherein students meticulously practised their presentations, organized notes, and rehearsed vocabulary to build confidence (8 students). Relaxation techniques, including deep breathing, positive self-talk, and listening to music before presentations, were widely used to calm nerves (10 students). Conviction involved fostering a mindset of self-belief and positive affirmation, with students recognizing that mistakes are an integral part of learning (3 students). Lastly, some students adopted a strategy of resignation, accepting their anxiety but proceeding with the task regardless, often viewing it as a necessary challenge (2 students). These strategies varied according to individual coping styles and levels of self-efficacy. The findings underscore the importance of managing language anxiety to enhance academic speaking performance. The study recommends that educators cultivate supportive classroom environments and incorporate explicit anxiety-reduction techniques into speaking curricula. This research contributes novel insights by focusing specifically on anxiety management within academic speaking tasks, offering practical guidance for improving pedagogical approaches in EFL education. Future research could explore the long-term effectiveness of these strategies and the impact of instructor-led interventions on students’ anxiety management skills.
Exploring EFL Students’ Perceptions of Self-Affirmation and Speaking Anxiety in an Indonesian Islamic High School: A Phenomenological Study M. David Hidayatulloh; Tahir, Muhammad; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

The ability to speak confidently in English remains a major challenge for students in English as Foreign Language (EFL) contexts due to psychological barriers such as anxiety and low self-belief. While self-affirmation has been proposed as a promising strategy to enhance emotional resilience, its application in secondary EFL settings, particularly in non-Western cultures, remains underexplored. This qualitative phenomenological study investigates how students perceive the role of self-affirmation in managing speaking anxiety and enhancing speaking performance in an Indonesian Islamic high school. Data were collected through semi-structured interviews with Grade 11 students and analyzed thematically. Findings revealed that students view self-affirmation as a tool for mental readiness, anxiety reduction, and confidence building—though not a substitute for speaking practice. Fear of social judgment emerged as a key anxiety trigger, and students demonstrated varying self-assessments of their performance. The study concludes that integrating affective strategies like self-affirmation can complement linguistic training and foster emotionally supportive EFL classrooms. This research offers context-specific insights into learner psychology and expands the use of self-affirmation beyond Western academic environments. Keywords: self-affirmation, speaking anxiety, speaking performance, EFL learners, qualitative research, phenomenology, Islamic
A Regression Analysis of Self-Affirmation and Speaking Anxiety on EFL Students’ Oral Performance: A Mixed-Methods Study in an Indonesian Islamic High School Hidayatulloh, M. David; Tahir, Muhammad; Bakri, Fitriyani
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44441

Abstract

This study investigates the extent to which self-affirmation and speaking anxiety influence English oral performance among Indonesian EFL senior high school students. Employing a mixed-methods explanatory sequential design, the research involved 30 eleventh-grade students from SMAIT Wahdah Islamiyah Makassar. Quantitative data were collected through validated questionnaires and speaking assessments, followed by in-depth interviews with five selected participants to gain qualitative insights. Multiple regression analysis indicated that neither self-affirmation nor speaking anxiety significantly predicted speaking performance, although anxiety demonstrated a marginally negative trend. Descriptive statistics showed wide variations in both psychological and performance measures. Meanwhile, qualitative findings revealed that self-affirmation contributed to mental readiness and reduced nervousness, while speaking anxiety often impaired fluency and focus during oral tasks. Thematic analysis emphasized that self-affirmation alone was insufficient to improve performance but played a meaningful emotional regulatory role when paired with consistent speaking practice. The study contributes to the limited body of research on psychological interventions in Indonesian EFL classrooms by offering empirical evidence and context-specific insights. It highlights that while self-affirmation may not yield immediate performance gains, its potential as an affective support mechanism remains valuable. This research fills a gap in current literature by exploring how self-affirmation operates in tandem with anxiety within a high-school EFL setting in Indonesia—a context underrepresented in previous studies.
Enhancing Students’ English Vocabularies through Fun Digital Class Hasbi, Muhammad; Bakri, Fitriyani; Halim, Abdul; Nasta, Mardiyanah; Halim, Nur Mutmainna
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Volume 2 Issue 3 April 2025: Jurnal Sipakatau
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/jsipakatau.v2i3.259

Abstract

The implementation of English language learning at the elementary school level in Indonesia continues to face significant challenges. One widely proposed solution to address these challenges is the integration of digital technology into English language instruction. The Fun Digital Class program aims to introduce and enhance elementary students’ vocabulary acquisition at SD Inpres Cambaya IV Makassar. Through the use of the Duolingo application, this program provides an engaging and effective method for English vocabulary learning, helping students build a strong foundation in language learning while fostering a positive attitude toward foreign language acquisition, particularly English. This program was conducted over a period of two months and involved 20 students from grades 4 to 6 (aged 10–12 years) who participated in an extracurricular English language program titled Fun Digital Class. The participants were selected using purposive sampling, considering that they shared a similar basic proficiency level in English, which was generally categorized as low. The program was implemented in three phases: the Preparation Phase, the Implementation Phase, and the Evaluation Phase. During its execution, the program successfully stimulated students’ enthusiasm and motivation in learning English vocabulary. As a result, participants demonstrated improved comprehension and mastery of English vocabulary by the end of the program. Furthermore, the majority of students expressed enjoyment and gratitude for the implementation of this program at their school, as it provided them with an engaging and enjoyable English learning experience.
Building Bonds: Stoytelling by Parents Shapes Literacy for Preschool Students Halim, Abd; Halim, Nur Mutmainnna; Hasbi, Muhammad; Bakri, Fitriyani; Nasta, Mardiyanah
Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 4 No. 2 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpm-ip.vol.4i.2.985

Abstract

Abstract Recognizing the foundational impact of early literacy, this study investigates the impact of parental engagement in early literacy through storytelling, emphasizing how structured socialization sessions can enhance parents’ awareness, skills, and practices. The research was conducted during May 2025 at TK Islam Al-Furqan, Minasa Upa, Makassar, South Sulawesi, and involved 15 parents of preschool students, with an average of 12–14 attending each session. Over four consecutive Saturdays, parents participated in 90-minute sessions that introduced the importance of storytelling, demonstrated effective storytelling techniques, explored vocabulary and comprehension strategies, and encouraged collaboration between parents and teachers. Data were collected using FGDs and survey. Attendance data indicated consistently high participation, with an average rate of 83%. Survey results showed that 82% of parents strongly agreed that their understanding of storytelling’s role in literacy improved, 73% felt more confident in storytelling, and 64% had begun applying storytelling practices at home. Thematic analysis of FGD transcripts revealed that parents no longer viewed storytelling as merely entertainment but as an educational tool that enriched children’s vocabulary and comprehension, fostered emotional connection, and cultivated a love for reading. Parents also highlighted the value of consistent storytelling practices across home and school. The findings suggest that parental storytelling is a powerful strategy for fostering children’s literacy development and that structured socialization can empower parents to implement it effectively. The study concludes by emphasizing the need for collaboration between educators and parents in developing storytelling-based programs that provide sustainable benefits for preschool children’s literacy growth.
Co-Authors A Halim Abdul Halim Abdullah Abdullah Adi Isma Akhmad Affandi Alya Zalsabila Amalia, Meriani Asterina, Vina Burhamzah, Muftihaturrahmah Halim, Abd Halim, Nur Mutmainna Halim, Nur Mutmainnna Hasnirah Hasnirah Hidayatulloh, M. David Iskandar Iskandar M. David Hidayatulloh Mardiyanah Nasta Muftihaturrahmah Burhamzah Muh. Hasbi Muh. Hasbi Muh. Miftahul Khaer MUHAMMAD HASBI Muhammad Tahir Muhammad Tahir Munir Munir Murni Mahmud Nur Fitriani Nur Mutmainna Halim Ridwan, Widya Astuti Sarlin, Sarlin Sukardi Weda Yuni Anggraeni