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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJoLE: International Journal of Language Education Klasikal: Journal of Education, Language Teaching and Science Ethical Lingua: Journal of Language Teaching and Literature AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA ARRUS Journal of Social Sciences and Humanities LETS: Journal of Linguistics and English Teaching Studies Indonesian Journal of Research and Educational Review (IJRER) JTechLP JoEELE Tamaddun JELTEC: Journal of English Language Teaching, Literature and Culture PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL)
Baa, Sultan
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TEACHERS’ CODE-SWITCHING IN BILINGUAL CLASSROOM: EXPLORING TEACHERS’ PEDAGOGICAL FUNCTIONS AT JUNIOR SECONDARY SCHOOL Aprilianti, Ayu; Baa, Sultan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): 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.v6i3.1224

Abstract

Among prior research on code-switching, little has been done in bilingual program particularly in junior secondary level. This research aimed to investigate the use of code-switching by bilingual teachers; their reasons use code-switching, and students’ perceptions toward teachers’ code-switching. This study used descriptive qualitative models by conducting observation, in-depth teachers’ interview and a students’ focus group discussion (FGD) as data collection. The research participants were two bilingual teachers at Junior Secondary School in Makassar, South Sulawesi, Indonesia. The obtained data were transcribed and analyzed. The study discovered that teachers employed code-switching to explain material during teaching and learning process, manage the classroom as well as establish connections with the students. Furthermore, the information gathered from the teachers’ interviews matched the observations made in the classroom. Code-switching was utilized for a number of purposes, including: 1) Efficiency; 2) Supporting Comprehension; 3) Encouraging Student Participation; 4) Clarifying Instructions; and 5) Interpersonal interactions with students. Although result of students’ FGD revealed that students had a positive attitude toward the teachers’ code-switching as it could assist them to understand the teachers explanation and instruction but they also believed code-switching could also prevent them becoming fluent in the target language
USING INSTRUCTIONAL MEDIA IN TEACHING ENGLISH FOR YOUNG LEARNERS (EYL) IN SOUTHWEST PAPUA Sari, Sari; Baa, Sultan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): 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.v6i3.1226

Abstract

The objectives of the research were to find out the types of instructional media used by teachers to teach English for young learners, to explore the teachers’ strategies in using those media, and to discover the students' perceptions about instructional media application in their classes. This research used a qualitative case study design with the triangulation analysis method. The participants of this research were English teachers and students of SDIT Alizzah Sorong, Southwest Papua. Data collection was carried out through classroom observation, semi-structured interviews and documentation. The results of the research showed that: (1). The types of instructional media used by English teachers were (a) Audio, such as: Song., (b) Visual, such as: Realia, Picture, Course Book, and Board; and (c) Audio Visual, such as: Computer Based Technology and videos; (2). When using instructional media, teachers used three different strategies in three different stages: (a) Preparation; having routine activities in creating instructional media called KKG (Kelompok Kerja Guru), paying attention to the suitability of the material and student characteristics, and paying attention to the costs incurred in creating instructional media (b) Classroom implementation: using teaching methods such as paying attention to students' seating positions and the situation in the classroom during the learning process. (c) Evaluation; evaluating instructional media together with co-teachers in KKG activities and by giving tests to students. Detailed findings will be presented and their implications discussed.
An Analysis of Students’ Perception of Differentiated Content in Teaching Descriptive Text Satriadi, Annisyaputri; Sunra, La; Baa, Sultan
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76811

Abstract

This study examines students' perceptions of content differentiation in teaching descriptive text at Negeri 1 Gowa High School. The study involved students of class X.2 with a qualitative approach through interviews, and observations. The results show that students generally perceive differentiated content positively. They believe that the use of visual media such as videos and images helps them better understand descriptive text. Gradually increasing the level of difficulty makes them feel more confident and less overwhelmed. Students also feel more motivated when the topics are interesting and delivered through interactive methods such as games, group discussions, and multimedia. Many students expressed their hope that teachers will continue to implement such engaging and personalized learning approaches in the future. For future research, it is recommended to examine the implementation or effectiveness of content differentiation in descriptive text materials and use contextual learning methods to increase students' understanding, enthusiasm and comfort in learning.
Adopting and Adapting AI for EFL Teaching in Indonesian Higher Education Hasanah, Uswatun; Jabu, Baso; Baa, Sultan
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i1.1800

Abstract

Like a double-edged sword of technology, the swift development of Artificial Intelligence (AI) in English Language Teaching (ELT) has generated both benefits and drawbacks. While AI offers efficiency, personalization, and diverse learning resources, its integration requires critical consideration of pedagogical, ethical, and contextual factors. This study investigates how EFL educators in Indonesian higher education perceive, adopt, and adapt AI tools in their teaching, focusing on acceptance, practical use, perceived risks, and training needs. This study applied a qualitative case study approach, in which five lecturers with previous experience in using AI for language teaching were interviewed through a semi-structured format. The collected data were examined using thematic analysis, guided by the Technology Acceptance Model (TAM) and the framework of professional development theory. Findings reveal varied acceptance levels, such as some educators demonstrate a high adoption tendency, others adopt it selectively to align with pedagogical goals, and some engage in critical adoption with verification. Reported benefits include time savings in material preparation, enhanced engagement, and increased flexibility., Meanwhile, concerns involve content accuracy, over-reliance by students, reduced teacher–student interaction, and uneven digital infrastructure. Most participants expressed the need for targeted, practice-oriented training, particularly in designing AI-assisted learning media. The research highlights that institutional support, clear ethical frameworks, and continuous professional training are essential to guarantee that AI functions as a supportive tool rather than substituting teachers’ expertise.  Beyond highlighting varied adoption tendencies and training needs, this study informs the development of professional development programs and ethical guidelines tailored to the realities of Indonesian higher education. While the study is limited to a small number of lecturers in a single context, it opens pathways for comparative and longitudinal research that can further enrich global understanding of AI integration in EFL education.
Role of Peer Support in Enhancing Students’ Speaking Skills at Universitas Pattimura Ayu, Dian; Baa, Sultan; Jabu, Baso
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate how peer support facilitates the teaching and learning process of speaking among English as a Foreign Language (EFL) students at Pattimura University. The background of this research is rooted in common challenges encountered by EFL learners, particularly difficulties in developing speaking skills due to anxiety, low self-confidence, limited vocabulary, and insufficient opportunities for authentic communication in English. These challenges often hinder students’ active participation in speaking activities. Therefore, peer support is considered a promising instructional approach that emphasises collaboration, mutual assistance, and horizontal interaction among students, creating a supportive and less intimidating learning environment. This study employs a descriptive qualitative research design to obtain an in-depth understanding of how peer support is implemented, how students perceive its impact, and what challenges arise during its application in speaking instruction. The participants of this study were students from the English Education Study Program at Pattimura University who actively engaged in peer-support-based speaking activities. Data were collected through classroom observations, semi-structured interviews, and document analysis. The collected data were then analysed using the stages of data reduction, data display, and conclusion drawing as proposed by Miles and Huberman to ensure systematic and meaningful interpretation. The findings reveal that peer support was implemented through various strategies, including peer tutoring, cooperative learning, and peer feedback. These approaches were found to be effective in increasing students’ active participation, reducing anxiety when speaking, and fostering greater learner autonomy. Students reported that learning with peers helped them feel more confident, motivated, and comfortable expressing ideas in English. Additionally, peer interaction encouraged constructive feedback and collaborative problem-solving. However, several challenges were identified, such as differences in language proficiency among students, unequal participation within groups, and limited instructional time. Overall, this study highlights the significant role of peer support in enhancing EFL students’ speaking skills and provides valuable insights for educators in designing more collaborative, inclusive, and student-centred learning environments
The Impact of Pedagogical Translanguaging on Students’ Learning in EFL Classrooms Supriadin; Abduh, Amrullah; Basri, Muhammad; Sakkir, Geminastiti; Baa, Sultan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9944

Abstract

Translanguaging pedagogy, regarded as a contemporary trend in 21st-century bilingual and multilingual education, prompts EFL teachers to embrace this technique to facilitate the students' learning of the target language by employing their entire linguistic repertoire. This study seeks to examine the impacts of employing translanguaging pedagogy on students’ learning in English as a foreign language classroom in Indonesian high schools. The study examines how translanguaging pedagogy supports the students in English language learning particularly to the weaker of English language proficiency. This study utilized a multiple case study with three English educators and 50 secondary school students in Indonesia. Data were gathered using surveys and direct observation. The results indicate that translanguaging promotes students' English proficiency and improves their communication skills in the target language. Moreover, translanguaging pedagogy enhances students' vocabulary acquisition, promotes active engagement in EFL classrooms, facilitates meaningful learning experiences, and encourages motivation and support among students. Thus, the researchers recommend incorporating translanguaging in EFL teaching, as this approach is deemed essential and beneficial from various multilingual perspectives.
Co-Authors Abduh, Amirullah Abduh, Amrullah Ahmad Talib Amaliah, Suci Amirullah -, Amirullah Aprilianti, Ayu Armawan, Armawan Arsyad, Ulya Sari Asma, Nurul Asriati Asriati, Asriati Audhia, Hikmah Baso Jabu, Baso Borland, Helen Dian Ayu, Dian Fatmawati Fatmawati Fatmawati Fatmawati Ferawati, Nur Fitra, Muh. Al Fachrizah Fortuna, Nurkhaira Ariendita Geminastiti Sakkir Hardianti, Andi Emy Hartawan, Hari Haryanto Atmowardoyo, Haryanto Hikma Hikma, Hikma Khaeriyah, Nurul Khalizah Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra, La Sunra Lela, Nur Maemuna Muhayyang Maghfirah, Nurul Mahdi H, Muh. Firas Mansyur Mansyur Mardiyanah Nasta Masnur, Fildah Aini Muhammad Basri Muhammad Irham Muliany K, Sry Ghina Murni Mahmud Mustikawati, Yunitari Navriansyah, Andi Muhammad Aidil NUR AENI Nurwidia, Nurwidia Payung, Aslinda Liling Qirani, Restu Aulia Ratnasari Ratnasari Ruing, Fentry Hernaningsi Ryan Rayhana Sofyan, Ryan Rayhana Said, Amri Amsyari Samtidar, Samtidar Sari, Ulvah Satriadi, Annisyaputri Seni, Bungkoboy H. Setiawan, A. Egi Setiawan, Faisal Ari Sunra, La Supriadin Supriadin Syahrir, Masitha Syahrani Syair, Siti Nurazizah syamsidar syamsidar Syamsuddin, Suci Ramadhana Syarifuddin Dollah Uswatun Hasanah Utami, Andi Rachma Fatmiah Wahyuni, Ika Yuli Zahra, Andi