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All Journal ELT Worldwide: Journal of English Language Teaching Interference: Journal of Language, Literature, and Linguistics Seminar Nasional Pengabdian Kepada Masyarakat Phonologie : Journal of Language and Literature Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE PEDAMAS (Pengabdian Kepada Masyarakat) Academic : Journal of Social and Educational Studies Inovasi Sosial: Jurnal Pengabdian Masyarakat Axiology
Saud, Chaerul Fadlan
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Exploring Performance-Based Approach in Academic Writing Courses in Higher Education R, Abdul Rahman; Saud, Syukur; Ramadhani, Ahmad Arkam; Saud, Chaerul Fadlan
Academic : Journal of Social and Educational Studies Vol 4, No 1 (2025): Academic : Journal of Social and Educational Studies (Article in Press)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/academic.v4i1.80828

Abstract

Abstract. A teacher or lecturer are better able to foster students’ potential and abilities reflected in their academic output when students are actively engaged in the learning process. This highlights the need for instructional content that integrates student performance in alignment with learning goals. The Performance-Based Approach (PBA) serves as an effective means of linking students’ ongoing performance to their final academic outcomes. In the context of an Academic Writing course that applied PBA, students were expected to produce a draft research proposal suitable for seminar presentation upon course completion. This study adopted a case study research design to gain in-depth insights into the participants’ experiences. The findings reveal that students responded positively to the use of PBA in the learning process. The implementation of Performance-Based Approach significantly enhanced the quality of instruction, as evidenced by students’ enthusiastic engagement. Overall, PBA proved to be a highly effective strategy for improving learning outcomes in academic writing instructionKeywords: Academic writing, process Approach, Performance-Based Assessment
The Impact of Questioning Types on Students Critical Reading Skills Munir, Munir; Arham, Muhammad; Saud, Chaerul Fadlan
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.v12i2.79766

Abstract

This study explores the effect of applying effective questioning types on university students’ critical reading skills. Many students in higher education face challenges when engaging with academic texts, often limiting their efforts to surface comprehension rather than deeper analysis. To address this issue, the study implemented a framework of questioning—analytical, evaluative, interpretive, inferential, and synthetic—designed to promote higher-order thinking. A pre-experimental design was employed using a one-group pre-test and post-test format with 45 undergraduate students from English Education Study Program, Faculty of Languages and Literature Universitas Negeri Makassar, Indonesia. Over four sessions, students were guided through structured questioning activities aimed at encouraging deeper engagement with reading materials. Data were collected using essay-based critical reading tests, and scores were verified by two independent raters to ensure reliability. Findings indicated a significant improvement in students’ performance, with mean scores rising from 61.8 on the pre-test to 72.4 on the post-test. The Wilcoxon Signed-Rank Test (Z = -5.037, p < .001) confirmed that this improvement was statistically significant. The results suggest that structured questioning fosters analytical, interpretive, and evaluative engagement with texts, thereby bridging the gap between comprehension and critical literacy. The study contributes to reading pedagogy by demonstrating the role of questioning in cultivating reflective and independent readers at the university level. It recommends that lecturers integrate varied questioning strategies into reading instruction to strengthen students’ academic literacy and prepare them for the demands of higher education.
The Impact of The Funeasylearn Application on Vocabulary Mastery: A Study of Mobile Technology Use in The Context of English Language Learning as a Learning Media Sakinah, Nur Insani; M, A. Muliati; Saud, Chaerul Fadlan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 4: November (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i4.79487

Abstract

This research examined the effectiveness of the FunEasyLearn application in enhancing students’ English vocabulary. Using a quantitative one-group pretest–posttest design with 29 eighth-grade students at SMP Negeri 26 Makassar, data were collected through vocabulary tests. The results revealed a significant improvement in students’ vocabulary scores, increasing from an average of 55.17 in the pretest to 81.03 in the posttest, with a paired-sample test result of p = 0.000 and an N-Gain score of 0.58, indicating a medium approaching high level of improvement. These findings suggest that FunEasyLearn is an effective and engaging digital tool that can be integrated into English teaching to support both classroom instruction and independent learning.Keywords: FunEasyLearn, vocabulary learning, digital learning media, English teaching, students’ evaluation.
STUDENTS' PRACTICES AND PERCEPTIONS IN USING DUOLINGO FOR ENGLISH LEARNING: A DESCRIPTIVE QUALITATIVE STUDY AT SMP NEGERI 25 BULUKUMBA Jannah, Raodatul; Samtidar, Samtidar; Saud, Chaerul Fadlan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85420

Abstract

This study aims to describe students' practices and perceptions in using the Duolingo application for English learning at SMP Negeri 25 Bulukumba. This research employed a descriptive qualitative approach involving eight eighth-grade students selected through purposive sampling. Data were collected through observation checklists and semi-structured interviews. Observation was conducted to directly examine students' learning practices when using the Duolingo application, while interviews were used to explore students' practices and perceptions in greater depth. The data were analyzed using the stages of data reduction, data display, and conclusion drawing, as outlined in the analytical model proposed by Miles, Huberman, and Saldana (2014). The findings revealed that students' learning practices aligned with the three phases of Self-Regulated Learning (Zimmerman, 2002): forethought, performance, and self-reflection. Students actively set learning goals, consistently used Duolingo features, engaged in various learning activities, and evaluated their learning progress. Perceptions, as indicated by the Technology Acceptance Model (Davis, 1989), indicated that students had positive attitudes toward the Duolingo application. They considered it useful in supporting the development of vocabulary, grammar, and reading skills. In addition, they found the application easy to use, flexible, and engaging, thanks to its user-friendly interface and gamification features. Overall, the findings indicate that Duolingo supports students' independence, motivation, and the effectiveness of English learning. The application has the potential to serve as an innovative mobile-assisted language learning tool that enhances English instruction at the junior high school level.Keywords: Duolingo, learning practices, student perceptions, Self-Regulated Learning, Technology Acceptance Model.
Co-Authors Abdul Karim Ahmad Thalib Arham, Muhammad Ariyani, Amra Badriah, Badriah Ganteng, Hasriani Klara, Kristina M, A. Muliati Munir Munir Munir, Munir Musdalifah NUR AENI R, Abdul Rahman Ramadhani, Ahmad Arkam Raodatul Jannah Sakinah, Nur Insani Samtidar Samtidar, Samtidar Saud, Syukur Sunra, La Syuraedah, Rezky