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Using Kahoot! To Create a Fun English Vocabulary During Learning Process Alawiyah, Rosidah; Wahyuni, Ika Yuli; Muhid, Abdul
Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v4i3.584

This research aimed to improve students’ vocabulary learning using Kahoot! The study used a descriptive quantitave research. The subjects were taken from VIII H at a state SMP in Makassar. There were two data collection instruments used in this research, vocabulary test and questionnaire. The result showed that the learning vocabulary using kahoot process can be improved. The pre-test showed that students’ average score was (58.10) and the post- test score average was (81.33). It concluded that using kahoot can improve English vocabulary achievement

Exploring the Role of Polysemy Awareness for “Get” and “Make” in Podcasts on EFL Learners’ Collocational Speaking Ability Amaliah, Suci; Baa, Sultan; Wahyuni, Ika Yuli; Mansyur, Mansyur; Sakkir, Geminastiti
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 2 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum3924

This study examines the role of polysemy awareness of the verbs get and make through learning podcasts in improving EFL students’ collocational speaking ability. The basis of this study is the finding that the meaning variation of polysemous words often causes collocational errors in spoken language. At the same time, podcasts provide rich audio contexts that facilitate semantic comprehension. The study's objectives were to test the effectiveness of increasing polysemy awareness of collocational speaking accuracy and fluency and to explore the learning mechanisms of participants. The Mixed-Methods Sequential Explanatory Method was applied through a quantitative phase, pre-test and post-test of speaking collocations on 60 EFL students randomly divided into experimental and control groups, followed by a qualitative phase in the form of stimulated-recall interviews with 10 participants. The collocation assessment instrument showed high inter-rater reliability (α = 0.87). The quantitative results indicated a significant increase in accuracy (p < 0.05; d > 0.8) and a 20% increase in fluency scores in the experimental group. The qualitative findings revealed that participants utilized audio context clues to distinguish polysemous meanings before selecting collocations, shifting from a rote strategy to a contextual approach. In conclusion, integrating polysemy awareness in podcast materials effectively improves speaking collocational ability and strengthens the theory of contextual semantic learning. The implications of this study include the development of audio modules focused on polysemy semantics, teacher training, and further research on long-term retention and adaptation of materials based on proficiency.

Assistance in Creating Google Scholar and SINTA Accounts for New Lecturers in the English Education Department Sakkir, Geminastiti; Wahyuni, Ika Yuli; Ariyani, Amra; Amin, Fatimah Hidayahni; Adys, Himala Praptami
Mattawang: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.mattawang3782

The assistance in creating Google Scholar and SINTA (Science and Technology Index) accounts for new lecturers in the English Education Study Program aims to facilitate them in utilizing these two academic platforms as part of their personal and professional development. Mentoring activities are carried out for one new lecturer, using a lecture method followed by direct practice in creating a Google Scholar and SINTA account. The result of this assistance was the formation of two accounts, which were immediately filled with three articles that had been published and registered in each account and the two accounts were synchronized. This process makes it easy for new lecturers to start their academic digital careers.

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

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.

Enhancing First-Year English Education Students’ Speaking Skills through Storytelling Training at State University of Makassar Wahyuni, Ika Yuli; Ariyani, Amra; Sakkir, Geminastiti; Amaliah, Suci; Mansyur, Mansyur
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 4 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum4024

This study investigates the effectiveness of storytelling training in enhancing the speaking skills of first-year students in the English Education Program at Universitas Negeri Makassar. The research was motivated by a survey of senior students, which revealed that 15.8% were still at the A1 level and 35.3% at the A2 level of the CEFR, indicating persistent challenges in speaking confidence and performance, particularly in formal academic contexts. The study involved 14 participants selected randomly to represent each first-year class. Data were collected through a post-training perception survey using closed-ended questionnaires covering aspects of fluency, pronunciation, vocabulary, comprehension, clarity, and speaking confidence. The results showed that all participants perceived improvements in their speaking abilities, with the highest agreement (100%) observed in vocabulary, comprehension, and confidence, followed by pronunciation (92.9%), clarity (92.9%), and fluency (85.7%). These findings suggest that storytelling can serve as an effective strategy for improving both the linguistic and affective aspects of speaking in EFL contexts. The study concludes that storytelling is a valuable pedagogical tool that should be integrated into the early stages of English language teacher education.

Pembekalan Materi Penulisan Artikel Ilmiah bagi Mahasiswa Baru Jurusan Bahasa Inggris Universitas Negeri Makassar Sakkir, Geminastiti; Amaliah, Suci; Wahyuni, Ika Yuli; Dollah, Syarifuddin; Munir, Munir
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 1 No. 2 (2024): Axiology: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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

Penulisan artikel ilmiah merupakan keterampilan penting bagi mahasiswa dalam mengembangkan kemampuan akademik dan berkontribusi pada pengembangan ilmu pengetahuan. Artikel ini membahas pelaksanaan program pembekalan mahasiswa baru bertajuk “Pembekalan Materi Penulisan Artikel Ilmiah bagi Mahasiswa Baru Jurusan Bahasa Inggris Universitas Negeri Makassar.” Program ini bertujuan untuk memberikan pemahaman dasar mengenai penulisan artikel ilmiah kepada mahasiswa baru, melalui dua tahapan utama yaitu pemberian materi oleh dosen dan sesi tanya jawab. Pada tahap pertama, dosen menyampaikan materi tentang struktur artikel ilmiah, teknik pengutipan, dan penggunaan bahasa akademik yang tepat. Hasil observasi menunjukkan peningkatan pemahaman mahasiswa terhadap komponen artikel ilmiah dan teknik-teknik penulisan yang sesuai. Tahap kedua, yaitu sesi tanya jawab, memberikan kesempatan kepada mahasiswa untuk memperdalam pemahaman dan mengatasi kendala praktis yang sering dihadapi dalam penulisan ilmiah. Hasil dari program ini menunjukkan bahwa metode pembekalan ini efektif dalam meningkatkan pemahaman mahasiswa baru tentang penulisan artikel ilmiah. Melalui kegiatan ini, diharapkan mahasiswa memiliki dasar keterampilan yang kuat untuk menghasilkan karya ilmiah berkualitas, serta mampu berkontribusi secara aktif dalam lingkungan akademik.

Using Kahoot! To Create a Fun English Vocabulary During Learning Process Alawiyah, Rosidah; Wahyuni, Ika Yuli; Muhid, Abdul
Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v4i3.584

This research aimed to improve students’ vocabulary learning using Kahoot! The study used a descriptive quantitave research. The subjects were taken from VIII H at a state SMP in Makassar. There were two data collection instruments used in this research, vocabulary test and questionnaire. The result showed that the learning vocabulary using kahoot process can be improved. The pre-test showed that students’ average score was (58.10) and the post- test score average was (81.33). It concluded that using kahoot can improve English vocabulary achievement

Exploring Students’ Speaking Anxiety and Its Impact on Oral Performance in an Extensive Speaking Class Wahyuni, Ika Yuli
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.260

This study explores students’ speaking anxiety and its impact on their oral performance in an Extensive Speaking class. The research was motivated by the observation that many English as a Foreign Language (EFL) learners experience nervousness, fear of making mistakes, and lack of confidence when speaking English, which can hinder their fluency and classroom participation. The study aimed to identify the sources of speaking anxiety, its effects on oral performance, and the coping strategies used by students to manage it. The research employed a qualitative design using a semi-structured interview with open-ended questions, distributed through Google Forms due to the online implementation of the Extensive Speaking course. The participants consisted of eight students selected through purposive sampling, representing different English proficiency levels based on the Common European Framework of Reference (CEFR): two students each from levels A1, A2, B1, and B2. The data were analyzed thematically following Braun and Clarke’s (2006) six-phase framework. Thematic analysis revealed four major themes: (1) Emotional and Physical Manifestations of Speaking Anxiety, where students experienced nervousness, shaking, and mind blank during speaking tasks; (2) Sources of Anxiety: Fear of Evaluation and Linguistic Insecurity, in which fear of making mistakes and peer judgment were dominant causes; (3) Impact of Anxiety on Oral Performance, showing that anxiety disrupted fluency, pronunciation, and confidence; and (4) Coping Strategies and Pedagogical Support, where students reported using self-preparation, relaxation, and support from lecturers as effective means to reduce anxiety. The findings indicate that speaking anxiety is a common psychological barrier across all proficiency levels, though its intensity and control vary by level. Creating a supportive, low-pressure classroom environment and incorporating confidence-building activities are essential in helping students manage anxiety and enhance oral performance.

AI-ASSISTED PODCAST CREATION IN EFL LEARNING: ENHANCING SPEAKING FLUENCY AND REDUCING FOREIGN LANGUAGE ANXIETY AMONG GEN Z LEARNERS Amaliah, Suci; Wahyuni, Ika Yuli; Murdia, Murdia; Wahid, Areski
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1566

In the era of artificial intelligence (AI)–driven education, integrating emerging technologies into English as a Foreign Language (EFL) pedagogy remains a critical challenge, particularly in balancing linguistic improvement and affective well-being. Despite growing research on digital tools, few studies have empirically examined how AI-assisted podcast creation can simultaneously enhance speaking fluency and alleviate foreign language anxiety (FLA) among Gen Z learners. This study employed a mixed-method design to investigate these dual outcomes among 120 undergraduate EFL students at Universitas Negeri Makassar. Participants were divided into an experimental and a control group, with the former engaging in AI-enhanced podcast projects using Podcastle and ElevenLabs, while the latter conducted traditional oral presentations. Quantitative data from pre- and post-tests and the Foreign Language Classroom Anxiety Scale (FLCAS) were triangulated with qualitative data from reflective journals and focus group interviews. Statistical analyses revealed significant gains in speaking fluency (p < .001, Cohen’s d = 0.85) and a substantial reduction in anxiety levels (p < .01). Thematic analysis further indicated that AI-assisted podcasting fostered greater learner autonomy, digital confidence, and emotional regulation. These findings substantiate the pedagogical value of AI-driven multimodal production tasks and provide an evidence-based framework for integrating technology, fostering affective learning, and developing communicative competence in EFL contexts. The study underscores the transformative role of AI in reshaping 21st-century language education and provides a timely contribution to the global discourse on human–AI collaboration in learning.

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

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.

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