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All Journal International Journal of Education and Literature (IJEL) International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities International Journal of Multilingual Education and Applied Linguistics International Journal of Educational Research International Journal of Studies in International Education
Andi Suwarni
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Enhancing English Language Learning Through Dynamic Assignment Strategies: A Comparative Study Nuraziza Aliah; Andi Suwarni; Zulkhaeriyah Zulkhaeriyah; Nurasia Natsir
International Journal of Education and Literature Vol. 3 No. 1 (2024): April : International Journal of Education and Literature
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v3i1.101

Abstract

This study investigates the efficacy of dynamic assignment strategies in enhancing English language proficiency, engagement, and motivation among learners compared to traditional assignment methods. Through a mixed-methods approach, involving quantitative analyses of language proficiency scores and engagement levels, as well as qualitative insights from student perspectives and teacher observations, the research highlights the significant advantages of integrating dynamic assignments in English language learning. Results indicate that students participating in the dynamic assignment group showed statistically significant improvements in overall language proficiency, particularly in speaking and writing skills (p < 0.05). Additionally, these students reported higher levels of cognitive, emotional, and behavioral engagement (p < 0.05), which were positively correlated with their language proficiency improvements (r = 0.62, p < 0.01). This suggests that the more engaged students are in their learning process, the better their language learning outcomes. From the qualitative data, students expressed a greater motivation and interest in learning English, attributing this to the real-world relevance and applicability of the dynamic assignments. Teachers corroborated these findings, noting enhanced active participation, collaboration, and improvements in students’ communication skills and confidence. However, both students and teachers identified challenges, including increased preparation time and the need for clearer guidelines to maximize the benefits of dynamic assignments. The study concludes that dynamic assignment strategies significantly contribute to improving language proficiency and engagement among English language learners. It suggests that addressing the identified challenges could further optimize the effectiveness of these strategies. This research advocates for a shift towards more interactive, relevant, and engaging teaching methodologies in language education to better prepare learners for real-world communication.
Evaluating The Impact Of Innovative Assignment Design On Student Engagement And Learning Outcomes In Higher Education Nuraziza Aliah; Andi Suwarni; Nurasia Natsir
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 2 No. 2 (2024): May : International Journal of Education, Language, Literature, Arts, Culture,
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v2i2.769

Abstract

This research explores the role of innovative assignment design in enhancing student engagement and learning outcomes within the context of higher education. Utilizing a mixed-methods approach, the study combines quantitative data from surveys of 120 students and 15 instructors of STIA Yappi Makassar across multiple institutions with qualitative insights from semi-structured interviews with a selected subset of these participants. The findings reveal a significant positive correlation between innovative assignment design and increased student engagement, as well as improved learning outcomes. Quantitatively, students exposed to innovative assignments reported higher engagement levels and better learning outcomes compared to their peers in traditional assignment settings. Qualitatively, themes emerged highlighting the benefits of practical application and relevance found in innovative assignments, alongside challenges such as the need for clearer guidelines and additional support. This study underscores the potential of innovative pedagogical strategies to create more engaging, relevant, and effective learning environments in higher education. It calls for educators to embrace and refine these approaches, addressing implementation challenges to fully realize their benefits. The research contributes to the broader discourse on educational quality and innovation, offering evidence-based recommendations for enhancing student engagement and success through pedagogical innovation.
Technology Integration in English Language Teaching : Analysis of Teachers' Perceptions and Practices in the Digital Era Andi Suwarni; Nurasia Natsir
International Journal of Educational Research Vol. 1 No. 2 (2024): June: International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v1i2.282

Abstract

This research analyzes teachers' perceptions and practices regarding technology integration in English language teaching within the Indonesian educational context. Using a mixed methods approach, this study involved 120 English teachers from various educational levels (primary, junior high, senior high, and higher education) through an online survey, with 15 teachers selected for in-depth interviews and classroom observations. The findings reveal a gap between teachers' positive perceptions of technology (M=4.21 on a 5-point scale) and actual implementation in teaching practices (M=3.15). Statistical analysis identified four main factors influencing technology integration: teachers' digital competence (β=0.43, p<0.01), institutional support (β=0.38, p<0.01), teachers' pedagogical beliefs (β=0.35, p<0.01), and infrastructure accessibility (β=0.32, p<0.01). Qualitative data revealed that while teachers acknowledge the potential of technology to increase student motivation and create authentic language learning environments, they face challenges in aligning technology use with learning objectives, classroom management, and learning assessment. This research provides recommendations for teacher professional development and educational policies that support effective technology integration in English language teaching.
The Effectiveness of Project-Based Collaborative Learning in Improving English Speaking Skills of High School Students Andi Suwarni; Nurasia Natsir
International Journal of Educational Research Vol. 1 No. 4 (2024): Desember : International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v1i4.283

Abstract

This research aims to evaluate the effectiveness of project-based collaborative learning in improving the English speaking skills of high school students. Using a quasi-experimental design, this study involved 64 eleventh-grade students divided into an experimental group (n=32) using project-based collaborative learning methods and a control group (n=32) using conventional methods. Data were collected through pre-test and post-test speaking assessments, classroom observations, and interviews with students and teachers. The results showed that the experimental group experienced a significant improvement in English speaking skills compared to the control group (p<0.05) with a large effect size (d=0.87). Qualitative analysis revealed that project-based collaborative learning increased students' motivation, confidence, and critical thinking abilities. These findings indicate that the project-based collaborative learning approach can be an effective strategy for developing English speaking skills in the EFL (English as a Foreign Language) context.
Technology Integration in English Language Teaching : Analysis of Teachers' Perceptions and Practices in the Digital Era Andi Suwarni; Nurasia Natsir
International Journal of Studies in International Education Vol. 2 No. 3 (2025): August : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i3.367

Abstract

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.
Breaking The Language Barrier: A Cross-Cultural Analysis Of Code-Switching in Asian Professional Workplaces Andi Suwarni
International Journal of Studies in International Education Vol. 2 No. 1 (2025): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i1.203

Abstract

This study examines code-switching practices in Asian professional workplaces, with a specific focus on its linguistic and cultural dimensions. Through a multidisciplinary theoretical framework incorporating Communication Accommodation Theory and Hofstede's Cultural Dimensions, the research investigates how professionals strategically employ code-switching to foster workplace inclusivity, manage hierarchical relationships, and adapt to industry-specific communication demands. The study employs a mixed-methods approach, collecting data through semi-structured interviews with 50 professionals, online surveys (n=200), and 100 hours of workplace observations across various Asian business settings. Results indicate that code-switching serves multiple functions: enhancing communication clarity (87% of respondents), reflecting and reinforcing cultural norms (73%), and mitigating power imbalances in hierarchical structures (65%). The findings underscore code-switching's strategic role in navigating multicultural professional environments, offering practical insights into effective cross-cultural communication strategies and fostering of cohesive professional interactions in Asian workplaces. This research contributes to the growing body of literature on linguistic adaptation in professional contexts and provides practical implications for managing multilingual workplaces in Asia.
The Power Of Words: Deconstructing Language Manipulation in Social Media Political Campaigns Andi Suwarni; Nuraziza Aliah; Nurasia Natsir
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 1 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i1.248

Abstract

This study investigates the strategic use of language in social media political campaigns, with particular emphasis on its impact on audience engagement and public discourse transformation. Through a comprehensive theoretical framework incorporating the Sapir-Whorf Hypothesis, Elaboration Likelihood Model, Critical Discourse Analysis, and Framing Theory, the research examines complex linguistic patterns, sentiment variations, and framing strategies across 10,000 campaign posts from major social media platforms. The study employs a mixed-methods approach, combining computational linguistics analysis with qualitative discourse examination. Using natural language processing tools and manual coding, researchers analyzed linguistic features including lexical choice, syntactic structures, metaphorical expressions, and rhetorical devices. Results reveal sophisticated patterns of deliberate linguistic manipulation designed to evoke specific emotional responses (72% of posts), reinforce political ideologies (65%), and adapt to temporal and platform-specific contexts (83%). The findings demonstrate that campaign language strategically evolves across different platforms, with Twitter showing more aggressive rhetoric (58%) compared to Facebook (31%) and Instagram (27%). Additionally, temporal analysis reveals significant shifts in linguistic strategies during critical campaign periods, with increased emotional language use during key political events (92% correlation). This research contributes to our understanding of digital political communication and offers practical insights for analyzing social media campaign strategies.
Co-Authors Nuraziza Aliah Zulkhaeriyah, Zulkhaeriyah