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All Journal Indonesian Journal of Educational Studies JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Al-Irsyad: Journal of Education Science
Usman, Misnawati
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Education Languange, Linguistic, Communication & Media Nursing Social Sciences

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Communication Patterns of Lecturers in German Competence Teaching at the University Saleh, Nurming; Usman, Misnawati; Achmad, Abd. Kasim
Indonesian Journal of Educational Studies Vol 26, No 1 (2023): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v26i1.46873

Abstract

Abstract. This study aims to obtain data and information related to lecturer communication patterns in German competence teaching. The course is focused on German language competence, consisting of four competencies: reading (Lesen), listening (Hören), writing (Schreiben), and speaking (Sprechen). The research was conducted in the German Language Education Study Program at the Faculty of Language and Literature. The results showed that the communication patterns used by lecturers in German competence teaching included as many as 291 communication patterns with details: primary communication patterns as many as 91 (verbal as many as 69 and nonverbal as many as 22), secondary communication patterns as many as 69, interpersonal communication patterns as many as 20, linear communication patterns as many as 49, and circular communication patterns as many as 61. The use of communication patterns by lecturers in German competence teaching from the highest to the lowest levels is primary communication patterns (31%), secondary communication patterns (24%), circular communication patterns (21%), linear communication patterns (17%), and interpersonal communication patterns (7%).
Peran Komunikasi Instruksional Dalam Meningkatkan Kemampuan Berbahasa Jerman Di Kelas Usman, Misnawati; Dalle, Ambo; Ernawati, Ernawati; Bongga, Selsi; Nirwana, Nirwana
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 9, No 1 (2025): Januari
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v9i1.71033

Abstract

Komunikasi instruksional memiliki peran yang sangat penting dalam proses pembelajaran bahasa asing, termasuk dalam pembelajaran bahasa Jerman. Artikel ini bertujuan untuk menganalisis bagaimana komunikasi instruksional dapat meningkatkan kemampuan berbahasa Jerman siswa di kelas. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif kualitatif, dengan mengamati interaksi antara pengajar dan siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa penggunaan strategi komunikasi yang efektif, seperti penggunaan bahasa yang jelas, teknik pengajaran yang variatif, serta umpan balik yang konstruktif, dapat meningkatkan pemahaman dan keterampilan berbahasa Jerman siswa. Selain itu, komunikasi yang baik antara pengajar dan siswa juga dapat menciptakan suasana belajar yang kondusif, yang mendukung siswa untuk lebih aktif dalam berlatih berbicara, mendengarkan, membaca, dan menulis dalam bahasa Jerman. Oleh karena itu, penting bagi pengajar untuk mengembangkan keterampilan komunikasi instruksional guna memfasilitasi proses pembelajaran yang lebih efektif dan meningkatkan hasil belajar bahasa Jerman di kelas. 
THE SWOT ANALYSIS OF EFL LEARNERS’ ADAPTATION TO AI-BASED WRITING TOOLS IN ACADEMIC CONTEXTS Al As Ary, Muawwal; Usman, Misnawati; Rossydi, Ahmad; Samad, Ita Sarmita; Wahyuni, Sry
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.425

Abstract

The purpose of this study was to analyze the adaptation of English as a Foreign Language (EFL) learners to AI-based writing tools in academic context. Although AI-based writing tools were progressively implemented into language education, limited research has explored how EFL learners interpreted and adapted to these tools. In particular, structured frameworks are infrequently applied to comprehensively analyze this perception. The study employed a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis to investigate EFL learners’ perceptions of AI writing tools such as Chat-GPT, Grammarly, or Quillbot. Data were gathered through semi-structured interviews involving 25 university EFL students. The findings uncovered that students conceived time efficiency and instant grammar feedback as key strengths. In contrast, excessive reliance and deficiency of deep academic understanding were seen as major weaknesses. Opportunities comprised enhanced writing confidence and facilitated idea generation and structured academic writing, while threats focus on diminished critical thinking and passive plagiarism. The results emphasized the demand for ethical pedagogical strategies to guide AI integration in language education.
Co-Authors Achmad, Abd. Kasim Ambo Dalle As'ary, Muawwal Al Bongga, Selsi Ernawati Ernawati Ita Sarmita Samad, Ita Sarmita Nirwana, Nirwana Rossydi, Ahmad Saleh, Nurming SRY WAHYUNI, SRY