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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of Asian Education FOSTER: Journal of English Language Teaching English Language, Linguistics, and Culture International Journal (ELSTIC-IJ)
Zainuddin, Andi Husni A.
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Education Languange, Linguistic, Communication & Media Mathematics Other

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ENGAGING LEARNERS IN WRITING PROCEDURE TEXT: HARNESSING THE POWER OF DO IT YOURSELF (DIY) VIDEOS AT IAIN PALOPO: HARNESSING THE POWER OF DO IT YOURSELF (DIY) VIDEOS AT IAIN PALOPO Zainuddin, Andi Husni A.; Pirol, Abdul; Rusdiansyah, Rusdiansyah
elstic : english language linguistics culture Vol 4 No 1 (2024): Volume 04, Number 01, April 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i1.46258

Abstract

This research aims to determine whether the Do It Yourself video effectively improves writing skills in the procedure text at the second semester of the English Language Education Study Program IAIN Palopo. This research adopted the pre-experimental method. The sample consisted of thirty students. The Do It Yourself video was used as a medium in this research. The researcher collected the data through pre-test, treatment, and post-test. SPSS 22 edition was used to perform statistical analysis on the data. Investigation revealed that the mean post-test score is higher than the pre-test (47.80 < 81.36). Besides, the value of the t-count is higher than the value of the t-table. The result of the student's scores on the post-test became more elevated than opposed tests representing the treatment's effectiveness in helping the learners improve their writing skills. It could be summarized that using the Do It Yourself video significantly improved the students' writing skills, especially in writing procedure text. This research strongly emphasizes for the next researcher to examine the use of DIY videos for different skills imaginatively.
Promoting Learners' Autonomy in Modern Era: A Textbook Analysis Under the Zone of Proximal Development Approach Ilham, Dodi; Pirol, Abdul; Baderiah, Baderiah; Iksan, Muhammad; Efendi, Erwatul; Zainuddin, Andi Husni A.; Alam, Samsu
International Journal of Asian Education Vol. 5 No. 2 (2024): IJAE Vol. 05, No. 2, June 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i2.370

Abstract

This research aims to explore the integration of Lev Vygotsky's Zone of Proximal Development (ZPD) theory in the context of Islamic Religious Education (IRE) and character-building, focusing particularly on fostering student autonomy. The study addresses the need for a more holistic educational approach in IRE and character-building, which emphasizes transmitting religious knowledge and values and cultivates essential life skills like independence. This literature study employs qualitative descriptive methods, analyzes learning materials in IRE and character-building textbooks, and evaluates how these materials support students in their ZPD. Results indicate that this education is crucial in instilling honest, responsible, and independent behavior involving physical, economic, intellectual, moral decision-making, and spiritual aspects. However, several sub-indicators of independence are not yet fully integrated into the curriculum, indicating room for further development. Applying ZPD in learning depicts a dynamic and interactive approach, with teachers acting as active facilitators. This research highlights the need for IRE and character-building teachers to utilize ZPD to enhance student understanding and independence, focusing on the practical application of Islamic values in daily life. This study opens new insights in Islamic education literature, emphasizing significant and applicable learning, and supports the development of independent individuals, both in action and belief. Consequently, this education reinforces the internalization of religious and moral values, shaping competent and independent individuals in modern society.
Multilingualism in Bugis Language Context: A Case Study on English Language Teaching Interactions Zainuddin, Andi Husni A.; Masruddin, Masruddin; Thayyib, Magfirah
FOSTER: Journal of English Language Teaching Vol. 5 No. 1 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i1.156

Abstract

This study explores the intricate dynamics of multilingualism within the Bugis language context and its impact on English Language Teaching (ELT) at UPT SP SDN 251 Pae-Pae. With a focus on the Bugis community in Indonesia, the research delves into the complexities of language interaction in daily life and the teaching process. The Bugis language, embedded in rich cultural heritage, coexists with Indonesian and English, presenting a unique multilingual tapestry. The study employs a qualitative case study approach, including in-depth interviews with an English teacher. Findings reveal variations in language use within the family, community, and classroom contexts. Challenges arise in understanding nuanced meanings between languages, particularly in higher grades. The English teacher supports a multilingualism approach in teaching, emphasizing its role in enhancing students' adaptability and cultural sensitivity. The study contributes valuable insights to the broader discourse on language education and multilingualism in a globalized world, affirming the significance of a multilingual pedagogical approach in preparing students for diverse communication scenarios.
Barriers to Local Language Preservation: Insights from English Teachers in the Luwu Context Zainuddin, Andi Husni A.; Wisran, Wisran; Taqwa, Nurul Fikriyyah; Amelia, Amelia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5959

Abstract

The prominence of English as a global lingua franca has posed challenges to the preservation of local languages, including the Luwu language in South Sulawesi, Indonesia. As an essential part of cultural identity, the Luwu language is increasingly marginalized due to the dominance of Bahasa Indonesia and English in formal education. This study examines the challenges faced by English teachers in balancing global linguistic demands with preserving the Luwu language. Using Fishman’s Language Shift and Maintenance and Hornberger’s Continua of Biliteracy as frameworks, this research explores the experiences, perceptions, and strategies of two English teachers in Luwu. The study, conducted through semi-structured interviews, reveals significant challenges, including limited institutional support, a curriculum prioritizing global languages, and the impact of digital media that diminishes students’ exposure to the Luwu language. Teachers employ strategies like integrating Luwu vocabulary into English lessons, fostering both cultural awareness and biliteracy. However, these efforts are constrained by a lack of professional development, resources, and formal guidelines for incorporating local languages into teaching. The findings underscore the importance of institutional and policy support in sustaining local languages. While Indonesia’s muatan lokal policy provides a framework for regional language inclusion, inconsistent implementation and resource gaps hinder its effectiveness. This study advocates for enhanced collaboration among schools, local governments, and communities to develop sustainable language preservation programs. By addressing these challenges, the Luwu language can remain a vital aspect of cultural heritage and identity, ensuring its continuity for future generations.
Virtual Drama in Literature Education: Enhancing Language Learning Amid Challenges Thayyib , Magfirah; Wahibah, Wahibah; Ismayanti, Devi; Zainuddin, Andi Husni A.
International Journal of Asian Education Vol. 6 No. 1 (2025): IJAE Vol. 06, No. 1, March 2025
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v6i1.479

Abstract

Literature education is essential for enhancing students’ language competence, critical thinking, and engagement with literary texts. This study explores the implementation of a virtual drama project in literature classes for English Education students at IAIN Palopo, examining their responses, benefits, and challenges. Employing a descriptive-quantitative approach with qualitative elements, data were collected from 100 students across six classes through a structured questionnaire. Descriptive statistics and thematic analysis were used to analyze the findings. Results indicate that 72% of students viewed the virtual drama project as an engaging and effective learning tool, reporting improved language competence, pronunciation, confidence, and higher-order thinking skills. Additionally, 15% highlighted personal growth, citing increased self-confidence and creativity. However, 29% faced acting difficulties, struggling with emotional expression and performance adaptation in a virtual format. Technical barriers, such as poor internet connectivity (5%) and device limitations (2%), also hindered some students’ experiences. Despite these challenges, the study underscores virtual drama’s potential as an innovative pedagogical approach in literature education. Educators can enhance the effectiveness of virtual drama projects by integrating acting workshops, technological support, and stronger links to literary analysis. These findings contribute to the evolving landscape of digital literature education, offering insights for future curriculum design and pedagogical innovation in language learning.
Co-Authors Abdul Pirol Alam, Samsu Amelia Amelia Baderiah Baderiah Dodi Ilham Efendi, Erwatul Ida Ayu Putu Sri Widnyani Ismayanti, Devi Magfirah, Thayyib Muhammad Iksan, Muhammad Rusdiansyah Rusdiansyah Taqwa, Nurul Fikriyyah Wahibah, Wahibah Wisran, Wisran