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All Journal Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science International Journal of Business English and Communication (IJoBEC) INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) International Journal of Language, Education, and Literature (IJLEL)
Sukardi Weda
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Education Languange, Linguistic, Communication & Media Mathematics Other

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TEACHER’S STRATEGIES IN TEACHING VOCABULARY FOR DEAF STUDENTS AT UPT SLB NEGERI 1 BULUKUMBA Zulrif’ah Mahmuda; Sukardi Weda; Geminastiti Sakkir
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 2 No. 2 (2024): JUNI 2024
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Penelitian ini bertujuan untuk mengidentifikasi strategi yang digunakan guru dalam mengajar kosakata bagi siswa tunarungu dan untuk mengetahui permasalahan yang dihadapi guru bahasa Inggris dalam mengajar kosakata bagi siswa tunarungu di UPT SLB Negeri 1 Bulukumba. Subjek penelitian ini adalah satu orang guru bahasa Inggris dan tiga siswa kelas tujuh SMPLB di UPT SLB Negeri 1 Bulukumba yang dipilih dengan menggunakan teknik purposive sampling. Penelitian ini menggunakan metode kualitatif. Data penelitian ini dikumpulkan melalui observasi, wawancara, dan dokumentasi. Data yang diperoleh dianalisis melalui empat tahap: pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini menunjukkan bahwa ada empat strategi yang digunakan guru dalam mengajar kosakata bagi siswa tunarungu, yaitu: bahasa isyarat, visualisasi, gerak tubuh, dan pengulangan. Strategi ini membantu siswa memahami dan menghafal kosakata yang diajarkan. Hasil penelitian ini juga menunjukkan bahwa guru menghadapi dua masalah dalam mengajar kosakata kepada siswa tunarungu: siswa dengan kosakata terbatas dan waktu mengajar yang terbatas.
IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING (TBLT) ENGLISH CLASS FOR SECONDARY SCHOOL STUDENTS: A STUDY AT MADRASAH ALIYAH RADHIATUL ADAWIYAH MAKASSAR Armansyah; Sukardi Weda; Chairil Anwar Korompot
International Journal of Business English and Communication Vol 2 No 4 (2024): October
Publisher : Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijobec.v2i4.2943

Abstract

This research has three objectives, they are to explore teacher’s perception, to investigate the implementation, and to investigate challenges of Task-Based Language Teaching (TBLT) in teaching basic speaking skills to secondary school students at Radiatul Adawiyah Foundation. By utilizing Descriptive Qualitative method, the research involved one English teacher as the research subject, with the data collected through interviews and observations. The results of the research indicate that the teacher views TBLT positively, recognizing it as an effective method that emphasizes practical language use. The teacher employs various interactive tools and methods, such as quizzes and the Alef platform, to engage students and enhance their language skills. However, the implementation of TBLT faces challenges as well, including students’ limited English proficiency, behavioral issues, and inconsistent attendance of students. These factors hinder the full potential of TBLT in improving students’ speaking skills. Despite these challenges, the teacher remains committed to TBLT, continuously adapting her methods to meet the diverse needs of her students.
The Effect of Kinesthetic Learning Activities on Students' Speaking Skills: A Quantitative Study Simamora, Joko Abadi; Iskandar; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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This research examines the effectiveness of Kinesthetic Learning Activities (KLA) in improving students' speaking skills at the Merchant Marine Polytechnic Makassar. This study applies an approach that is quantitative, adopting a pre-experimental, one-group pretest and posttest design to evaluate students' speaking performance before and after KLA implementation. A purposive sample of 24 second-year cadets was selected from a total population of 841 students. Data were acquired using pretests and posttests., in which students engaged in storytelling tasks assessed based on accuracy, fluency, and comprehensibility. Statistical analysis was performed using SPSS version 30, combining normality tests, paired sample t-tests, and Wilcoxon Signed-Rank tests to establish the significance of the data. The results indicate a significant improvement in students' speaking proficiency following the integration of kinesthetic learning activities. Pre-test scores revealed that most students were categorized as 'Fair' to 'Very Poor,' reflecting notable challenges in pronunciation, grammar, and fluency. However, post-test results demonstrated substantial progress, with a majority of students achieving higher proficiency levels. The Wilcoxon Signed-Rank Test confirmed a statistically significant difference between pretest and posttest scores, demonstrating KLA's effectiveness in improving students' oral communication skills. Consequently, the findings suggest that incorporating kinesthetic learning strategies into language instruction can be highly beneficial in maritime education. This research underscores the value of movement-based learning in vocational training and encourages further research to explore its long-term impact and applicability in structured academic settings.
English Learning Strategies Effectiveness to Cope with Students’ Speaking Anxiety at Universitas Negeri Makassar Anugrah, Ade Surya; Syarifuddin Dollah; Sukardi Weda
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

Implementing the descriptive qualitative method, the study aims to find out an objective that is to describe the effectiveness of various learning strategies to cope with students’ speaking anxiety. In collecting the study’s data, there are two types of insturements that were impelemmted, the non-participant observations and semi-structured interview sessions. Ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar were volunteered themselves as the study’s research subjects. the result of the study reveals there are six indicators that show how effective the learning strategies are in helping students to cope with speaking anxiety based on the observation and the interview sessions with the study’s subjects. Those indicators are including the students improved academic performance, their increased cognitive engagement, their increased adaptability and transferability, students’ enhancement of metacognitive skills, students’ increased motivation and confidence in speaking, and lastly their positive behavioral changes in students’ speaking activities.
STUDENTS’ PERCEPTION OF LECTURER CODE-SWITCHING IN OFFLINE AND ONLINE ENGLISH CLASSES AT IAIN BONE SOUTH SULAWESI Samsinar Samsinar; Sukardi Weda; Muhammad Tahir
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.v7i2.1349

Abstract

This study employs a descriptive qualitative approach to explore students’ perceptions of lecturer code-switching in a hybrid English learning environment at IAIN Bone, South Sulawesi. The research site, IAIN Bone, is the largest higher education institution in Bone Regency, where hybrid learning known as combining online and offline instruction and it is still practiced there. This location was chosen based on initial observations showing that many students struggle to fully understand lessons delivered entirely in English. Participants in the study were fourth-semester students enrolled in an English Education hybrid class during the 2024/2025 academic year. Data were collected through semi-structured interviews and continued until data saturation was achieved. The findings indicate that code-switching positively influenced students’ learning experiences. Students reported that bilingualism in the context of code-switching helped them better understand the material, reduced their anxiety during lessons, and supported vocabulary development. They viewed the use of both Indonesian and English by lecturers not as a hindrance, but as a helpful instructional strategy. Overall, the students expressed favorable perceptions of code-switching, considering it an inclusive and effective approach in hybrid English language instruction. These insights suggest that code-switching can play a meaningful role in supporting student comprehension and engagement in bilingual learning environments.
Artificial Intelligence–Based English Instruction: Implementation, Challenges, and Learning Outcomes in Indonesian High Schools Syahriyanti; Sukardi Weda; Iskandar
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.8796

Abstract

This study aims to examine the implementation, challenges, and learning outcomes of Artificial Intelligence (AI)-based English instruction in three Indonesian Islamic senior high schools. Employing a descriptive qualitative research design, the study explores students’ perceptions, learning behaviors, and interactions with AI tools such as ChatGPT, Grammarly, Google Translate, and AI-driven pronunciation systems. Data were collected through open-ended questionnaires and analyzed using thematic procedures. Findings indicate that AI tools contribute positively to students’ vocabulary development, grammatical awareness, writing fluency, and speaking confidence by offering immediate feedback, adaptive support, and opportunities for autonomous learning. Nonetheless, students also experienced key challenges, including misinformation, cognitive overload from complex explanations, overdependence on AI-generated responses, and unequal access to technological resources. These constraints influenced the extent to which AI could be integrated effectively into English instruction. The discussion highlights that although AI serves as a valuable supplementary learning resource, it cannot replace the pedagogical, emotional, and ethical roles fulfilled by teachers. Students emphasized the need for human guidance to interpret AI-generated information, ensure accuracy, and maintain academic integrity. The study concludes that AI-enhanced English learning holds substantial potential when implemented responsibly. It underscores the importance of developing AI literacy, strengthening digital infrastructure, and establishing ethical guidelines to support sustainable integration of AI in Indonesian secondary education.  
Co-Authors Anugrah, Ade Surya Armansyah Geminastiti Sakkir ISKANDAR Korompot, Chairil Anwar Muhammad Tahir Samsinar Samsinar Simamora, Joko Abadi Syahriyanti Syarifuddin Dollah Zulrif’ah Mahmuda