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All Journal Nivedana : Jurnal Komunikasi dan Bahasa Journal of English Language and Education LETS: Journal of Linguistics and English Teaching Studies Joal : Journal of Applied Linguistics ELITERATE : Journal of English Linguistics and Literature Studies
Sahabuddin, Ilham
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

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FOSTERING STUDENTS’ PRONUNCIATION BY USING WHISPERING TONGUE TWISTER Asriani; Maming, Khadijah; Sianna; Sahabuddin, Ilham
NIVEDANA : Jurnal Komunikasi dan Bahasa Vol. 6 No. 1 (2025): NIVEDANA: Jurnal Komunikasi & Bahasa
Publisher : Sekolah Tinggi Agama Buddha Negeri Raden Wijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/nivedana.v6i1.1250

Abstract

This study was designed based on the results of observations of the pronunciation skills of eighth grade students at SMPN 1 Parepare, South Sulawesi. Many average students' pronunciation skills are categorized as low, making it difficult to speak English. The researcherss provide solutions by teaching pronunciation using the whispering tongue twister method to students with the concept of playing while learning. Therefore, the purpose of this study is to find out whether the use of the whispering Tongue Twister method can help students' pronunciation. The researcherss used the pre-experimental method with a group pretest and post-test design. The population of this study included all VIII grade students at SMPN 1 Parepare, with a sample size of 32 students in class VIII.4 as the experimental class. The sample selection used the purposive sampling technique and data collection using pretest and post-tests with the text read. The treatment was done in four meetings with two aspects of assessment, namely accuracy and fluency. In analyzing the data, researcherss used SPSS 29. The results of the data analysis show an improvement in student pronunciation. This is evidenced by the average score on the initial test of students, which is 33.84 and the average score on the final test of students, which is 45.84. After analyzing the data, the result of the probability is 0.001 and the significance value is 0.05. This indicates that H0 was rejected and H1 was rejected. It can be concluded that the use of the Whispering Tongue Twister method can foster students' pronunciation at SMPN 1 Parepare in the 2023/2024 school year.
ANALYSIS OF SPEECH ACT IN BINTANG EMON’S VIDEO ON INSTAGRAM Ammade, Salasiah; Rasyid, Asriadi; Marzuki, Zulfrida; Sahabuddin, Ilham
ELITERATE : Journal of English Linguistics and Literature Studies Vol 4, No 2 (2025): Eliterate: Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v4i2.65603

Abstract

This study investigates the use of speech acts in Bintang Emon’s videos on Instagram. The research aims to identify and analyse the types of speech acts—such as locutionary, illocutionary, and perlocutionary acts—used by the comedian to convey humour, critique, and social commentary. The data for this qualitative research were collected through content analysis of selected videos posted on Bintang Emon’s Instagram account. The findings reveal that Bintang Emon effectively uses a combination of assertive, directive, expressive, and commissive speech acts to engage his audience and deliver his messages in a humorous yet impactful manner. The findings show the analysis of speech act by Bintang Emon covers representative act, and instruction act, In the analysis of the video, the most frequent type of speech act that emerge is representative type act.  The study concludes that understanding the speech acts in Bintang Emon’s videos can provide deeper insights into how humour and social critique are communicated in digital platforms, particularly in the context of contemporary Indonesian society. 
Enhancing Middle School Students’ Narrative Writing through Video-Based Instruction Sahabuddin, Ilham; Wahyuddin; Khadijah Maming; Hasman
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.417

Abstract

This study investigated the use of video as a medium to improve eighth-grade students’ narrative writing ability and interest. Using a quasi-experimental design with pre-tests and post-tests, two classes (experimental and control), each consisting of 30 students, were selected through cluster random sampling at SMP Negeri 2 Parepare. Writing tests and questionnaires were employed for data collection. Results showed that the experimental class outperformed the control class, with post-test mean scores of 74.30 and 69.80, respectively. Questionnaire results also indicated a high level of student interest (82.30). A t-test confirmed a significant difference between the classes (t-test = 2.18 > t-table = 2.00), supporting the hypothesis. The findings suggest that video effectively enhances students’ narrative writing ability and interest. Keywords : Video-Based Instruction; writing; narratives text
Behaviorism Approach through Operant Conditioning: Motivating Students in English Speaking Class Sahabuddin, Ilham; Rasyid, Asriadi; Maming, Khadijah; Sianna, Sianna; Wahyuddin, Wahyuddin
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1682

Abstract

This study investigates whether applying behaviorist operant conditioning can better use reinforcement in EFL classrooms to increase students’ speaking confidence, skills, and motivation. Using a quasi-experimental, non-equivalent control-group design, an experimental class received reinforcement while a control class followed conventional instruction; pre/post tests and a Likert-scale motivation questionnaire were analyzed with t-tests. Results show significant gains for the experimental group: mean speaking scores rose to Satisfactory (82.37) versus the control’s Adequately outcome (69.12), score dispersion narrowed (SD 10.21 to 6.01), and post-test distributions shifted to Satisfactory. Motivation outcomes were robust, with most students reporting high motivation after reinforcement. We conclude that operant conditioning effectively strengthens desirable speaking behaviors, increases engagement, and reduces performance variability, offering a practical approach for speaking classes. Implications include integrating reinforcement, feedback, and repetition into classroom pedagogy to sustain gains.
Recreational Roblox Usage and English Language Learning Engagement Among University Students Larekeng, Siti Hajar; Sahabuddin, Ilham; Wahyuddin, Wahyuddin
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2174

Abstract

This study investigates the relationship between recreational Roblox usage and English language learning engagement among university students, addressing a gap in literature focused largely on younger learners or structured pedagogical settings.  Within the framework of technology-enhanced language learning (TELL), the research examines how this immersive gaming platform shapes the language learning concentration and academic motivation of EFL university students. Employing a Sequential Explanatory Mixed-Methods Design, the study collected data from 53 university students  via questionnaires and semi-structured interviews. This data were then analyzed using descriptive statistics and Spearman rank correlation. The results indicate that Roblox usage is predominantly social and recreational rather than compulsive.  Although 58.5% of respondents spend  more than two hours per session,  the majority maintain functional boundaries by prioritizing English assignments  over gaming. Crucially, no participants reported severe psychological dependency, though a segment  admitted to occasional procrastination. Furthermore, the platform's English-dominant interface and collaborative gameplay  expose students to authentic language input, fostering informal second language acquisition (SLA) through peer interaction. Ultimately, the study concludes that while severe concentration disruption is uncommon, subtle procrastination remains a  self-regulation challenge. These findings   highlight the need for targeted digital wellness frameworks and pedagogical guidance,  which can help EFL students harness immersive recreational gaming as a language learning tool   while preserving academic focus.
Co-Authors Ammade, Salasiah Asriadi Rasyid Asriani Hasman Hasman, Hasman Khadijah Maming Larekeng, Siti Hajar Maming, Khadijah Marzuki, Zulfrida Sianna Sianna, Sianna Wahyuddin Wahyuddin Wahyuddin