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All Journal Klasikal: Journal of Education, Language Teaching and Science International Journal of Language, Education, and Literature (IJLEL)
Nurdin Noni
English Education Department, Graduate Program, Universitas Negeri Makassar, Makassar, 90222, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The use of YouTube as Learning Media in English class Asmaulhusna; Nurdin Noni; Kisman Salija
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

In this era, technology has also developed into the world of education. This can be an opportunity for teachers to combine English language learning by using technology as a medium. One of the technological developments in learning is using social media such as YouTube. This research was conducted to 1) determine the use of YouTube as an English learning medium. 2) find out students' perceptions after using YouTube as a learning medium. 3) determine students' learning interest in using YouTube as an English learning medium. The research method used is qualitative with a descriptive approach. The research results show that 1) The majority of students gave positive perception toward the use of YouTube as learning media in English class YouTube has Interesting visual and clear explanation, helps student to understand the material easily, Easy to access and repeatable, it can be Additional learning resources, provided additional features for Language Learners, it can create interesting and entertaining learning and also it can increase student concentration. 2) The implementation of YouTube in learning is carried out in three stages: a) preparation, the teacher prepares a lesson plan, prepares the YouTube video that related to the material, also prepares facilities and infrastructure that support learning; b) implementation, the teacher shows a video to convey the material, and provides a brief explanation; and c) evaluation, the teacher provides exercises to ensure the material is well received. Furthermore, 3) the majority of students are happier, more active, more enthusiastic and can focus in learning English using YouTube as learning media. So, it can be said that students' interest in learning English by using YouTube as a learning medium quite good.
The Correlation Between Students’ Attitudes Toward Technology-Mediated English Learning And Their English Achievement At Vocational High School Nurdiana; Nurdin Noni; Sahril
International Journal of Language, Education, and Literature Vol. 1 No. 1 (2024): July
Publisher : International Journal of Language, Education, and Literature

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Technology-mediated language acquisition presently has several intricate issues surrounding the role of digital technologies in enhancing language learning possibilities. The present research investigated the correlation between students’ attitudes toward technology-mediated English Learning and their English achievement. The students' attitudes were assessed in terms of three components: affection, cognitive, and behavioral. Data were collected using two standards: questionnaire and document, as the students’ grade in English learning was considered their achievement. Data analysis was performed in SPSS version 26 using Pearson’s Product Moment Correlation. The results indicated no statistically significant correlation between students' attitudes towards technology-mediated English learning and their English achievement (p=.858). However, the results indicated that students generally have a positive attitude toward the use of technology in the English learning process in the classroom. The students' English Achievement was very good. Given the students' positive attitude with technology-mediated, it could use the capacities and strengths of technology-mediated to ensure the quality of English learning. Furthermore, Teachers could grant students the independence to utilize technology during their learning process or incorporate technology into the curriculum to enhance student engagement and motivation and foster an interactive classroom environment.
Teacher Practices using Computer Assisted Instruction (CAI) with Technological Pedagogical Content Knowledge (TPACK) framework in English Classroom at Elementary School Eril Sandi Sandi; Nurdin Noni; Muhalim
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

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This study was conducted to identify teacher practices in implementing Computer Assisted Instruction in English Language Learning in elementary school classes based on the TPACK framework and to explore EFL teachers' perception of using Computer Assisted Instruction learning models in elementary school classes. This study used a descriptive qualitative research method. English teachers in 2 private schools in Makassar, namely the first in SD Islam Athirah 2 Makassar and SD IT Darul Fikri Makassar, were selected as research subjects. Data were collected through observation and interviews. The result of this study indicated that (1) all teachers who were the study subjects used the CAI learning model with the explanation from Chan and Tsai (2005) that Computer-assisted learning is a learning method that uses technology. In this research, technology does not stand alone. Still, it is integrated with other aspects, and this combination is called the TPACK framework, which consists of three main elements and four meeting points. Shulman (1986) was the first person to develop the TPACK framework, which was later expanded by Mishra and Koehler (2006) by adding technology elements between them so that CAI learning models could be achieved well. (2) There are two main perspectives, namely, teachers assume that this learning method is very effective if applied in elementary schools but with some important notes such as teacher ability both in the form of providing student learning media to handling student activities in class and teacher understanding of using technology to support enjoyable learning. The teachers agree that this learning model makes students very happy in the learning process and makes it easy to understand the material to get high learning motivation. The researcher hopes that this research can contribute positively and benefit researchers, EFL teachers, students, and other fellow researchers.
EXPLORING THE EFFECTIVENESS OF ENGLISH SONGS AS A MEDIUM FOR DEVELOPING LISTENING ABILITY Riska Humaera; Nurdin Noni; Yunitari Mustikawati; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (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.v7i1.1285

Abstract

This study aims to analyze the effectiveness of using English songs in improving students' listening skills. The method used is quantitative with a quasi-experimental design, involving two grade XI classes at SMAN 1 Pangkep as research subjects. Grade XI Harmonis was designated as the experimental group that received treatment in the form of learning using Lenka's songs, while grade XI Cekatan was the control group that followed conventional learning. The instruments used included a listening test (pre-test and post-test) and a student learning interest questionnaire. The results of the analysis showed a significant difference between the post-test scores of the experimental and control groups, with a significance value of 0.000 <0.05. This indicates that the use of songs can effectively improve students' listening skills. In addition, the results of the questionnaire showed that most students had a high interest in using songs as a learning medium, which was reinforced by the results of the correlation test which showed a positive and strong relationship between student interest and improved listening skills (r = 0.649, p <0.05).Thus, the use of English songs, especially Lenka's works, has been proven to not only improve the cognitive aspect in listening learning, but also the affective aspects such as student motivation and involvement. Songs can be used as an effective alternative strategy in learning English
THE EFFECT OF DIGITAL READING PLATFORMS ON EFL STUDENTS’ READING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY Dinda Dinda; Nurdin Noni; Munir Munir; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (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.v7i1.1287

Abstract

This research aimed to investigate the effect of the ReadWorks platform as a digital reading tool on the reading comprehension skills of eleventh-grade students at SMKS YPPP Wonomulyo during the 2024/2025 academic year. The study adopted a quantitative approach utilizing a quasi-experimental design to assess the effectiveness of the intervention. The population in this study comprised 150 second-grade students majoring in Computer and Network Technology, distributed across five different classes. Using a cluster random sampling technique, two classes were selected as the research sample, resulting in a total of 64 students. These students were then equally divided into two groups: an experimental group and a control group, with 32 students in each. To collect data, a reading comprehension test—administered in the form of both pre-tests and post-tests—was used alongside a perception questionnaire to gain insight into students’ attitudes toward the platform. All quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 29. The pre-test scores showed relatively equal levels of reading comprehension between the experimental group (mean = 57.03) and the control group (mean = 56.25), suggesting comparable starting points. However, after the implementation of the ReadWorks platform in the experimental group, there was a marked improvement in their post-test scores (mean = 75.94), while the control group, which did not use the platform, showed a more modest increase (mean = 70.31). The results of the independent samples t-test revealed a Sig. (2-tailed) value of 0.008, which is below the 0.05 threshold, indicating a statistically significant difference in post-test performance between the two groups. In conclusion, the ReadWorks platform can be considered a valuable and effective digital resource for improving reading comprehension outcomes and fostering more engaging learning experiences among EFL students at the secondary education level
EXPLORING STUDENTS’ STRATEGIES IN LEARNING ENGLISH AT SENIOR SECONDARY SCHOOL Nurjihan Nabilah Noor; Nurdin Noni; Sukardi Weda; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (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.v7i1.1288

Abstract

This study explores the strategies used by senior secondary school students in learning English at SMAN 1 Tinambung, West Sulawesi, Indonesia. This study aims to: (1) Identify what strategies are used by XII grade students at SMAN 1 Tinambung (2) What strategies are preferred by XII grade students in learning English and (3) The impact of learning strategies on learning independence, self-confidence, and social interaction of students in learning English. This research is categorized into descriptive qualitative research. This research uses the data triangulation method to obtain the validity of the research results. Data collection was done through three stages: (1) observing in the classroom to observe students' actions in the learning process, (2) conducting in-depth interviews or indept intervieuw to get the topic of information under study, (3) documentation as a supporting tool in compiling this research. The results show that (1) students use Memory strategy, Cognitive strategy, Compensation strategy, Metacognitive strategy, Affective strategy, and Social strategy, (2) students prefer technology-based strategy (social media, internet, AI), entertainment media-based strategy (film, animation, music), vocabulary-focused strategy, and collaborative learning strategy, (3) learning strategies have an impact on students' independence through variations in time management and technology use, increase confidence through psychological techniques and structured exercises, and strengthen social interaction by placing language as a communication tool in authentic contexts.
Co-Authors Asmaulhusna Dinda Dinda Eril Sandi Sandi Kisman Salija Muh Tahir Muhalim Munir Munir Nurdiana Nurjihan Nabilah Noor Riska Humaera Sahril Sukardi Weda Yunitari Mustikawati