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All Journal LETS: Journal of Linguistics and English Teaching Studies International Journal of Language, Education, and Literature (IJLEL)
Rahmita Irsani
UNIVERSITAS NEGERI MAKASSAR
Education Languange, Linguistic, Communication & Media

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The Effect of Bilingual Instruction to Students' Speaking Skill in SMPS PPM AL Ikhlash Rahmita Irsani; Syarifuddin Dollah; Abdullah
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/b7q5rf61

Abstract

This research aimed to discover and comprehend students' perceptions regarding using bilingual instruction to teach speaking skills. This research used a quantitative approach with a pre-experimental design. The research population was nine grade students of SMPS PPM AL IKHLASH. The sample was 20 students as an experimental class. The researcher used the Speaking Test and students' perception questionnaire as the instruments of this research. Thus, this study showed that the results of frequency statistical calculations from 20 student respondents with positive perception criteria were 4 students (20%), and respondents with strongly positive perception criteria were 16 students (80%). It can be concluded that students have a positive perception of bilingual instruction. The results of this study can conclude that most students believe that bilingual instruction can improve speaking skills, and students also found it easier to communicate with their teachers and classmates when learning English.
Gamified English Instruction and Multidimensional Student Engagement: Investigating Temporal Acceleration in Upper Primary EFL Classrooms Rahmita Irsani; Syarifuddin Dollah; Maemuna Muhayyang; La Sunra
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.v7i2.2181

Abstract

Despite growing scholarly interest in gamification as a pedagogical strategy, existing research relies heavily on quantitative measures test score, participant rates, and survey instruments that reveal little about how students actually experience gamified environments. This study investigates how upper primary EFL students in an Islamic school setting in Indonesia experience gamified English instruction, and what dimensions of engagement emerge from that experience. Drawing on classroom observations, semi-structured interviews, and teacher-written reflective journals involving twelve students from grades 4 through 6 and two experienced English teachers, the study captures the texture of day-to-day engagement with Wordwall and Kahoot over a sustained instructional period. Utilizing Thematic analysis revealed four interrelated dimensions: a noticeable sharpening of behavioral participation and on-task effort; emotional transformation marked by enthusiasm and competitive anxiety; a strategic cognitive effort beyond surface level game playing; and recurring reports of temporal acceleration, interpreted as indicative of flow states. Reading these findings through the lens of self-determination theory and the multidimensional engagement framework, the study argues that gamification functions as a psychological activator rather than a mere motivational add-on. These findings suggest that when thoughtfully integrated, gamified instruction has the potential to deepen genuine learner engagement; however, future research must examine whether such engagement translates into durable linguistic gains.
Co-Authors Abdullah La Sunra Maemuna Muhayyang Syarifuddin Dollah Syarifuddin Dollah