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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) Globish: An English-Indonesian Journal for English, Education, and Culture International Journal of Pedagogy and Teacher Education Indonesian Journal of Educational Science (IJES) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Indonesian Journal of Community Services Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Jurnal Paedagogy English Learning Innovation (englie) TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Archive: Jurnal Pengabdian Kepada Masyarakat Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora ELLITE: Journal of English Language, Literature, and Teaching GLENS: Global English Insights Journal
Aqzhariady Khartha
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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TEACHER’S INTERPERSONAL COMMUNICATION AND ITS IMPACTS ON STUDENTS’ MOTIVATION IN EFL LEARNING Aqzhariady Khartha; Sultan Baa; Chairil Anwar Korompot
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 1 (2022): 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.v4i1.137

Abstract

This research attempted to reveal the types of interpersonal communication used by an English teacher in the teaching and learning process, the factors that influence it, and its impacts on students’ motivation in EFL learning at SMPN 10 Makassar. To analyze the data for this research, a descriptive qualitative method was used. The English teacher and 5 students who were involved in Zoom meetings were taken as the subject of this research. The data was gained from classroom observation and interviews. This research found that there were 15 types of verbal and 6 types of non-verbal interpersonal communication used by the teacher during the lesson. This research also found the factors that can support interpersonal communication between teachers and students. Those factors include understanding, closeness, good feedback, affection, empathy, equality, ethic, positiveness, supportiveness, openness between teachers and students; and adequate virtual communication media. On the flip side, the factors that can inhibit the effectiveness of interpersonal communication include there is no understanding, openness, affection, and respect between teachers and students; and the other factors come from passive communicants (students), inadequate virtual communication media, and noise generated during the teaching-learning process. The result of the findings also showed that there were positive and negative impacts that students felt from the teacher's interpersonal communication on their motivation to learn English
Pelatihan Pemanfaatan Platform Quizizz untuk Asesmen Sumatif Astuti, Alfiani Dwi; Karima, Rahmawati Nur; Kharta, Aqzhariady; Hariyati, Sri
Archive: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2025): Juni 2025
Publisher : Asosiasi Pengelola Publikasi Ilmiah Perguruan Tinggi PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/arch.v4i2.170

Abstract

Latar Belakang:  Era Kurikulum Merdeka yang identik dengan penggunaan teknologi dalam evaluasi pembelajaran guna menciptakan evaluasi  menyenangkan dan memudahkan guru dalam pelaksanaan asesmen, namun masih banyak sekolah-sekolah yang penerapannya belum maksimal, seperti di UPT SMPN Todakke No.21 Kepulauan Selayar kebanyakan asesmen masih menggunakan ujian tertulis, sehingga mengalami kesulitan dalam mengadaptasi teknologi digital. Tujuan: Tujuan dari pelaksanaan PkM ini adalah meningkatkan kemampuan guru dalam pemanfaatan platform quizizz untuk asesmen yang lebih efektif. Metode: Metode yang diterapkan dalam PkM ini, yaitu metode presentasi, metode demonstrasi, dan metode simulasi. Hasil: Hasil yang diperoleh setelah pelaksanaan kegiatan pelatihan menunjukkan hasil yang positif, seluruh guru mata pelajaran mengalami peningkatan pemahaman dan keterampilan terhadap penggunaan platform quizizz untuk pelaksanaan asesmen pembalajaran. Kesimpulan: Pelaksanaan PkM berhasil meningkatkan pemahaman dan keterampilan guru dalam menggunakan platform Quizizz untuk asesmen yang lebih efektif.
Bridging Languages: Metacognitive Strategies for Improved Narrative Translation Aqzhariady Khartha; Nur Wirawati; Marhamah; Muhammad Rifqi Syamsuddin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6347

Abstract

This study aimed to enhance students' skills in translating narrative texts from English to Indonesian through metacognitive strategies among 10th-grade students at SMA Negeri 14 Gowa. Conducted as classroom action research (CAR) over two cycles, the study involved 36 students and utilized metacognitive strategies to foster self-regulated learning. Data were collected via observations, portfolios, formative assessments, and interviews, analyzed descriptively and qualitatively. Results showed significant improvements across six translation aspects: accuracy (16.67% to 66.67%), readability (19.44% to 72.22%), cultural relevance (13.89% to 61.11%), consistency (22.22% to 77.78%), grammar (16.67% to 69.44%), and completeness (25.00% to 83.33%). Metacognitive strategies enabled students to plan, monitor, and evaluate their translation processes, enhancing their contextual understanding, cultural adaptability, and analytical skills. The study underscores the effectiveness of metacognitive approaches in improving translation competence and promoting learner autonomy, with implications for integrating such strategies into language education to address global communication challenges.
Unlocking English Vocabulary Mastery: An Innovative Learning with the Wordwall Platform Aqzhariady Khartha; Ince Rezky Naing; Happy Cruzia Rini; Muthmainnah Bahri A. Bohang; Novita Pratiwi; Abdullah Gusti Efendy
Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i2.4737

Abstract

This study aimed to improve English vocabulary mastery using the Wordwall platform for Grade VIII students at SMPN 1 Bontomarannu. Conducted as classroom action research, it comprised two learning cycles involving 38 students as participants. Each cycle presented students with a Wordwall-displayed vocabulary list relevant to the studied topic. Students engaged with the Wordwall by pronouncing words and associating them with relevant images or sentences. Data collection methods included observation, field notes, documentation, and evaluation tests at the end of each cycle. Data were analyzed qualitatively using an interactive approach involving data reduction, presentation, and conclusion drawing. The results showed a significant improvement in students’ English vocabulary mastery after implementing the Wordwall platform. This was evident from the vocabulary test results, which showed increased average scores from one cycle to the next. Observations also highlighted students’ active participation and enthusiasm in engaging with the Wordwall. Furthermore, the improvement in vocabulary mastery positively correlated with better learning outcomes. In conclusion, the use of the Wordwall platform effectively enhanced students’ English vocabulary mastery. It visually supported vocabulary development and helped students build stronger associations between words and their contexts. Teachers are encouraged to use the Wordwall platform in English teaching to improve students' vocabulary skills. Keywords: Wordwall Platform, English Vocabulary Mastery, Student Engagement
Observing Students' Engagement in Rural Indonesian EFL Classrooms Through The “Word of the Day” Strategy Ashar, Aisyah; Khartha, Aqzhariady; Abin, Rais; Suryadi, Ray
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17835

Abstract

This study aimed to investigate the effectiveness of the Word of the Day (WotD) strategy in enhancing vocabulary learning and student engagement in a rural EFL context. A quasi-experimental control class (CC) design was employed, involving two ninth-grade classes from SMP Negeri 2 Samaturu. Class 9A received instruction using the WotD-based approach, while Class 9E was taught using traditional methods. Data were collected through pre- and post-tests, classroom observations, semi-structured interviews, and open-ended questionnaires. The WotD strategy was implemented in several stages, including a pre-test, strategy application through contextual texts and games, and a post-test. Quantitative data were analyzed by comparing mean scores between groups, whereas qualitative data were analyzed thematically. The results indicated that vocabulary scores significantly improved in Class 9A (mean gain = 23.3) compared to Class 9E (mean gain = 9.2), along with higher levels of classroom participation. These findings suggest that low-stakes vocabulary strategies such as WotD can effectively promote vocabulary acquisition and active participation in under-resourced rural classrooms. Complementary qualitative findings further highlighted the roles of family support, student motivation, and peer collaboration in enhancing classroom engagement beyond test performance.
TEACHERS’ PERCEPTION ON THE IMPACT OF ENGLISH ON INDONESIAN LANGUAGE AND CULTURE Khartha, Aqzhariady; Adisaturrahimi, Andi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 1 (2024): 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.v6i1.1135

Abstract

This article discusses a study on English teacher perceptions of English as a global language in Indonesia. The goals of this research are to determine whether non-native English teachers in Indonesia recognize the rising role of English in the global world, particularly in Indonesian schools, and to learn how those teachers assess the effects of English on Indonesian language and culture. Five English teachers from various secondary schools took part in this study. Data were collected through an open questionnaire. As a result, all of the participants' comments were consistent, stating that English was indisputably crucial in today's competitive world. They tend to have highly positive perceptions of English as a way of connecting with the international community and supporting Indonesian communicative functions. There is also an amazing unanimity that English can coexist beneficially in this country, even though many people argue that the language has a harmful impact on Indonesian
Enhancing Women's Entrepreneurial Competencies through Intensive English Training Integrated with the DreamBuilder LMS Khartha, Aqzhariady; Alfian, Heri; Bohang, Muthmainnah Bahri A.; Suryadi, Ray; Pratiwi, Alifiah; Dakka, Litha Nesidekawati; Marhamah, Marhamah
Indonesian Journal of Community Services Vol 7, No 2 (2025): November 2025
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.7.2.247-254

Abstract

Program ini memperkenalkan pelatihan Bahasa Inggris intensif yang diintegrasikan dengan DreamBuilder Learning Management System (LMS) untuk meningkatkan keterampilan komunikasi bisnis dan kompetensi kewirausahaan bagi pengusaha perempuan. Pelatihan ini menggabungkan pembelajaran bahasa yang terarah dengan konten kewirausahaan melalui workshop interaktif, latihan peran, dan pembelajaran mandiri. Hasil evaluasi melalui pre-test, post-test, dan survei peserta menunjukkan peningkatan rata-rata sebesar 35,4% dalam kemahiran berbahasa Inggris, khususnya pada kosa kata bisnis, komunikasi tertulis, dan presentasi lisan. Peserta juga melaporkan peningkatan kepercayaan diri dalam memahami materi DreamBuilder serta dalam menggunakan Bahasa Inggris pada interaksi bisnis. Program ini menegaskan pentingnya integrasi antara pendidikan bahasa dan platform pembelajaran digital untuk mengatasi hambatan bahasa serta memberdayakan perempuan agar mampu bersaing secara efektif dalam lingkungan bisnis global.This program introduced an intensive English training initiative integrated with the DreamBuilder Learning Management System (LMS) to enhance the business communication skills and entrepreneurial competencies of women entrepreneurs. The training combined targeted language instruction with entrepreneurship-focused content through interactive workshops, role-playing, and self-directed learning. Evaluation through pre- and post-tests and participant surveys showed an average improvement of 35.4% in English proficiency, particularly in business vocabulary, written communication, and oral presentation. Participants also reported increased confidence in understanding DreamBuilder materials and using English in business interactions. The program underscores the importance of integrating language education with digital learning platforms to overcome language barriers and empower women to compete effectively in the global business environment.
INDONESIAN EFL LEARNERS’ SELF-EFFICACY TOWARD THEIR LEARNING ACHIEVEMENT Heri Alfian; Aqzhariady Khartha; Muthmainnah Bahri A. Bohang
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): 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.v6i3.1242

Abstract

This study aimed to find out how the self-efficacy impact Indonesian EFL learners’ learning achievement. This study was conducted at Sembilanbelas November University of Kolaka. The subjects were six 7th students of English Education Department. The study was employed a case study design. The instrument used to gather the data was interview guidelines to explore the sources of self-efficacy. Data of interview were analyzed based on procedure of data analysis that consisted of the data condensation, data display, and drawing conclusion/data verification. The results of the study shown that students who have high index achievement have high self-efficacy, judging by their confidence in answering questions and viewed from the sources of self-efficacy students who have high index achievement have high self-efficacy in mastery experiences and physiological states. Students who have middle index achievement have high self-efficacy because they have high confidence in answering questions, and viewed from the source of self-efficacy students who have middle index achievement have high self-efficacy in vicarious experiences and physiological states. Students who have low index achievement have low self-efficacy because they do not have high confidence in their ability to answer questions. So, students who have low index achievement have low self-efficacy in mastery experiences and physiological states. Based on the findings, the researcher recommends that it is important to the students to identify their self-efficacy because self-efficacy is essential for learners to facing the problems in academic colleges. Also, students with high levels of academic self-efficacy are more likely to persist at challenging academic tasks and put effort to achieve success in academic college, while students with low self-efficacy tend to give up easily and not confident of being able to perform given assignment
CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS Muthmainnah Bahri A. Bohang; Aqzhariady Khartha; Heri Alfian; Marhamah Marhamah; Bimas Reskiawan; Hustiana Hustiana; Sri Hariati Mustari
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.v7i1.1289

Abstract

This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p < 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts.
The Feedback-Motivation Connection: Driving Better Speaking Outcomes for Students Heri Alfian; Litha Nesidekawati Dakka; Aqzhariady Khartha; Muthmainnah Bahri A. Bohang
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4846

Abstract

This study was aimed to find out the correlation between corrective feedback, students' motivation, students’ speaking performance, and how they interplay with each other. The researcher used a mixed-method, a qualitative and quantitative design. The sample of this study was 34 third grade students of SMAN 1 Tirawuta. In collecting data, questionnaires, observation, and interviews were used. The findings showed that (1)there is a significant correlation between corrective feedback and students’ speaking performance, indicated by sig 2-tailed 0.005. (2) There is a significant correlation between students’ motivation and students’ speaking performance, indicated by sig 2-Tailed 0.003. (3) There is also a significant correlation between corrective feedback and students’ motivation and students’ speaking performance simultaneously, indicated by sig 2-tailed 0.003. The correlation between corrective feedback, students’ motivation, and students’ speaking performance were in the gravity of moderate level, R 0.559, and the R square was 0.313. This implies that 31.3 % variation of students’ speaking performance can be predicted through corrective feedback and students’ motivation, while 68.7% can be predicted through other factors. Last but not least, (4) Teacher’s feedback motivated students through their errors in improving their speaking performance
Co-Authors A. Bohang, Muthmainnah Bahri A. Gusti Efendy Abin, Rais Adisaturrahimi, Andi Aisyah Ashar Alifiah Pratiwi Ari Gana Yulianto Ashabul Kahfi Susanto Ashar, Aisyah Astuti, Alfiani Dwi Aswiro Hasan Bohang, Muthmainnah Bahri A. eko putra, eko Ernawati Ernawati Ernawati Ernawati Happy Cruzia Rini Hariadi Syam Hariyati, Sri Heri Alfian Hustiana Iyan Nurdiyan Haris Iyan Nurdiyan Haris Karima, Rahmawati Nur Korompot, Chairil Anwar Litha Nesidekawati Dakka Litha Nesidekawati Dakka Marhamah Marhamah Marhamah Marhamah Muhammad Fathur Rahman Khalik Muhammad Rifqi Syamsuddin Muthmainnah Bahri A. Bohang Muthmainnah Bahri A. Bohang Muthmainnah Bahri A. Bohang Muthmainnah Bahri A. Bohang Naing, Ince Rezky Nasir, Syarif Hidayat Novita Pratiwi Nur Wirawati Nurcahaya Nurcahaya Pratiwi, Alifiah Rais Abin Ray Suryadi, Ray Reskiawan, Bimas - Rina Amriani Rosti Rosti Rosti Rosti Sofyan Sukwara Akfan Sri Hariati Mustari St. Hartina Sultan Baa Sultan Baa Sultan Sultan Susi Astiantih Syarif Hidayat Nasir Syarif Hidayat Nasir Syarif Hidayat Nasir, Syarif Hidayat Tri Maniarta Sari Uswatun Husanah Vivin Helvira Wahdaniatul Mukarrama Wirawati, Nur