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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) 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
Aqzhariady Khartha
English Education Department, Universitas Sembilanbelas November Kolaka
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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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
Comparing lecturer and AI-based assessment in EFL academic writing: Hybrid framework implications Aqzhariady Khartha; Uswatun Husanah; Wahdaniatul Mukarrama
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42798

Abstract

Effective assessment of EFL academic writing in Indonesian universities is still difficult because lecturers have heavy workloads and provide inconsistent feedback. While AI tools like Grammarly, ChatGPT, and Gemini promise to improve efficiency, most research focuses on single platforms or Western contexts. This leaves a significant gap in understanding how different AI systems compare with human assessment across various writing aspects in Indonesia's specific EFL environment. This mixed methods study addresses this gap by comparing lecturer assessments with three AI platforms in five writing areas: grammar, coherence, organization, vocabulary, and mechanics. It also explores stakeholder perceptions. A quantitative analysis of 30 students' essays showed that AI consistently gave higher scores in technical aspects, such as grammar and mechanics (p<0.05), but lower scores in holistic dimensions like coherence and organization. There were strong correlations in grammar (r=0.85) and weak correlations in coherence (r=0.38). Qualitative findings revealed that 70.0% of participants felt lecturer assessments were fairer because of their understanding of cultural context. Although AI showed efficiency, it lacked sensitivity to Indonesian rhetorical norms. The study suggests a culturally responsive hybrid assessment model where AI handles initial technical screening, and lecturers focus on contextual evaluation. This approach balances AI's efficiency, which could reduce workloads by 60%, with human expertise in culturally relevant feedback, providing a practical framework for Indonesian EFL institutions undergoing digital transformation while maintaining educational integrity.
Empowerment Of Msmes In Hakatutobu Village Through Artificial Intelligence-Based Digital Marketing Training Khartha, Aqzhariady; Alfian, Heri; A. Bohang, Muthmainnah Bahri; Dakka, Litha Nesidekawati; Wirawati, Nur; Nasir, Syarif Hidayat; Marhamah, Marhamah; Putra, Eko
TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Vol 6, No 1 (2026): April
Publisher : UNIVERSITAS MUHAMMADIYAH MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/transformasi.v6i1.39265

Abstract

This community service aimed to empower seafood processing Micro, Small, and Medium Enterprises (MSMEs) in Hakatutobu Village through digital marketing training and the utilization of Artificial Intelligence (AI). The lack of digital marketing skills and technological limitations were the main obstacles faced by partners in expanding market reach. The method employed was Participatory Action Research (PAR) combined with hands-on training for 25 participants. The core material focused on AI prompting literacy to generate effective copywriting and promotional designs. Success was measured by comparing pre-test and post-test scores and paired sample t-test. Quantitative results showed an average increase in participants' understanding of 55% (from 50.0 to 77.5), which was proven statistically significant (p < 0.001). Qualitatively, participants were able to produce their first digital promotional content. The evaluation instrument comprised 20 items assessing five digital marketing competency indicators, with face validity confirmed by expert review. The PAR approach engaged partners iteratively through planning–action–reflection cycles rather than one-way training. These findings indicate that the AI-based hands-on intervention produced a statistically significant and practically meaningful improvement in MSMEs’ digital marketing competence, enabling local processed seafood products to reach a broader market.
The Ideology of Accent: Investigating Accent-Based Judgments Among Indonesian EFL Students Ashar, Aisyah; Khartha, Aqzhariady; Hidayat Nasir, Syarif; Pratiwi, Alifiah
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19694

Abstract

This study aims to investigate accent-based judgments among Indonesian learners of English as a Foreign Language (EFL), particularly the preference for native-like English accents over communicative competence. The research employed a mixed-method design involving a questionnaire distributed to 60 English Education students selected through purposive sampling and semi-structured interviews with 15 selected participants from the same cohort at Universitas Sembilanbelas November Kolaka. The questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings reveal that most students prioritize native-like accents, especially British English, as the primary indicator of speaking proficiency, even when fluency and grammatical accuracy are weak. This preference contributes to social favoritism in academic contexts and leads to internalized insecurity among fluent speakers with Indonesian-accented English. The study highlights how accent ideology influences peer judgment and learner identity, reinforcing native-speakerism within EFL classrooms. It concludes by advocating an intelligibility-oriented approach to English teaching and the inclusion of diverse English varieties to promote more equitable and inclusive language practices.
Do Maritime Students See English as A Career Asset or A Burden? A Perception Study Aqzhariady Khartha; Muhammad Fathur Rahman Khalik; Muthmainnah Bahri A. Bohang; St. Hartina
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.4274

Abstract

This study looks at how maritime cadets view English in their professional lives. It addresses a gap in understanding what vocational students think about language skills. Using a mixed-methods approach, the research collected data from 60 final-year cadets through questionnaires and 5 through in-depth interviews at a maritime polytechnic in Makassar. The investigation uncovered important insights. The quantitative findings showed a significant difference: cadets rated the importance of English highly (mean = 4.52). About 78.3% strongly agreed that it is essential for maritime jobs. However, their attitudes toward learning it were low (mean = 2.48), with only 8.3% expressing strong positivity. The qualitative findings revealed a change in perception. Cadets see English as an "academic burden" in classrooms but view it as a "professional asset" after gaining sea experience. The study suggests changing how English is taught in maritime schools. It recommends including context-specific content earlier and simulating professional communication situations. These adjustments could help close the gap between attitudes and the importance of English and frame it as a crucial skill for global maritime careers instead of an academic hurdle.
A Comparative Analysis of TPACK Mastery Among Novice, Intermediate, and Senior Physical Education Teachers Haris, Iyan Nurdiyan; Ernawati, Ernawati; Sari, Tri Maniarta; Rosti, Rosti; Nasir, Syarif Hidayat; Khartha, Aqzhariady
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i1.100257

Abstract

This study investigates variations in Technological Pedagogical Content Knowledge (TPACK) mastery among novice (0–5 years), intermediate (5–10 years), and senior (>10 years) physical education teachers in Kolaka Regency, Indonesia, while exploring contextual factors that influence its implementation. Employing a sequential explanatory mixed-methods design, the research integrates quantitative survey data from 80 teachers with qualitative findings from classroom observations and semi-structured interviews. Quantitative analysis revealed significant differences in TPACK proficiency, with intermediate teachers achieving the highest mean score (M = 4.2), attributed to their optimal balance of pedagogical experience and adaptability to technological innovation. Qualitative data illuminated systemic challenges, including limited infrastructure and institutional support, particularly in rural areas. Teachers responded with adaptive strategies such as peer-based collaboration, frugal use of mobile technologies, and contextualized integration of cultural elements into digital instruction. These strategies formed a locally grounded “TPACK ecosystem,” driven by grassroots innovation rather than top-down mandates. The study highlights how teaching experience, socio-cultural context, and institutional constraints intersect to shape TPACK development. Findings emphasize the importance of differentiated professional development tailored to career stages, as well as the need for policy frameworks that formalize and support informal teacher networks. This research offers practical recommendations for enhancing technology integration in physical education, particularly in resource-constrained settings.
The Efficacy of DreamBuilder-Mediated TBLT in Enhancing English Proficiency: An Experimental Study on Women Entrepreneurs Aqzhariady Khartha; Muthmainnah Bahri A. Bohang; Marhamah Marhamah; Heri Alfian
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3434

Abstract

English proficiency has become a critical determinant of business competitiveness for women entrepreneurs in Indonesia, yet existing programs rarely address their professional communication needs. This study investigated the effects of Task-Based Language Teaching (TBLT) through the DreamBuilder platform on the English proficiency of Indonesian women entrepreneurs in the Academy for Women Entrepreneurs (AWE) program, Makassar. A quasi-experimental mixed-methods design involved 40 participants in a TBLT group (n = 20) or Traditional instruction group (n = 20), with pre- and post-test scores, questionnaire, and interview data collected concurrently. The TBLT group demonstrated significantly greater proficiency gains (mean gain: 25.8 vs. 9.8 points; t(38) = 18.43, p < .001, Cohen’s d = 5.27). Participants rated task-profession relevance highly (M = 4.6) and reported increased daily professional English use post-intervention. Thematic analysis identified four facilitating factors such as task-profession alignment, platform flexibility, resource variety, and peer interaction, and four inhibiting factors such as technological barriers, delayed feedback, limited cultural relevance, and self-regulation challenges. Extending TBLT evidence to adult women entrepreneur learners through a purpose-built digital entrepreneurship platform constitutes the study’s primary novelty. Platform developers and policymakers are recommended to prioritize task localization, integrated feedback, and digital infrastructure investment to maximize TBLT effectiveness in comparable emerging economy contexts.
Co-Authors A. Bohang, Muthmainnah Bahri Abdullah Gusti Efendy Abin, Rais Adisaturrahimi, Andi Amriani, Rina Ashabul Kahfi Susanto Ashar, Aisyah Astuti, Alfiani Dwi Bohang, Muthmainnah Bahri A. eko putra, eko Ernawati Ernawati Happy Cruzia Rini Haris, Iyan Nurdiyan Hariyati, Sri Helvira, Vivin Heri Alfian Heri Alfian Hidayat Nasir, Syarif Hustiana 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 Novita Pratiwi Nur Wirawati Nurcahaya, Nurcahaya Pratiwi, Alifiah Ray Suryadi, Ray Reskiawan, Bimas - Rosti, Rosti Sari, Tri Maniarta Sri Hariati Mustari St. Hartina Sultan Baa Sultan Sultan Syarif Hidayat Nasir, Syarif Hidayat Uswatun Husanah Wahdaniatul Mukarrama Wirawati, Nur Yulianto, Ari Gana