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Asrifan, Andi

Universitas Negeri Makassar

Author-ID : 833465

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Assessing Intercultural Competence In English Language Learners: Perspectives On Local Cultural Integration In Indonesia -, Andi Asrifan; Anita Candra Dewi
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.393

This research examines Indonesian university students' intercultural competence (ICC) development and assessment in English language courses, highlighting the importance of cultural integration and interaction. A detailed case study, the study examines students' encounters with foreign cultures using interviews, focus group discussions, and academic performance analysis against Indonesia's rich cultural diversity and historical context. Local community involvement promotes cultural learning, and Indonesia must continue to improve ICC in EFL teaching. The study also confirms the ICCit instrument's ability to measure intercultural competence's behavioral involvement. This research illuminates the intricacies and context-dependence of intercultural competence and the benefits of cultural integration and understanding for society, which can be used to improve ICC in language education.

From Brainstorming to Argumentation: Mind Mapping as Cognitive Scaffolding for Critical EFL Writing in Vocational Education Sitti Hadijah; Muhammad Tahir; Vivit Rosmayanti; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.865

This study examined the function of mind mapping as cognitive scaffolding in improving critical thinking abilities and analytical exposition writing performance among vocational EFL students. The study examined the extent to which mind mapping techniques enhanced students' critical thinking and writing performance, as well as students' perceptions of the strategy's application during the writing process. A sequential explanatory mixed-methods design was utilized, comprising 34 eleventh-grade vocational students allocated into experimental and control groups. Quantitative data were gathered via pretest and posttest analytical exposition writing assignments evaluated using writing and critical thinking rubrics, and qualitative data were acquired through semi-structured interviews with chosen participants. The quantitative data were examined using descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size analysis, while the qualitative data were assessed by thematic analysis. The results indicated that students utilizing mind mapping techniques exhibited superior enhancement in critical thinking abilities and writing proficiency relative to those subjected to traditional teaching methods. Qualitative research revealed that mind mapping improved concept organization, persuasive reasoning, writing confidence, and classroom participation, although initial hurdles associated with brainstorming and time management. The findings indicate that mind mapping serves as an effective visual cognitive framework that enhances higher-order thinking and the development of argumentative writing in vocational EFL settings.

Visualizing Thought: Students’ Critical Thinking Development through Infographic Writing in Project-Based EFL Learning Ayuni J Burhan; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.866

The increasing focus on higher-order thinking and multimodal literacy in modern language education has heightened interest in teaching methods that incorporate critical inquiry, digital communication, and significant writing experiences. Although there is growing interest in infographic-based learning, empirical information elucidating how infographic writing fosters critical thinking growth in secondary English as a Foreign Language classrooms is still scarce, especially in project-based pedagogical contexts. This study examined how infographic writing integrated into Project-Based Learning enhanced students' critical thinking and writing engagement in an Indonesian secondary school setting. The study utilized a convergent mixed-methods design, involving 64 eleventh-grade students and incorporating writing pre- and post-tests, critical thinking rubrics, questionnaires, and semi-structured interviews. Quantitative results indicated significant enhancement in the dimensions of interpretation, analysis, evaluation, inference, explanation, and self-regulation, along with improved organization and coherence in students' writing performance. Qualitative data indicated that infographic development fostered reflective thinking, collaborative problem-solving, information appraisal, and visual-textual meaning construction; nonetheless, students encountered problems associated with vocabulary restrictions and computer literacy. The study conceptualizes infographic writing as a modality of critical thinking practice rather than solely a visual learning exercise. The findings underscore the capacity of project-based multimodal composition to enhance cognitively stimulating and digitally adaptive EFL instruction in secondary education.

Reframing EFL Speaking Performance: Why Psychological Readiness Outweighs Vocabulary Knowledge in Indonesian High School Learners Darmawati; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.867

As communicative competency gains prominence in English language education, it has become crucial to comprehend why numerous learners continue to exhibit reluctance or ineffectiveness in oral contact despite extensive formal instruction in English as a Foreign Language courses. Previous research has mostly focused on linguistic ability, especially vocabulary acquisition, whereas comparatively less emphasis has been placed on the impact of psychological preparedness on speaking performance. This study examined the relative impact of self-confidence, self-efficacy, and vocabulary knowledge on the speaking performance of Indonesian senior high school students. A quantitative correlational design was utilized to gather data from 30 eleventh-grade students using self-confidence and self-efficacy questionnaires, a vocabulary knowledge test, and a monologue-based speaking assessment, followed by descriptive statistics, correlation analysis, and multiple linear regression techniques. The investigation indicated that self-confidence and self-efficacy had a substantial beneficial impact on speaking performance, while vocabulary knowledge exhibited a relatively weaker and statistically insignificant predictive capability inside the regression model. These findings indicate that oral communication in EFL environments is influenced not just by lexical resources but also by learners' psychological readiness to engage, persevere, and speak amid ambiguity. This study reinterprets speaking performance as a psychologically influenced process, contributing to broader discourses on communicative competence and emphasizing the significance of affective-oriented speaking pedagogy in modern language education.

Reframing Vocabulary Learning in Rural EFL Education: Memrise-Assisted Project-Based Learning and Student Engagement in Indonesia Rahmayani Kadir; La Sunra; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.868

This study examined the application of Memrise-assisted Project-Based Learning to enhance vocabulary proficiency and student engagement in a rural Indonesian EFL classroom. The study examined the impact of a gamified mobile-assisted learning platform on students' vocabulary acquisition, classroom engagement, and collaborative learning during project-based instructional activities. The study utilized a Classroom Action Research design with a mixed-methods approach, involving 24 tenth-grade students at a rural secondary school in West Sulawesi, Indonesia. Data were gathered via vocabulary pre-tests and post-tests, classroom observations, reflective journals, interviews, and documentation. Quantitative data were analyzed using mean score analysis and paired-sample t-tests, supplemented by qualitative thematic interpretation. The results indicated a significant enhancement in students' vocabulary performance across the research cycles, with average scores rising from 53.4 in the initial phase to 69.8 in Cycle I and 83.1 in Cycle II. Student involvement, teamwork, confidence, and the use of contextual vocabulary significantly improved following instructional modifications. The findings indicate that integrating gamified mobile-assisted vocabulary learning with Project-Based Learning can convert vocabulary instruction from a memorization-focused approach to a more significant, interactive, and contextually relevant learning experience, especially in under-resourced rural EFL settings.

Co-Authors A. Dzhelilov, Akhtem Abd Al-Lateef, Ghada Tosson Abd Hamid Abd. Ghofur abdul Kahar Abdullah, Harun Agussalim, Mutmainnah Ahmad Mustamir Waris Ahmad Mustanir Akil Musi, Muhammad Aksan, Muhammad Al-Matari, Ali Said Al-Yakin, Ahmad Al-Yakin, Ahmad Amir, Muhammad Amitabh Vikram Dwivedi Amran, Nurul Aulia Ramadani Anastasia Baan Andi Anto Patak Andi Bangsawan Andi Muhammad Irawan Andi Mukarramah Nagauleng Andi Nur Aisyah Andi Riska Andreani Syafaruddin Andi Sadapotto Anis Pacinongi Anita Candra Dewi Anita Candra Dewi Ariatna Arqam, Arqam Ashari, Andi Ratu Ayu Asmiaty, Asmiaty Asrullah Asrullah, Asrullah Ayuni J Burhan Bangsawan, Andi Besse Darmawati Budi Setia Nusa Buhari Buhari Buniati Suman Cardoso, Luís Miguel Oliveira de Barros Cinna, Paramidhita Buana Cris T. Zita Darmawati Dasriani Zain Devilito Prasetyo Tatipang Dewi Furwana Dzhelilov, Akhtem A. Ecca, Suleha ELIHAMI, ELIHAMI Emy Nur Rahmayani Enriquez, Alexis Arizabal Fadhliyah Rahmah Muin Fatimah . Firman Firman Firman Firman Firman Saleh Furwana, Dewi Gül Erkol Bayram Gunawan Gunawan Gunawan Gunawan H Hasmawati Haedar Haedar, Haedar Haeruddin Syarifuddin Hamzah Upu Hardianti Hardianti, Hardianti Harianti Haruna Abubakar Haruna Haryanto NP Hasan Hasan Hasan Suksin Hasanah, Eva Zulfiah Hasnidar Hasnidar Hastina, Sri HB, Lukman Heriyanti Heriyanto Heriyanto Herliin, Herlina Herlina Herlina Herlina Herlina Herlina Herlinawati Herlinawati Herman Herman Herman H, Herman Herman H, Herman H Hussain Hameed Mayuuf Ibna Seraj, Prodhan Mahbub Ibrahim Ibrahim Imran Imran Irwan Yusuf Isumarni Iva, Muhammad Irvan Nur' Iwan Setiawan J, Vargheese K Jahrir, Andi Sahtiani Jakob, Juvrianto Chrissunday Japaruddin Julianty Julianty Jumiati Lanta Jumrah Jusman Tang K. J. Vargheese K. J. Vargheese K.J Vargheese K.J. Vargheese Kamridah . Kamridah Habe karinda karinda L, Syahrir La Sunra Lababa Lababa Lababa Lababa Limbong, Sunarlia Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Lulaj, Enkeleda Maemuna Muhayyang Manda, Ibrahim Marhamah, Ainun Maria Teodora Ping, Maria Teodora Maria Ulfa Markus Deli Girik Allo Marzuki, Kartini Maslan Abdin Maximus L. Nemo Mohamed, Sheik Mohammed H. Alaqad Muh. Irvan Nur Iva Muhammad Hanafi Muhammad Hanafi Muhammad Irvan Nur I’va Muhammad Mujtaba Asad Muhammad Rais Rahmat Muhammad Said Husain Muhammad Shoaib Khan Pathan Muhammad Syarifuddin Rahman Muhammad Tahir Muhammad Yusuf Mukhlisin Muliana, Andi Muliani Multasam, Dewi Murni Mahmud Musdalifah Musdalifah Musdalifah Musdalifah Mustanir, Ahmad Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nadira, Nadira Nadira, Nadira Nadirah Nadirah . Nadirah Nadirah Nadirah Usman Nadirah, Nadirah Nihta Vera Frelly Liando NR, Nurdania Nur Azizah Nur Fadhillah Nur Farlina Nur Fitriani Nur Hikmah Nur Muhammad Alil Makmur S Nurchalis, Nur Fadillah Nurdiyanti N Nurfaida Tasni nurhikmah . Nurhumairah Nurlaila Nurlaila Nurul Fadhillah Nurwanti Nurwanti, Nurwanti Oliveira de Barros Cardoso, LuÃs Miguel Oliveira de Barros Cardoso, Luís Miguel Oliviera De Barros Cardoso, Luis Miguel Patak, Andi Anto Patil, Atul Pontillas, Marlon S Prestoza, Mark – Jhon R. Prodhan Mahbub Ibna Seraj Prodhan Mahbub Ibna Seraj Putra, Benny Putri wulan suci Putri, Waode fitri noviana Rahayu Rahayu Rahayu Rahayu Rahmah Muin, Fadhliyah Rahman, Ali Wira Rahmayani Kadir Ramlah Ramlan, Pratiwi Rasyid, Rustam Efendy Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Rusydi S , Sivaraja Safriand, Safriand Sahabuddin, Chuduriah Sahril Nur Saifullah Saifullah Saifullah Saifullah Saleh, Firman Sam Hermansyah Samsidar Sherif Ismail Siti Hajar Siti Rezky Amaliah mahmud Sitti Aisa Sitti Hadijah Sivaraja S Sivaraja S Sivaraja Sadhasivam Sofiah Stanley, Sakala Suardi Zain, Suardi Sumarni Jabir Surahmat Agus Munandar Suryadi Ishak Syahrir L Syahrir L Syahrul Syahrul Syamdianita Syamdianita, Syamdianita Syamsuardi Syamsuardi Syarif Jasman Khalik Syarifuddin Dollah T Syamsu T. Zita, Cris T., Syamsu Tadjuddin posi Tahang, Heriyanti Tahir, M. Hijaz Tang, Syamsu Taslim Taslim Thomeng, Zulfiany Trisnawati AR Tuti Wijayanti Ulya Nur Alim Ummi Kalsum Syam Usman Usman Vargheese, K. J Vargheese, K. J. Vargheese, K.J Vargheese, K.J. Vivekanantharasa, Raveenthiran Vivit Rosmayanti Vivit Rosmayanti Wahid, Areski Wahira Wahira Wiwik Handayani Yan Chen Yesy Afrillia Yuliana mansyur Yulini Rinantanti Yusmah Yusmah Zain, Dasriani Zita, Cris T. Zumarina

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