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All Journal Jurnal Inovasi Teknologi Pendidikan Englisia Journal OKARA: Jurnal Bahasa dan Sastra ELT Echo Journal of English Language Studies AL ISHLAH Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Script Journal: Journal of Linguistic and English Teaching Jurnal Pendidikan : Riset dan Konseptual Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of Advanced English Studies AIJER: Algazali International Journal Of Educational Research Celebes Education Review Journal of English Education and Teaching (JEET) British: Jurnal Bahasa dan Sastra Inggris Journal of English Language Teaching Innovations and Materials (Jeltim) Cakrawala Indonesia REiLA: Journal of Research and Innovation in Language Klasikal: Journal of Education, Language Teaching and Science IJECA (International Journal of Education and Curriculum Application) Journal of English Teaching and Applied Linguistics (JETAL) Community Development Journal: Jurnal Pengabdian Masyarakat English Education: English Journal for Teaching and Learning MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI International Journal of Humanities and Innovation (IJHI) ENGLISH FRANCA : Academic Journal of English Language and Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching MALLOMO: Journal of Community Service DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra re-JIEM (Research Journal of Islamic Education Management) JEELS (Journal of English Education and Linguistics Studies) Education, Language, and Culture Journal La Ogi : English Language Journal Journal of Education, Language Innovation, and Applied Linguistics ITQAN: Jurnal Ilmu-ilmu Kependidikan International Journal of Education and Humanities INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY International Journal of Law and Society Development : Studies in Educational Management and Leadership International Journal of Sustainable Applied Sciences (IJSAS) Foreign Language Instruction Probe International Journal of Global Sustainable Research International Journal of Education Research and Development Jurnal Pendidikan Progresif INTERACTION: Jurnal Pendidikan Bahasa English Education: English Journal for Teaching and Learning Journal of Political and Governance Studies Edumaspul: Jurnal Pendidikan
Asrifan, Andi
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Impact of Cooperative Learning Models on Students’ Comprehension of Natural Events in Science Education Asrifan, Andi; Vivekanantharasa, Raveenthiran; S , Sivaraja; Musdalifah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i2.311

Abstract

This research examines the influence of the Team Games Tournament model on student involvement and academic achievement in scientific education. A mixed-methods strategy was employed to obtain quantitative data through tests, which indicated that a substantial percentage of pupils attained high scores, reflecting a robust comprehension of the topic. Qualitative observations emphasized active engagement, cooperation, and enthusiasm among students during collaborative activities. The results indicate that the interactive characteristics of the Team Games Tournament cultivate a favorable learning atmosphere, augmenting students' enthusiasm and critical thinking abilities. The existence of pupils in lower score ranges highlights the necessity for tailored interventions to assist struggling learners. The research underscores the significance of tailored education and the establishment of inclusive learning environments to address diverse student requirements. The incorporation of collaborative learning practices in science education enhances academic performance and equips students with vital skills, like cooperation and communication, for future difficulties.
Process-Based vs. Product-Based Approaches in Teaching Academic Writing: A Comparative Study Asrifan, Andi; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.131

Abstract

Academic writing is essential in higher education, especially for English as a Foreign Language (EFL) learners who need to adhere to academic and publication standards. This research was carried out in the English Education Department of a public university in Indonesia, involving 40 undergraduate students aged 19 to 22 with intermediate English competence. Employing a mixed-methods quasi-experimental design, two intact classrooms were allocated distinct instructional methodologies during an eight-week period: one engaged in process-based teaching, while the other participated in product-based teaching. Quantitative analysis utilizing paired and independent sample t-tests indicated that the process-based group exhibited substantially larger improvement (M = 78.65, SD = 4.88) compared to the product-based group (M = 73.40, SD = 5.12), t(38) = 3.17, p < 0.01. The process-oriented approach also resulted in enhanced coherence, vocabulary, and structure. Qualitative findings from student interviews and reflections corroborated these outcomes, indicating enhanced engagement, motivation, and confidence among process-oriented learners. The results demonstrate that recursive writing techniques and iterative feedback significantly promote enduring writing advancement. The study advocates for the incorporation of process- and product-oriented components to improve EFL academic writing instruction in Indonesian higher education.
Artificial Intelligence (AI) to Support Curriculum Development for English Language Teaching in South Sulawesi's Secondary Schools Andi Asrifan
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4737

Abstract

The swift advancement of Artificial Intelligence (AI) presents novel prospects for improving English Language Teaching (ELT) curriculum design. Although AI has been extensively researched in high-resource environments, there is a paucity of studies addressing its implementation in areas with infrastructural and training deficiencies, such as South Sulawesi, Indonesia. This study sought to examine stakeholders' awareness of AI, their views on its advantages and obstacles, and its prospective function in the creation of ELT curricula. Utilizing a mixed-methods approach, data were gathered from 178 individuals (100 students, 60 teachers, and 18 administrators) via structured questionnaires and semi-structured interviews. Quantitative data were examined by descriptive and correlational statistics, whereas qualitative data were subjected to theme analysis. Results demonstrate a moderate overall awareness of AI, accompanied by a robust acknowledgment of its promise for individualized learning, engagement, and adaptive content delivery. Nonetheless, obstacles such as inadequate teacher training, poor infrastructure, and low digital preparedness continue to exist. Correlation research indicated a substantial positive association between AI familiarity and perceived advantages. The report advocates for focused professional development, strategic resource allocation, and the incorporation of AI competencies into national curriculum frameworks. These findings advance AI-in-education research by providing context-specific insights for the implementation of AI-enhanced English language teaching curricula in resource-diverse environments.
AI-Driven Classroom Conversations: Revolutionizing Education 5.0 for Enhanced Student Engagement in Speaking Skills Asrifan, Andi; Dewi, Anita Candra
JETAL: Journal of English Teaching & Applied Linguistic Vol 5 No 2 (2024): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v5i2.1482

Abstract

This study examines how modern education uses Artificial Intelligence (AI) technologies to improve student engagement and speaking skills. This study emphasizes the importance of tailored learning experiences and the potential of AI to transform language learning in the context of Education 5.0. The research seeks to fill the gap in education literature by showing how AI-driven classroom talks can improve student engagement and speaking skills. The study carefully evaluates AI-facilitated speaking activities in primary and high schools using a qualitative research design. The research shows how AI transforms student learning, improving engagement and speaking competency through case studies. The findings suggest using AI to supplement instructors rather than replace them. The study also explores Education 5.0's theoretical foundations, showing how AI can be used to personalize education, use big data to improve education, and increase education quality. Future studies should examine AI's effects on other language skills and its application to varied student demographics. This research advances the discussion on AI and education, enabling more nuanced studies of technology-enhanced learning.
Reflection on Learning in Teacher Professional Education (PPG) Strategies to Enhance the Competence of Novice Teachers at Universitas Muhammadiyah Sidenreng Rappang Sam Hermansyah; Buhari; Ibrahim Manda; Andi Sadapotto; Muhammad Hanafi; Andi Asrifan; Syahrir L; Muliani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v11i2.628

Abstract

Reflection on learning is a vital component of the Teacher Professional Education (PPG) program, particularly in enhancing the competence of novice teachers. At Universitas Muhammadiyah Sidenreng Rappang (UMS Rappang), reflection serves as a mechanism to evaluate and improve teaching practices across pedagogical, professional, social, and personal competencies. This study examines strategies such as daily reflective journals, group discussions, observation and feedback, case studies, and the integration of technology in reflective processes. These strategies aim to develop critical thinking, self-awareness, and innovative teaching approaches among novice teachers. The findings highlight that systematic reflection significantly improves teaching effectiveness, professional development, and student learning outcomes. The structured application of reflective practices empowers novice teachers to become adaptive, professional educators prepared to address the challenges of modern education.
Triphthong Pronunciation Errors: An Analysis of English Education Students Maemuna Muhayyang; Fitri Radhiyani; Andi Asrifan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.1740

Abstract

A crucial component of learning English is pronunciation, which is necessary for efficient and transparent communication. Students frequently struggle, nevertheless, especially when it comes to complicated vowel sounds like triphthongs (/aʊə/, /aɪə/, /eɪə/, /oʊə/, /ɔɪə/). This study is to analyze the types and causes of triphthong pronunciation errors among English education students at Universitas Negeri Makassar. By identifying the common mistakes, it is able to understand the influence of first language interference, motivation, and learning exposure on pronunciation accuracy to provide insights into effective teaching strategies to improve students’ phonetic competence, enhance pronunciation instruction, and support clearer communication in English as a result. Ten students who have trouble pronouncing triphthongs are used as the study's sample, and it uses a qualitative approach using a case study design. Semi-structured interviews were used to gather the data, and Miles and Huberman's narrative data analysis (1994), which includes data gathering, data reduction, data presentation, and conclusion drawing, was used to evaluate the data. According to the findings, (1) the most frequent mistakes were substitution, omission, and distortion; and (2) the interference of students' native tongues and the appearance of their learning attitude, demotivation, and age as contributing factors to having a good pronunciation for the triphthong sounds. This study advances our knowledge of pronunciation difficulties and offers suggestions for enhancing pronunciation instruction in English classes.
Examining the Role of AI-Powered Writing Assistants in Enhancing Critical Thinking In EFL Academic Writing Tahir, Muhammad; Jahrir, Andi Sahtiani; Asrifan, Andi; Ariatna, Ariatna
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15077

Abstract

AI-driven writing assistants in EFL classrooms have revolutionized academic writing pedagogy, offering students immediate feedback on grammar, coherence, and organization. Although AI tools have demonstrated efficacy in improving linguistic precision, their influence on developing critical thinking remains ambiguous, especially among varying competency levels. Current study predominantly emphasizes AI's impact on grammatical corrections, although there is a paucity of knowledge on its effect on higher-order cognitive involvement, including argumentation and reasoning abilities. This study examines the interaction between EFL students and AI feedback, assessing its impact on promoting or obstructing critical thinking. The study reveals that, through examining pre-test and post-test writing evaluations, student reflections, and AI feedback patterns, lower-proficiency students (B1) predominantly depend on AI for superficial adjustments. In contrast, advanced learners (C1) interact with AI-generated ideas more critically. Nonetheless, AI's constraints in assessing argument strength and logical reasoning demonstrate that it cannot entirely supplant human feedback. These findings indicate that AI should be deliberately integrated with teacher support to optimize its advantages while reducing over-dependence. Future studies should investigate AI-human hybrid feedback models to improve language proficiency and critical thinking skills in academic writing.
How Language Competence and Anxiety Shape EFL Participation: Speaking Up or Staying Silent? Tahang, Heriyanti; Hastina, Sri; Ibrahim, Ibrahim; Herlinawati, Herlinawati; Asrifan, Andi
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 1 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v7i1.15416

Abstract

This research investigated students' participation patterns and the factors affecting them in non-skill lessons in EFL (English as a Foreign Language) lessons with discussion as the primary method. Understanding engagement in these lessons is crucial for enhancing classroom interaction and achieving learning objectives. A descriptive qualitative approach was employed, involving 34 fifth-semester students from an English Language Education program. Data were collected through twelve non-participation observations (examining participants' behaviour in different sessions based on Liu's theory) and a Guttmann scale questionnaire adapted from Hamouda assessing factors affecting participation. The observations revealed four participation patterns: marginal interaction (38.2%), silence observation (35.3%), conditional participation (18.7%), and full integration (11.8%). While the questionnaire identified language competence and psychological factors as two key factors influencing participation. The findings showed that students in full integration and conditional participation categories (30.5%) engaged more when having confidence in their vocabulary. In comparison, students in marginal interaction and silence observation categories (73.5%) were more hesitant due to concerns with grammar and a fear of making mistakes. Psychologically, full integration students were concerned with adverse outcomes, whereas those in marginal and silent categories struggled with shyness, low confidence, and uncertainty. This study contributes by exploring how linguistic and psychological factors shape participation, specifically in non-skill lessons in EFL. The findings suggest that teachers should foster supportive, low-pressure environments to encourage student engagement in addition to improving language competence. Curriculum designers can focus on activities that promote vocabulary development and confidence-building exercises to enhance participation in such lessons.
The Students' Motivation and Achievement in Learning English: The Correlational Study Asrifan, Andi; T. Zita, Cris; Abd Al-Lateef, Ghada Tosson; Enriquez, Alexis Arizabal; Muthmainnah, Muthmainnah; Al-Matari, Ali Said
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.6589

Abstract

The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement in English showed that student motivation (variable X) contributed roughly 72.59% contribution to the achievement (variable Y) of the sample class, while the remaining 25.41% was influenced by other factors. Keywords: Students’ Motivation, Learning English, and English Achievement.
Digital Mangatoon to Born Out New Peace in English Classroom Muthmainnah, Muthmainnah; J, Vargheese K; Ibna Seraj, Prodhan Mahbub; Darmawati, Besse; Asrifan, Andi
Journal of Education, Language Innovation, and Applied Linguistics Vol 1, No 2 (2022): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.193 KB) | DOI: 10.37058/jelita.v1i2.5438

Abstract

Digital comics are proven to be an effective learning tool for both teachers and students. At the university level, this study was set out to find the views of second-semester students on the use of Mangatoon digital comics in reading instruction. A quantitative study was performed, involving second-semester students at the Universitas of Al Asyariah Mandar (n=30). This study found, that on average, students find Mangatoon helpful in assisting them in reading since it has practical features preserving their motivation. Based on the student’s perception, the reading material presented in Mangatoon is easily understood, hence improvement in their reading skills can be maximised. Keywords: Digital Comic; Reading; ELT; and Pedagogical Innovation.
Co-Authors Abd Al-Lateef, Ghada Tosson 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 Mukarramah Nagauleng Andi Nur Aisyah Andi Riska Andreani Syafaruddin Andi Sadapotto Anis Pacinongi Anita Candra Dewi Ariatna Arqam, Arqam Asrullah Asrullah, Asrullah Bangsawan, Andi Besse Darmawati Budi Setia Nusa Buhari Buhari Buniati Suman Cardoso, Luís Miguel Oliveira de Barros Dasriani Zain Dewi, Anita Candra Ecca, Suleha ELIHAMI, ELIHAMI Emy Nur Rahmayani Enriquez, Alexis Arizabal Fatimah . Firman Firman Firman Firman Firman Saleh Furwana, Dewi Gül Erkol Bayram Gunawan Gunawan Gunawan Gunawan H Hasmawati Haedar Haedar, Haedar Haeruddin Syarifuddin Hardianti Hardianti, Hardianti Harianti Haryanto NP Hasan Hasan Hasan Suksin Hasanah, Eva Zulfiah Hasnidar Hasnidar Hastina, Sri Heriyanti Heriyanto Heriyanto Herlina Herlina Herlinawati Herlinawati 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 Japaruddin Julianty Julianty Jumiati Lanta Jumrah Jusman Tang K. J. Vargheese K. J. Vargheese K.J Vargheese Kamridah . Kamridah Habe karinda karinda L, Syahrir Lababa Lababa Lababa Lababa Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Lulaj, Enkeleda Maemuna Muhayyang Manda, Ibrahim Mansur, Musdalifah Maria Teodora Ping, Maria Teodora Maria Ulfa Markus Deli Girik Allo Marzuki, Kartini Maximus L. Nemo Mohamed, Sheik Muhammad Hanafi Muhammad Hanafi Muhammad Mujtaba Asad Muhammad Rais Rahmat Muhammad Said Husain Muhammad Shoaib Khan Pathan Muhammad Tahir Muhammad Yusuf Mukhlisin Mukhlisin Muliani Musdalifah Mustanir, Ahmad Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nadira, Nadira Nadira, Nadira Nadirah Nadirah . Nadirah Nadirah Nadirah Usman Nadirah, Nadirah NR, Nurdania Nur Azizah Nur Fadhillah Nur Farlina Nur Fitriani Nur Hikmah Nurchalis, Nur Fadillah Nurdiyanti N nurhikmah . Nurhumairah Nurwanti Nurwanti, Nurwanti Oliveira de Barros Cardoso, Luís Miguel Oliveira de Barros Cardoso, Luís Miguel Oliveira de Barros Cardoso, Luís Miguel Patak, Andi Anto Patil, Atul Prodhan Mahbub Ibna Seraj Prodhan Mahbub Ibna Seraj Putra, Benny Putri wulan suci Putri, Waode fitri noviana Rahmah Muin, Fadhliyah Rahman, Ali Wira Ramlah Ramlan, Pratiwi Rasyid, Rustam Efendy Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Rusydi S , Sivaraja Safriand, Safriand Sahabuddin, Chuduriah Sahril Nur Saifullah Saifullah Saifullah Saifullah Saleh, Firman Sam Hermansyah Samsidar Siti Hajar Sitti Aisa Sofiah Suardi Zain, Suardi Sunarlia Limbong Surahmat Agus Munandar Syahrir L Syahrir L Syamdianita Syamdianita, Syamdianita Syamsuardi Syamsuardi Syarif Jasman Khalik T Syamsu T. Zita, Cris T., Syamsu Tadjuddin posi Tahang, Heriyanti Tahir, M. Hijaz Tang, Syamsu Taslim Taslim Trisnawati AR Tuti Wijayanti Usman Usman Vargheese, K. J. Vargheese, K.J Vargheese, K.J. Vargheese, K.J. Vivekanantharasa, Raveenthiran Vivit Rosmayanti Wahid, Areski Wiwik Handayani Yan Chen Yesy Afrillia Yuliana mansyur Yulini Rinantanti Yulini Rinantanti Yusmah Yusmah Zain, Dasriani Zita, Cris T. Zumarina