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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Ethical Lingua: Journal of Language Teaching and Literature
Maing, Rosmawati Abdul
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Consequences of Bullying: Analyzing Its Effects on Student Achievement and Psychological Well-Being M, Syahruddin; Pongpalilu, Fien; Aisyah, Sitti; Maing, Rosmawati Abdul; Purnamasari, Feby
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 19, No. 2 : Al Qalam (Maret 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v19i2.4833

Abstract

Bullying has become a widespread issue in schools, with significant consequences for the victims. This study aims to explore the detrimental effect of bullying on students' academic achievement and stress levels. the study used mixed method approach, combining quantitative and qualitative data.A quantitative approach was employed, with data collected from 223 students at SMA Negeri 1 Pangkep using a Likert scale instrument. The findings reveal that bullying behavior, which encompasses students' thinking, feelings, attitudes, actions, and responsibility, is generally in the "good" category. However, the study also found a significant negative correlation between bullying and student achievement, as well as a positive correlation between bullying and student stress levels. The qualitative results found that bullying effects the students in learning and concentrate at school. This study underscores the importance of addressing bullying in schools to support student well-being and academic success. These results highlight the importance of addressing bullying in schools to ensure a safe and supportive learning environment for all students.
Mobile-Assisted Language Learning (MALL) for Academic Writing: A Thematic Analysis of Students’ Attitudes Sahib, Nurfaizah; Maing, Rosmawati Abdul; Moelier, Dahlia D,
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.885

Abstract

This study explores students’ attitudes toward the use of Mobile-Assisted Language Learning (MALL) applications in academic writing classes at Universitas Bosowa. Specifically, it investigates how WhatsApp, Kahoot, and ChatGPT support students’ learning experiences within a constructivist framework. Employing a qualitative research design, data were collected through interviews and reflective journals. The data was analyzed using a thematic analysis approach. Findings reveal that students demonstrated positive attitudes toward MALL, particularly in terms of enhanced engagement, motivation, and collaborative learning. WhatsApp facilitated peer interaction and idea exchange, Kahoot increased classroom participation through gamification, and ChatGPT supported students in generating ideas and improving writing quality. Overall, the results indicate that integrating mobile applications fosters active participation and autonomy in academic writing, while also requiring careful guidance to balance benefits and challenges. This study suggests that lecturers should strategically integrate MALL tools to enhance academic writing, and further research should examine long-term impacts on writing development across diverse contexts.
Disrupted Communication: Understanding How Bullying-Related Anxiety Interferes with Students' Speaking Class Proficiency M, Syahruddin; Maing, Rosmawati Abdul; Bausad, Darmawati Azis; Bahang, M Dahlan; Rizal, A.
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7981

Abstract

Bullying remains a persistent issue in educational settings, with serious consequences for students’ emotional well-being and academic engagement. This study examines the impact of bullying on students’ willingness to speak, identifies the specific aspects of speaking most affected, and explores the coping strategies employed by victims. A qualitative descriptive case study was conducted with five purposively selected students who had experienced bullying. Data were gathered through semi-structured interviews to explore the students’ classroom anxiety in depth. The findings reveal that bullying-induced anxiety significantly reduces students’ willingness to participate in classroom discussions and impairs their verbal communication skills, particularly pronunciation, vocabulary use, and overall confidence. Coping responses varied, with some students relying on self-affirmation while others adopted proactive strategies to manage their anxiety, highlighting the complexity of individual adaptation. This study, though limited to a small sample, provides valuable insights into the nuanced experiences of bullying victims in a higher education context. The results emphasize the importance for English language educators to create supportive classroom environments, implement anxiety-reducing speaking activities, and for institutions to develop anti-bullying initiatives. These implications contribute to both pedagogical practice and policy development aimed at fostering inclusive and resilient learning spaces.
Co-Authors Bahang, M Dahlan Bausad, Darmawati Azis M, Syahruddin Moelier, Dahlia D, Pongpalilu, Fien Purnamasari, Feby Rizal, A. Sahib, Nurfaizah Sitti Aisyah