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All Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Concept: Journal of Social Humanities and Education Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra International Journal of Educational Technology and Society Proceeding of the International Conference on Global Education and Learning
Muhammad Ali Imran
Universitas Muhammadiyah Makassar
Humanities Astronomy Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Penerapan Metode Resitasi dalam Peningkatan Keterampilan Menulis Siswa Kelas X SMK Negeri 4 Jeneponto Arifuddin Arifuddin; Muhammad Nurahmad; Muhammad Ali Imran
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.862

Abstract

Penelitian ini bertujuan mendeskripsikan peningkatan keterampilan menulis siswa kelas X SMK Negeri 4 Jeneponto. Penelitian ini dilaksanakan dengan menggunakan metode penelitian tindakan kelas (classroom action research). Pada penelitian ini menghasilkan luaran wajib, berupa peningkatan keterampilan menulis siswa dengan metode resitasi. Dalam pelaksanaan awal dalam pembelajaran keterampilan menulis dengan menggunakan metode resitasi, siswa masih kesulitan menggunakan metode resitasi dalam pembelajaran menulis karangan karena belum terbiasa. Siswa masih kesulitan dalam metode resitasi yang dibentuk dalam beberapa kelompok belajar siswa karena selama ini proses belajar mengajar jarang digunakan belajar kelompok. Siswa sangat bersemangat mengikuti kegiatan belajar dengan menggunakan metode resitasi. Namun pada siklus II dan siklus III penelitian tersebut telah berhasil ditingkatkan, hal ini bisa dilihat pada peningkatan hasil pembelajaran yang di tunjukkan oleh guru dan siswa dengan pencapaian ketuntasan.
Kalimat Interogatif Bagi Penyandang Tunarungu Analisis Kompetensi Sintaksis Muhammad Ali Imran
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.2047

Abstract

Makalah ini mengkaji kompetensi sintaksis penyandang tunarungu (PTR) dalam membentuk kalimat interogatif bahasa Indonesia melalui komunikasi tulis di media sosial Facebook. Penelitian ini bertujuan mengidentifikasi bentuk-bentuk kalimat interogatif yang dihasilkan oleh PTR dan menganalisis seberapa jauh kapasitas sintaksis mereka berkembang dalam konteks keterbatasan input auditori. Data berupa tuturan interogatif dikumpulkan dari berbagai grup komunitas PTR di Facebook, kemudian dianalisis dengan pendekatan tata bahasa struktural dan teori Tata Bahasa Universal serta Language Acquisition Device (LAD) dari Chomsky (1957, 1965). Hasil penelitian menunjukkan bahwa PTR memiliki kompetensi sintaksis yang aktif dan produktif. Mereka mampu membentuk kalimat interogatif dengan memanfaatkan semua kategori kata tanya utama (apa, siapa, kapan, di mana, mengapa, bagaimana, dan berapa), serta menempatkannya di awal, tengah, maupun akhir kalimat. Meskipun demikian, ditemukan penyimpangan sistematis seperti kesalahurutan struktur (misordering), penghilangan elemen fungsional (misalnya preposisi di), serta tidak digunakannya partikel tanya -kah. Penyimpangan ini tidak menunjukkan kekurangan dalam penguasaan kaidah, tetapi mencerminkan keterbatasan model bahasa dan keterlambatan pemerolehan bahasa (delay language), sebagaimana dijelaskan oleh Crain dan Lillo-Martin (1999). Secara teoretis, temuan ini tidak hanya memverifikasi eksistensi LAD, tetapi juga memperluasnya melalui bukti bahwa pemerolehan sintaksis dapat berlangsung secara efektif melalui stimulus visual. PTR membangun struktur bahasa tidak melalui bunyi, melainkan melalui interaksi visual berbasis tulisan, sehingga mendukung pendekatan visual-driven syntax acquisition dalam studi linguistik non-auditori. Selain itu, hasil ini juga memperkaya studi sintaksis bahasa Indonesia, khususnya dalam konteks komunikasi digital dan populasi berkebutuhan khusus, dengan menunjukkan kecenderungan simplifikasi struktur yang tetap mempertahankan fungsi komunikatif. Dengan demikian, penelitian ini memberikan kontribusi teoretis dan praktis yang signifikan bagi linguistik kognitif, pendidikan inklusif, serta pengembangan teknologi literasi untuk komunitas tunarungu di era digital.
STRUKTUR KALIMAT TUNGGAL BAHASA JEPANG: ANALISIS FUNGSI SINTAKSIS Muhammad Ali Imran; Muhammad Nurahmad
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 3 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i3.1816

Abstract

Penelitian ini bertujuan untuk mendeskripsikan struktur kalimat tunggal bahasa Jepang berdasarkan fungsi yang terdapat dalam buku percakapan sehari-hari bahasa Jepang. Penelitian ini dilatarbelakangi oleh pentingnya pemahaman terhadap struktur kalimat bahasa Jepang yang digunakan dalam komunikasi sehari-hari, khususnya dalam mengidentifikasi hubungan antarkonstituen dalam kalimat tunggal bahasa Jepang. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan sumber data berupa kalimat tunggal yang terdapat dalam buku percakapan sehari-hari bahasa Jepang. Data dikumpulkan melalui teknik simak dan catat, kemudian dianalisis berdasarkan fungsi sintaksis yang meliputi subjek, predikat, objek, pelengkap, dan keterangan, Analisis dilakukan dengan mengidentifikasi konstituen pembentuk setiap kalimat, menentukan fungsi serta mengidentifikasi pola struktur yang terbentuk. Hasil penelitian menunjukkan variasi struktur kalimat tunggal bahasa Jepang yang digunakan dalam konteks percakapan sehari-hari. Variasi tersebut terlihat dari perbedaan kombinasi fungsi sintaksis yang membentuk setiap kalimat. Berdasarkan hasil analisis, struktur kalimat tunggal tidak hanya ditentukan oleh urutan konstituen, tetapi juga oleh hubungan fungsional. Penelitian ini memberikan gambaran empiris mengenai karakteristik struktur kalimat tunggal bahasa Jepang dalam percakapan sehari-hari dan dapat menjadi referensi dalam kajian sintaksis serta pembelajaran bahasa Jepang, khususnya dalam memahami hubungan antara fungsi, dan struktur kalimat tunggal bahasa Jepang.
ChatGPT in the Classroom: Opportunities and Ethical Challenges for Academic Integrity Muhammad Ali Imran; Muhammad Nur Iman; Nurasia Natsir
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.197

Abstract

The emergence of ChatGPT and other large language models has introduced unprecedented opportunities and challenges in educational settings. This study examines the dual nature of ChatGPT's integration into classroom environments, analyzing both its potential as an educational tool and the ethical concerns it raises regarding academic integrity. Through a mixed-methods approach combining surveys, interviews, and content analysis, this research investigates how educators and students perceive and utilize ChatGPT, the implications for learning outcomes, and the effectiveness of current academic integrity policies. Results indicate that while ChatGPT offers significant pedagogical benefits including personalized learning support and enhanced accessibility, it simultaneously poses risks to traditional assessment methods and raises questions about authorship and original thought. The study proposes a framework for responsible AI integration in education that balances innovation with academic integrity, emphasizing the need for updated policies, enhanced digital literacy, and redesigned assessment strategies. These findings contribute to the ongoing discourse on AI in education and provide practical recommendations for educators, administrators, and policymakers navigating this transformative technology.
Language Policy and its Role in Shaping National Identity: A Macro-Linguistic Perspective Muhammad Ali Imran; Nurasia Natsir
International Journal of Educational Technology and Society Vol. 1 No. 3 (2024): September : International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v1i3.81

Abstract

This research aims to explore the relationship between language policy and national identity formation through a macro-linguistic lens. By employing qualitative case study methodology, the study analyzes the language policies of Canada, Belgium, and India, examining their impacts on social cohesion, cultural identity, and political stability. The research investigates specific language policies, such as bilingualism in Canada, collaborative language programs in Belgium, and multilingual education in India, assessing their effects on various communities within these nations. The findings indicate that inclusive language policies significantly enhance social cohesion and foster national pride, while exclusive policies can lead to division and marginalization. In Canada, continued support for bilingual education strengthens ties between linguistic groups. In Belgium, fostering mutual respect among linguistic communities mitigates political tensions. In India, promoting multilingual education protecs regional languages and cultivates a sense of unity. By focusing on the interplay between language and identity, this study highlights the critical importance of inclusive language policies in fostering social harmony and national unity. Ultimately, the findings provide actionable insights for policymakers, emphasizing the need for frameworks that recognize linguistic diversity while promoting dialogue and integration among different language communities. This research contributes to the understanding of effective strategies for strengthening national identity in an increasingly globalized world, reinforcing the idea that language can serve as a bridge rather than a barrier.
The Effect of Task-Based Language Teaching on Speaking Performance and Willingness to Communicate of Indonesian EFL Senior High School Students Muhammad Ali Imran; Nurasia Natsir
Concept: Journal of Social Humanities and Education Vol. 5 No. 3 (2026): Concept: Journal of Social Humanities and Education
Publisher : Sekolah Tinggi Ilmu Administrasi Yappi Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/concept.v5i3.3071

Abstract

Speaking remains one of the most difficult skills for Indonesian learners of English as a foreign language (EFL), partly because classroom instruction is often dominated by teacher talk, grammar explanation, and memorized dialogues that provide few opportunities for meaningful communication. Task-Based Language Teaching (TBLT) has been proposed as an alternative that engages learners in meaning-focused tasks, but empirical evidence from Indonesian secondary schools remains limited. This study investigated the effect of TBLT on students' speaking performance and willingness to communicate (WTC). A quasi-experimental pretest–posttest non-equivalent control group design was employed with 64 eleventh-grade students at a senior high school in [City X], Indonesia. The experimental group (n = 32) was taught using Willis's TBLT framework for eight meetings, while the control group (n = 32) received conventional Presentation–Practice–Production (PPP) instruction. Data were collected through a speaking test assessed by two raters using an analytic rubric and a WTC questionnaire. The results showed that the experimental group significantly outperformed the control group in the speaking posttest (M = 74.63 vs. 65.28; t(62) = 4.57, p < .001, d = 1.14), with the largest gains in fluency and content. The experimental group also reported significantly higher WTC after the intervention (M = 3.56 vs. 3.02; t(62) = 4.36, p < .001, d = 1.09). The findings indicate that TBLT improves not only speaking performance but also learners' readiness to use English. Pedagogical implications for implementing TBLT within the Indonesian curriculum are discussed.  
Teachers' Code-Switching in Indonesian EFL Classrooms: Types, Functions, and Students' Perceptions Nurasia Natsir; Muhammad Ali Imran
Concept: Journal of Social Humanities and Education Vol. 5 No. 3 (2026): Concept: Journal of Social Humanities and Education
Publisher : Sekolah Tinggi Ilmu Administrasi Yappi Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/concept.v5i3.3072

Abstract

The use of the first language (L1) in English as a foreign language (EFL) classrooms remains a contested issue. While monolingual approaches advocate maximum use of the target language, a growing body of research and translanguaging theory recognizes that strategic L1 use can support learning. In Indonesia, where English is learned as a foreign language with limited exposure outside school, teachers frequently switch between English and Indonesian, yet the types and functions of this practice and how students perceive it remain underexplored. This study aimed to identify the types and functions of teachers' code-switching in EFL classrooms and to examine students' perceptions of it. A convergent mixed-methods design was employed at a junior high school in [City X]. Data were collected through audio-recorded observations of 18 lessons taught by three English teachers and a questionnaire administered to 96 students. A total of 412 instances of code-switching were identified. Based on Poplack's typology, intra-sentential switching was the most frequent (48.1%), followed by inter-sentential (38.1%) and tag switching (13.8%). Functionally, code-switching was used mainly for explaining grammar and meaning (29.4%), managing the classroom (21.6%), checking comprehension (15.5%), building rapport (14.1%), giving instructions (12.6%), and repetition or emphasis (6.8%). Most students perceived code-switching as helpful for understanding lessons (84.4%) and instructions (87.5%) and as making them feel more comfortable (79.2%), although 65.6% also wanted teachers to use English predominantly. The findings suggest that code-switching functions as a pedagogical resource, but it should be used judiciously to balance comprehension and target-language exposure.
Co-Authors Arifuddin Arifuddin Muhammad Nur Iman Muhammad Nurahmad Nurasia Natsir Nurasia Natsir