Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal International Journal of Language, Education, and Literature (IJLEL)
Basri, Muhammad Arham
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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A Study on the English Learning Difficulties Faced by Low Achiever Students at SMA Negeri 7 Bulukumba Amin, Nurul Latifa; Tahir, Muhammad; Basri, Muhammad Arham
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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This study analyzes the difficulties faced by low achiever students in learning English at SMA Negeri 7 Bulukumba. Focusing on two research questions, the study aims to (1) identify the causes of low achievement in English learning and (2) explore the perceptions of both students and teachers, particularly related to the use of technology. This qualitative case study involved five eleventh-grade low achiever students and two English teachers. Data were collected through interviews, observations, and documentation. Findings show internal factors such as low motivation, limited vocabulary, and poor grammar mastery hinder learning. Externally, the lack of family support, teacher-centered methods, and unproductive technology use compound these issues. While digital tools could aid learning, students’ low digital literacy and teachers’ limited technological integration reduce their impact. The study recommends personalized instruction, increased teacher support, and infrastructure improvements to address these challenges.
An Analysis of English Pronunciation Made by Students with Makassarese Accent in Pronouncing Plosive Voiceless Consonants Shideng, Ahmad; Muhayyang, Maemuna; Basri, Muhammad Arham
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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This study investigates the challenges faced by students at IMMIM Boarding School in Makassar regarding the pronunciation of plosive voiceless consonants (/p/, /t/, /k/). Using descriptive qualitative analysis, the research identifies the types and causes of pronunciation errors and explores the teacher's role in addressing these issues. Data were collected from 19 second-grade students through pronunciation tests, recordings, and teacher interviews. The results revealed a total of 98 errors, with omission being the most prevalent. Internal factors such as age and motivation, along with external factors like language exposure, contributed to these errors. The findings emphasize the need for targeted instructional strategies to improve pronunciation skills.    
Motivating English Learners in Remote Areas: An Exploration of Teacher Roles and Classroom Strategies Hanifa; Korompot, Chairil Anwar; Basri, Muhammad Arham
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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This study aims to explore the role of teachers in enhancing students’ motivation toward English learning in a remote area of Papua characterized by educational disparities. The study was conducted at SMA Negeri 1 Teminabuan, Sorong Selatan Regency, Southwest Papua, where limited facilities, technology, and exposure to English present significant challenges. Data were collected through semi-structured interviews with three English teachers and three students, classroom observations, and documentation. The data were analyzed using Miles & Huberman’s (1994) interactive model, involving data reduction, data display, and conclusion drawing/verification. The findings reveal that students’ motivation is influenced by internal factors (interest, goals, and self-efficacy), affective factors (confidence, anxiety, and fear of mistakes), cognitive factors (limited vocabulary and grammar), as well as external factors including family support, peer influence, and school resources. Teachers played a crucial role as facilitators and motivators, employing strategies such as providing encouragement, connecting English learning with students’ daily lives, and creating supportive classroom atmospheres. However, teachers faced multidimensional challenges, including limited facilities, minimal parental involvement, students’ lack of exposure to English, and the difficulty of balancing cultural identity with English learning. Despite these challenges, teachers demonstrated adaptability through contextual learning, creative teaching methods, and culturally responsive strategies that helped sustain students’ motivation. This study concludes that the role of teachers is central in bridging the gap created by educational disparities and that enhancing student motivation in remote areas requires both pedagogical innovation and systemic support. The study recommends targeted professional development for teachers and improved resource allocation to strengthen English education in disadvantaged regions.Keywords: Teacher role, Students motivation, English learning, remote areas, educational disparity, Papua
Co-Authors Amin, Nurul Latifa Hanifa Korompot, Chairil Anwar Maemuna Muhayyang Muhammad Tahir Shideng, Ahmad