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All Journal ARRUS Journal of Social Sciences and Humanities Cakrawala Bahasa
Maharani, Sardian
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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THE IMPACT OF ENGLISH SONG TOWARD PRONUNCIATION OF EFL LEARNERS IN ENGLISH AND LITERATURE DEPARTMENT UIN ALAUDDIN MAKASSAR Harjulaini J, Leni; Maharani, Sardian; Surya, Waode
Cakrawala Bahasa Vol 14, No 1 (2025): Edisi Mei, 2025
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.cakra.v14i1.10270

Abstract

This study investigates the impact of English songs towards pronunciation skills among EFL learners in the English and Literature Department at UIN Alauddin Makassar. A descriptive quantitative design was used with an initial survey of 56 third semester students, from which 28 participants were purposively selected based on their consistent use of English songs as a learning tool. Drawing on theoretical frameworks by Kelly (2000) and Djiwandono (2008), the study hypothesized that musical repetition and natural intonation improve articulation and fluency. Two lines of discussion emerged: first, an evaluation of students’ pronunciation levels revealed significant improvements from pretest to posttest; second, both statistical analysis and qualitative feedback underscored the substantial impact of English songs in promoting better pronunciation. These findings support the integration of song-based activities into traditional language instruction as a dynamic method to enhance language acquisition and pronunciation accuracy.
Teachers as Material Developers: Investigating Strategies for Writing Instruction in a Digital Age A. Kamariah; Sudding, Muhammad Fahri Jaya; Musdalifah; Sakkir, Geminastiti; Maharani, Sardian
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 3 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum3954

Abstract

This study explores the strategies employed by English language teachers in developing writing instructional materials within digitally enriched learning environments. Using a qualitative multiple case study design, six teachers from junior high, senior high, and vocational schools were observed and interviewed. Findings reveal that while all teachers perceive themselves as active material developers, their approaches vary based on their digital literacy, pedagogical beliefs, and access to technological infrastructure. A process-based writing approach is commonly applied, with digital tools such as Google Docs, Grammarly, Padlet, and Canva supporting different stages of instruction. Teachers selected tools based on usability, relevance to student needs, and contextual constraints. However, challenges such as limited preparation time, uneven student digital literacy, and lack of institutional support persist. The study affirms the relevance of the Technological Pedagogical Content Knowledge (TPACK) framework. It highlights the need for professional development that equips teachers with skills to design pedagogically meaningful digital writing tasks.
Co-Authors A. Kamariah Geminastiti Sakkir Harjulaini J, Leni Musdalifah Sudding, Muhammad Fahri Jaya Surya, Waode