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All Journal Indonesian TESOL Journal FOSTER: Journal of English Language Teaching International Journal of Business English and Communication (IJoBEC) International Journal of Language, Education, and Literature (IJLEL)
Sultan Baa
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Education Languange, Linguistic, Communication & Media

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THE USE OF THE BLINDFOLD GAMES TECHNIQUE TO IMPROVE THE VOCABULARY MASTERY OF STUDENTS AT SMPN 4 SUNGGUMINASA A. Nurul Muntasya; Syarifuddin Dollah; Sultan Baa
International Journal of Business English and Communication Vol 1 No 4 (2023): October
Publisher : Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijobec.v1i4.604

Abstract

The purpose of this research was to find out the use of “the Blindfold game technique” in improving the vocabulary mastery of students at SMPN 4 Sungguminasa. The method used in this research was pre-experiment with one group pretest-posttest. The population in this study were students of Class VIII at SMPN 4 Sungguminasa in the 2022/2023 academic year. This research used a cluster random sampling technique. The sample of this research was Class VIII C, which consisted of 30 students. The results of this study that there were a significant increase in students vocabulary mastery after the students were given treatment. This can be seen by the mean score between the pre-test (52.53) and the post-test (79.33). It means that the use of the Blindfold as games was able to improve students vocabulary mastery. This game helps the students to enhance their learning on vocabulary mastery.
Facilitating EFL Speaking Skills through an English Club: Evidence from the TBI Millennial English Club Gisma, Rina Ritsna; Sahril Nur; Sultan Baa
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.322

Abstract

This study investigates the role of the TBI Millennial English Club in supporting students’ speaking skill development through nonformal English learning activities. Although speaking skills are essential for effective communication, many EFL learners have limited opportunities for authentic oral practice in formal classroom settings. This research aims to explore how structured English club activities facilitate students’ speaking performance, engagement, and confidence. Using a qualitative descriptive design, data were collected through direct observations of weekly club meetings and analysis of supporting documentation. The observations focused on student participation, types of speaking activities, facilitator–learner interactions, and the affective environment created during the sessions. The findings reveal three major contributions of the English club: (1) it provides consistent opportunities for authentic and meaningful speaking practice through activities such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a crucial role in scaffolding learning by offering guidance, modeling target language use, and giving immediate, constructive feedback; and (3) the club fosters a supportive and motivating environment that reduces speaking anxiety and increases students’ confidence and willingness to communicate. Overall, the study concludes that the TBI Millennial English Club serves as an effective supplementary learning space that enhances students’ speaking skills and communicative competence. The implications highlight the importance of integrating nonformal speaking programs into EFL settings and providing facilitator training to maximise learning outcomes.
Understanding Lecturer’s Perceptions in the Context of TBI Millennial English Club Program Gisma, Rina Ritsna; Nur, Sahril; Sultan Baa
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

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Abstract

This study aims to explore lecturer’s perceptions, experiences, and practices in TBI Millennial English Club in teaching English especially in speaking. The importance of this study is to find out how the TIME Club plays a role in developing students’ speaking skills, what aspect of speaking have shown significant improvement, what challenges are faced by lecturer and how those challenges are overcome. This study used qualitative research for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The findings of this study show a very positive outlook. This is based on the perception of lecturer as facilitator in this club, who state that TIME Club are effective for supplementing or supporting students’ learning. In addition to specifically improving students speaking skills, it also improves their English language skills in general. In conclusion, TIME club effective to implement and has a very positive impact on the development of students’ English language skills, especially speaking skills. Through various communicative activities such as sharing sessions, public speaking practice, interviews, role plays, and interactive games, students experience significant development in fluency, pronunciation and confidence when speaking English.
Contextualizing Multicultural Instruction in Indonesian EFL Classrooms: A Qualitative Case Study of Pedagogical Practices in Junior High Schools Mohammad Rafi’i Mohammad Sata; Amirullah Abduh; Sultan Baa
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.10161

Abstract

This study explores how Multicultural Instruction (MI) is implemented in junior high school English classrooms. A pre-observation was conducted to identify whether multicultural elements had been integrated prior to the main observation phase. Using a qualitative case study approach, the research employed observation checklists to examine teacher activities in the classroom across two different schools. The findings reveal that MI has been implemented through five key dimensions: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering classroom culture. However, the depth and mode of implementation vary between the two contexts. In SMPN 1 Tolitoli, MI is enacted through a more experiential, reflective, and student centered approach, where cultural content is deeply contextualized and connected to students’ lived experiences. whereas, SMPN 7 Tolitoli demonstrates a more structured and material-driven approach, emphasizing systematic instruction, guided analysis, and consistent classroom procedures. Despite these differences, both teachers successfully promote intercultural awareness, respect for diversity, and equitable participation. This study highlights that MI implementation is context-dependent and shaped by teachers’ pedagogical orientations, suggesting that both experiential and structured approaches can serve as complementary models in multicultural English language teaching. The findings contribute to the growing body of research on culturally responsive pedagogy by providing empirical insights from Indonesian EFL classrooms.
Co-Authors A. Nurul Muntasya Amirullah Abduh Gisma, Rina Ritsna Mohammad Rafi’i Mohammad Sata Sahril Nur Sahril Nur Syarifuddin Dollah