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Exploring Challenges in Learning English: A Qualitative Case Study of Teacher Education Students in Indonesia Restuti Nursafitri; Ita Sarmita Samad; Sri Rosmiana; Mustakim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i2.2600

This study explores the English learning difficulties faced by elementary school teacher education students in the Intensive English Program at Muhammadiyah University of Enrekang. Using a qualitative research design, data were collected through semi-structured interviews and document analysis involving 25 students from the 2020–2021 academic year. The study specifically examines the challenges these students encounter with grammar comprehension, vocabulary retention, and pronunciation fluency. Key findings reveal that these difficulties are exacerbated by psychological barriers such as anxiety, traditional teaching methods, and limited exposure to English outside the classroom. The research underscores the need for innovative, student-centered teaching strategies and contextualized learning methods to address these challenges. Practical solutions proposed include using interactive and communicative approaches, providing regular and constructive feedback, and fostering a supportive learning environment. These recommendations aim to improve English learning outcomes, contributing to the broader discourse on English as a Foreign Language (EFL) education. This study’s novel contribution lies in its specific focus on the unique learning difficulties encountered by students in the Indonesian context, offering actionable strategies for overcoming these barriers in similar settings.

Exploring the Impact of Learning Styles on Speaking Anxiety: A Qualitative Study of English Education Students in Indonesia Restu Anugrawan; Ita Sarmita Samad; Musdalifah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2601

This study aims to investigate the relationship between learning styles and speaking anxiety among first-semester English Education Department students at Muhammadiyah University of Enrekang. Speaking anxiety is a significant barrier to language learning, often exacerbated by mismatches between students' learning styles—visual, auditory, or kinesthetic—and traditional teaching methods. To explore this relationship, a qualitative research approach was employed, with data collected through semi-structured interviews and document analysis involving 18 participants. The semi-structured interviews were designed to gather students' perspectives on their learning preferences, experiences with speaking anxiety, and how these factors influenced their speaking performance. The document analysis included an examination of academic records, feedback from instructors, and reflective journals, which provided additional insights into students' speaking challenges and coping mechanisms. The findings reveal that students' learning styles significantly influence their experiences of speaking anxiety. Visual learners struggle with spontaneous speaking tasks due to their preference for preparation and reliance on visual aids. Auditory learners face challenges with pronunciation, often fearing their spoken English will not sound "correct." Kinesthetic learners, on the other hand, experience heightened anxiety in formal, non-interactive settings where they are unable to engage physically with the language. This study underscores the importance of aligning teaching strategies with students' learning preferences to reduce anxiety and foster confidence in speaking tasks. Recommendations include adopting flexible, student-centered approaches such as incorporating visual aids, auditory exercises, and interactive, movement-based tasks that cater to various learning styles. These strategies aim to create more supportive and inclusive learning environments.

THE SWOT ANALYSIS OF EFL LEARNERS’ ADAPTATION TO AI-BASED WRITING TOOLS IN ACADEMIC CONTEXTS Muawwal Al As Ary; Misnawati Usman; Ahmad Rossydi; Ita Sarmita Samad; Sry Wahyuni
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.425

The purpose of this study was to analyze the adaptation of English as a Foreign Language (EFL) learners to AI-based writing tools in academic context. Although AI-based writing tools were progressively implemented into language education, limited research has explored how EFL learners interpreted and adapted to these tools. In particular, structured frameworks are infrequently applied to comprehensively analyze this perception. The study employed a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis to investigate EFL learners’ perceptions of AI writing tools such as Chat-GPT, Grammarly, or Quillbot. Data were gathered through semi-structured interviews involving 25 university EFL students. The findings uncovered that students conceived time efficiency and instant grammar feedback as key strengths. In contrast, excessive reliance and deficiency of deep academic understanding were seen as major weaknesses. Opportunities comprised enhanced writing confidence and facilitated idea generation and structured academic writing, while threats focus on diminished critical thinking and passive plagiarism. The results emphasized the demand for ethical pedagogical strategies to guide AI integration in language education.

Mandarin for Career: Program Pelatihan Bahasa Mandarin Praktis untuk Meningkatkan Kesiapan Kerja Siswa di SMK Negeri 4 Barru, Kabupaten Barru, Sulawesi Selatan Asmuliyati Nahnu; Nirdayanti Mustarih; Sry Wahyuni; Ita Sarmita Samad; Masita Taufiqi Kholida
Joong-Ki : Jurnal Pengabdian Masyarakat Vol. 5 No. 4: Agustus 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/joong-ki.v5i4.21153

Mandarin For Career merupakan program pelatihan Bahasa Mandarin praktis yang bertujuan untuk meningkatkan kesiapan kerja siswa sekolah SMKN 4 Barru, Sulawesi Selatan. Program ini merupakan kegiatan pengabdian masyarakat dari Fakultas Bahasa Sastra Universitas Negeri Makassar. Kegiatan ini dilatarbelakangi oleh banyaknya perusahan asing Tiongkok yang berlokasi di pulau Sulawesi. Perusahaan ini juga memberikan kesempatan kepada masyarakat lokal setempat untuk bergabung bersama mereka. Kondisi ini membuat para tim pengabdian dari prodi Pendidikan Bahasa Mandarin, Fakultas Bahasa Sastra, Universitas Negeri Makassar memilih program pelatihan bahasa Mandarin praktis untuk membantu para siswa agar mampu berbahasa Mandarin dasar sebagai kebutuhan saat proses perekrutan kerja di perusahaan Tiongkok. Kegiatan ini dilakukan selama 2 hari dengan 5 sesi menggunakan metode learning by doing, yakni belajar dengan cara praktik langsung. Tahapan kegiatan meliputi; 1) Observasi, 2) Pelatihan, 3) Praktik, 4) Pendampingan, 5) Evaluasi. Kegiatan pengabdian ini dituliskan dalam bentuk deskriptif kualitatif, yakni dengan cara menuliskan deskripsi rangkaian kegiatan secara mendalam. Hasil kegiatan menunjukkan bahwa: 1) Terdapat peningkatan kemampuan bahasa Mandarin siswa SMKN 4 Barru yang meliputi; kemampuan memahami dan menuliskan angka Mandarin, kemampuan melakukan perkenalan dasar dengan menggunakan bahasa Mandarin. 2) Didapatkan hasil respon positif tentang kepuasan pasca pelatihan bahasa Mandarin praktis ini dengan rincian; 98% memberikan respon sangat puas, dan 2% memberikan respon puas. Hasil ini menunjukkan bahwa kegiatan pengabdian masyarakat ini memiliki dampak positif pada pelaksanaannya.

Psycholinguistics and Language Learning in the 21st Century: Theoretical and Empirical Perspectives Mantasiah Mantasiah; Sry Wahyuni; Ita Sarmita Samad
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.118

Background. Psycholinguistics plays an important role in explaining how individuals acquire, process, understand, and produce language through various cognitive mechanisms. Purpose. This study aims to examine the role of psycholinguistics in language learning and language development by integrating theoretical foundations and recent empirical findings. Methods. It employed a literature review method using data from peer-reviewed journal articles published between 2020 and 2025, as well as seminal books and theoretical works in psycholinguistics relevant to the topic. The selected literature focused on language learning, language acquisition, cognitive processes, social interaction, affective factors, and digital technology in language education. Data were analyzed descriptively and critically to identify major concepts, research trends, and practical implications. Results. The findings indicate that language learning is influenced by the interaction of cognitive, social, and affective factors. Working memory, attention, and information processing contribute significantly to language acquisition, while social interaction and positive affective conditions support language development and communicative competence. Empirical evidence also demonstrates that digital technologies enhance cognitive engagement, vocabulary retention, and personalized learning experiences. Conclusion. The study concludes that psycholinguistics serves not only as a theoretical framework for understanding language processes but also as a practical foundation for developing effective, adaptive, and learner-centered language learning strategies in the digital era.

Enhancing Active Learning Through Gamified Platforms: Insights from the Implementation of Quizizz in English Language Education Nur Fitrawan Khayrullah; Umiyati Jabri; Ita Sarmita Samad; Hasan Hasan
Majesty Journal Vol. 6 No. 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.163

This study investigates the impact of the Quizizz application on English vocabulary mastery among eighth-grade students at MTs. DDI Enrekang. As education enters the digital age, integrating technology into classrooms has become essential. This research employs a pre-experimental design with a one-group pre-test and post-test structure to evaluate the efficacy of Quizizz in enhancing students' vocabulary proficiency. The study involved 34 students, using total population sampling to ensure comprehensive analysis. The results indicate a significant improvement in students' vocabulary mastery, with post-test scores showing considerable increases compared to pre-test scores. Descriptive statistics reveal a rise in the mean score from 47.21 to 73.53, while inferential statistics confirm the significance of these improvements. The study highlights the effectiveness of Quizizz in fostering student engagement and motivation through its interactive and gamified features. The findings suggest that gamified platforms like Quizizz can transform traditional learning environments, particularly in rural settings with limited access to advanced tools. This research contributes to the growing body of knowledge on the benefits of gamification in education and underscores the potential for such tools to enhance language learning outcomes. Future research could explore the long-term effects of gamified learning and its applicability across various subjects and educational contexts.

ArguMap-AI: An Intelligent Claim–Evidence Mapping System for EFL Academic Writing Mustakim Mustakim; Ismail Ismail; Sri Rosmiana; Ita Sarmita Samad
Majesty Journal Vol. 8 No. 2 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i2.490

Background. Artificial intelligence is increasingly used to support EFL academic writing; however, most existing tools emphasize language correction, text generation, or general feedback rather than helping students examine the underlying structure of argumentative reasoning. In particular, EFL learners often experience difficulty connecting claims with relevant and sufficient evidence. Purpose. This study aimed to develop and evaluate ArguMap-AI, an intelligent claim–evidence mapping system designed to support argumentative writing by identifying argumentative components, visualizing claim–evidence relationships, and providing diagnostic feedback for revision. Methods. The study employed a design and development research approach supported by mixed-method evaluation. Participants were 21 fifth-semester students enrolled in the Writing Project course in the English Education Study Program at Universitas Muhammadiyah Enrekang during the 2025–2026 academic year. Data were collected through initial and revised argumentative drafts, an analytic writing rubric, ArguMap-AI-generated maps and feedback records, student perception questionnaires, and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative data were examined thematically. Results. The findings showed improvement across all assessed dimensions of argumentative writing, with the largest gains occurring in claim–evidence alignment, reasoning and explanation, and evidence relevance and sufficiency. The mean total writing score increased from 18.19 to 26.33. Students generally perceived the visual mapping and diagnostic feedback as useful for identifying unsupported claims and improving revision decisions. Challenges included occasional component misclassification, complex visual maps in longer texts, and the continuing need for lecturer guidance. Conclusion. ArguMap-AI shows potential as an intelligent reasoning scaffold for EFL academic writing by helping students visualize, evaluate, and revise argumentative relationships while preserving learner decision-making.

Low-Cost STEM for Meaningful Learning with Local Materials in Resource-Constrained Elementary Schools Ita Sarmita Samad; Ismail Ismail; Umiyati Jabri
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.430

Limited resources should not restrict students’ opportunities to experience meaningful STEM learning. This study aimed to analyze the implementation of low-cost STEM using local materials and examine the integration of science, technology, engineering, and mathematics in learning activities among fifth-grade students at UPT SDN 6 Pinrang, Indonesia. A qualitative case study design was employed involving 27 students. Data were collected through classroom observations, student activity sheets, designs and prototypes, documentation, and student reflections, and were analyzed through data condensation, categorization, presentation, and interpretation. The findings showed that readily available local materials could support STEM experiences through problem identification, concept exploration, solution design, construction, testing, evaluation, and redesign. STEM integration was evident when students applied scientific concepts to understand phenomena, used tools and materials purposefully, engaged in engineering design processes, and employed measurement to support decision-making. The activities also provided opportunities for collaboration, problem-solving, and scientific reflection. The study concludes that low-cost STEM using local materials offers a practical and contextual pedagogical strategy for creating meaningful learning experiences through accessible resources.

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