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All Journal Globish: An English-Indonesian Journal for English, Education, and Culture Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Jurnal Paedagogy
Syarif Hidayat Nasir
Universitas Sembilanbelas November Kolaka
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Penguatan Literasi Leksikal Bahasa Inggris Bagi Generasi Muda di Daerah 3T Desa Congko Dengan Metode Gamified Polyglot Quizziz Syarif Hidayat Nasir; Vivin Helvira; Siti Kiftiah; Mutmainnah Bahri A. Bohang; Nurlinda Nurlinda
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 7 No. 2 (2026): Volume 7, No 2, Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/atjpm.v7i2.7621

Abstract

Kegiatan PKM ini merupakan studi eksperimental yang mengkaji bagaimana manfat pelatihan penguatan literasi leksikal bahasa Inggris menngunakan Online Polyglot yang digamifikasi melalui Quiziz di salah satu wilayah 3T, yaitu Desa Congko, Kabupaten Soppeng. Berlandaskan prinsip Self-Determination Theory, kegiatan ini mengeksplorasi bagaimana fitur-fitur berbasis gim seperti umpan balik instan, kompetisi, dan mekanisme penghargaan mampu meningkatkan motivasi, keterlibatan, dan pemerolehan kosakata peserta.Dengan metode kuantitatif ekperimen, sebanyak 28 pemuda dan pemudi Desa Congko yang menjadi peserta PKM mengikuti pre-test dan post-test untuk menilai peningkatan kemampuan kosakata mereka setelah mengikuti intervensi pembelajaran berbasis Quizizz. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan dalam penguasaan kosakata peserta, disertai meningkatnya kemandirian serta partisipasi aktif mereka dalam komunitas belajar poliglot daring yang dikembangkan selama program PKM berlangsung.Temuan ini memperluas bukti mengenai efektivitas pembelajaran bahasa yang digamifikasi dengan menyoroti peran platform digital, khususnya komunitas belajar daring, dalam memupuk motivasi dan pembelajaran kolaboratif di kalangan generasi muda. Namun, karena kegiatan ini berfokus pada satu desa sebagai konteks PKM dan tidak melibatkan perbandingan dengan aplikasi gamifikasi lainnya, generalisasi temuan masih terbatas. Oleh karena itu, kegiatan atau penelitian selanjutnya disarankan untuk melibatkan sampel yang lebih luas dari berbagai wilayah 3T lainnya serta melakukan perbandingan antar aplikasi gamifikasi untuk memvalidasi lebih lanjut potensi pedagogis komunitas poliglot daring yang digamifikasi dalam meningkatkan kompetensi leksikal pembelajar bahasa Inggris.
Bridging Urban and Rural Contexts: A Comparative Case Study of English Teachers’ Implementation of the Merdeka Curriculum Rosyana Marlianti; Susi Astiantih; Syarif Hidayat Nasir; Zakaria Zakaria
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18866

Abstract

This study aims to explore and compare the implementation of the Merdeka Curriculum by English teachers in urban and rural junior high schools in Kolaka Regency, Southeast Sulawesi. A qualitative comparative case study method was employed, involving four English teachers from two schools—one urban and one rural. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive qualitative analysis framework that included data reduction, data display, within-case analysis, cross-case analysis, and conclusion drawing. The findings reveal notable differences in curriculum implementation practices and challenges across the two contexts. Urban teachers demonstrated pragmatic adaptation strategies, primarily focusing on material modification and internal collaboration within schools. In contrast, rural teachers exhibited high levels of pedagogical creativity and relied heavily on external collaborative networks, such as Musyawarah Guru Mata Pelajaran (MGMP). While both contexts faced pedagogical challenges, including low student motivation and limited vocabulary mastery, rural schools additionally encountered significant barriers related to inadequate digital infrastructure. This study underscores the importance of context-sensitive educational policies and targeted professional development programs to support equitable and effective implementation of the Merdeka Curriculum across diverse school settings.
The Ideology of Accent: Investigating Accent-Based Judgments Among Indonesian EFL Students Aisyah Ashar; Aqzhariady Khartha; Syarif Hidayat Nasir; Alifiah Pratiwi
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19694

Abstract

This study aims to investigate accent-based judgments among Indonesian learners of English as a Foreign Language (EFL), particularly the preference for native-like English accents over communicative competence. The research employed a mixed-method design involving a questionnaire distributed to 60 English Education students selected through purposive sampling and semi-structured interviews with 15 selected participants from the same cohort at Universitas Sembilanbelas November Kolaka. The questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings reveal that most students prioritize native-like accents, especially British English, as the primary indicator of speaking proficiency, even when fluency and grammatical accuracy are weak. This preference contributes to social favoritism in academic contexts and leads to internalized insecurity among fluent speakers with Indonesian-accented English. The study highlights how accent ideology influences peer judgment and learner identity, reinforcing native-speakerism within EFL classrooms. It concludes by advocating an intelligibility-oriented approach to English teaching and the inclusion of diverse English varieties to promote more equitable and inclusive language practices.
Local Wisdom Digital Storytelling to Foster Cultural Literacy and Communicative Competence in EFL Contexts Aisyah Ashar; Aqzhariady Khartha; Syarif Hidayat Nasir
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.15235

Abstract

In the changing digital age, learning English faced important challenges in linking teaching materials with students' cultural backgrounds. Traditional methods often focused on grammar accuracy rather than meaningful communication and cultural understanding. This approach led to lower student engagement and weaker communication skills. This study examined how local wisdom-based digital storytelling served as a fresh teaching method in English classrooms at SMA Negeri 1 Kolaka in Southeast Sulawesi, Indonesia. The research used a qualitative case study method to explore how two experienced English teachers incorporated local cultural values into digital storytelling activities. It also looked at how this affected twenty eleventh-grade students' cultural knowledge and communication skills. The data were gathered over three months through detailed interviews with teachers and selected students, classroom observations, and thorough analysis of lesson plans and student-created digital stories. The findings showed that culturally relevant digital storytelling greatly increased students' engagement, cultural identity, and language skills by linking English learning to their social realities. Teachers effectively included local stories from Tolaki and Bugis traditions in digital media projects. This method deepened cultural understanding while improving students' communication abilities. However, the findings also revealed challenges such as limited technology, students' initial reluctance to embrace local cultural content, and the need for teachers to receive special training in digital tools. This research contributed to the field by providing a solid framework for blending local wisdom with digital technology in language teaching. It offered practical ideas for creating culturally responsive teaching that improved both cultural knowledge and communication skills in secondary English classrooms.
Co-Authors Aisyah Ashar Aqzhariady Khartha Astiantih, Susi Mutmainnah Bahri A. Bohang Nurlinda Nurlinda Pratiwi, Alifiah Rosyana Marlianti Siti Kiftiah Vivin Helvira Z. Zakaria