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Klasikal: Journal of Education, Language Teaching and Science
Published by Universitas Bosowa
ISSN : 26569914     EISSN : 26568772     DOI : https://doi.org/10.52208/klasikal.v3i3
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Klasikal: Journal of Education, Language Teaching and Science [p-ISSN 2656-9914| e-ISSN 2656-8772] publishes a scientific paper on the results of the study and review of the literature in the sphere of education, language teaching and science in primary education, secondary education and higher education. Additionally, this journal also covers the issues of environmental education & environmental science.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 469 Documents
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INVESTIGATING NONVERBAL COMMUNICATION IN ENGLISH PRESENTATIONS AT EFL CLASSROOMS Leli Sopyanti; Muh Tahir; Fatimah Hidayahni Amin
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1281

Abstract

This research explores the role of nonverbal communication (NVC) in English presentations conducted by undergraduate students in EFL (English as a Foreign Language) classrooms at Universitas Negeri Makassar, where presentations have become integral to pedagogical practices aimed at fostering critical thinking and active learning. The study aims to identify and categorize forms of nonverbal communication exhibited by EFL learners during their presentations, specifically focusing on kinesic behaviors such as gestures, facial expressions, eye contact, and posture. Utilizing qualitative methods, including systematic observation of student presentations, the research captures authentic interactions to assess how these nonverbal cues contribute to message delivery and audience engagement. By enhancing understanding of NVC within EFL education, this study not only contributes theoretically by categorizing specific behaviors and exploring their functions but also offers practical insights into developing essential communication skills vital for students' academic success and professional readiness. The findings underscore the importance of integrating nonverbal communication training into EFL curricula, empowering students to deliver impactful presentations while fostering a deeper understanding of cross-cultural communication norms. Ultimately, this research highlights the need for holistic approaches in language education that prioritize both linguistic proficiency and expressive competence, equipping learners with the skills to effectively encode and decode nonverbal signals, thereby enhancing their overall communicative competence
THE USE OF CODE MIXING BY FOREIGN REFUGEES IN MULTILINGUAL ENVIRONMENT OF MAKASSAR CITY TOWARDS ENGLISH LANGUAGE TEACHING IN INDONESIA Andi Indah Permatasari Hasbi; Amirullah Abduh; Muhammad Arham Basri; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1283

Abstract

This study aimed to explore how code mixing is used in multilingual interactions among foreign refugees and how it impacts English language teaching in Indonesia. In Makassar, refugees experienced legal uncertainty and integration challenges, particularly in acquiring new languages. Code mixing, the practice of combining native languages with Indonesian or English, served as a means of adaptation, identity preservation, and communication, all viewed through a sociolinguistic lens. Using a descriptive qualitative approach, the study focused on refugees from Sri Lanka, Iran, and Afghanistan, gathering data through observations, interviews, and document analysis. Triangulation ensured data validity, while thematic analysis uncovered patterns related to language use, identity, social integration, and power dynamics. The results revealed that refugees’ language learning is strongly shaped by the sociolinguistic environment. Their language choices often reflected the local context and the languages spoken around them. Code mixing emerged as a practical communication strategy, with English serving as a key tool in bridging language barriers. Sociolinguistic factors greatly influenced how refugees acquired new languages, and these insights can help improve language education programs to better support refugee integration. Code mixing proved essential in helping refugees navigate multilingual interactions while adapting to their new cultural and linguistic surroundings. The combined use of English and code mixing facilitated communication, expressed personal identity, and supported social integration. The study also recommended that Indonesia adopt some of the refugees’ language learning strategies, such as peer learning, language exchange, contextual learning, and encouraging a tolerance for making mistakes. These methods could enhance English proficiency among Indonesians, promote multilingualism, and inspire further research into language acquisition
ASSESSING STUDENTS’ HIGHER-ORDER THINKING SKILLS USING A TWO-TIER MULTIPLE CHOICE TEST Tiara Lestari Paembonan; Awal Mulia Rejeki Tumanggor; Varisky Abraham Dumanaw; Kartyka Nababan; Winda Lidia Lumbantobing
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1284

Abstract

This quantitative research focuses on defining the profile of students’ Higher Order Thinking Skills (HOTS) using Two-Tier Multiple Choice Test (TTMCT) instrument. The research carried out in SMAN 2 Toraja Utara, Indonesia. From the entire 11th grade science, 109 students were chosen as participant by purposive sampling. TTMCT consisting of 15 questions about acid base concepts with the cognitive domains of analyzing (C4 and evaluating (C5) was used. Before its implementation, the test underwent a rigorous validation and reliability process. The validation provided confidence in the instrument's ability to effectively measure the intended variables and The Cronbach's alpha coefficient of this instrument is 0.71. This study presents two comprehensive results: firstly, students’ HOTS profile is dominated in good category with an average score of 63.83, and secondly, the comparison of cognitive level: analyzing (C4) with the mean percentage is 71.32% then evaluating (C5) cognitive level with the mean percentage is 60.80%.
EXPLORING THE EFFECTIVENESS OF ENGLISH SONGS AS A MEDIUM FOR DEVELOPING LISTENING ABILITY Riska Humaera; Nurdin Noni; Yunitari Mustikawati; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1285

Abstract

This study aims to analyze the effectiveness of using English songs in improving students' listening skills. The method used is quantitative with a quasi-experimental design, involving two grade XI classes at SMAN 1 Pangkep as research subjects. Grade XI Harmonis was designated as the experimental group that received treatment in the form of learning using Lenka's songs, while grade XI Cekatan was the control group that followed conventional learning. The instruments used included a listening test (pre-test and post-test) and a student learning interest questionnaire. The results of the analysis showed a significant difference between the post-test scores of the experimental and control groups, with a significance value of 0.000 <0.05. This indicates that the use of songs can effectively improve students' listening skills. In addition, the results of the questionnaire showed that most students had a high interest in using songs as a learning medium, which was reinforced by the results of the correlation test which showed a positive and strong relationship between student interest and improved listening skills (r = 0.649, p <0.05).Thus, the use of English songs, especially Lenka's works, has been proven to not only improve the cognitive aspect in listening learning, but also the affective aspects such as student motivation and involvement. Songs can be used as an effective alternative strategy in learning English
THE USE OF GOOGLE SITES IN TEACHING DESCRIPTIVE TEXT IN EFL CLASSROOM Nur Aulia; Ryan Rayhana Sofyan; Muhammad Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1286

Abstract

The purpose of this study is to find out the effectiveness of using Google Sites in learning English, especially on students’ ability to write descriptive text. The method in this study was quasi-experimental design by describing the data obtained through writing test and questionnaire. The population of this study was 50 students consisting of two classes. Class X TSM (Teknik Sepeda Motor) as the experimental class which consist of 25 students and X TKR (Teknik Kendaraan Ringan) as the control class which consist of 25 students. Then, the findings of this study indicated that there was a significant influence towards students’ ability to write descriptive text after utilizing Google Sites. It was attested by the students’ mean score from post-test was higher than in pre-test. The students’ mean score in pre-test at experimental class was 70.20 and in post-test was 90.80. Meanwhile, in control class, the students obtained the mean score in pre-test was 66.96 and in post-test was 88.40. Apart from that, the result of t-test was counted by applying IBM SPSS version 29, it can be viewed at the significant value was 0.000. Further, it was lower than 0.05 (0.000<0.05). It can be interpreted that the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant distinct outcome between utilizing and without utilizing Google Sites towards students’ ability to write descriptive text.
THE EFFECT OF DIGITAL READING PLATFORMS ON EFL STUDENTS’ READING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY Dinda Dinda; Nurdin Noni; Munir Munir; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1287

Abstract

This research aimed to investigate the effect of the ReadWorks platform as a digital reading tool on the reading comprehension skills of eleventh-grade students at SMKS YPPP Wonomulyo during the 2024/2025 academic year. The study adopted a quantitative approach utilizing a quasi-experimental design to assess the effectiveness of the intervention. The population in this study comprised 150 second-grade students majoring in Computer and Network Technology, distributed across five different classes. Using a cluster random sampling technique, two classes were selected as the research sample, resulting in a total of 64 students. These students were then equally divided into two groups: an experimental group and a control group, with 32 students in each. To collect data, a reading comprehension test—administered in the form of both pre-tests and post-tests—was used alongside a perception questionnaire to gain insight into students’ attitudes toward the platform. All quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 29. The pre-test scores showed relatively equal levels of reading comprehension between the experimental group (mean = 57.03) and the control group (mean = 56.25), suggesting comparable starting points. However, after the implementation of the ReadWorks platform in the experimental group, there was a marked improvement in their post-test scores (mean = 75.94), while the control group, which did not use the platform, showed a more modest increase (mean = 70.31). The results of the independent samples t-test revealed a Sig. (2-tailed) value of 0.008, which is below the 0.05 threshold, indicating a statistically significant difference in post-test performance between the two groups. In conclusion, the ReadWorks platform can be considered a valuable and effective digital resource for improving reading comprehension outcomes and fostering more engaging learning experiences among EFL students at the secondary education level
EXPLORING STUDENTS’ STRATEGIES IN LEARNING ENGLISH AT SENIOR SECONDARY SCHOOL Nurjihan Nabilah Noor; Nurdin Noni; Sukardi Weda; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1288

Abstract

This study explores the strategies used by senior secondary school students in learning English at SMAN 1 Tinambung, West Sulawesi, Indonesia. This study aims to: (1) Identify what strategies are used by XII grade students at SMAN 1 Tinambung (2) What strategies are preferred by XII grade students in learning English and (3) The impact of learning strategies on learning independence, self-confidence, and social interaction of students in learning English. This research is categorized into descriptive qualitative research. This research uses the data triangulation method to obtain the validity of the research results. Data collection was done through three stages: (1) observing in the classroom to observe students' actions in the learning process, (2) conducting in-depth interviews or indept intervieuw to get the topic of information under study, (3) documentation as a supporting tool in compiling this research. The results show that (1) students use Memory strategy, Cognitive strategy, Compensation strategy, Metacognitive strategy, Affective strategy, and Social strategy, (2) students prefer technology-based strategy (social media, internet, AI), entertainment media-based strategy (film, animation, music), vocabulary-focused strategy, and collaborative learning strategy, (3) learning strategies have an impact on students' independence through variations in time management and technology use, increase confidence through psychological techniques and structured exercises, and strengthen social interaction by placing language as a communication tool in authentic contexts.
CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS Muthmainnah Bahri A. Bohang; Aqzhariady Khartha; Heri Alfian; Marhamah Marhamah; Bimas Reskiawan; Hustiana Hustiana; Sri Hariati Mustari
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1289

Abstract

This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p < 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts.
ENGLISH TEACHING CHALLENGES WITH STRONG LOCAL LANGUAGES IN REMOTE AREAS : AN ETHNOGRAPHIC STUDY Dwi Husnul Khatima; Sukardi Weda; Muhalim Muhalim; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1290

Abstract

This ethnographic study explores the challenges faced by English language teachers in remote areas with strong local language cultures, with a focus on SMPN 1 Kabangka, located in Muna Regency, Southeast Sulawesi. The study is guided by Ethnolinguistic Identity Theory, which emphasizes the role of language in shaping group identity and social belonging. In regions where a local language—such as Muna—is strongly embedded in daily communication, the introduction of English in the classroom creates both linguistic and cultural tensions.Using a qualitative ethnographic approach, data were collected through classroom observations and semi-structured interviews with three English teachers. The findings reveal that the dominance of the Muna language significantly affects instructional delivery, student engagement, and the development of English language skills. Teachers often resort to code-switching between English, Indonesian, and Muna to facilitate comprehension, but this strategy reduces consistent exposure to English and can impede learners’ language acquisition.Additional challenges include limited access to teaching resources, lack of professional development tailored to multilingual contexts, and the misalignment between the national curriculum and local linguistic realities. Students’ low motivation to learn English is also linked to their stronger identification with the local language, reinforcing the relevance of Ethnolinguistic Identity Theory in this context. Despite these obstacles, teachers demonstrate resilience and adaptability by incorporating local culture into English instruction, simplifying materials, and building rapport with students.
ANALYSIS OF THE APPLICATION OF TEACHING METHODS IN TEACHING MANDARIN VOCABULARY AT UNIVERSITY LEVEL Nirdayanti Mustarih; Asmuliyati Nahnu; Nur Nasharuddin Noni; Sri Khaerani Rahman
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1294

Abstract

This study explores the challenges and teaching methods designed to enhance Chinese vocabulary acquisition at the university level. Vocabulary acquisition is crucial for mastering a language, and in the case of Chinese, its complexity presents unique challenges for both learners and educators. The research employed a qualitative narrative design, conducting interviews with 10 Chinese language lecturers from various universities to gather insights into the methods and obstacles in vocabulary teaching. Data was collected using three primary methods: observations, questionnaires, and a comprehensive literature review. The findings of this study reveal a diverse range of approaches teachers employ. Approximately 60% of teachers adapt their methods based on student needs, indicating that flexibility and adaptability are key components of their teaching strategies. In contrast, 40% of teachers maintain a consistent teaching approach, believing that a structured framework helps students better understand the material and retain vocabulary. Despite these varied strategies, memory retention remains a significant challenge, with 50% of teachers reporting that their students struggle to retain Chinese vocabulary effectively. This highlights students' difficulty mastering a language with such a complex writing system. The study proposes a balanced approach, integrating flexible and consistent teaching methods, which are essential for overcoming the inherent challenges in Chinese vocabulary acquisition. Additionally, multimedia tools and digital technologies have effectively engaged students and enhanced vocabulary retention. The research concludes that refining current teaching methods—including structured routines, task-based learning, and spaced repetition—is necessary for improving student engagement and memory retention in Chinese language education.

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