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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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STUDENTS' PERCEPTIONS OF DIFFICULTIES IN SPEAKING ENGLISH DURING ENGLISH CLASS AT SMP SWASTA KRISTEN BNKP GUNUNGSITOLI Yestanius Waruwu; Trisman Harefa; Riswan Zega; Afore Tahir Harefa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1343

Abstract

Speaking is one of the basic skills in learnng English that enables students to convey ideas and communicate effectively. However, many students still face difficulties in speaking due to various factors, such as lack of vocabulary, fear of making mistakes, and lack of confidence. This research aims to analyze students' perceptions and the factors affecting their difficulties in speaking English. This study used a qualitative descriptive method with data collected through questionnaires, interviews, and documentation. The research was conducted at the eighth grade of SMP Swasta Kristen BNKP Gunungsitoli with 18 students as participants. The findings revealed that students experienced various difficulties in speaking English, which were categorized into psychological problems (such as fear of making mistakes, shyness, anxiety, lack of confidence, lack of motivation, lack of pronounciation, and lack of vocabulary), language problems (including inhibition, nothing to say, low and uneven participation and the tendency to use mother tongue), and other influencing factors (such as physical condition, intelligence, aptitude, and interest). Most students showed lack of confidence and anxiety when speaking English, which led to limited participation during English class. The results of this study are expected to provide valuable insights for teachers to develop more effective and student-centered teaching strategies, and to create a supportive learning environment that encourages students to speak actively in English.
THE CRITICAL THINKING SKILL REPRESENTATIONS OF PROFIL PELAJAR PANCASILA CHARACTER IN ENGLISH TEXTBOOK "WORK IN PROGRESS'' FOR TENTH GRADE OF HIGH SCHOOL Ika Erwita Zebua; Afore Tahir Harefa; Yaredi Waruwu; Trisman Harefa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1344

Abstract

Critical thinking is the ability to objectively assess information to reach logical conclusions. In the 21st century, this skill is essential for students to face global challenges. This study analyzed the representation of critical thinking indicators in the "Work in Progress" English textbook for Grade X used at SMK Swasta Pembda Nias. A qualitative content analysis method was applied, with data collected through documentation and analyzed in five stages: familiarization, coding, reduction, interpretation, and representation. The findings revealed that the three indicators of critical thinking from the Profil Pelajar Pancasila were present: acquiring and processing information (25%), analyzing and evaluating reasoning (52%), and reflecting on one own thinking (23%). The second indicator was most dominant. Additionally, implicit meaning delivery (52%) appeared slightly more frequently than explicit (48%). These results indicate that the textbook sufficiently supports the development of students critical thinking skills in line with the Profil Pelajar Pancasila.  
STUDENTS’ PERCEPTION OF LECTURER CODE-SWITCHING IN OFFLINE AND ONLINE ENGLISH CLASSES AT IAIN BONE SOUTH SULAWESI Samsinar Samsinar; Sukardi Weda; Muhammad Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1349

Abstract

This study employs a descriptive qualitative approach to explore students’ perceptions of lecturer code-switching in a hybrid English learning environment at IAIN Bone, South Sulawesi. The research site, IAIN Bone, is the largest higher education institution in Bone Regency, where hybrid learning known as combining online and offline instruction and it is still practiced there. This location was chosen based on initial observations showing that many students struggle to fully understand lessons delivered entirely in English. Participants in the study were fourth-semester students enrolled in an English Education hybrid class during the 2024/2025 academic year. Data were collected through semi-structured interviews and continued until data saturation was achieved. The findings indicate that code-switching positively influenced students’ learning experiences. Students reported that bilingualism in the context of code-switching helped them better understand the material, reduced their anxiety during lessons, and supported vocabulary development. They viewed the use of both Indonesian and English by lecturers not as a hindrance, but as a helpful instructional strategy. Overall, the students expressed favorable perceptions of code-switching, considering it an inclusive and effective approach in hybrid English language instruction. These insights suggest that code-switching can play a meaningful role in supporting student comprehension and engagement in bilingual learning environments.
IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION OF AN EFL STUDENT WITH A HEARING IMPAIRMENT IN AN ISLAMIC-BASED SCHOOL Nurmala Nurmala; Durratul Hikmah; Eky Arisandy
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1350

Abstract

While studies on identity construction and classroom participation among English as a Foreign Language (EFL) learners are abundant, limited attention has been given to how students with hearing impairments experience these processes within religious educational contexts. Addressing this gap, the study explored how an Indonesian female EFL student with a hearing impairment constructed her identity and participated in classroom learning in an Islamic-based school. Drawing on data from in-depth semi-structed interviews, the study employed Braun and Clarks (2006) thematic analysis to interpret the participants lived experiences. The finding reveal that the participants identity developed through a series of stages: the orientation, the adjustment, the difficulty, the settlement, and identity development. Her identity construction was shaped by emotional resilience, religious values, and strong support from family, peers, and teachers. In parallel, her classroom participation evolved from passive observation to active involvement through adaptive strategies, such as preparing questions and engaging in peer interaction. This study illustrated how identity construction and classroom participation are intertwined, particularly for students with disabilities navigating inclusive learning environments. It also underscored the importance of culturally and religiously responsive support systems in fostering self-growth and academic among marginalized learners.
DEVELOPMENT OF MIND MAPPING-BASED ELECTRONIC MODULES (E-MODULES) IN THE SUBJECT OF PANCASILA EDUCATION ON THE MATERIAL OF GOTONG ROYONG FOR GRADE IV OF MLATIHARJO 2 ELEMENTARY SCHOOL Ryan Prayogo; Wawan Shokib Rondli; Nur Fajrie
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1352

Abstract

The purpose of this study was to determine the feasibility of developing electronic module teaching materials (E-Modules) based on mind mapping of mutual cooperation material, for fourth grade students of SDN Mlatiharjo 2, Gajah District, Demak Regency. This type of research uses Research and Development (RnD) research using the ADDIE learning model, namely Analyze, Design, Develop, Implement, and Evaluate. The research instrument includes a validation sheet by 2 expert lecturers and class teachers, namely material expert lecturers, media expert lecturers, and a questionnaire response from educators and students. This study produces aspects of the feasibility of the content and integration of E-Modules based on mind mapping. In the assessment of material expert lecturers, it is very feasible, the presentation component of the material content of the E-Module gets a score from material expert lecturers with a percentage of 97.91% (very good). The assessment from media expert lecturers covering the graphic and attractiveness components of the E-Module gets a score with a percentage of 98.43% (very good) and is very feasible to use. The feasibility of mind mapping-based E-Module in grade IV of SDN Mlatiharjo 2 with reference to the results of teacher and student response questionnaires. This study concludes that the development of mind mapping-based E-Module on mutual cooperation material for grade IV students of SDN Mlatiharjo 2 is very feasible to be used in the learning process.
STUDENTS’ PERCEPTIONS OF CHATGPT AS A TOOL FOR INDEPENDENT LEARNING SUPPORT Mises B.C. Abineno; Yuninda Anaci Lulan; Paulinus Alexander Satriano; Selvita Eka Eviana Purba
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1355

Abstract

The advancement of artificial intelligence (AI) technology has driven the use of digital tools such as ChatGPT to support students' independent learning. This study aims to explore students perceptions of using ChatGPT as a learning aid in a Macroeconomics course. The sample was selected using purposive sampling, involving one class of 30 students with prior experience using ChatGPT in their learning process. The research instruments included a closed-ended Likert-scale questionnaire and open-ended questions to capture the cognitive, affective, and conative dimensions of students perceptions. The findings indicate that the majority of students have a positive perception of ChatGPT, particularly in terms of learning readiness, time flexibility, and efficiency in understanding theoretical concepts. However, the highest score was given to the statement emphasizing the crucial role of lecturers in correcting potential misconceptions arising from AI use. While ChatGPT is regarded as useful and flexible, concerns also emerged regarding overdependence, answer accuracy, and the potential decline in critical thinking skills.
BOOSTING VOCABULARY OUTPUT FOR BEGINNER WITH EDUCAPLAY APP AND PBL Nur Ainun Arsyad; Rafi’ah Nur; Salasiah Ammade; Ammang Latifa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1356

Abstract

Beginners in English face multiple obstacles in their language learning journey. One of the most significant challenges is building a sufficient vocabulary base, which is crucial for comprehension and communication. This research investigates the effect of integrating the Educaplay application with Problem-Based Learning (PBL) to enhance vocabulary output in beginner-level English learners. Conducted at SD Muhammadiyah 3 Parepare with a pre-experimental design (one-group pretest-posttest), the study involved 16 fourth-grade students. Students were given vocabulary instruction through six sessions of Educaplay-based PBL. Findings showed a significant increase in vocabulary output, with the mean score improving from 61.56 (pretest) to 84.69 (posttest). The t-test value (1.91) exceeded the t-table value (1.75), indicating a statistically significant difference. Students also demonstrated a 93% average level of interest based on questionnaire results. . the findings robustly support the effectiveness of integrating the Educaplay application within a Problem-Based Learning model for beginner English students, yielding significant improvements in vocabulary acquisition and fostering a very high level of learning interest This study confirms that Educaplay, when implemented within the PBL framework, effectively enhances vocabulary acquisition and student engagement in English for beginners.
EXPLORING STUDENTS' PERCEPTION OF LISTENING SKILL IN PUBLIC SPEAKING: A PRAGMATIC APPROACH TO CORRECTING CONSTRUCTIVE ERRORS Dinda Asyfa Lukman; Akhmad Haqiqi Ma’mun
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1359

Abstract

This study investigates the beliefs of the students in the fourth semester of English Education at University Muhammadiyah Prof. Dr. Hamka on the relevance of listening skills in public speaking. Using descriptive qualitative approach, the Likert-scale questionnaires and semi-structured interviews were applied as data-gathering tools to investigate the perception of students, their difficulties and their approaches towards the incorporation of listening as an act in their performance of speaking. The results showed that the students realized that listening is an important and dynamic part of quality communication, which supports audience awareness, speech clarity and confidence. However, many of them continue to struggle to create a balance between the delivery of their content and the immediate reaction of the audience. In the pragmatic approach, students began to recognize false positives in listening and also used reflection-based strategies such as the use of feedback and practicing presentations. An aspect raised in this study is the importance of pedagogical activities that support the development of listening as an active and formative skill that contributes to communicative competence in the area of the spoken word.
EXPLORING THE PSYCHOLOGICAL IMPACTS OF GOOGLE ASSISTANT UTILIZATION FOR EFL STUDENTS: A CASE STUDY Sephia Difa Adila; Roslaini Roslaini
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1362

Abstract

In digital era, technology has become increasingly integrated into the language learning process offering new approaches to address challenges in learning English among EFL students. A recent technological advancement involves the implementation of virtual assistants, such as Google Assistant, as interactive pronunciation coaches for learning speaking. So, this study tries to investigate the psychological impact of using Google Assistant concerning with student’s autonomy, competence, and relatedness as a learning aid among EFL students within the framework of Self-Determination Theory (SDT). A mixed methods approach was used, involving a quantitative survey and qualitative interviews among Students. The questionnaire was adapted from established model of SDT. The results showed that Google Assistant as a learning aid has significantly influenced students’ autonomy, competence, and relatedness in terms of students’ pronunciation, confidence, motivation, and reducing anxiety. These findings implied that integrating voice-based AI aids can be beneficial for learning speaking such as pronunciation instruction, especially for learners with high anxiety or low confidence. To conclude, Google Assistant can serve as an effective interactive pronunciation coach in learning speaking.
SUPPORTING VOCABULARY LEARNING IN DEAF LEARNERS THROUGH ASSISTIVE TECHNOLOGY: A STUDY OF THE POCKET SIGN APP Wiwin Suriani; Salasiah Ammade; Siti Hajar Larekeng
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (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.v7i2.1363

Abstract

Teaching the English language to deaf students presents both unique challenges and tremendous opportunities for the teacher. Teachers of deaf learners are required to use certain strategies in instruction. The study focused on determining the extent to which the Pocket Sign app, as an assistive technology, supports vocabulary development among deaf students. The study employed a quantitative method with a one-group pre-test post-test design. The instrument of the study was a vocabulary test, which was analysed quantitatively using a paired sample t-test. The study involved six deaf students of SLBN Lutang in grades 4, 5, and 6. The study found that there was a significant difference between the students’ pre-test and post-test, which means that the H0 was rejected and the H1 was accepted. The study concludes that the use of the pocket sign app as an assistive technology supports the vocabulary learning of the deaf learners.

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