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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 500 Documents
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THE CONTRIBUTION OF LENGKO-LENGKO GAME TO STUDENTS COLLABORATION IN ENGLISH CLASSROOM Wirastin, Yulia; Rahmiatin, Titin; Nasrullah, Rahmat; Rusli, Tri Indah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (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.v7i3.1721

Abstract

Traditional games, as manifestations of cultural heritage, offer significant potential for creating dynamic and interactive learning environments. This study investigates the efficacy of the Lengko-Lengko traditional game as a pedagogical strategy for fostering student collaboration in an English as a Foreign Language (EFL) classroom. A descriptive qualitative methodology was employed, with data collected through in-depth classroom observations and video recordings of seventh-grade students at SMPN 20 Kendari. Data were analyzed thematically using the interactive model of Miles and Huberman. The findings demonstrate that the game significantly enhanced key facets of collaborative learning, evidenced by marked improvements in positive interdependence, individual accountability, promotive interaction, social skills, shared decision-making, equal participation, and conflict resolution. The game also served as a strong motivator, increasing students' willingness to use English; however, this use remained inconsistent and group reflection was identified as an area needing further development. This study concludes that the Lengko-Lengko game is not merely a recreational activity but a powerful, culturally grounded pedagogical tool. It effectively transforms the classroom into a collaborative community, bridging cultural preservation with modern educational objectives. The research provides educators with a practical framework for leveraging indigenous games to enhance 21st-century skills and enliven language learning.
A BOOK REVIEW OF BASIC SPEAKING: WHATSAPP-BASED DAILY CONVERSATION Nufus, Siti Hayatun; Sanhas, Tasman
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1544

Abstract

The rapid growth of digital technology has significantly changed how English is taught and learned in today’s classrooms. In the field of English as a Foreign Language (EFL), teachers increasingly use mobile-assisted language learning (MALL) to create learning environments that are more communicative, flexible, and accessible. One of the most popular tools for this purpose is WhatsApp, a mobile messaging platform that supports real-time, authentic, and collaborative communication (Kukulska-Hulme, 2020). The book, titled Basic Speaking: WhatsApp-Based Daily Conversation (2020), was written by Dr. Maulina, Prof. Dr. Nurdin Noni, and Prof. Drs. Muhammad Basri, and published by Deepublish. It contains approximately 103 pages of material designed for one semester of university-level speaking instruction. The textbook provides a practical model that integrates Communicative Language Teaching (CLT) with Mobile-Assisted Language Learning (MALL), reflecting the increasing role of mobile technology in education. In this context, the book Basic Speaking: WhatsApp-Based Daily Conversation by Maulina, Noni, and Basri (2020) offers an innovative approach to teaching speaking. It combines the principles of communicative language teaching with the practicality of digital collaboration. The book was written in response to the growing need to modernize English materials for university students in Indonesia, where digital literacy and social media play an important part in students’ everyday lives. It is designed for basic speaking courses and aims to bridge classroom learning with students’ mobile communication habits. By doing so, it allows learners to practice conversational English through WhatsApp both inside and outside the classroom (Alshammari, 2020). One of the main problems in many EFL settings is limited exposure to authentic communication. The book addresses this challenge by using familiar technology as a way for students to stay engaged with English beyond class time. This review provides an academic evaluation of the book’s content, teaching design, and its relevance to English language teaching. It outlines the book’s main features, discusses its strengths and weaknesses, and examines how it integrates both linguistic and socio-cultural competence. The review ends with several recommendations for teachers and researchers who are interested in developing similar digital-based speaking materials.
APPLICATION OF PAPPASANG TO RIOLO-BASED GROUP GUIDANCE TO STUDENT EMOTIONAL REGULATION AT SMPN 8 MAKASSAR Ulya, Nur Nahdatul; Latif, Suciani; Fitriana, Fitriana
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1676

Abstract

Penelitian ini dimotivasi oleh rendahnya tingkat regulasi emosi di kalangan siswa SMPN 8 Makassar, yang tercermin dalam perilaku seperti mudah kekejaman, kasih sayang verbal, body shaming, dan kesulitan mengendalikan emosi selama interaksi sosial. Dengan menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental, penelitian ini bertujuan untuk: (1) mendeskripsikan regulasi emosi siswa, (2) menguji implementasi kelompok bimbingan berdasarkan nilai-nilai Pappasang To Riolo, dan (3) menganalisis pengaruhnya terhadap peningkatan regulasi emosi siswa. Kebaruan penelitian ini terletak pada pengembangan kelompok bimbingan yang responsif secara budaya dengan secara sistematis mengintegrasikan nilai-nilai budaya Pappasang To Riolo ke dalam teknik bermain peran sebagai kerangka intervensi kontekstual yang selaras dengan latar belakang siswa. Sampel terdiri dari 24 siswa kelas 8, dibagi menjadi kelompok eksperimen (12 siswa) dan kelompok kontrol (12 siswa), yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan skala regulasi emosi dan observasi, dan dianalisis dengan Uji Peringkat Bertanda Wilcoxon. Hasil penelitian menunjukkan bahwa regulasi emosi siswa pada kelompok eksperimen meningkat dari kategori rendah menjadi kategori sedang dan tinggi setelah intervensi, sedangkan kelompok kontrol tidak menunjukkan perubahan yang signifikan. Lebih lanjut, uji Wilcoxon menghasilkan nilai signifikansi p < 0,001, yang menunjukkan bahwa bimbingan bahwa kelompok berbasis Pappasang To Riolo secara signifikan meningkatkan regulasi emosi siswa di SMPN 8 Makassar.
STUDENT BEHAVIOR ANALYSIS AND SELF-INJURY HANDLING (CASE STUDY AT SMPN 8 MAKASSAR) Ulum, Nur Nahdatul; Harum, Akhmad; Zulfikri, Zulfikri
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1677

Abstract

This study explores self-injury behavior among students at SMPN 8 Makassar by focusing on: (1) the description of self-injury behavior exhibited by subject H, (2) factors contributing to the behavior, and (3) intervention efforts using a Cognitive Behavioral Therapy (CBT) approach. A qualitative method with a clinical case study design was employed. Data were collected through interviews, observations, and documentation, and analyzed using descriptive qualitative analysis. The findings show that prior to counseling, subject H displayed repetitive self-injury as a maladaptive response to unexpressed emotional distress, primarily related to family conflict, feelings of failure, and persistent negative thoughts. Following the counseling intervention, there was a noticeable reduction in the frequency and intensity of self-injury behavior, decreased urges during negative emotional states, and improved ability to express emotions verbally. Contributing factors included internal aspects such as cognitive distortions, irrational beliefs, and negative thinking patterns, as well as external factors like limited emotional support from the family and an unstable home environment. The intervention was conducted through seven CBT counseling sessions emphasizing cognitive restructuring, including identifying automatic thoughts, challenging irrational beliefs, developing adaptive coping thoughts, and establishing a safety plan. Overall, the intervention contributed to more rational thinking, better emotional regulation, and reduced maladaptive coping behaviors.
DEVELOPMENT OF AR-BASED CAREER INFORMATION SERVICE MEDIA AT SDN 07 TALA, TAKALAR DISTRICT Husna, Asmaul; Harum, Akhmad; Aswar, Aswar
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1697

Abstract

Career information services at SDN 07 Tala still rely on oral explanations and simple posters, resulting in low understanding of sixth grade students regarding various professions, tasks, educational paths, and their relationship to personal interests and talents. This study aims to: (1) Describe the needs of Augmented Reality-based career information service media at SDN 07 Notes; (2) Develop a prototype for developing Augmented Reality-based career information service media at SDN 07 Note; (3) Measure the validity level of Augmented Reality-based career information service media at SDN 07 Note; and (4) Assess the practicality level of Augmented Reality-based career information service media at SDN 07 Tala. The study uses the Borg and Gall Research and Development (R&D) model approach, which was modified from 10 stages to 8 stages, including initial research, design, prototype development, expert validation, revision, small group trials, and the final product. The results of this study are (1) The need for AR media is very urgent (average career understanding score 66-75%); (2) The prototype developed systematically from 6 to 9 professions with a complete menu; (3) Very reasonable validity (99.58%); and (4) Practical practicality (95.05%) based on teacher (97.50%) and student (92.60%) responses. The conclusion confirms that AR-based Lingkar media is effective in increasing elementary school students' career insights in an interactive and fun way, recommended for routine integration in BK services with the addition of audio narration and local professions.
UNIVERSITY STUDENTS’ PERCEPTIONS OF AI-INTEGRATED FLIPPED CLASSROOM IN ELT Jannah, Andi Mir’atul; Mar’ah, Afifatul; Sunra, La; Mansyur, Mansyur; Aeni, Nur
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1715

Abstract

This study examines the growing integration of artificial intelligence (AI) in English Language Teaching (ELT), particularly in flipped classroom environments, and explores how students perceive its use in higher education. A qualitative case study design was employed to gain an in-depth understanding of students’ experiences in an AI-supported flipped classroom setting. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that AI serves as an effective support tool for pre-class learning, enabling students to understand materials by summarizing texts, simplifying complex explanations, and improving vocabulary comprehension. Additionally, integrating AI enhances students’ Engagement, learning readiness, motivation, and curiosity, as students become more active in classroom discussions after preparing in advance. However, several challenges were identified, including inaccuracies in AI-generated information, the need for verification, overreliance on AI tools, and technical limitations. In conclusion, while AI-integrated flipped learning offers meaningful opportunities to support independent and active learning, its implementation requires responsible, critical use. These findings provide practical insights for educators in designing effective AI-supported flipped classrooms in higher education.
ANALYZING USER PERCEPTIONS AND DOMINANT FACTORS OF BLOOKET-BASED GAMIFICATION IN ENGLISH LEARNING Salainti, Engelina; Rotikan, Reymond
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1724

Abstract

The swift advancement of digital technology has brought several game-based learning (GBL) platforms into the English as a Foreign Language (EFL) classroom, with Blooket standing out as a significant instrument for enhancing student engagement. The objective of this study is to examine students' perspectives and to determine the primary elements that influence their engagement in active learning through the utilization of Blooket. Employing a descriptive quantitative methodology, data were gathered through a structured questionnaire administered to 36 students in a Pre-intermediate English setting. The descriptive statistical analysis findings show a high degree of favorable impression, with students especially liking a blended learning method that blends Blooket with traditional lectures (Mean = 3.78). The study also finds that human-centered aspects are the most important ones for engagement, such as social connection with peers and a sense of personal responsibility for learning (Mean = 3.80). Logistical considerations like room layout and infrastructure are helpful, but they are not as important as the interpersonal interactions that the gamified setting creates. The results indicate that Blooket is a useful teaching tool for improving student independence and interaction in EFL classrooms.
USER EXPERIENCE AND DIGITAL ADAPTATION: A QUALITATIVE STUDY OF SHARING ENGLISH LEARNING ACTIVITIES ON TIK TOK AMONG FRESH GRADUATE TEACHERS Salainti, Engelina; Rotikan, Reymond
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1728

Abstract

This study explores the User Experience (UX) and digital adaptation of fresh-graduate English teachers using TikTok to share their experiences of learning activities. Although TikTok is primarily associated with entertainment, a growing number of novice educators are leveraging it as a professional instrument for educational vlogging. This research utilizes a qualitative descriptive approach to investigate the experiences of three recently graduated teachers. Data collection involved semi-structured interviews and observations of their digital content on the TikTok platform. The results reveal a significant shift in the teachers' viewpoints, evolving from a "fun" user to a "responsible" educator. They noted that sharing English language learning activities on TikTok fosters student engagement, considering the platform's connection to students' daily lives. Conversely, the teachers encountered several technical challenges, including "phone lag," "copyright issues" related to audio, and the considerable time demands of video editing. To address these challenges, the educators implemented a blended editing approach, leveraging alternative applications prior to TikTok publication and acquiring knowledge through YouTube instructional content. Despite the technical difficulties encountered, the teachers expressed considerable satisfaction and plan to continue using TikTok in the future. The research also shows that new teachers are very confident in their digital skills. This allows them to use new mobile technologies effectively in their teaching.
DIGITAL ENTREPRENEURSHIP IN THE ERA OF DIGITALIZATION: A LITERATURE REVIEW Supit, Michella Christy Tania; Sumual, Shelty Deity Meity
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (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.v7i3.1746

Abstract

This research aims to examine the role of digitalization in driving the development of digital entrepreneurship amidst increasingly competitive global economic dynamics. Digitalization is seen as a strategic necessity for businesses to improve operational efficiency, expand market opportunities, and create added value through the use of technologies such as artificial intelligence, big data, and digital platforms. The method used in this research is a literature review, reviewing various scientific sources related to digitalization and digital entrepreneurship. The results of the study indicate that digitalization not only transforms traditional business models into more flexible and adaptive ones, but also enables the creation of new innovations, personalized services, and enhanced customer experiences. Furthermore, digitalization plays a crucial role in increasing business resilience, particularly in the face of crises such as the COVID-19 pandemic. Previous studies have revealed that the success of digital transformation is influenced by technological factors, socio-economic conditions, and institutional support, although challenges such as limited resources, technological readiness, and implementation complexity remain. The discussion also highlights the importance of digital ecosystems, technological infrastructure, and digital skills development as key factors in supporting the growth of digital entrepreneurship. Digital platforms and technological infrastructure provide opportunities for businesses to develop products, expand distribution, and improve business efficiency. In conclusion, digitalization is a key foundation for the development of modern entrepreneurship, encompassing various economic, social, and organizational aspects. Therefore, business actors are required to continuously adapt, improve digital competency, and optimally utilize technology to achieve business sustainability and competitiveness in the future.
NAVIGATING THE ENGLISH PROFICIENCY TEST: A MIXED-METHOD STUDY ON EAST TEST-TAKERS' CHALLENGES AND COPING STRATEGIES Nabila, Desy Ainun; Maulina, Maulina; Faridawati, Faridawati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1753

Abstract

Tests of English proficiency are critical entry points in higher education, yet many students struggle to demonstrate their actual competence. This study employs an explanatory sequential mixed-methods design to investigate the linguistic and non-linguistic difficulties students encounter during the English as a Standardized-Test (EAST) at Universitas Muhammadiyah Kendari. Quantitative data from recent test scores were analyzed using descriptive statistics, revealing performance gaps with scores ranging from 35–55 (Level 2) to 67–86 (Level 3). To support and explain these results, qualitative data were gathered through reflective journals and interviews with seven purposively selected participants. Thematic analysis revealed that phonological shock from fast British-accented audio and stringent regulations dominated linguistic obstacles. Non-linguistic challenges included significant test anxiety and academic identity threat, where students feared low scores would invalidate their status as English majors. Despite these pressures, participants showed learner agency through coping mechanisms like physiological grounding and digital self-remediation. The study concludes that success in institutional exams depends on a combination of linguistic ability, psychological resilience, and environmental comfort. Recommendations include integrating metacognitive training and improving exam acoustics to enhance performance.

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