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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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ENGLISH COMMUNICATION SKILLS OF FRONT OFFICE STAFFS IN KENDARI : STUDY CASE Ulumuddin, Ihya; Indah, Tri Rusli; Nasrullah, Rahmat
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.v8i1.1754

Abstract

This study investigates the English communication skills of Front Office staff in Kendari, Southeast Sulawesi, by examining the gap between theoretical linguistic competence and actual professional performance. Utilizing a case study design with a Convergent Parallel Mixed-Methods approach, data were triangulated from CEFR-based assessments, field observations, and in-depth interviews across five practitioners. The findings reveal that while linguistic proficiency ranges from A2 to C1 levels, professional success is primarily driven by functional pragmatism and compensatory strategies rather than mere grammatical accuracy. The research identifies critical hurdles such as Foreign Language Anxiety (FLA), physical fatigue from shift rotations, and phonological barriers (accents), which often lead to a "cognitive-affective gap" during high-stakes guest interactions. However, staff effectively mitigate these challenges through "Identity Switching," predictive listening, and the disciplined application of the HEAT Method. The study concludes that specialized, context-specific training focusing on auditory sensitivity and service recovery diplomacy is essential for enhancing professional oracy in regional hospitality sectors.
IMPROVING EFL SPEAKING SKILLS THROUGH TRADITIONAL LENGKO-LENGKO GAMES Arviani, Vivin; Rahmiatin, Titin; Nasrullah, Rahmat; Indah, Tri Rusli
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.v7i3.1759

Abstract

Developing English speaking skills, particularly in fluency, comprehension, and vocabulary, remains a significant challenge for many English as a Foreign Language (EFL) learners, often compounded by low student motivation. This study investigates the efficacy of integrating a traditional game, Lengko-Lengko, as a culturally relevant pedagogical tool to address this issue. A one-group pretest–posttest pre-experimental design is employed with seventh-grade students (N=29, Class F) at a stated junior high school in Kendari. Quantitative data are collected through pre- and post-intervention speaking tests, assessed via a standardized rubric measuring fluency, vocabulary, grammar, and comprehension. Before conducting inferential analysis, a normality test using the Kolmogorov–Smirnov and Shapiro–Wilk methods indicates that both pre-test and post-test data are normally distributed (p > 0.05). The results also show a statistically significant improvement in overall speaking performance, with the mean score increasing from 23.31 (pre-test) to 33.97 (post-test), yielding a mean difference of 10.66 (p < .001). All assessed speaking sub-skills demonstrate notable gains, with vocabulary showing the highest improvement. These findings strongly suggest that the Lengko-Lengko game is an effective, engaging, and culturally grounded strategy for enhancing speaking proficiency in EFL classrooms. The study concludes by advocating for the incorporation of traditional games as interactive learning strategies to boost both motivation and oral communication skills.
TEACHER EVALUATION AND CURRICULUM RESEARCH AND DEVELOPMENT: IMPLICATION FOR INNOVATION AND PROFESSIONAL DEVELOPMENT. Sujariati Sujariati; Yassir Mallapiang; Sufiana Sufiana
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.v8i1.1762

Abstract

This study aimed to examine how teacher evaluation interacts with curriculum research and development and to investigate the implications of this relationship for curriculum innovation and teacher professional development. Methodology used in this study was a qualitative research approach. Data were collected through three kinds of instruments namely semi-structured interviews with some teachers and two curriculum coordinators, analysis of curriculum innovation and evaluation documents, and teachers’ reflective notes. Dealing with data analysis, the data were analyzed through thematic steps to catch and capture patterns of interaction among teacher’s evaluation practices, curriculum research and development, and professional learning. The findings showed that teacher evaluation designed classroom-based insights that contributed to curriculum research and development with highlighted instructional teaching and learning practices, curriculum feasibility, and realistic condition of classroom challenges that were not fully represented in formal curriculum documents. Other findings were curriculum research and development gave influences to teacher evaluation by changing evaluation criteria became priorities toward student-centered learning and instructional innovation. However, alignment important points between evaluation criteria and new curriculum expectations were usually inconsistent and contrary with experience in practice. Evaluation feedback would be systematically connected to curriculum planning design and delivered relevant professional development and gave impact positively when teachers generated evaluation as supportive and conducive to professional growth. The study concluded that aligning teacher evaluation with curriculum research and development strengthened curriculum innovation and supported sustainable of teacher professional development. However, Hence, the findings served and provided evaluation to operate as capacity-building instrument that addressed to contextual classroom and fostered ongoing enhancement.
SILENCE AS PARTICIPATION? STUDENT VOICES ON CULTURAL IDENTITY IN INTERCULTURAL CLASSROOM COMMUNICATION Anugerah Febrian Syam; Areski Wahid; Andi Hudriati
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.v8i1.1763

Abstract

Studies on classroom silence have often explained student position through the perspectives of communication anxiety, linguistic limitations, or low participation. Readings that position silence as a culturally negotiated communication practice in intercultural classroom communication are still relatively limited. This study aims to explore how students interpret silence and how cultural identity shapes their participation in cross-cultural classroom interactions. This study used a Classroom Ethnography approach, involving 22 students in a single college class, with 10 focal participants for in-depth exploration. Data were collected through classroom observations, field notes, audio-video recordings, stimulated recall interviews, ethnographic interviews, and student reflective narratives. Data were analyzed using iterative interpretive analysis through the identification of critical interactional episodes, ethnographic coding, constant comparative analysis, and the development of ethnographic themes. The findings indicate that silence functions as face protection, linguistic self-monitoring, hierarchical navigation, cultural discipline, and selective participation. This study concludes that silence is not an absence of participation, but rather a culturally negotiated participation that reflects the negotiation of identity, social risks, and communication norms in academic spaces.
COLLABORATIVE ASSESSMENT IN PROJECT-BASED LEARNING: INVESTIGATING STUDENTS’ ACCOUNTABILITY AND CONTRIBUTION DYNAMICS Anggun Putri Maharani Sukimin; La Sunra; Muhammad Tahir
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.v8i1.1764

Abstract

This study investigates the relationship between individual contribution and accountability in student group work, particularly within the context of higher education. Using a sequential explanatory mixed-method design, quantitative data were collected through self-report questionnaires from students in a single study program at one university, followed by semi-structured interviews with five purposively selected participants. Quantitative findings indicated a positive self-perception of contribution and accountability, although qualitative results revealed inconsistencies between self-assessment and actual group dynamics. The study’s limitations include a narrow sample (one study program, one university), a small number of interview participants (n=5), reliance on self-report data prone to social desirability bias, and the sequential explanatory design which only integrates data at the interpretation stage rather than during simultaneous collection. To address these gaps, advanced research is recommended: employing an embedded design with direct observation of group processes, expanding interview samples across multiple study programs, testing intervention effectiveness (e.g., peer feedback training or group contracts) through quasi-experiments, and exploring cross-cultural dimensions specifically whether individualism-collectivism moderates the relationship between contribution and accountability
A FOCUSED NARRATIVE LITERATURE REVIEW ON LONG-TERM LEARNING AND CONCEPTUAL UNDERSTANDING Muftihaturrahmah Burhamzah; Sultan Baa; Alamsyah Alamsyah
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.v8i1.1768

Abstract

Testing has recently come to be seen as an evaluative tool and an effective way to learn for long-term retention. This paper is meant to focus on some selected aspects of the literature on retrieval practice and low-stakes testing for long-term retention of meaningful learning and conceptual understanding in the field of language learning in EFL/ESL. This study is done through focused narrative literature review by looking into 42 peer-reviewed journal articles published between 2008 and 2025 which include laboratory studies, classroom studies, and conceptual papers on cognitive psychology, STEM education, and language learning. Credible research studies have shown retention is not as effective as retrieval practice learning techniques. Passive strategies, for instance rereading, have been shown not to be as effective in retention. Retrieval practice done for learning purposes has shown to be effective in retention, engagement, and formation of study habits at the level of the learner. In the field of language learning, retrieval tasks have been shown effective at the level of tasks in vocabulary learning and mapping of form-meaning even for learners with some difficulties in learning the language. Still most studies seem to be fixated on factual and lexical outcomes as result of retrieval practice. There is little empirical work to support higher level control of conceptual understanding.The understanding that the author reviews indicates that retrieval exercises enable conceptual understanding only if the retrieval tasks are purposeful in the design to encourage reasoning, explanation, and transfer, and only if the retrieval tasks are embedded within affectively supportive learning environments.
THE IMPLEMENTATION OF SMALL GROUP DISCUSSION IN IMPROVING STUDENTS’ SPEAKING SKILL AT AN ISLAMIC STATE INSTITUTE IN SOUTH SULAWESI Nidia Nurfadillah; Sultan Baa; Amirullah Amirullah; Abdul Karim
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.v8i1.1769

Abstract

This research aimed to examine the lecturer’s perception of implementing small group discussion in teaching speaking, describe its classroom implementation, and identify students’ perceptions of its impact on their speaking learning. The participants were one speaking lecturer and students of the English Education Department at IAIN Bone in the 2023/2024 academic year. Data were collected through classroom observation, lecturer interview, and students’ interview. The lecturer was selected through purposive sampling because he was the only lecturer teaching the Speaking course in the department. Nine students were also selected purposively based on speaking ability: three proficient students, three students with moderate ability, and three students who still experienced speaking difficulties. The findings showed that the lecturer perceived small group discussion as beneficial because it increased students’ opportunities to speak, improved speaking skills, encouraged comfort in expressing ideas, and raised motivation. However, several challenges appeared, such as uninteresting topics, passive students, limited participation, and domination by certain students. These problems were addressed by selecting engaging topics, providing useful expressions, allowing dictionary use, and acting as facilitator. Classroom implementation was structured and supported knowledge sharing. Students also perceived the method positively, particularly in improving vocabulary, fluency, comprehension, participation, confidence, and idea expression skills.
HOW FAR DOES AN ELEMENTARY ENGLISH TEXTBOOK FOSTER CRITICAL THINKING? A MULTIMODAL EVALUATION OF LEARNING TASKS Muhammad Tahir
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.v8i1.1777

Abstract

The development of critical thinking has become a central objective of twenty-first-century education, particularly in English language learning. However, the extent to which elementary English textbooks facilitate critical thinking remains underexplored. This study investigates the representation of critical thinking skills in My Next Words Grade 5 Student’s Book through a multimodal evaluation of learning tasks. Employing a qualitative content analysis design, the study examines verbal and visual elements embedded in textbook activities using Facione’s Critical Thinking Framework, Bloom’s Revised Taxonomy, and principles of Multimodal Discourse Analysis. Data were collected from task instructions, dialogues, exercises, images, and visual-textual interactions across all textbook units. The findings reveal that the textbook predominantly promotes lower-order cognitive processes, particularly remembering, understanding, and applying. While several activities encourage learners to express personal opinions and make simple decisions, opportunities for higher-order thinking skills such as analyzing, evaluating, and creating remain limited and unevenly distributed. Furthermore, multimodal resources are primarily used to support vocabulary acquisition and comprehension rather than to stimulate inquiry, reasoning, argumentation, or problem-solving. The analysis suggests that the textbook partially aligns with contemporary educational goals emphasizing critical thinking development but lacks systematic integration of cognitively demanding tasks. This study contributes to the growing body of textbook evaluation research by demonstrating how multimodal resources influence cognitive engagement in language learning materials. The findings offer practical implications for curriculum designers, textbook developers, and educators seeking to strengthen critical thinking instruction in elementary English education.
EDUCATIONAL IMPACT OF COCOMELON ON INFANT ATTENTION AND ENGAGEMENT: A MULTIMODAL ANALYSIS OF MUSICAL CONTENT AND VIEWER RESPONSE IN EARLY DEVELOPMENT Andi Sahtiani Jahrir
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.v8i1.1778

Abstract

The increasing exposure of infants to digital media has generated growing interest in understading how specific audivisual content influences early attention and engagement. This study examines the effects of CoComelon, one of the world's most popular children's YouTube channels, on infant behavioral responses. Using a mixed-methods approach, ten infants aged 5–7 months were exposed to both CoComelon and non-CoComelon nursery videos in controlled observational settings. Quantitative measures included gaze duration, vocalizations, physical movements, and smiling frequency, while qualitative observations focused on imitation, affective reactions, and early communicative behaviors. Platform-level analytics from YouTube, including view counts and engagement indicators, were also analyzed to contextualize the findings. Results showed that CoComelon significantly outperformed comparison videos across all behavioral indicators. Infants displayed longer visual attention, more frequent vocalizations, increased motor activity, and higher rates of smiling during CoComelon exposure. Qualitative findings revealed greater gesture imitation, vocal mimicry, and turn-taking behaviors, suggesting enhanced cognitive and socio-emotional engagement. The findings indicate that rhythmic repetition, audiovisual synchrony, emotionally expressive characters, and infant-directed prosody are key elements supporting infant attention and interaction. This study contributes to developmental media research by demonstrating how specific content design features shape early behavioral responses and offers practical insights for caregivers, educators, and media developers
OPERATIONALIZING DIFFERENTIATED INSTRUCTION IN VOCATIONAL EFL CLASSROOMS: A THREE-STAGE PEDAGOGICAL MODEL Muhammad Tahir
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.v8i1.1780

Abstract

Differentiated Instruction (DI) has been widely recognised as an effective approach for addressing learner diversity in English as a Foreign Language (EFL) classrooms. Despite its growing popularity, existing studies have primarily focused on the effectiveness of DI in improving students’ academic achievement, while limited attention has been given to understanding how teachers implement DI in vocational education settings. This study aims to explore how EFL teachers operationalise differentiated instruction in an Indonesian vocational high school and to develop a pedagogical model based on their instructional practices. Employing a qualitative case study design, the research involved three EFL teachers from SMK Negeri 1 Gowa, Indonesia. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that DI is implemented through three interconnected stages: Diagnostic Mapping, Adaptive Instructional Delivery, and Reflective Evaluation. Teachers identified students’ readiness, interests, and learning profiles through diagnostic assessment, adapted content, process, and product according to learners’ needs, and continuously evaluated learning outcomes to improve instructional effectiveness. Based on these findings, the study proposes the Cyclical Differentiated Instruction Model (CDIM), which conceptualizes differentiation as a continuous process of assessment, adaptation, reflection, and instructional redesign. The model contributes to differentiated instruction literature by providing a process-oriented explanation of how DI is enacted in vocational EFL classrooms and offers practical implications for teachers, curriculum developers, and educational policymakers.

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