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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 573 Documents
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THE PARADOX OF CONVENIENCE: ANALYZING SHARIA ECONOMIC LAW STUDENTS' CRITICAL VERIFICATION OF AI-GENERATED LEGAL ENGLISH DRAFTS Ismail Sangkala; Mallombasi Mallombasi; Sulkifli Sulkifli; Suleymanova Nargiza Mardonovna
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1885

Abstract

The rapid integration of Generative AI, such as ChatGPT, into English for Specific Purposes (ESP) has revolutionized language learning by providing unprecedented syntactic support. However, in highly specialized and sensitive domains like Sharia Economic Law (HES), this technological assistance poses critical risks. This study investigates the "Paradox of Convenience" by exploring how HES students critically verify AI-generated Legal English drafts. Employing a mixed-methods descriptive case study design, data were collected from 33 Indonesian undergraduate HES students through surveys and a practical Ijarah contract error-detection scenario. The findings reveal a profound reliance on AI for syntactic structuring, with 84.8% of students utilizing it to overcome second language barriers. Crucially, the study identifies a dangerous "Fluency Bias": 36.4% of participants consciously accepted the strictly prohibited usurious term "Interest"—over the Sharia-compliant "Profit"—simply because the AI's output appeared grammatically superior. Furthermore, 42.4% of students failed to detect deliberate liability errors in the contract scenario. These results empirically demonstrate that AI's linguistic perfection creates an "illusion of absolute authority," causing students to bypass the essential productive cognitive struggle and develop epistemic dependence. The study concludes that while AI facilitates the mechanical aspects of legal drafting, it severely threatens students' conceptual integrity and professional skepticism. To mitigate these risks, higher education ESP pedagogy must urgently evolve to integrate domain-specific AI literacy and critical error-detection tasks into the curriculum.
THE ROLE OF MALAY AS A LOCAL LANGUAGE IN DEVELOPING ENGLISH WRITING SKILLS AMONG JUNIOR HIGH SCHOOL STUDENTS IN INDONESIA: A QUALITATIVE CASE STUDY Noviyanti Noviyanti; Widya Rizky Pratiwi; Udi Samanhudi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1890

Abstract

The use of learners' first language (L1) in English as a Foreign Language (EFL) classrooms has become an important issue in multilingual education. While English-only instruction has traditionally been promoted, contemporary research suggests that strategic use of local languages can facilitate second language acquisition through cognitive and pedagogical support. This study investigated the role of Malay as a local language in the teaching of English writing at SMPN 4 Lubuklinggau, Indonesia. A qualitative case study design was employed involving one English teacher and Grade VII students. Data were collected through classroom observations, semi-structured interviews, and document analysis of students' writing. The data were analyzed using thematic analysis consisting of open coding, axial coding, and thematic categorization. The findings indicate that Malay functions as an effective pedagogical scaffold during English writing instruction. Teachers strategically used Malay to explain grammatical concepts, clarify writing tasks, facilitate brainstorming, and support vocabulary development. Students reported that Malay enabled them to generate ideas, organize paragraphs, reduce writing anxiety, and improve confidence in expressing ideas in English. However, the study also identified challenges, including grammatical interference, direct translation, and limited English vocabulary. These findings support Sociocultural Theory and Translanguaging Theory, demonstrating that learners' complete linguistic repertoire serves as a valuable cognitive resource rather than an obstacle to English learning. The study recommends strategic integration of local language during pre-writing and drafting stages while maintaining sufficient English exposure during revision and final composition
NAVIGATING INDUSTRIAL DISRUPTION: A WORKFORCE-READINESS FRAMEWORK FOR INDONESIAN VOCATIONAL EDUCATION Daniel Jesayanto Jaya; Santoso Sri Handoyo; R. Eka Murtinugraha; Riyan Arthur; M. Agphin Ramadhan; Shilmi Arifah; Ansheila Rusyda Subiyantari; Rahmi Aulia; Adji Putra Abriantoro; Yehuda Baruch
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1894

Abstract

Digitalization, automation, artificial intelligence, and the green transition are reconfiguring tasks faster than many vocational curricula can respond. This integrative literature review examines how Indonesian vocational education, particularly vocational high schools (SMK), can strengthen graduate readiness amid industrial disruption. The review purposively combines foundational scholarship, peer-reviewed studies, Indonesian policy documents, labour-market statistics, and reports from international organizations published between 1998 and July 2026. Sources were compared through a thematic matrix covering labour-market change, competency requirements, school-industry alignment, work-based learning, and implementation conditions. The synthesis shows that disruption should be understood as task and skill reconfiguration rather than job elimination alone. Persistent transition difficulties among SMK graduates reflect not only curriculum gaps but also uneven employer participation, instructor capability, equipment access, regional opportunity structures, and weak feedback from graduate outcomes. A workforce-readiness framework is proposed around five connected pillars: anticipatory curriculum intelligence, hybrid technical and transferable competencies, authentic work-based learning, co-governance with industry, and outcome-based quality assurance. The review concludes that link and match becomes effective only when it moves from ceremonial cooperation to shared decisions, resources, assessment, and accountability. This framework provides actionable directions for schools, industry, and government while recognizing the need for context-sensitive and equitable implementation.
A PROFILE OF FOURTH-GRADE STUDENTS' UNDERSTANDING OF CUBE AND RECTANGULAR PRISM CONCEPTS AT SD NEGERI KUMALA MAKASSAR BASED ON GENDER DIFFERENCES Irka Irka; A. Husniati; Ma'rup Ma'rup
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1896

Abstract

This study describes the conceptual understanding of cube and rectangular prism concepts among two focal fourth-grade students at SD Negeri Kumala Makassar, represented by one female student (FS) and one male student (MS). A descriptive qualitative design was used. Participants were selected purposively after a preliminary conceptual-understanding test, considering the clarity of their written and oral communication. Data were collected through written tests, semi-structured interviews, observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Method triangulation compared written answers with follow-up interview evidence across seven understanding indicators: interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. The female student responded more systematically in basic classification and could exemplify and infer from familiar objects, but showed incomplete understanding when interpreting cube examples, summarizing geometric elements, comparing properties, and explaining the cube-rectangular-prism relationship. The male student provided broader concrete examples and stronger comparative and relational explanations, but his classification criterion and summary of geometric elements remained incomplete. Both students relied heavily on visible features and everyday objects, and neither demonstrated fully integrated conceptual understanding. The findings support contextual geometry instruction using concrete models, explicit comparison of defining and shared attributes, and opportunities for students to justify classifications. Because the study examined one focal case from each gender, the observed contrasts describe these participants and should not be generalized as causal gender effects.
ANALYSIS OF FACTORS HINDERING EARLY READING ACQUISITION AMONG FIRST-GRADE STUDENTS AT SD INPRES BONTOBILA, TAKALAR REGENCY Wahidin Wahidin; Anin Asnindar; Muhammad Dahlan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1897

Abstract

This study aims to identify and describe the factors hindering early reading acquisition among first-grade students at SD Inpres Bontobila, Takalar Regency, and to analyze the influence of internal and external factors on these early reading difficulties. The study employs a qualitative approach with a descriptive research design. Research informants - comprising the first-grade teacher, first-grade students experiencing early reading difficulties, and their parents - were selected using purposive sampling. Data collection techniques included observation, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis utilized the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. Research findings indicate that obstacles to early reading acquisition are influenced by two primary factors: internal and external. Internal factors include limited letter recognition skills, difficulty blending letters into syllables, low interest and motivation regarding reading, a lack of concentration, and low self-confidence during reading activities. External factors include insufficient parental support for reading practice at home, infrequent reading practice, limited reading materials, the use of basic instructional media, and a lack of variety in teaching methods. While internal factors are the dominant influence on early reading difficulties, external factors also exacerbate these obstacles. Therefore, collaboration among teachers, parents, and schools is essential to create a supportive learning environment through the use of innovative teaching methods, the provision of engaging instructional media, and the promotion of a literacy culture both at home and at school
IMPLEMENTATION OF THE READ ALOUD STRATEGY TO IMPROVE STUDENTS’ LISTENING SKILLS IN INDONESIAN LANGUAGE LEARNING FOR SECOND-GRADE STUDENTS AT SDN LEMBANG TEKO, BALASSUKA VILLAGE, TOMBOLO PAO DISTRICT Ahmad Suratman; Besse Syukroni Baso; Abdul Rajab
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1898

Abstract

This study aims to describe the improvement of students’ listening skills through the implementation of the read aloud strategy in Indonesian language learning for second-grade students at SDN Lembang Teko, Balassuka Village, Tombolo Pao District. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The subjects were the classroom teacher and seven second-grade students, consisting of five boys and two girls. Data were collected through observation sheets, listening skill tests, interviews, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. Pre-cycle school records showed an average score of 60 with 0% mastery. In Cycle I, the average score increased to 64 and 42.9% of students achieved the mastery criterion. After the instructional improvements implemented in Cycle II, the average score reached 80 and mastery increased to 85.7%. Teacher activity rose from 67.25% to 93.2%, while student activity increased from 67.7% to 88.5%. Qualitative observations also indicated improvement in listening focus, responses to stories, participation, and understanding of story content. These findings show that an interactive read aloud strategy supported by visual media, prompting questions, discussion, and teacher guidance was associated with a clear improvement in listening performance from Cycle I to Cycle II in the classroom studied
AI-ASSISTED STUDENT-GENERATED QUESTION CARDS FOR ESP SPEAKING PRACTICE IN DENTAL NURSING EDUCATION: A QUALITATIVE CASE STUDY Achmad Basir; Muhammad Thahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1899

Abstract

This study explores the use of artificial intelligence (AI) as a linguistic and contextual scaffold within Student-Generated Daily Question Cards (SGDQC) for English for Specific Purposes (ESP) speaking practice among dental nursing students. A qualitative case study was conducted with 50 third-semester students at Poltekkes Kemenkes Makassar, Indonesia. Data were obtained from six classroom observations, semi-structured interviews with 25 purposively selected students and the ESP lecturer, and analysis of student-generated question cards. The data were analysed thematically and triangulated across the three sources. Four interconnected findings emerged. First, AI supported grammar checking, translation, vocabulary development, sentence refinement, and the use of dental nursing terminology, although students still needed to review and adapt AI output. Second, student-generated questions provided a concrete starting point that increased preparedness and willingness to participate, particularly among hesitant students. Third, the cards created recurring peer-to-peer speaking opportunities through question-and-answer exchanges, follow-up questions, discussions, and profession-related role-play. Fourth, students continued to experience difficulty when interaction moved beyond prepared prompts, revealing a tension between scaffolded preparation and spontaneous communication. The findings indicate that AI-assisted question cards are most useful as a preparatory scaffold that preserves student agency and leads to human-to-human interaction. Their use should therefore be combined with progressively less-scripted speaking activities to strengthen spontaneous ESP communication.
DICTION CHOICES IN THE COMMENT WAR BETWEEN K-NETZ AND SEABLINGS ON TWITTER: TEUN A. VAN DIJK'S CRITICAL DISCOURSE ANALYSIS Sulfiani Masri; A. Vivit Angreani; Nurjayanti Kaharuddin
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.v8i1.1903

Abstract

This study aims to analyse the diction used in the comment war between K-Netz and SEAblings on social media, particularly Twitter (X). The study focuses on how word choice is used to construct group identity, assert ideological positions, and attack opposing groups. It employs Teun A. van Dijk's Critical Discourse Analysis framework, which emphasises the relationship among text, social cognition, and social context. The data were obtained from screenshots of social media comments. The findings show that the diction used in the exchanges tends to be evaluative, provocative, and emotive, including sarcastic and ironic expressions. These lexical choices serve to legitimise the in-group and delegitimise the opposing group
IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING TO IMPROVE STUDENTS’ LEARNING MOTIVATION IN INDONESIAN LANGUAGE LEARNING FOR FOURTH-GRADE STUDENTS AT SD NEGERI LABUANG BAJI 1 MAKASSAR Muh Rezky Ramadhan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1905

Abstract

This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) model and its contribution to improving the learning motivation of fourth-grade students in Indonesian language learning at SD Negeri Labuang Baji 1, Makassar. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were fourth-grade students, with the research results reporting 23 students. The learning material focused on descriptive texts. Data were collected through observation, motivation questionnaires, and documentation and were analyzed descriptively by comparing students’ motivation across cycles. In Cycle I, 2 students (8.69%) were categorized as good, 18 students (78.26%) as fair, and 3 students (13%) as low. After improvements based on Cycle I reflection, Cycle II showed 3 students (13%) in the very good category and 20 students (86.9%) in the good category. Thus, all students reached the good or very good category in Cycle II. The improvement was reflected in students’ attention, participation, willingness to ask and answer questions, discussion, cooperation, and task completion. The findings indicate that CTL can be used as an alternative instructional model to improve learning motivation in Indonesian language learning at the elementary school level.
THE ROLE OF EMOTICON IN ENHANCING WRITING SKILLS: A STUDY ON DIGITAL COMMUNICATION AND LANGUAGE Andi Rachmawati Syarif; 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.v8i1.1906

Abstract

This study explores the pedagogical implications of emoticon use in enhancing writing skills within digital communication contexts. Using a quantitative survey design, yet narrating qualitatively in advanced, data were collected from 42 university students to examine six dimensions: frequency and familiarity, emotional expression, clarity and coherence, linguistic awareness, motivation and engagement, and appropriateness in academic writing. The findings indicate that students frequently use emoticons and are highly familiar with their meanings in digital interaction. Participants report that emoticons facilitate emotional expression, reduce ambiguity, and enhance clarity and contextual understanding in informal writing tasks. Moreover, emoticon use appears to increase students’ writing motivation, confidence, and engagement—factors that are pedagogically significant in language learning environments. However, the results also reveal a nuanced linguistic impact: while emoticons support pragmatic expression, they may occasionally reduce attention to formal sentence structure. Importantly, students show clear awareness of genre and register distinctions, generally rejecting emoticons in formal academic writing while accepting their use in informal academic contexts. These findings suggest that emoticons should not be viewed as threats to academic standards but as multimodal resources that require guided and contextualized integration. The study underscores the importance of incorporating digital literacy, register awareness, and pragmatic competence into contemporary writing instruction

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