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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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EFL STUDENTS’ PERCEPTION OF USING HELLOTALK APPLICATION TO DEVELOP SPEAKING SKILL Damayanti Damayanti; Cahya Komara
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.v8i2.1818

Abstract

Speaking has long been viewed as one of the most challenging skills for EFL learners to master due to limited opportunities for authentic communication, anxiety, and low confidence in using English. Mobile-Assisted Language Learning (MALL) applications, such as HelloTalk, provide an alternative learning environment that enables learners to interact with native speakers and other users in real-world communication contexts. This study aims to examine EFL students’ perceptions of the HelloTalk application for improving their speaking skill. A quantitative descriptive survey design was employed, involving 200 Indonesian EFL learners, including senior high school, undergraduate, and postgraduate students who had used HelloTalk for English-speaking practice. Data were collected through a 15-item, closed-ended questionnaire with Likert-scale items and analyzed using SPSS descriptive statistics. The results showed that 200 EFL students generally had positive perceptions of HelloTalk, with responses predominantly ranging from agree to strongly agree across application features (80.88%), speaking improvement (82%), affective factors (77.5%), and user satisfaction (79.83%). These findings indicate that HelloTalk is an effective MALL platform for supporting the development of speaking skill among Indonesian EFL learners.
NAVIGATING DIGITAL ACCESS IN AN UNDER-RESOURCED EFL CLASSROOM: STUDENTS' PERCEPTIONS OF TECHNOLOGY USE IN DIGITAL STORYTELLING Ernida Hamid; Farida Farida; Indri Ananda Hasanah
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.v8i2.1835

Abstract

Digital storytelling (DST) is widely recommended as a technology-mediated approach to speaking practice in EFL classrooms, yet its technological demands are rarely examined in settings where device access, storage, and connectivity cannot be assumed. This qualitative case study investigated Indonesian senior high school students' perceptions of the technological knowledge (TK) dimension of DST in an under-resourced public classroom in Kendari, Southeast Sulawesi. Fifteen Grade XI students participated in an eight-session DST project integrated into narrative-text instruction, after which they completed a seven-item open-ended questionnaire analyzed thematically within the Technological Content Knowledge (TCK) framework. Three themes emerged: accessibility, tools and platforms, and digital literacy. Findings show that technological obstacles clustered at three predictable points in the production workflow, namely device performance during editing, storage capacity during application installation, and network stability during upload, rather than occurring as generalized or unpredictable failures. Despite these constraints, students reported predominantly positive perceptions, describing adaptive strategies such as device-sharing and resourceful use of online platforms (CapCut, Canva, PowerPoint, Padlet, Cake) to sustain their production process. These findings indicate that DST remains pedagogically viable under infrastructural constraintss, provided that its predictable technological bottlenecks are anticipated and scaffolded. The study contributes context-specific evidence on DST implementation from a Southeast Sulawesian classroom, a setting underrepresented in existing Indonesian DST research. It offers practical guidance for educators working under comparable resource conditions.
AN OVERVIEW OF STUDENTS’ SUBJECTIVE WELLBEING AT SCHOOL AMONG NINTH-GRADE STUDENTS: A DESCRIPTIVE STUDY USING THE STUDENT SUBJECTIVE WELLBEING QUESTIONAIRE (SSWQ) Nurfajriyanti Rasyid; Nailah Suci Amalia; Nindi Bilkis Isaura; Nabila Putri Fiamanila
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.v8i1.1837

Abstract

Student wellbeing at school is an important indicator of educational success, reflecting not only academic achievement but also students' positive psychological experiences throughout the learning process. This descriptive study aimed to examine students' subjective wellbeing at school among 50 female junior high school students aged 14 to 16 years, consisting of 49 ninth-grade students and one seventh-grade student. Data were collected using the Indonesian-language Student Subjective Wellbeing Questionnaire developed by Renshaw et al. (2015). The questionnaire consists of 16 items covering four dimensions: joy of learning, school connectedness, educational purpose, and academic efficacy. Data were collected online and analyzed using descriptive statistics, Cronbach's alpha internal consistency reliability, and Pearson correlations among the subscales. The results showed that educational purpose had the highest mean score (M = 13.18, SD = 1.95), followed by school connectedness (M = 12.32, SD = 2.27), academic efficacy (M = 11.08, SD = 2.42), and joy of learning (M = 10.64, SD = 2.12). Reliability was good for the total scale, with a Cronbach's alpha value of 0.85, while the four subscales had reliability coefficients ranging from 0.63 to 0.73. Positive correlations were found among all four dimensions, with the strongest association occurring between joy of learning and academic efficacy (r = 0.62). These findings indicate that students had a strong sense of educational purpose but relatively lower enjoyment of learning. Therefore, joy of learning may require greater attention in school-based wellbeing programs. Due to the small and homogeneous sample, the findings should be considered preliminary and should be replicated using larger and more diverse samples.
A TOKEN ECONOMY-BASED PARENT–TEACHER COLLABORATIVE INTERVENTION TO ENHANCE THE INDEPENDENCE OF EARLY CHILDHOOD STUDENTS AT SCHOOL: A CASE STUDY Amirah Aminanty Agussalim; Astiti Tenriawaru Ahmad; Nurfajriyanti Rasyid
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.v8i1.1838

Abstract

Difficulty separating from parents at school may hinder young children’s participation in learning activities, social interaction, and the development of independence. This study aimed to describe the implementation of a collaborative intervention to improve the independence of Child X, a 4-year-5-month-old boy who experienced difficulty separating from his mother at school. This study employed an individual case-study design with a descriptive approach. Data were collected through interviews with parents and the classroom teacher, school-based behavioral observations, psychological assessment using the Visual Motor Integration (VMI) and the Vineland Social Maturity Scale (VSMS), and documentation. Case formulation was conducted using RAC-S behavioral function analysis (Response, Antecedent, Consequences, Strength). The intervention was implemented for 17 days. It consisted of psychoeducation for parents and teachers, brief counseling for the mother, graduated separation, and a token economy using dinosaur stickers and verbal praise. The findings indicated positive behavioral changes in Child X. Initially, he required his mother to remain inside the classroom throughout the school day; by the end of the intervention, he was able to participate in classroom activities without her direct presence. Child X also showed improved engagement in classroom activities, interaction with teachers and peers, and willingness to seek assistance from the teacher. In conclusion, the combination of graduated separation and token economy, supported by consistent parental and teacher involvement, may serve as a practical intervention for promoting independence among young children who experience separation difficulties at school.
THE EFFECT OF PSYCHOLOGICAL CAPITAL ON ACADEMIC STRESS AMONG MEDICAL STUDENTS AT UNIVERSITY X Sri Rahayu Ramadan; Ahmad Razak; Astiti Tenriawaru Ahmad
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.v8i2.1839

Abstract

Medical students face high academic pressure and demanding educational transitions, making them vulnerable to academic stress that can negatively impact their well-being and performance. One factor that can help them cope with academic pressure is psychological capital. This study aims to examine the effect of psychological capital on academic stress among medical students at University X. The subjects of this study were 322 students selected using accidental sampling techniques. The measurement instruments used were the academic stress scale and the psychological capital scale, specifically the Academic Psychological Capital Questionnaire (A-PCQ). Hypothesis testing was conducted using simple linear regression analysis. The results showed a significant negative effect of psychological capital on academic stress among medical students at University X. This study concludes that the higher the level of psychological capital possessed by medical students, the lower the level of academic stress they experience. The findings are expected to help medical students at University X and the university recognize that academic stress can be reduced by enhancing students’ psychological capital.
GRIT AS A PREDICTOR OF DEPRESSION AMONG HIGH SCHOOL STUDENTS Novi Yanti Pratiwi; Amirah Aminanty Agussalim; Nur Akmal
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.v8i1.1840

Abstract

Mental health concerns among adolescents, particularly depressive symptoms among high school students, deserve close attention because of their potential to disrupt psychological development, social relationships, and academic achievement. Grit, defined as sustained perseverance and enthusiasm toward long-term goals, has been proposed as a trait that may protect individuals from depressive symptoms. This study examined the relationship and effect of grit on depression among high school students, along with the respective contributions of two grit dimensions, perseverance of effort and consistency of interest, to depression. A quantitative correlational design was applied, involving 168 high school students as respondents. Data were analyzed using simple linear regression and multiple linear regression. Findings indicated that grit significantly predicted depression and accounted for 24.4% of the variance in depression scores (R2 = .244, F(1,166) = 53.65, p < .001). Multiple regression further showed that both perseverance of effort (beta = -.204, p = .009) and consistency of interest (beta = -.364, p < .001) were significant predictors of depression, with consistency of interest contributing more strongly. These results highlight the importance of strengthening grit, particularly its consistency-of-interest component, as a possible intervention strategy for reducing the risk of depression among high school students.
SENSORY SENSITIVITY AND REPETITIVE BEHAVIOR AS A COPING MECHANISM IN CHILDREN WITH AUTISM: A CASE STUDY IN AN INCLUSIVE SCHOOL Astiti Tenriawaru Ahmad; Muhammad Fikri Haikal; Cantya Ramdhani; Rabiatul Amaliah; Fhitri Inayah Ramadhani
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.v8i1.1841

Abstract

Children with autism spectrum disorder (ASD) frequently display attentional difficulties and repetitive behaviors that are often understood merely as disruptive symptoms. This article aims to analyze sensory sensitivity and repetitive behavior in a child with autism not as isolated symptoms, but as a coping mechanism toward environmental sensory load, using a single case study approach on a child (initials MRS, 7 years 2 months) enrolled in an inclusive kindergarten. Data were obtained through structured interviews with the parent and special assistant teacher, analyzed qualitatively-descriptively, and examined against Sensory Integration theory and recent literature on restricted and repetitive behaviors (RRB). The analysis shows a pattern of hyper-responsivity to auditory and visual stimuli in a crowded regular classroom, along with stimming behaviors and repetitive imaginative play that consistently emerge in high sensory-load situations, consistent with recent findings that repetitive behavior functions to regulate arousal and restore sensory balance. Practical implications include the need for sensory environmental modification in inclusive schools and an Individualized Education Program (IEP) that manages sensory triggers rather than merely suppressing repetitive behavior.
THE THE EFFECT OF SQ3R READING LEARNING METHOD ON READING COMPREHENSION ABILITY OF FOURTH-GRADE STUDENTS AT SD INPRES PAKATTO CADDI GOWA REGENCY: SQ3R Method, Reading Comprehension, Elementary Education, Reading Literacy. Mufidatul Azmi; Ummu Khaltsum; Anin Asnidar
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.v8i2.1842

Abstract

This study aims to analyze the effect of using the SQ3R (Survey, Question, Read, Recite, Review) reading learning method on the reading comprehension ability of fourth-grade students at SD Inpres Pakatto Caddi, Gowa Regency. This type of research is quantitative with a quasi-experimental approach (Quasi-Experimental Design) using the Nonequivalent Control Group Design. The research population included all 52 fourth-grade students of SD Inpres Pakatto Caddi, with sample class IV-A as the experimental class (26 students) and class IV-B as the control class (26 students) selected through cluster sampling technique. The results showed that the students' reading comprehension ability before treatment (pre-test) was in the low category with an average of 48.15 in the experimental class and 52.88 in the control class. After treatment (post-test), the reading comprehension ability of the experimental class experienced a very significant increase to 85.46 (very high category and 100% mastery level), while the control class reached an average of 72.50 (mastery level of 42.3%). N-Gain Score analysis showed the effectiveness of the experimental class was 0.71 (high category) compared to the control class of 0.41 (medium category). Hypothesis testing using Independent Sample T-Test obtained a calculated t-value of 5.364 with a significance value (Sig. 2-tailed) of 0.001 < 0.05, so H0 is rejected and H1 is accepted. These findings prove empirically that the SQ3R method has a positive and significant effect on improving students' reading comprehension ability in elementary school.
RECONCEPTUALIZING CRITICAL ACADEMIC LITERACY UNDER CONDITIONS OF ALGORITHMIC AUTHORITY: REDEFINING THE EPISTEMIC FOUNDATIONS OF ACADEMIC KNOWLEDGE Arum Priadi; Shahrinizam Bin Mohd Amin
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.v8i2.1857

Abstract

The emergence of generative artificial intelligence has exposed a theoretical limitation in Critical Academic Literacy (CAL) by challenging its long-standing assumption that academic knowledge is primarily legitimized through human epistemic authority. As epistemic authority becomes increasingly distributed across human and algorithmic actors, existing conceptualizations of CAL no longer adequately explain how learners critically establish the legitimacy of academic knowledge in higher education. This theoretical tension underscores the need to reconceptualize Critical Academic Literacy. To address this theoretical limitation, this study aims to reconceptualize Critical Academic Literacy under conditions of Algorithmic Authority through the development of a conceptual framework for AI-mediated higher education. Adopting a theory-building conceptual design, the study employs systematic conceptual analysis and theoretical integration to reconstruct the epistemic foundations of existing CAL. The analysis demonstrates that the limitation of existing CAL is contextual rather than conceptual, as its explanatory power is constrained by assumptions of predominantly human-centred epistemic authority. In response, the study repositions the evaluation of distributed epistemic authority as the central object of critical academic engagement and proposes a conceptual framework explaining how learners recognize, evaluate, justify, and negotiate knowledge claims across human and algorithmic sources. Rather than extending CAL with AI-related competencies, the study redefines its epistemic foundations, providing a new theoretical explanation for critical academic engagement in AI-mediated higher education.
STUDENT TEACHERS’ CHALLENGES TO TEACH WRITING USING VOCABULARY GAMES IN JUNIOR HIGH SCHOOL Hagia Sofia Mutaqin; Izzati Gemi Seinsiani
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.v8i2.1864

Abstract

This descriptive qualitative study investigates student teachers’ perspectives, pedagogical and managerial challenges, and coping strategies when teaching EFL writing using vocabulary games in Grade 7 and Grade 9 classrooms. Data were collected via open-ended questionnaires with twenty-two pre-service teachers and semi-structured interviews with four primary participants (ST-1 to ST-4). Findings reveal that student teachers perceive vocabulary games as effective tools for lowering writing apprehension and establishing an initial vocabulary bank. However, significant instructional hurdles persist. Pedagogically, a "vocabulary-to-writing gap" emerges, where game performance does not correlate directly with writing quality due to persistent errors in syntax, spelling, and cohesive devices. Managerially, novice teachers face transition delays, time overruns, and block-scheduling disconnects. Comparative analysis shows Grade 7 classrooms require behavioral structure and visual aids due to hyper-energy, whereas Grade 9 classrooms present peer-evaluation anxiety and image-consciousness. To address these challenges, student teachers implemented bridging activities, proficiency-based peer tutoring, strict timers, and pre-writing sentence modeling. Professional growth was facilitated through reflective journaling, peer debriefing, and mentor feedback on teacher authority.

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