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PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Published by Universitas Negeri Makassar
ISSN : 14120003     EISSN : 30895790     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
PERFORMANCE Journal of English Education and Literature is a peer-reviewed journal, published by English Department, Faculty of Language and Literature, State University of Makassar. Authors and researchers are encouraged to submit complete unpublished works or research findings, which are not under review in any other journals. The scopes of the journal include but are certainly not limited to the following interests: English teaching, English linguistics, Literature written in English, English sociolinguistics, English psycholinguistics, English Antropolinguistics, Translation studies in English, English phonology, English morphology, English semantics, English syntax, and other related areas. The journal is published in both printed and online versions. The online version is free to access and download.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 217 Documents
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Exploring The Alignment Between Teaching Activities and Curicullar Goal: A Perspective from Merdeka Curriculum Nur Alfiani Ismail; Andi Muliati M; Chairil Anwar Korompot
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83005

Abstract

This research aims to explore the alignment between teaching activities and curriculum objectives in the context of Merdeka Curriculum. The Merdeka Curriculum, implemented in Indonesia, provides teachers with the flexibility to adapt the learning process to the needs of students, but also demands a clear alignment between the learning activities carried out and the achievement of curriculum goals. This research uses a qualitative approach with a case study method at SMPN 40 MAKASSAR which has implemented the Merdeka Curriculum. Data were collected through interviews with teachers, direct observation of learning activities, and interviews with several students. The results showed that teachers have tried to adapt teaching activities to the curriculum objectives, there are challenges in terms of a uniform understanding of curriculum implementation and the implementation of more contextualized learning activities. In addition, the alignment between teaching activities and curriculum goals is also influenced by factors such as teacher training, available resources and support from school management. This study suggests the importance of increased training and more continuous support for educators in order to achieve better alignment between teaching activities and curriculum objectives under Merdeka Curriculum.Keywords: teaching activities, curriculum goals, merdeka curriculum.
FACTORS INHIBITING STUDENTS’ ENGLISH-SPEAKING PERFORMANCE AT JUNIOR HIGH SCHOOL LEVEL Gracia Putri Kinanti; Chairil Anwar Korompot; Nur Aeni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85418

Abstract

This study aimed to identify the inhibiting factors affecting students’ English-speaking performance. A descriptive qualitative design was employed to obtain an in-depth understanding of students’ experiences. The research was conducted at SMP Negeri 4 Sungguminasa, involving six eighth-grade students selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis. The findings revealed eight inhibiting factors affecting students’ English-speaking performance, namely pronunciation difficulties, limited vocabulary, fear of negative evaluation, lack of exposure to English, teacher’s teaching styles, classroom conditions, grammar mastery, and negative past experiences. The findings also indicate that inhibiting factors are not only related to cognitive limitations but also arise from the interaction of affective, cognitive, psychological, and environmental factors during the speaking process. This study is expected to contribute to teachers’ understanding of students’ speaking difficulties and to support the development of more responsive and supportive speaking instruction strategies.Keywords: English speaking performance; inhibiting factors; junior high school students
STUDENTS’ PERCEPTIONS OF THE USING CHATGPT TO ENHANCE WRITING SKILLS AT MAN 3 BONE Fadhil Afnur; Amirullah Amirullah; Miftah Fauzan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85405

Abstract

This study investigates students’ perceptions of using ChatGPT as a learning tool to enhance English writing skills at MAN 3 Bone. Writing is considered a complex language skill that requires mastery of grammar, vocabulary, and sentence structure; however, many students still encounter difficulties in these areas. To address this issue, ChatGPT was introduced as an AI-assisted writing tool to support students during the writing process. This research utilized a mixed-methods design with a sequential explanatory strategy. Quantitative data were obtained from pre-tests and post-tests to evaluate students’ progress in writing, whereas qualitative data were collected through questionnaires and interviews to understand students’ perceptions and experiences. The study involved 20 participants selected using purposive sampling. The findings showed a notable improvement in students’ writing abilities after the use of ChatGPT, especially in grammatical accuracy, vocabulary expansion, and sentence construction. Additionally, students reported positive perceptions of ChatGPT., highlighting its usefulness in providing instant feedback, generating ideas, and increasing confidence in writing. Nevertheless, several students also emphasized the importance of teacher guidance to avoid overreliance on AI tools. In conclusion, the study determines that ChatGPT can function as an effective supporting tool for teaching English writing when it is applied appropriately and with proper guidance.Keywords: ChatGPT, students’ perceptions, writing skills, English language learning, artificial intelligence.
DISCOURSE ANALYSIS THE USE OF FORMAL AND INFORMAL LANGUAGE IN SOCIAL MEDIA Murni Mahmud; Muftihaturrahmah Burhamzah; Mutiara Mutiara
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85413

Abstract

This study explores the use of formal and informal language in social media, specifically examining Instagram posts by Arini Nurwijayanti, an influencer based in Makassar, Indonesia. The research employs a qualitative approach, utilizing discourse analysis to understand the linguistic features present in her social media interactions. Data was collected from Arini Nurwijayanti's Instagram account (@arininurwijayanti), focusing on textual data from her posts. The collected data was then analyzed using a discourse analysis framework, examining syntax and sentence structure, the use of abbreviations, slang, emojis, and hashtags, as well as the degree of grammatical correctness. The findings reveal a dominant use of informal language in Arini's posts, characterized by simple sentence structures, colloquial vocabulary (e.g., "mau belanja," "udah abis"), and code-mixing (e.g., "skip dulu"). This informal style fosters a sense of relatability and engagement with her audience. While effective for building rapport, the analysis also indicates deviations from formal grammar, including fragmented sentences and a lack of punctuation. The study suggests that Arini Nurwijayanti strategically employs informal language to create a casual and approachable persona, thereby enhancing her connection with followers. The research highlights the importance of understanding the interplay between language, audience, and platform in shaping digital communication strategies. The study also implies that formal and informal language usage impacts different assumptions that can be made by a social media user.Keywords: social media, discourse analysis, language
STUDENTS' PRACTICES AND PERCEPTIONS IN USING DUOLINGO FOR ENGLISH LEARNING: A DESCRIPTIVE QUALITATIVE STUDY AT SMP NEGERI 25 BULUKUMBA Raodatul Jannah; Samtidar Samtidar; Chaerul Fadlan Saud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85420

Abstract

This study aims to describe students' practices and perceptions in using the Duolingo application for English learning at SMP Negeri 25 Bulukumba. This research employed a descriptive qualitative approach involving eight eighth-grade students selected through purposive sampling. Data were collected through observation checklists and semi-structured interviews. Observation was conducted to directly examine students' learning practices when using the Duolingo application, while interviews were used to explore students' practices and perceptions in greater depth. The data were analyzed using the stages of data reduction, data display, and conclusion drawing, as outlined in the analytical model proposed by Miles, Huberman, and Saldana (2014). The findings revealed that students' learning practices aligned with the three phases of Self-Regulated Learning (Zimmerman, 2002): forethought, performance, and self-reflection. Students actively set learning goals, consistently used Duolingo features, engaged in various learning activities, and evaluated their learning progress. Perceptions, as indicated by the Technology Acceptance Model (Davis, 1989), indicated that students had positive attitudes toward the Duolingo application. They considered it useful in supporting the development of vocabulary, grammar, and reading skills. In addition, they found the application easy to use, flexible, and engaging, thanks to its user-friendly interface and gamification features. Overall, the findings indicate that Duolingo supports students' independence, motivation, and the effectiveness of English learning. The application has the potential to serve as an innovative mobile-assisted language learning tool that enhances English instruction at the junior high school level.Keywords: Duolingo, learning practices, student perceptions, Self-Regulated Learning, Technology Acceptance Model.
UTILIZING TIKTOK AS A LEARNING TOOL TO ENHANCE STUDENTS’ ENGLISH-SPEAKING PROFICIENCY AND LEARNING MOTIVATION Julisa Arya; Nurdin Noni; Hasriani G
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85408

Abstract

This research aimed to examine the effect of using Tiktok as a learning tool in enhancing students’ English-speaking proficiency and learning motivation. A pre-experimental design with a quantitative approach was employed, involving 28 tenth-grade students from class X4 at SMAN 6 Gowa. The instruments used were a speaking test (pre-test and post-test) and a learning motivation questionnaire. The collected data were analyzed using descriptive statistics to calculate the mean scores, and inferential statistics through a Paired Samples T-Test in SPSS to determine the significance of the differences. The results showed that students’ speaking proficiency improved, with the mean score increasing from 38.46 to 61.43. Furthermore, students’ learning motivation also showed a significant improvement, with the mean score increasing from 40.36 to 62.11. The results of the Paired Sample T-Test indicated a significance value (p-value) of 0.000 (< 0.05) for both variables, confirming that the enhancements were statistically significant.Keywords: TikTok, Speaking Proficiency, Learning Motivation, Learning Tool
ENGLISH INSTRUCTORS’ STRATEGIES TO CREATE INTERACTIVE CLASSROOM MANAGEMENT Andi Yunisma Wardani; Maemuna Muhayyang; Muhalim Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85415

Abstract

The aim of this study is to investigate the methods used by English teachers to establish interactive classroom management and to show how these methods improve student participation at My Liberty English Course in Makassar. The study focused on (1) identifying the strategies used by instructors to establish interactive classroom management and (2) analyzing how those strategies are implemented to sustain student engagement and effectively manage the classroom in interactive English teaching. This research employed a descriptive qualitative case study design involving three instructors teaching at different levels at My Liberty English Course. This research employed a descriptive qualitative case study design involving three instructors teaching at different levels at My Liberty English Course. Semi-structured interviews and observations of classrooms were used to collect the data. Thematic analysis techniques, such as data familiarization, coding, classifying instructional tactics, finding patterns of interaction in the classroom, and making inferences based on recurrent themes, were used to analyze the data. The findings revealed that (1) instructors applied various strategies such as collaborative learning, questioning techniques, structured discussions, role-play, gamified activities, scaffolding, and technology integration to build interactive learning environments; and (2) these strategies were implemented through structured activity planning, clear instructional guidance, gradual support, and flexible classroom facilitation, which helped sustain active participation, maintain classroom order, and promote consistent student engagement. Overall, the study highlights the importance of strategic implementation in balancing interactivity and classroom stability in informal English teaching contexts.Keywords: interactive classroom management, instructors’ strategies, student engagement, English course
THE EFFECT OF USING MIND MAPPING ON STUDENTS’ ABILITY IN SUMMARIZING EXPLANATION TEXT Syam, Nafa Anastasya; Korompot, Chairil Anwar; G, Hasriani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85421

Abstract

The purpose of this research was to investigate the effect of using mind mapping on students’ ability in summarizing explanation texts. Conducted at SMPN 33 Makassar with 27 ninth-grade students, it employed a pre-experimental one group pre-test and post-test design. The findings show a significant improvement, with average scores increasing from 61.48 to 78.33. The paired samples t-test reveals a significant difference (t = 9.251, sig. = 0.000), and the N-Gain score of 0.44 indicates moderate improvement. The questionnaire analysis results also show positive student responses, with agreement rates ranging from 78.51% to 89.62%, indicating that students found mind mapping helpful in organizing ideas, identifying key points, and summarizing texts effectively. The study suggests that mind mapping is an effective method for enhancing summarizing skills in English learning. These findings imply that integrating visual learning strategies such as mind mapping into classroom instruction can support students’ comprehension and retention of textual content.Keywords: Mind Mapping, Summarizing Ability, Explanation Text, English Learning
THE COMPARISON BETWEEN THE LANGUAGE USE BY MALE AND FEMALE IN SOCIAL MEDIA ON X Putri, Jumriani Nadia; Sunra, La; Fitriyani, Fitriyani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85410

Abstract

This study explores gender differences in language use on Social Media X, focusing on how male and female users employ language in their interactions. Using Domination Theory by Robin Lakoff (1970) as a framework, the research analyzes the language patterns of male and female users, highlighting distinct differences in communication styles. Female users are found to be more expressive, using language that emphasizes emotion, empathy, and relational bonding, while male users tend to prioritize rationality, factual communication, and problem-solving. The study reveals that females often use more words, show higher levels of emotional expression, and employ emoticons more frequently, whereas males use more direct, argumentative language and engage in competitive discourse. Additionally, males tend to use regional languages, while females favor standard Indonesian. The study also identifies key factors influencing language use, including gender-specific socialization, psychological traits, cultural expectations, and technological features of Social Media X. The findings suggest that while gender differences in language use are evident, both genders share common communication goals, such as message clarity and understanding. The research concludes that recognizing these gendered communication styles can improve social media interactions, enhance empathy, and reduce miscommunication, fostering more inclusive and effective online discourse. The study recommends training users on gender differences, promoting empathetic and rational communication, and supporting linguistic diversity on the platform to improve communication effectiveness. Keywords: Gender Differences, Language Use, Social Media X
AN EXPLORATION OF STUDENTS’ PERCEPTIONS TOWARD THE USE OF DEEPL TRANSLATOR IN ENGLISH LANGUAGE LEARNING Mastie, Muh. Ichsan Mahdi; Muhayyang, Maemuna; Arham, Muhammad
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85416

Abstract

 This study aims to explore students perceive of the use of DeepLTranslator. This research used a qualitative descriptive method. The data collection in this study was carried out by interviewing 4 students from the English Department at Universitas Negeri Makassar. The results of this study found that students perceive DeepL as an effective and user-friendly tool for learning English, particularly in understanding texts, writing, and checking grammar. The students said that DeepL translations are more natural and accurate than other tools like Google Translate. Its simple interface and practical features make it accessible even for beginners. However, some students noted limitations, such as a limited number of available languages and the need for a premium account to access full features. Despite its usefulness, students do not rely solely on DeepL and often attempt translate independently. Their openness to trying other tools reflects digital literacy and learner autonomy Keywords: Students’ Perception, DeepL Translator, English Language Learning

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