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Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Published by Balla’ Caradde Education Research and Learning Centre
ISSN : -     EISSN : 31633420     DOI : -
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Synergy Education: Journal of Multidisciplinary Language and Social Sciences is a scholarly journal that aims to serve as a platform for publishing research findings, conceptual studies, and innovative practices in the fields of language, education, and social sciences through a multidisciplinary approach. The journal promotes synergy across academic disciplines to address academic and social challenges in local, national, and global contexts. This journal publishes articles that include, but are not limited to, studies in language and literature, language education, applied linguistics, social sciences, culture, communication, educational policy, and the integration of language and social sciences in community development. Each article undergoes a rigorous peer-review process to ensure academic quality and meaningful scholarly contribution.
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Articles 11 Documents
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Exploring The Use of Singing and Action Songs in Early Childhood English Vocabulary Learning Rahmaniar; Sri Yulanda kadir
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 1 (2026): Synergy Education:Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

This study aims to examine the influence of singing and action songs on improving English vocabulary mastery among early childhood learners through a literature study approach. Vocabulary acquisition is a fundamental component of language skills, particularly for children aged 4–6 years who are experiencing rapid development in both receptive and productive language abilities. In early childhood education, learning methods that are enjoyable, interactive, and developmentally appropriate are essential. Singing and action songs are considered effective strategies for stimulating language development, including vocabulary learning, as they involve memory, rhythm, motor activities, and emotionally engaging learning experiences. This study reviewed various national and international journal articles, books, and relevant research reports. A thematic analysis was employed to identify recurring patterns and key contributions from previous studies. The findings indicate that singing-based activities consistently enhance children’s ability to remember, pronounce, and use English vocabulary. Songs accompanied by physical movements strengthen memory retention through the integration of auditory, visual, and kinesthetic stimulation. Previous studies have reported significant improvements in children’s vocabulary acquisition after participating in song-based learning activities, highlighting the role of repetition, rhythm, and body movement in accelerating vocabulary internalization and increasing children’s confidence in communication. Furthermore, the use of singing and action songs creates a positive, focused, and enthusiastic learning atmosphere, allowing children to express themselves freely while strengthening emotional bonds between teachers and learners. Based on these findings, singing and action songs are recommended as effective and practical strategies for English vocabulary instruction in early childhood education. This literature study contributes both theoretically and practically by providing insights for educators in selecting creative and developmentally appropriate teaching methods.
The Effectiveness of Flash Card Media in Enhancing English Language Skills of Early Childhood Learners Putri Ramadani; Zulkifli Surahmat
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 1 (2026): Synergy Education:Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

This study aims to examine the effectiveness of using flash card media in enhancing English language skills of early childhood learners through a literature study approach supported by field observations. Early childhood is a critical period of rapid language development, requiring concrete, engaging, and developmentally appropriate learning media. Flash cards are widely recommended because they provide simultaneous visual and verbal stimulation, enabling children to acquire vocabulary in an enjoyable and meaningful way. This review is based on four relevant journal articles and the researcher’s classroom observations. The literature analysis reveals consistent findings that flash card media effectively improves children’s English language ability, vocabulary mastery, and learning engagement. Ulfa (2020) found that flash cards facilitate learning through play, although their stimulation is primarily visual. Trisnanti et al. (2018) demonstrated a significant effect of bilingual flash cards on English vocabulary acquisition, indicated by a substantial difference in mean scores between experimental and control groups. Furthermore, Sinaga et al. (2023) reported that integrating the Total Physical Response method with flash cards increased learning outcomes by 23.5% compared to conventional methods, due to active learner involvement through movement and visualization. Rustiana and Amiruddin (2025) also reported a notable improvement in language skills, rising from 7% at the initial stage to 80% after two learning cycles. Field observations support these findings, showing that children were more focused, enthusiastic, and responsive when flash cards were used, despite limited variation in practice. Overall, this study concludes that flash cards are an effective and relevant learning medium for developing early childhood English language skills and should be optimized in early childhood education settings.
Teachers’ Perception of Using Games Based Learning (GBL) In Learning English at Islamic Senior High School In South Sulawesi Muhammad Idul; Alwi Sibali; Firman; Amaliah Ramdani
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 1 (2026): Synergy Education:Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

This study explores English teachers’ perceptions of using Game-Based Learning (GBL) in English language instruction at Indonesian Islamic senior high schools. Although GBL has been widely recognized for its ability to enhance student engagement and learning outcomes, its implementation in faith-based schools, where religious and cultural considerations play a vital role, remains underexplored. The objective of this study was to examine teachers’ views on the benefits, challenges, and feasibility of integrating GBL in Islamic school settings. A quantitative descriptive approach was employed, and data were collected through a questionnaire distributed to 35 English teachers from several Islamic senior high schools in South Sulawesi. The results revealed that 72% of teachers perceived GBL as effective in increasing student participation, and 65% believed it helped improve vocabulary retention. However, challenges were also identified, including limited access to technology (58%) and concerns about aligning games with Islamic values (45%). Despite these concerns, 68% of respondents expressed willingness to adopt GBL if provided with proper training and culturally appropriate materials. The study concludes that GBL has strong potential to support English instruction in Islamic educational contexts, but successful implementation requires institutional support, teacher development, and the design of faith-aligned educational games.
English Teachers’ Pedagogical Competence in Implementing Kurikulum Merdeka Syamsiarna Nappu; Hasnawati; Nurdevi Bte Abduh
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 1 (2026): Synergy Education:Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

This study investigated English teachers’ pedagogical competence in implementing the Kurikulum Merdeka, Indonesia's official curriculum. Pedagogical competence is examined with respect to teachers’ mastery of learning theories and principles, curriculum development aligned with the Kurikulum Merdeka, the organization of educational learning, and assessment and evaluation practices. The study employed a descriptive quantitative design using a questionnaire adapted from the national standards of teacher competence (Permendiknas No. 16 Tahun 2007) and contextualized to the principles of Kurikulum Merdeka. The participants were ten English teachers from junior high schools in Gowa Regency. The findings indicated that teachers demonstrated a very high level of pedagogical competence across all indicators. These results suggested that English teachers are generally well prepared to implement Kurikulum Merdeka, particularly in learner-centered instruction, flexible curriculum planning, and formative assessment practices. The study highlighted the importance of continuous professional development for sustaining and enhancing pedagogical competence in line with the evolving demands of the current curriculum.
Collaborative Strategic Reading in Vocational English Classrooms: Insights from Lecturers and Students Windy Puspitasari Suparto; Purnamawati Mohpul; Hasrul Hasrul
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 1 (2026): Synergy Education:Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

Reading activities in vocational English classrooms often require students to comprehend texts related to academic study and future professional practice. In such contexts, learners frequently encounter difficulties in understanding written English, particularly when instruction relies on teacher-centred approaches. This research explored the classroom use of Collaborative Strategic Reading (CSR) in English instruction at Makassar Tourism Polytechnic, with particular attention to how the strategy was implemented and how it was experienced by both lecturers and students. A qualitative descriptive approach was employed, involving English lecturers and fifth-semester students who participated in collaborative reading activities. Data were obtained through classroom observations, semi-structured interviews, and analysis of instructional documents, then examined through thematic interpretation. The results indicate that CSR was applied through structured reading stages that encouraged interaction and shared responsibility among students. Lecturers guided the learning process by facilitating discussion rather than providing direct explanations, while students became more actively involved in negotiating meaning, clarifying vocabulary, and reflecting on text content. Students reported greater confidence and engagement during reading sessions, particularly when working collaboratively with peers. The study concludes that CSR supports a more participatory and supportive reading environment in vocational EFL classrooms and can be considered a practical instructional approach for improving students’ reading experiences in similar educational settings.
The Relationship Between Vocabulary Exposure and Vocabulary Recognition Among EFL Students Nur Afiah Ibrahim; Andi Bulkis Magfirah Mannong
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 2 (2026): Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

Vocabulary mastery is essential for English language proficiency; however, limited classroom exposure continues to hinder EFL learners' lexical development. Given the growing role of digital media in language learning, this study investigates the relationship between extramural vocabulary exposure and vocabulary recognition among English Education students. Using a quantitative correlational design, data were collected from 20 students at Universitas Muhammadiyah Makassar (2025/2026) through a questionnaire on vocabulary exposure via digital media and a multiple-choice vocabulary recognition test. Spearman Rank Correlation analysis revealed a strong, positive, and statistically significant relationship between vocabulary exposure and vocabulary recognition (r = 0.709, p < .001). The findings highlight the value of informal digital learning environments in fostering vocabulary acquisition beyond classroom instruction. This study contributes empirical evidence supporting the integration of autonomous, media-based vocabulary learning into EFL pedagogy, offering practical insights for educators seeking to strengthen students' lexical competence.
The Influence of Twitter (X) on Enhancing Critical Thinking Skills among University Students in EFL Contexts Gilang Lologau; Ahmad Ma&#039;ruf
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 2 (2026): Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

In the era of digital information, fostering EFL students’ critical thinking has become increasingly urgent to help them evaluate the credibility of online content. Although Twitter is predominantly associated with social interaction, its potential as a pedagogical tool for developing critical thinking remains underexplored in EFL contexts. This quantitative descriptive study investigated the influence of Twitter on the critical thinking skills of 30 EFL university students using an 18-item questionnaire. The findings reveal that, despite limited academic use, students actively engage with educational content, participate in discussions, consider diverse perspectives, critically evaluate information, and reflect on their own viewpoints. These results demonstrate that purposeful integration of Twitter can promote reflective and analytical thinking beyond conventional classroom practices. This study contributes empirical evidence supporting the pedagogical value of social media as a complementary learning platform and offers insights for EFL educators seeking to integrate digital literacy with critical thinking development.
E-Worksheet of Problem Based Learning (PBL) Model on Physics Materials to Improve Critical Thinking Ability Ahmad Muwafiq Abdillah
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 2 (2026): Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

Developing students' critical thinking skills has become an urgent priority in science education, yet conventional physics instruction often provides limited opportunities for higher-order thinking. This study investigates the effectiveness of Problem-Based Learning (PBL)-based e-worksheets in enhancing students' critical thinking skills on the topics of progressive and stationary waves. A quasi-experimental pretest-posttest control group design was employed involving two Grade XI science classes at SMAN 20 Makassar, with Class XI MIPA 1 serving as the experimental group and Class XI MIPA 2 as the control group. Data were collected through product assessment worksheets and critical thinking tests, and analyzed using normality, homogeneity, and independent-samples t-tests. The results demonstrate that the PBL-based e-worksheets significantly improved students' critical thinking skills compared with conventional instruction. This study contributes empirical evidence supporting the integration of digital PBL learning materials into physics education to promote students' higher-order thinking and active learning.
Ready For Ai? A Systematic Review of EFL Teacher Perceptions and Professional Development in Asia Dedi Aco
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 2 (2026): Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

The rapid adoption of Chat GPT and generative artificial intelligence (AI) since November 2022 has transformed English as a Foreign Language (EFL) instruction, yet evidence on teachers’ perspectives across Asia remains fragmented. Addressing this gap, this systematic literature review synthesized empirical research on EFL teachers’ perceptions and professional development needs using the PRISMA 2020 framework. Peer-reviewed studies published between November 2022 and February 2026 were retrieved from six databases, with 15 studies from six Asian countries meeting the inclusion criteria. The findings reveal that teachers are cautiously optimistic, recognizing ChatGPT’s potential to enhance lesson planning and instructional efficiency while expressing concerns about accuracy, academic integrity, student over-reliance, and insufficient training. Across all studies, urgent professional development needs emerged, particularly in AI literacy, pedagogical integration, prompt engineering, and ethical practice. This review provides the first cross-national synthesis of these issues, offering evidence-based directions for policy, teacher education, and future research.
Fostering Intercultural Communicative Competence in English Language Teaching at International Schools Nurul Fitriani; Riska Awaliyah
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 2 (2026): Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

As intercultural communication becomes increasingly essential in global education, effective integration of Intercultural Communicative Competence (ICC) in English Language Teaching (ELT) remains insufficiently understood, particularly in international school contexts. This qualitative case study investigated how an English teacher at Al Azhar Yogyakarta World School integrated ICC into classroom practices and the challenges encountered. Data were collected through classroom observations and semi-structured interviews. The findings reveal that ICC was fostered through inclusive learning environments, culturally relevant materials, and project-based learning (PBL). However, teachers faced persistent challenges in balancing curriculum requirements with intercultural objectives, addressing culturally sensitive issues, accommodating diverse student backgrounds, and accessing appropriate instructional resources. This study highlights the urgent need for sustained professional development and institutional support to strengthen teachers’ intercultural pedagogical competence. By providing context-specific evidence from an international school in Indonesia, the study contributes practical insights for advancing ICC integration in ELT.

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