Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
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DIGITAL LITERACY AND ITS IMPACT ON CRITICAL THINKING AND WRITING SKILLS : A QUALITATIVE STUDY IN A HIGH SCHOOL CONTEXT: English
Full text linkThinking critically is an important literacy skill in education. With technology, students are able to analyze information more thoroughly, compare varying viewpoints, and collaborate more deeply. This study investigated how English digital literacy fosters critical thinking in eleventh-grade students at SMA Kusuma Bangsa Palembang. A qualitative case study design was performed on 16 eleventh-grade students and two Advanced-English course teachers who were selected using purposive sampling methods. Data were obtained through document analysis, semi-structured interviews, and classroom observation, and then were analyzed thematically to identify prevalent practices and perceptions. The results showed that students improved their reasoning skills while assessing the reliability of sources, consulting their teachers and peers, and utilizing various digital tools including Google Scholar, Grammarly, and ChatGPT. Engaging with digital texts also assisted them in identifying key ideas and improving overall comprehension
IMPLEMENTATION OF THE ENTREPRENEURIAL VISION OF MAKASSAR STATE UNIVERSITY THROUGH UNM ALUMNI ENTREPRENEURSHIP ACTIVITIES
Full text linkThis study aims to describe the understanding of Universitas Negeri Makassar (UNM) alumni regarding the university’s entrepreneurial vision, identify its implementation in their businesses, analyze supporting and inhibiting factors, and examine its contribution to personal and professional competence development. Employing a descriptive qualitative approach with a phenomenological perspective, data were collected through in-depth interviews, observations, and documentation with five alumni who actively run businesses. Data were analyzed using Miles et al.’s (2014) interactive model consisting of data reduction, display, and verification. The findings indicate that alumni understand UNM’s entrepreneurial vision, although the depth of understanding varies and tends to increase after engaging directly in business activities. The vision’s implementation is reflected in diverse sectors, including education, fashion, culinary, and creative services, with adaptive strategies utilizing social media and alumni networks. Supporting factors include theoretical knowledge from coursework, lecturer guidance, family support, and technology access, while key obstacles involve limited capital, lack of post-graduation mentoring, and intense market competition. Entrepreneurial experience contributes to the development of technical and non-technical skills and the creation of new jobs. These results highlight the importance of institutional support in strengthening the implementation of the entrepreneurial vision through continuous alumni development programs
EFL STUDENTS’ PERCEPTIONS TOWARDS YOUTUBE AS A LANGUAGE LEARNING RESOURCE TO IMPROVE LISTENING SKILLS: OUT OF THE CLASS CONTEXT
Full text linkThis study investigates EFL students' perceptions of using YouTube as a language learning resource to improve their English listening skills outside the classroom. Using a qualitative research design, data were collected through open-ended questionnaires and semi-structured interviews with ten of the fourth-semester students. The data was analyzed using thematic analysis. Four main themes emerged from the data: motivation, efficacy, relevance, and attractiveness. Students viewed YouTube as an interestinglistening learning resource that offers a variety of real, flexible, and authentic content that is appropriate for self-directed learning. Because of its user-centered features and inspiring content providers, the platform was determined to be relevant to each student's unique needs, helpful in improving pronunciation and listening comprehension, and encouraging. This study highlights the value of YouTube as an informal yet impactful tool for improving English listening skills. It suggests its integration into language learning practices to support autonomous and interest-driven learning beyond the classroom
ASSESSING STUDENTS’ HIGHER-ORDER THINKING SKILLS USING A TWO-TIER MULTIPLE CHOICE TEST
Full text linkThis quantitative research focuses on defining the profile of students’ Higher Order Thinking Skills (HOTS) using Two-Tier Multiple Choice Test (TTMCT) instrument. The research carried out in SMAN 2 Toraja Utara, Indonesia. From the entire 11th grade science, 109 students were chosen as participant by purposive sampling. TTMCT consisting of 15 questions about acid base concepts with the cognitive domains of analyzing (C4 and evaluating (C5) was used. Before its implementation, the test underwent a rigorous validation and reliability process. The validation provided confidence in the instrument's ability to effectively measure the intended variables and The Cronbach's alpha coefficient of this instrument is 0.71. This study presents two comprehensive results: firstly, students’ HOTS profile is dominated in good category with an average score of 63.83, and secondly, the comparison of cognitive level: analyzing (C4) with the mean percentage is 71.32% then evaluating (C5) cognitive level with the mean percentage is 60.80%
STRATEGIES IN TEACHING READING COMPREHENSION: LISTEN-READ-DISCUSS AND CONTEXTUAL REDEFINITION IN INSTRUCTING READING UNDERSTANDING
Full text linkThis study compared the effectiveness of the Contextual Redefinition Strategy (CRS) and the Listen-Read-Discuss (LRD) strategy in improving students’ reading comprehension of narrative texts. Conducted at SMKN 2 Selayar with X TKJ as experimental class 1 (CRS) and X TKR as experimental class 2 (LRD), the research employed quantitative analysis using paired and independent sample t-tests with SPSS 23. The results showed a significant difference in reading comprehension between the two groups, with CRS demonstrating greater effectiveness (Sig. = 0.000 < 0.05). CRS supported vocabulary acquisition and encouraged contextual prediction, leading to deeper understanding. In contrast, while LRD promoted active participation, it lacked explicit vocabulary instruction, which may have limited its impact. These findings align with prior studies, confirming that CRS is more effective in enhancing reading comprehension, particularly due to its focus on vocabulary development and contextual learning
ANALYSIS OF PARABOLIC MOTION IN JAVELIN THROWING INSTRUCTION: INTEGRATION OF PHYSICS AND PHYSICAL EDUCATION
Full text linkModern education demands cross-disciplinary integration, including physics and physical education, to build 21st-century competencies. This article analyzes the link between parabolic motion concepts in physics and javelin throwing techniques in physical education through descriptive qualitative literature study. Findings reveal that the javelin trajectory follows parabolic motion principles, but the optimal release angle (320–360) deviates from classical physics theory (450) due to biomechanical factors such as release height (2.1–2.3 m) and modern javelin aerodynamics. Initial velocity dominates distance (75% contribution) over release angle (θ). Integrative physics-PE learning increased conceptual understanding of parabolic motion by 34% and throwing accuracy by 27%, supported by PhET simulations and sensor-based biomechanical analysis. Pedagogical implications include correcting optimal angle misconceptions, emphasizing the approach phase, and teacher collaboration via lesson study. This integration strengthens contextual scientific literacy and motor skills
CURRICULUM NEEDS ANALYSIS FOR ENGLISH EDUCATION STUDENTS: TOWARD A RESPONSIVE AND TECHNOLOGY-INTEGRATED FRAMEWORK
Full text linkThis study investigates the curriculum of the English Education Department at FKIPS Universitas Islam Makassar (UIM) through a comprehensive needs analysis aimed at enhancing its relevance and responsiveness. Using mixed methods, data were collected from 24 students, 4 lecturers, and 8 English teachers through questionnaires and semi-structured interviews. The findings reveal that students prefer kinaesthetic and visual learning styles and show a strong inclination toward technology-enhanced instruction, including video-based and app-supported learning. Teachers and lecturers highlighted challenges such as student motivation, classroom management, and the integration of educational technology. Based on the results, several curriculum recommendations were made: incorporating flexible, tiered modules; expanding interactive, hands-on learning activities; and emphasizing technology integration through frameworks like TPACK. New courses, such as English for Specific Purposes (ESP), and updated assessment methods, including project-based and continuous evaluations, were also proposed. These recommendations aim to align the curriculum with modern teaching trends, national qualification standards, and industry expectations. Ultimately, the revised curriculum is expected to better equip graduates with the skills needed in 21st-century educational and professional environments, ensuring that FKIP UIM remains at the forefront of English language teacher education in Indonesi
USING THE QUIZLET APPLICATION IN IMPROVING STUDENTS’ ENGLISH VOCABULARY AT SMP TUJUH LIMA MAKASSAR
Full text linkThis research aims to determine the improvement in students' English vocabulary using the Quizlet application on seventh grade at SMP Tujuh Lima Makasssar academic year 2024/2025. This research used a pre-experimental method with a one-group pre-test and post-test design. The research samples were from 22 seventh-grade students at SMP Tujuh Lima Makassar. Data were collected through a multiple-choice vocabulary test administered before and after the treatment. During the treatment, students learned vocabulary through various features in the Quizlet application, which made learning more interesting. Data were analyzed using descriptive statistics and paired t-test using SPSS version 25. The results of this research indicate that students' vocabulary scores improved significantly after using Quizlet. The average score increased from 54.45 on the pre-test to 73.23 on the post-test. The paired t-test results showed a significance level of 0.000 < 0.05, indicating that the improvement was statistically significant. Additionally, through Quizlet's interactive features, students became enthusiastic, active, and motivated in vocabulary learning, enabling the Quizlet application to improve students' English vocabulary mastery
INDONESIAN MAKASSAR DIALECT EXPRESSIONS INTO ENGLISH
Full text linkThis research discussed about finding out Indonesian expressions that were embedded by Makassarese dialect and their translations culturally into English language. Non-standard Indonesian of Makassarese dialect is one of Indonesian dialects which is mostly communicated daily by Makassar citizens, one of Indonesian capital provinces; South Sulawesi. Using qualitative Corpus-Based and cultural translation approaches, the researcher had directly observed and identified one thousand six hundred fifty two Indonesian utterances. On the researcher’s observation and identification, the researcher found that those Indonesian utterances most of them had phonological, syntactical and semantical changes that deviated from standard Indonesian expressions. In finding out the cultural equivalences of those expressions into English, the researcher had found five thousand three hundred sixty six English utterances’ translation for the tabulated Indonesian expressions
REFINING THE ‘ENGLISH FOR CULTURAL VOICES’ COURSEBOOK: FEEDBACK FROM INDONESIAN ENGLISH TEACHERS
Full text linkThis research focuses on the development and evaluation of the English for Cultural Voices coursebook, designed to integrate Indonesian folktales into English language teaching for secondary school students under Kurikulum Merdeka. The study explores how culturally contextualized materials can enhance language acquisition, promote cultural understanding, and foster autonomous learning. The purpose of this study is to evaluate the effectiveness of the coursebook by gathering feedback from Indonesian English teachers regarding its content, structure, and applicability in real classroom settings. A qualitative research design using a case study approach was employed, with participants drawn from the Musyawarah Guru Mata Pelajaran (MGMP) community in Bangka Barat, Pangkal Pinang. Data were collected through document analysis, Focus Group Discussions (FGDs), and questionnaires. The document analysis focused on assessing the coursebook’s cultural relevance, structure, and content. FGDs provided in-depth insights into teachers' perceptions of the coursebook's impact on student engagement and language development, while questionnaires offered quantitative data on its effectiveness. The data were analyzed using Miles, Huberman, and Saldana’s framework for data reduction, display, and conclusion drawing. The study found that the coursebook significantly enhanced student engagement, improved speaking and vocabulary skills, and supported autonomous learning. However, challenges such as the complexity of narrative structures and limited access to technology were identified. This research contributes to the field of curriculum development by offering practical insights into the integration of cultural content and digital tools in language teachin