Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
Not a member yet
691 research outputs found
Sort by
GAMIFICATION-DRIVEN MOTIVATION ENHANCEMENT IN GERMAN LANGUAGE LEARNING: EVIDENCE FROM A DIGITAL PEDAGOGICAL FRAMEWORK
Full text linkGamification principles have been demonstrated to enhance motivation and engagement among language learners in the field of foreign language education. A gamified digital learning environment is used to study German as a foreign language among university students. Using a mixed-methods research design with tools measuring learner motivation and learning analytics enabled the collection of data from 35 students enrolled in an A2-level German course. Additionally, semi-structured interviews have provided valuable qualitative insights. The digital gamified system produced in comparison with the standard value an increase in student scores thereby showing the efficacy of this method in enhancing students' In a single variable analysis using t-tests a single variable analysis revealed that 35 of the students exhibited higher language skills in reading, listening, writing and speaking in an introductory German course The sample showed a median initial of 80.09 and a standard deviation of 7.32. The scores of the sample indicated a significant departure from the expected median, with a value of 15.21 and a p-value of 0.001 indicating a statistically significant outcome. This study demonstrates both quantitative improvements in the competence of German students and a shift in the relationship between lecturers and students within the learning equation. It is evident in observations, interviews, and student feedback. The role of a lecturer has undergone a significant transformation in the contemporary academic environment. Historiographically, the primary function of a lecturer was to deliver a lecture to their students. However, the role in the current period has evolved to include a more active involvement in facilitating learning, as well as providing mentorship and designing learning experiences for their students. Historically, students have taken a passive role in the learning environment. Recent observations, regardless, indicate a shift in their engagement with students, with them now actively contributing to the learning process and even creating learning content
ASSESSING LONTARAQ WRITING COMPETENCE THROUGH SYSTEMIC FUNCTIONAL LINGUISTICS: EVALUATING NARRATIVE DEVELOPMENT AND TEXTUAL ORGANIZATION
Full text linkThis study investigates the Lontaraq writing competence of pre-service Bugis language teachers by applying a Systemic Functional Linguistics (SFL) framework to evaluate their narrative development and textual organization. Thirteen handwritten Lontaraq narrative texts produced in the Marukiq course served as the primary data. Using a qualitative descriptive design, the analysis examined genre structure, ideational choices, theme–rheme patterns, and cohesive devices. The findings reveal strong and consistent control of Orientation and Sequence of Events, driven by action-based clauses dominated by material processes (63–74%), reflecting the influence of oral storytelling traditions. However, Complication and Coda were infrequently realized, showing limited ability to construct tension, evaluation, and reflective closure. Textual organization was characterized by locative topical themes, constant thematic progression, and simple additive cohesion, with minimal reference chains or complex logical connectors. These patterns indicate that students are transitioning from oral to written narrative conventions but have not yet developed advanced textual management. The study highlights a need for explicit SFL-based instruction in narrative staging, ideational diversification, and theme–rheme structuring to strengthen Lontaraq literacy. The findings contribute to the emerging scholarship on indigenous script revitalization by demonstrating how SFL can be applied to assess and enhance writing competence in non-Latin, heritage-script contexts
ANALYSIS OF BOARDING SCHOOL EDUCATION SYSTEM IN SOUTH SULAWESI STATE SCHOOLS THROUGH THE CIPPO MODEL: A CASE STUDY OF STATE SENIOR HIGH SCHOOL 17 MAKASSAR
Full text linkThis study aims to evaluate the effectiveness of the boarding school program at SMA Negeri 17 Makassar using the CIPPO (Context, Input, Process, Product, Outcome) evaluation model. The study used a descriptive qualitative approach with data collection techniques in the form of interviews, observation, and documentation. The results showed that the boarding school program emerged as a solution to the problems of discipline, lack of parental supervision, and the need for student character development. From the input aspect, the school has a dormitory supervisor, basic facilities, and a structured activity schedule, although the number of supervisors is still limited. The implementation process includes character development, daily routines, behavioral supervision, and academic development through evening study. From the product aspect, there was an increase in student discipline, behavior, learning motivation, and academic results. Meanwhile, from the outcome aspect, the program had a positive impact on independence, readiness for further learning, and a more conducive school culture. Overall, the boarding school program is effectively implemented but still requires improvements in aspects of supervision, facilities, and the variety of development activitie
ASSESSING EDUCATIONAL MANAGEMENT PRACTICES AT ZION SENIOR HIGH SCHOOL, MAKASSAR USING THE CIPPO FRAMEWORK
Full text linkThis study aims to analyze the educational management of SMA Zion Makassar using the CIPPO evaluation model (Context, Input, Process, Product, Outcome). The model was chosen because it provides a comprehensive framework for assessing the effectiveness of school management from planning and implementation to outcomes and long-term impacts on students and society. The study employed a qualitative descriptive method with data obtained through observation, interviews, and document analysis. The results indicate that in terms of context, SMA Zion Makassar possesses a strong vision and mission emphasizing Christian character formation and global competitiveness, supported by high community interest and parental involvement. Regarding input, the school’s human resources and facilities are adequate, although several teachers have not yet obtained professional certification. The process dimension shows well-structured learning activities with regular supervision and evaluation, beginning with daily worship as a distinctive feature of the institution. The product dimension reflects competitive academic and non-academic achievements, while the outcome dimension demonstrates that many graduates pursue higher education both domestically and abroad. The study concludes that SMA Zion Makassar has implemented effective educational management, yet further improvement is required in teacher professional development and diversification of funding source
NAVIGATING THE COMPLEXITIES: TEACHER CHALLENGES IN ADOPTING COMMUNICATIVE LANGUAGE TEACHING STRATEGIES IN THE CONTEXT OF INDONESIAN VOCATIONAL HIGH SCHOOLS
Full text linkThe shift toward the Merdeka Curriculum in Indonesia emphasizes communicative competence in English language learning, making the effective implementation of Communicative Language Teaching Strategies (CLTLS) increasingly urgent, especially in vocational high schools where practical language skills are essential. This study investigates the challenges faced by English teachers in implementing CLTLS within this context. Using a qualitative approach, data were collected through classroom observations, in-depth interviews with English teachers, and analysis of relevant teaching documents. The findings reveal five major challenges: (1) difficulty in adapting communicative strategies to diverse student characteristics and vocational needs; (2) low student motivation and confidence in using English communicatively; (3) limited availability of teaching materials that support communicative practices; (4) assessment systems that remain focused on grammar rather than communicative competence; and (5) lack of institutional support coupled with administrative burdens that restrict teachers’ ability to innovate. These challenges indicate that successful implementation of CLTLS in vocational schools requires systemic improvements, including curriculum adjustments, development of context-relevant materials, enhancement of student engagement strategies, and stronger institutional backing
EXPLORING THE IMPACT OF SELF-REGULATED LEARNING STRATETGIES ON ENGLISH LANGUAGE MASTERY: A QUANTITATIVE ANALYSIS OF HIGH SCHOOL STUDENTS
Full text linkABSTRACT
This study examines the relationship between self-regulated learning (SRL) strategies and English language mastery among senior high school students. Specifically, it investigates the overall effect of SRL on English achievement and identifies which specific SRL strategies serve as significant predictors of language proficiency. Using an adapted questionnaire from Magno (2010), SRL levels were measured among 400 students from grades XI and XII across Science and Social streams at X Senior High School, with a final sample size of 196 participants. Findings indicate that students demonstrated a high level of self-regulation in their learning, reflected in a mean SRL score of 2.83, and attained strong English achievement outcomes, with a mean score of 84.08. Statistical analysis confirms a significant effect of SRL on English achievement. However, the presence of heteroscedasticity prevented the application of multiple regression analysis, thereby limiting the identification of the strongest SRL predictors of English success. These results underscore the role of self-regulated learning in shaping academic achievement and highlight the need for further research into refining predictive models to better understand the impact of specific SRL strategies on language proficiency.
Keywords: self-regulated, learning strategies, English master
TEACHING SPEAKING SKILLS THROUGH CONVERSATION PRACTICE DUET WITH ME VIDEO FOR STUDENTS’ ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALOPO
No full textThe objectives of this study were to discover the effectiveness of Conversation Practice Duet with Me Video in improving students’ speaking skill in English Education Study Program at IAIN Palopo and discover the students’ perceptions of the implementation of Conversation Practice Duet with Me Video in speaking class at the first semester of English Education Study Program at IAIN Palopo. This study applied quasi experimental design. The population in this study was the first semester of English Education Study Program at IAIN Palopo Academic Years 2023/2024 that consisted of two classes. Class B consisted of 16 students as an experimental class and class A consisted of 16 students as a control class. There were two instruments in this study, speaking test and questionnaire. The data of this study were collected by speaking test in the pretest and posttest of two classes which analyzed by using SPSS 27. Based on the analysis of the statistics showed that the independent sample test which sig. value was smaller than t-table 0.001<0.05 from the degree of freedom 30. The result showed that null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted. It could be concluded that the use of conversation practice duet with me video was effective to be implemented in improving students’ speaking skill in term of accuracy, fluency, and comprehensibility. Besides, the questionnaire was given to the experimental class after having posttest and the result of the questionnaire showed that most of the students were interest toward the implementation of using conversation practice duet with me video in teaching and learning speakin
NURSING ENGLISH TEACHING MATERIAL: A STUDY OF STUDENTS’ PERCEPTION
Full text linkA teaching material needs to be evaluated to get better results than the previous one, and among the forms of evaluation is to involve students to discover their perceptions regarding the teaching material that has been tried out or used. This study aims to discover nursing students’ perception towards nursing English teaching materials that have been developed and tested at a private nursing college. The goal is to get positive input regarding the teaching material to become material for the next revision. The design of this research is a survey study. The sample of this study was 40 nursing students at a private nursing campus in Makassar, Indonesia. The result shows that the interval scores of students’ perception were in the Strongly Positive and Positive category. There were 33 (83%) of the respondents who had strongly positive perceptions, and 7 (18%) of the respondents had positive perceptions; none of the respondents had neutral, negative, or strongly negative perceptions. In addition, that the mean score of students’ perception was 45.93, with a standard deviation was 4.091. It shows that the students had strongly positive perceptions toward nursing English teaching material based on task-based instruction. The authors admit that there are still things that need to be improved in the development of teaching materials, but based on this research data, the authors can conclude that nursing students receive these teaching materials
EXPLORING THE RELATIONSHIP BETWEEN EFL STUDENTS HABIT OF LISTENING SONGS ON SPOTIFY AND THEIR VOCABULARY COMPETENCE
Full text linkListening to songs has been long used by teachers in Indonesia as a part of English learning activities inside or outside the classroom in Indonesia. The goals are not just for leisure purposes but to develop students' English skills and sub-skills, for example, listening or vocabulary. The Indonesian EFL students generally like this activity, whereas many are accustomed to listening to songs as part of their daily habits. Apparently, listening to songs' habits today has been much easier since the emergence of Spotify's music application. This app is becoming more popular and is used by many EFL students in Indonesia. Some studies have exposed the benefits of listening to songs through this Spotify application to enrich the student's vocabulary knowledge or size. However, further investigation is still required to determine whether the variable of listening to song habits on this Spotify platform correlates with students' vocabulary competence. Based on that interest, this study seeks the relevance between these two variables using a quantitative correlational method. 26 students from a private high school in Depok, Indonesia were selected to participate in this study. The questionnaire instrument and vocabulary test were used in this study. The result showed a positive correlation between the two variables. Therefore, listening to English songs on Spotify has become a factor that influences students' vocabulary competence
SUPPORTING VOCABULARY LEARNING IN DEAF LEARNERS THROUGH ASSISTIVE TECHNOLOGY: A STUDY OF THE POCKET SIGN APP
Full text linkTeaching the English language to deaf students presents both unique challenges and tremendous opportunities for the teacher. Teachers of deaf learners are required to use certain strategies in instruction. The study focused on determining the extent to which the Pocket Sign app, as an assistive technology, supports vocabulary development among deaf students. The study employed a quantitative method with a one-group pre-test post-test design. The instrument of the study was a vocabulary test, which was analysed quantitatively using a paired sample t-test. The study involved six deaf students of SLBN Lutang in grades 4, 5, and 6. The study found that there was a significant difference between the students’ pre-test and post-test, which means that the H0 was rejected and the H1 was accepted. The study concludes that the use of the pocket sign app as an assistive technology supports the vocabulary learning of the deaf learners