Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
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LECTURER AND STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING METHOD IN WRITING CLASSROOM
Full text linkThe purposes of this research were to discover the lecturer’s perception toward task-based language teaching in writing classroom, to describe how the lecturer use task-based language teaching in writing classroom and to discover the stduents’ perceptions about the impact of task-based language teaching on students’ writing achievement. This research was conducted at State University of Makassar in Makassar. This research used a qualitative method with a case study design. The technique of data analysis was carried out through the following steps: data reduction, data display and data verivication. The subjects of this research were lecturer who taught English writing and the 4th semester students at State University of Makassar. Data collection was carried out through semi-structured interview and documentation. The results of this research showed that the lecturer faced some challenges when teaching writing using TBLT such as difficulty with students who lack vocabulary and lecturer has limited time to give feedback on students’ task. In the process of classroom teaching implementation, the lecturer prepares an RPS before present the material. In evaluating teaching writing, the lecturer evaluated students’ task by identify the grammar mistakes and provide feedback on students’ task. The students feel many benefits when teaching writing using TBLT method by the lecturer such as improving their writing skills and directly practicing their writing skills. The implementation of the TBLT method should be flexible and innovative in the lecturer's approach during the writing teaching and learning process in the classroom. In addition, the majority of students appreciate the benefits of this method and the lecturers who implemented i
The Role of Artificial Intelligence in Enhancing Learning in the Era of Society 5.0
Full text linkThe Society 5.0 era marks the integration of intelligent technologies into human life, including the field of education. Artificial Intelligence (AI) has emerged as a key innovation driving the transformation of learning systems. This study aims to analyze the role of AI in enhancing the quality of education through a literature review. Sources utilized include journals, scientific articles, and recent reports from both domestic and international contexts. The findings indicate that AI can personalize learning experiences, accelerate assessment processes, and broaden educational access through adaptive platforms, educational chatbots, and learning analytics systems. AI implementation has proven effective across various educational levels, from elementary schools to higher education institutions. However, challenges such as digital infrastructure gaps, low technological literacy among educators, and ethical and data privacy concerns require serious attention. Within the Society 5.0 framework, AI functions as a transformative agent supporting data-driven learning and competency development. To optimize AI utilization, progressive policies, educator training, and stakeholder collaboration are essential. With an appropriate approach, AI can serve as a strategic partner in advancing education in the Society 5.0 era
IMPROVING ELEMENTARY STUDENTS' VOCABULARY MASTERY THROUGH EDUCATIONAL ENGLISH VIDEOS: A STUDY IN MORAMO
Full text linkEnglish language skills is becoming increasingly vital in today's globalized world. Proficiency in vocabulary is essential for language acquisition since it improves students' conversational abilities and academic achievement. The purpose of this study is to assess the impact of educational English videos in promoting vocabulary acquisition among primary school pupils in Moramo. The study was conducted with one class of 16 grade five pupils at SDN 8, Moramo. Using a one-group pretest-posttest design that included 15 numbers of the pre-test. Data analysis revealed that the mean post-test score exceeded the mean pre-test score, with averages of 7.18 for the pre-test and 9.43 for the post-test. Statistical analysis using a paired sample t-test showed an improvement of 2.25 points in student performance after the test. The results of the paired sample t-test showed a significance value of 0.00 (p < 0.05), which means there is a significant difference between before and after the treatment. Therefore, it can be concluded that the alternative hypothesis (H1) is accepted, meaning the use of English educational videos significantly improved vocabulary achievement among primary school students in Moramo
STUDENT’S PERCEPTIONS AND EXPERIENCES IN KINESTHETIC LEARNING: CHALLENGES AND BENEFITS
Full text linkThis study explores students' perceptions and experiences in kinesthetic learning, particularly focusing on its challenges and benefits. Conducted at the Merchant Marine Polytechnic of Makassar between November 2024 and January 2025, the research employed a qualitative approach through observations and interviews. The study aimed to understand how kinesthetic learning activities (KLAs) influence student engagement, motivation, and speaking development. Data analysis which includes data condensation, data display, and conclusion drawing. Findings indicate that students generally perceive KLAs positively, appreciating their interactive and engaging nature. Students reported higher levels of motivation and retention when movement and hands-on activities were incorporated. Active participation was evident in discussions, role-plays, and tasks requiring physical interaction, fostering a more dynamic learning environment. The use of props and physical movement significantly contributed to enhancing students' learning experiences and practical application of knowledge, particularly in maritime-related contexts. Despite these advantages, several challenges emerged. Some students experienced physical fatigue after prolonged movement-based tasks, though this did not significantly affect their focus. Limited classroom space was another obstacle, restricting students' ability to fully engage in KLAs. Additionally, the lack of sufficient tools and props hindered the effectiveness of hands-on learning. Overall, the study confirms that KLAs enhance student engagement and learning effectiveness, particularly in improving speaking skills and motivation. However, to maximize their benefits, educational institutions must address challenges related to classroom space and resource availability. Future research could further investigate the long-term impact of KLAs on skill development in vocational educatio
HOW PROJECT-BASED LEARNING SHAPES STUDENTS’ AGENTIC ENGAGEMENT IN EFL CLASSROOM: A MIXED METHODS APPROACH
Full text linkStudent engagement is crucial for successful learning experiences, encompassing behavioral, cognitive, emotional, and agentic dimensions. In English as a Foreign Language (EFL) learning, engagement directly impacts motivation, language acquisition, and academic performance. Among these, agentic engagement—where students actively control their learning—emerges as a critical yet often overlooked area. This study explores the impact of project-based learning (PjBL) on agentic engagement in EFL classrooms at MAN 1 Soppeng, Indonesia. Using a mixed-methods approach, the research reveals that PjBL significantly enhances students' agentic engagement, particularly in group discussions, responsibility, and independent decision-making. However, challenges persist, such as students' reluctance to communicate directly with teachers. The study found a strong positive correlation (R-value of 0.600) between PjBL and agentic engagement, highlighting the need for strategies that promote proactive student involvement. Future research should explore innovative learning methods and consider factors like family influence and cultural differences to deepen understanding of agentic engagement. These findings contribute to optimizing PjBL for greater student initiative and ownership, enhancing EFL education quality in Indonesia and beyond
CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS
Full text linkThis study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p < 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts
CAPACITY BUILDING AND ATTITUDE OF CARING FOR THE ENVIRONMENT OF LABORATORY ASSISTANTS BASED ON AUGMENTED REALITY AND VIRTUAL REALITY
Full text linkThis research aims to increase the technical capacity and environmental care attitude of laboratory assistants of the PGSD FIP UNM Department through the use of Augmented Reality (AR) and Virtual Reality (VR) technology. The background of this research is based on the importance of awareness and environmentally friendly behavior in sustainable laboratory management, as well as the need for innovative technology-based learning approaches to support such behavior change. The method used was an experiment with One Group Pretest-Posttest Design, which involved 30 laboratory assistant respondents. The research instruments were in the form of questionnaires, observations, and knowledge tests. Data were analyzed using the Wilcoxon test to determine significant changes before and after treatment. The results showed that the use of AR and VR significantly increased technical capacity and formed an attitude of caring for the environment, shown by the classical average score of 4.38 on a scale of 5 and the dominant mode on a scale of 5. These findings support the use of immersive technology as an interactive, realistic, and positive learning media in building an academic culture that cares about environmental sustainabilit
TEACHING ANXIETY IN PRE-SERVICE TEACHERS DURING MICROTEACHING CLASS
Full text linkThis study examines the factors that contribute to teaching anxiety and the coping strategies employed by pre-service teachers during microteaching sessions. The research adopts a qualitative method with a narrative research design, involving nine pre-service teachers from Universitas Muhammadiyah Kendari. Data were collected through semi-structured interviews and analyzed using a thematic analysis approach. The findings reveal that teaching anxiety stems from both internal factors, such as low self-confidence, fear of making mistakes, and limited teaching experience, and external factors, including peer and lecturer evaluations, time constraints, and large class sizes. To manage these anxieties, pre-service teachers employed various coping strategies, including thorough preparation, positive self-talk, reflection, and seeking social support. Peer encouragement and constructive feedback from lecturers played a crucial role in reducing anxiety and enhancing teaching readiness. The study suggests that teacher education programs should foster not only pedagogical competence but also emotional resilience. Future research is recommended to explore structured interventions to mitigate teaching anxiety in practical teaching contexts
VOICES FROM THE COAST: EXPLORING STUDENTS AND TEACHERS' PERSPECTIVES ON OPTIMIZING ENGLISH LITERACY THROUGH CONTEXTUAL DIGITAL COMIC-BASED APPROACH (DCBA)
Full text linkThe purpose of this study is to find out how junior high school students and teachers in coastal areas view about the use of the Digital Comic-Based Approach (DCBA) to improve their English literacy. Using a qualitative-dominant Research and Development (R&D) methodology and grounded in contextual learning theory, this study investigates the effects of digital comics that are based on local culture and real-life scenarios on students' motivation, engagement, and comprehension in learning English literacy. In-depth interviews, focus group discussions (FGDs), and classroom observations were used to gather data for the study, which was carried out at SMPN Satu Atap 19 Konawe Selatan, a coastal school in Southeast Sulawesi, Indonesia, with few resources and a C accreditation. Strong student involvement, contextual relevance, and the usefulness of DCBA in improving English literacy in a marginalized educational setting are revealed by the findings. Increased motivation, a stronger sense of cultural connection, and improved comprehension of English-language material were reported by both teachers and students. According to the findings, DCBA provides a workable and culturally relevant teaching approach that is appropriate for the development of coastal literacy
INTERACTIVE SOCIAL MEDIA STRATEGY TO INCREASE ENGAGEMENT AT SD PERUMNAS 1
Full text linkThe growing intensity of social media usage within society has encouraged educational institutions to adopt digital platforms as strategic tools for promoting their services and building effective communication with prospective students and parents. This study aims to examine the use of interactive social media marketing strategies at SD Perumnas I, with a focus on the effectiveness of these platforms in enhancing engagement, as well as the challenges encountered by the school. A qualitative approach was employed, involving field observation, in-depth interviews with two key informants (a classroom teacher and the school’s social media administrator), and document analysis. The findings reveal that since the COVID-19 pandemic, the school has utilized platforms such as WhatsApp, Instagram, and TikTok for communication and promotion. WhatsApp was considered the most effective for direct interaction with parents, while Instagram and TikTok were more successful in reaching broader audiences through visual content such as school activity videos and photos. However, several obstacles were identified, including infrequent content posting, limited creativity, and insufficient training for teachers in managing digital media. Internally, the school supports these efforts by providing Wi-Fi access and encouraging personalized approaches through WhatsApp groups. This study concludes that the success of social media-based school marketing strategies depends on content consistency, technical skills, and the relevance of information presented. Therefore, improving teachers’ capacity in digital branding and content management is essential to support effective social media promotion in primary education settings