Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
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BEYOND DECODING: INVESTIGATING THE IMPACT OF CRITICAL LITERACY APPROACH ON EFL LEARNERS’ READING SKILLS
Full text linkThis study investigates the impact of the Critical Literacy Approach (CLA) on the development of critical reading skills among EFL university students. The study was motivated by the persistent challenge that many reading classrooms in Indonesia remain focused on surface-level comprehension rather than fostering critical engagement with texts. Employing a qualitative case study design, this study involved 15 undergraduate students from three different universities in Makassar, Indonesia. Data were collected through classroom observations and semi-structured interviews, then analyzed using thematic coding. Findings revealed that the implementation of CLA fostered students' critical reading achievement across six core domains: textual analysis, evaluation, contextual awareness, critical response, reflective insight, and intertextual thinking. Students demonstrated improved abilities to identify arguments, reflect on moral values, and make intertextual and real-world connections. However, variation in engagement levels indicates that some students still lack confidence and critical voice, particularly in articulating reasoned responses or understanding socio-political contexts. These findings suggest that while CLA has strong potential to deepen comprehension and promote transformative learning, its success depends on consistent pedagogical support, dialogic instruction, and contextually relevant content. The study is limited by its scope, focusing only on a small sample from Makassar. Further research is needed across diverse regions in Indonesia to generalize the findings and enhance the development of critical literacy nationwide. This study contributes to the field by offering an empirically grounded, student-centered framework for evaluating critical reading growth, highlighting the practical value of CLA in EFL contexts
SEVENTH GRADERS’ VOCABULARY LACKNESS IN WRITING SKILL THROUGH KURIKULUM MERDEKA IMPLEMENTATION AT SMP SWASTA BNKP IDANOGAWO
Full text linkVocabulary mastery is very important for writing, but many junior high school students still experience difficulties due to limited vocabulary. This study aims to describe the influence and factors that cause students to lack vocabulary. Using a descriptive qualitative approach, data were collected through checklist observations and structured interviews with one English teacher and 20 students. Findings indicate that limited vocabulary significantly influence students’ ability to construct complete sentences, as they often use inappropriate words or make mistakes in word choice (diction) and struggle to express their ideas clearly and structurally. The factors contributing to students’ limited vocabulary include internal and external aspects. Internally, these include low motivation and interest in learning English and weak foundational education. Externally, these include limited access to learning facilities and resources. This study concludes that improving vocabulary proficiency is very important for improving writing quality and recommends that future researchers conduct quantitative research to test the extent to which improved vocabulary proficiency directly influences the quality of students’ writing in terms of content, sentence structure, and completeness of informatio
LECTURER INSTRUCTIONAL STRATEGIES IN EFL CLASSROOM: CLASSROOM MANAGEMENT PERSPECTIVES
Full text linkThis research aimed at describing the instructional strategies used by the lecturers in knowledge and language skills subjects in English for both instructional and management talks. The method employed was an exploratory descriptive qualitative method in which the observation and open-ended interviews with individuals were conducted. The data resources were lecturer talk in knowledge and skill subjects consisting of seven lecturers. The result of this research shows that the lecturers both in knowledge and language skills employed whole class, group/pair, and individual instructional strategies. The reasons for utilizing them lied on the nature of the subject, the purpose and objectives of each sub course material to scan and see the general ability and the basic interpersonal communication skills of the students in English. Based on these findings, it implicitly takes into account that varying instructional strategies bridge the lecturers to manage their talks in EFL classroom interaction to foster and sharpen the students’ English language development
STUDENTS ENGAGEMENT IN LEARNING MATHEMATICS WITH THE ACADEMIC PERFORMANCE OF ELEMENTARY SCHOOL
Full text linkMathematics learning at the elementary school level plays a crucial role in developing students’ logical, critical, and analytical thinking skills. Effective mathematics instruction is supported by several factors, one of which is student engagement. Student engagement is a key factor that influences learning outcomes, including academic performance. This study aims to examine the relationship between student engagement in mathematics learning and their academic performance. A quantitative method with a descriptive and correlational approach was used. The study population consisted of 4th and 5th grade students at SDN 3 Kramat, and total sampling was employed, resulting in a sample size of 64 students. The data analysis revealed a significant relationship between student engagement in mathematics learning and academic performance, with a significance value of 0.000 (< 0.05) and a correlation coefficient of 0.519. This indicates a moderate, positive relationship between the two variables
BOOSTING VOCABULARY OUTPUT FOR BEGINNER WITH EDUCAPLAY APP AND PBL
Full text linkBeginners in English face multiple obstacles in their language learning journey. One of the most significant challenges is building a sufficient vocabulary base, which is crucial for comprehension and communication. This research investigates the effect of integrating the Educaplay application with Problem-Based Learning (PBL) to enhance vocabulary output in beginner-level English learners. Conducted at SD Muhammadiyah 3 Parepare with a pre-experimental design (one-group pretest-posttest), the study involved 16 fourth-grade students. Students were given vocabulary instruction through six sessions of Educaplay-based PBL. Findings showed a significant increase in vocabulary output, with the mean score improving from 61.56 (pretest) to 84.69 (posttest). The t-test value (1.91) exceeded the t-table value (1.75), indicating a statistically significant difference. Students also demonstrated a 93% average level of interest based on questionnaire results. . the findings robustly support the effectiveness of integrating the Educaplay application within a Problem-Based Learning model for beginner English students, yielding significant improvements in vocabulary acquisition and fostering a very high level of learning interest This study confirms that Educaplay, when implemented within the PBL framework, effectively enhances vocabulary acquisition and student engagement in English for beginners
EXPLORING THE PSYCHOLOGICAL IMPACTS OF GOOGLE ASSISTANT UTILIZATION FOR EFL STUDENTS: A CASE STUDY
Full text linkIn digital era, technology has become increasingly integrated into the language learning process offering new approaches to address challenges in learning English among EFL students. A recent technological advancement involves the implementation of virtual assistants, such as Google Assistant, as interactive pronunciation coaches for learning speaking. So, this study tries to investigate the psychological impact of using Google Assistant concerning with student’s autonomy, competence, and relatedness as a learning aid among EFL students within the framework of Self-Determination Theory (SDT). A mixed methods approach was used, involving a quantitative survey and qualitative interviews among Students. The questionnaire was adapted from established model of SDT. The results showed that Google Assistant as a learning aid has significantly influenced students’ autonomy, competence, and relatedness in terms of students’ pronunciation, confidence, motivation, and reducing anxiety. These findings implied that integrating voice-based AI aids can be beneficial for learning speaking such as pronunciation instruction, especially for learners with high anxiety or low confidence. To conclude, Google Assistant can serve as an effective interactive pronunciation coach in learning speaking
HUMOR, POLITENESS, AND INTIMACY IN FAMILY COMMUNICATION: TRACING EFL LEARNERS’ SOCIOLINGUISTIC DEVELOPMENT THROUGH DAILY WHATSAPP EXCHANGES
Full text linkDespite growing interest in digital communication and pragmatic development, limited research has examined how everyday family WhatsApp interactions contribute to EFL learners’ sociolinguistic growth. Addressing this gap, the present study investigates how humor, politeness, and intimacy shape learners’ communicative development in home-based digital environments. Employing a qualitative, micro-longitudinal ethnographic design, the study involved three EFL learners who regularly interacted with siblings and parents through WhatsApp. Data were drawn from screenshots and exported chat logs, supported by field notes and reflexive journals documenting contextual details. Data analysis combined Thematic Analysis, Computer-Mediated Discourse Analysis, and sociopragmatic frameworks to trace patterns across six months. Results reveal clear developmental trajectories: blunt humor and unmitigated requests gradually declined, while affiliative humor, indirect requests, supportive moves, and structured confirmation strategies increased. Intimacy emerged as a key factor mediating pragmatic flexibility, and digital affordances such as emojis and laughter tokens played an important role in meaning-making. These findings highlight the value of everyday digital communication as a rich environment for sociolinguistic development and suggest practical implications for EFL pedagogy, emphasizing the integration of naturalistic CMC-based activities in pragmatic instruction
THE ROLE OF THE SEKOLAH RAKYAT PROGRAM AS AN EFFORT TO PROMOTE EDUCATIONAL EQUITY IN INDONESIA
Full text link The persistent inequality in educational services remains a fundamental issue that hinders the achievement of equitable education in Indonesia, particularly for vulnerable groups living in remote, disadvantaged, and impoverished areas. This condition necessitates the emergence of alternative educational approaches capable of reaching populations whose educational rights have not been adequately fulfilled through formal pathways. This study aims to conduct an in-depth exploration of the role of the Sekolah Rakyat (People’s School) Program as a form of community-based education initiated by civil society organizations in expanding learning access, increasing educational participation, and strengthening the sustainability of learning at the grassroots level. A qualitative approach with a multi-site design was employed, involving three Sekolah Rakyat located in West Java, Central Java, and South Sulawesi. Data were collected through in-depth interviews with facilitators, volunteers, learners, and community leaders, as well as through participatory observation and document analysis. The data were analyzed thematically through processes of reduction, categorization, and interpretation. The findings reveal that Sekolah Rakyat provides a more flexible and contextually relevant learning model aligned with the socio-economic conditions of local communities. The program offers alternative educational opportunities for school dropouts, child laborers, and adult learners who are unable to participate in formal education. Beyond expanding access, Sekolah Rakyat functions as a medium for community empowerment through active community involvement, multi-stakeholder collaboration, and continuous support from volunteer educator
TEACHER PERCEPTIONS OF THE PROJECT BASED LEARNING IN SPEAKING CLASS
Full text linkThis study explores teachers’ perceptions of implementing Project-Based Learning (PJBL) in ninth-grade speaking classes. As speaking skills are essential for effective communication and academic success, innovative teaching methods like PJBL are increasingly viewed as strategies to enhance student engagement and learning outcomes. Through qualitative methods, including semi-structured interviews and classroom observations, this research investigates how teachers perceive the effectiveness, challenges, and benefits of using PJBL in speaking instruction. The findings reveal that teachers generally hold both positive and negative perceptions of PJBL. They appreciate its ability to improve student motivation, collaboration, and speaking fluency, while also identifying practical challenges such as time constraints, differing student proficiency levels, and limited teacher training. The study concludes that PJBL holds significant promise for improving students’ speaking skills in junior high schools, yet its success relies on systemic support, sufficient resources, and continuous teacher professional development