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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Indonesian Journal of Educational Studies Indonesian Journal of Applied Linguistics (IJAL) ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology EXPOSURE JOURNAL EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal of English Language Studies LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra UNM Geographic Journal IJoLE: International Journal of Language Education ELS Journal on Interdisciplinary Studies in Humanities EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edumaspul: Jurnal Pendidikan VELES Voices of English Language Education Society TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Education and Teaching (JEET) Elsya : Journal of English Language Studies Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Getsempena English Education Journal International Journal of Humanities and Innovation (IJHI) Interference: Journal of Language, Literature, and Linguistics Jurnal Dedikasi EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities LETS: Journal of Linguistics and English Teaching Studies Journal of Education Research Seminar Nasional Pengabdian Kepada Masyarakat JASL - Journal of Applied Studies in Language Open Access DRIVERset JTechLP JoEELE ELITERATE : Journal of English Linguistics and Literature Studies Tamaddun INSIGHT: Indonesian Journal of Social Studies and Humanities Seminar Nasional Hasil Penelitian LP2M UNM Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies
Sahril Nur
Universitas Negeri Makasar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Task-Based Learning (TBL) in EFL classroom: from theory to practice Muhammad Badrus Sholeh; Kisman Salija; Sahril Nur
International Journal of Humanities and Innovation (IJHI) Vol. 3 No. 4 (2020): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v3i4.97

Abstract

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.
Plurilingual Identities of ELT Students: A Preliminary Study Hardianti Hardianti; Muhammad Basri; Sahril Sahril
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3582

Abstract

Plurilingualism is another breakthrough of multilingualism. It is believed to be able to promote learning in cross cultural settings. This study focuses on finding out students’ plurilingual identities within the context of Indonesian higher education students majoring in English Language Teaching (ELT). This is a mixed-method study that used a survey to get quantitative data and a focus group to help the researcher get the qualitative data. More than sixty students of a private university in Banggai Regency have participated in the survey, however only five that had been taken to participate in the focus group. The results found that most of the students come from mixed marriage parents from different ethnicities backgrounds. Within more than six months of acquaintance with the students, various ways have been revealed from the way the students explain their plurilingual identity. Many students could not identify and describe their plurilingual identities properly during the survey study. In the focus group, students were asked to describe their plurilingual identities through pictures description. The pictures were drawn by the students. The data were analyzed through content analysis. Finally, this paper is expected to portrait plurilingual identities of ELT students as well as strengthens their cross-cultural understanding in the Indonesian higher education context. 
An Analysis of Learners’ Oral Errors: A Study in One-to-one EFL Classroom Interaction Sitti Syakira; Murni Mahmud; Sahril Sahril
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3937

Abstract

Correcting the repeated errors produced by the learners is one of the most frustrating things to do by teachers. However, it is natural for the students to commit errors while learning since it can be a sign of improving language competence and as a facilitating factor in second language learning (Atmaca, 2016). This study aims to find out the types and frequency of learners’ oral error occurrence during the teaching and learning process in one-to-one EFL classroom interaction. This research applied descriptive qualitative research with case study design. Two adult learners, who had the same English proficiency level, were chosen as research participants through purposive sampling in Amsterdam Institute, an informal school applying tailor-made system in the teaching and learning process. The data were collected through observation during teaching and learning process, and analyzed based on data analysis procedures consisting of data reduction, data display, and conclusion drawing and verification. The results revealed that all types of errors proposed in this research appeared during the observation and data analysis. Grammatical error dominated the error type, and lexical error was the least error type produced by the learners. Unsolicited use of L1 is excluded from the discussion of the result finding since it is not a part of the error type studied (Lyster, 1998). Furthermore, another finding indicates that the error committed by the learners continuously appeared in the next meeting the researcher observed. Therefore, it is suggested that the teacher should provide more triggers as an attraction for the learners’ intention so that they can figure out more about their errors, and engage the learners to provide themselves self-correction or self-repair by prompting them.
The Impact of Differentiated Instruction on Students’ Performance in Critical Reading Sahril Sahril; Auliyanti S N; Muh. Safar Nur
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 1 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i1.18937

Abstract

Abstract.  This research shows the importance of reading in various settings in critical reading learning. This research involves a study to improve two classes' experience and two students of Universitas Negeri Makassar in their critical reading class about their reading level during one semester by implementing a differentiated instruction model. The results showed a positive effect that differentiated instruction in critical reading learning on students' reading interest and reading level. Differentiated Instruction learning model by chances for students having an in-depth view of the target language, learning to look at their abilities in new ways, increasing their self-confidence, and using English to communicate and achieve authentic communication as an EFL learning goal. It is assumed that most participants see the Differentiated Instruction learning model as an effective means of facilitating communication and understanding in Critical Reading lecture.Keywords: Critical Reading, Differentiated Instruction Model
Cultural Awareness of Pre-Service EFL Teachers in an Indonesian Higher Education Context Sahril Nur; Andi Anto Patak; La Sunra
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i1.26178

Abstract

Abstract. It is not enough to teach a language without acknowledging culture while teaching English as a Foreign Language, so teachers must be culturally conscious of incorporating culture into their teaching activities. This research was conducted to investigate the cultural awareness of pre-service EFL teachers in the higher education context. The aim is to find out the cultural understanding of cultural differences of the pre-service EFL teachers. This research used a qualitative research design. The participants of this research were 20 pre-service EFL teachers who had attended the PPG program in 2018. A questionnaire by Marx and Moss (2011) on My Cultural Awareness Profile (MyCAP) was adopted as an instrument of this research. The study's findings showed that the participants had a significant cultural awareness and understanding of cultural differences. However, due to the limited time and approach employed in the study, the researchers hope that more researchers will be attracted to look further into intercultural understanding in higher education with different subjects and approaches.Keywords: Cultural Awareness, Cultural Understanding, Cultural Differences, Pre-Service EFL Teacher
Self-Esteem and Self-Efficacy of Students' Attending Online Courses Through MBKM Program Sahril Nur; Nofvia De Vega; Anugrah Puspita Ayu Muhammad
Journal of Educational Science and Technology (EST) Volume 8 Number 1 April 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v8i1.30922

Abstract

This study aims to analyze the students’ self-esteem and self-efficacy attending online courses of an MBKM exchange program. It was organized by three participating universities using SPADA DIKTI. Quantitatively, the study employed an online questionnaire to collect the data from 80 participating students (N=80). The statistical analysis, which included multiple regression analysis, was performed using SPSS 26. The findings indicate that the variables self-esteem and self-efficacy have a significant and beneficial effect on students enrolled in concurrent online courses. Statistically, the study used an F test and a T-test to identify the considerable impact of the measured variables. The results show that both variables have a substantial and beneficial impact on students enrolled in concurrent online courses. The students’ self-esteem excels academically, primarily through the online teaching and learning system. Meanwhile, the students with mastery experience subcomponents accepted new challenges and succeeded in doing them. Based on hypothesis testing, there is a significant effect between self-esteem and self-efficacy on students who attended online courses, which amounted to 48.9%. Yet, self-esteem and self-efficacy regression coefficients also positively affect online lectures.
Exploring lecturers’ experiences in developing EFL material at English Education Department in Three Different Universities Sahril Nur; Samsudin Samsudin; Syauqiyah Awaliyah Alfiani Nur; Waode Ade Sarasmita Uke
Journal of English Language Studies Vol 7, No 1 (2022): Available Online in March 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i1.13660

Abstract

This study aims at exploring the lectures’ way to develop EFL materials; strategies for developing EFL materials; and challenges in developing ELT Material. This study was conducted in English Education Department of three different universities namely STKIP Paracendekia Sumbawa, Makassar State University, and Halu Oleo University. In collecting the data, the researchers used narrative case study design. The instrument of this study was the researchers themselves. The result showed that firstly the lecturers who developed English material only implemented some steps in developing teaching material such exploring students’ need, contextualizing material, and use the material in teaching and learning process. In this case, the material developer disregarded some other steps such as material trials in small group and evaluation of teaching material. Secondly, the strategies used by the lecturers in developing teaching material is by using analysis, Imitation, and modification, determining the aim of developing teaching material, knowing the number of students and time duration is available, and team teaching. Lastly, in developing teaching materials, the lecturer found some challenges such as difficulties of finding text and sources based on local wisdom, appropriated material, changeable lesson plan, and cost and time
Need Analysis of Pharmacy Students in Toefl Preparation Class Zul Astri; Sahril Nur; Misnawati Misnawati
VELES Voices of English Language Education Society Vol 6, No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.4917

Abstract

In response to the demand for higher education institutions to internationalize their campuses and strengthen their students' global collaboration, Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar has made English language proficiency a requirement for graduation. The evidence is bypassing the TOEFL test held by universities. This study aims to analyze the students' learning styles and expectations for studying English in TOEFL class and the students' difficulties. This study was conducted at one of the Pharmacy campuses in Central Indonesia, Makassar, South of Sulawesi, namely the Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar with 62 people as a population. While using purposive sampling, there were 20 people chosen as a sample. From this research, we found that 60% of students prefer the auditory learning style and 100% of students expect the teacher to teach combined in English and Indonesian, gives many exercises, and provides new vocabulary in every meeting. In addition, 65 % of students select Structure and Written Expression as the most challenging skill in TOEFL class.
Empowering EFL learner’s Self-efficacy through Collaborative task-based Instruction: A Critical Review Sahril Nur; Ranta Butarbutar
VELES Voices of English Language Education Society Vol 6, No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.4993

Abstract

  Self-efficacy is the belief that someone can do work successfully. The study purposes to explore whether collaborative task-based instruction (TBI) can empower EFL self-efficacy? The study uses a critical review, content analysis, and interpretation regarding five perspectives namely in terms (1) cognitive-interactionist, (2) psycholinguistics, (3) sociocultural, (4) psychological, and (5) educational. The results note TBI is effective to use to empower EFL learners’ self-efficacy. And, psychological perspective is the most significant to use.
TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY? Muhammad Badrus Sholeh; Kisman Salija; Sahril Nur
Getsempena English Education Journal Vol. 8 No. 1 (2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v8i1.1295

Abstract

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.
Co-Authors A. Muliati A. Muliati A. Muliati Abd Halim Abdullah Abdullah Adeliah Nurmuthmainnah Syam Adi Isma Adnan, Zifirdaus Ahmed Sardi Alya Zalsabila Ambar Wati Amir, Ali Syahban Amra Ariyani Andi Anto Patak Andi Anto Patak Andi Haeriati Alimuddin Andi Nadhirah Abd Haris Anggun Anisah Najamuddin Anugrah Puspita Ayu Muhammad arsyad, safnil Asbar Asbar Asia Masita Haidir Astuti Azis Aswin Abbas Abbas Auliyanti Sahril Nurfadhilah Balqis Yury Shakina Butarbutar, Ranta Cindy Angraeni Doris McDonald Eva Meizara Puspita Dewi Farida Amansyah Fhadli Noer Fitri Amaliah Akbal Geminastiti Sakkir Hanafie Pelu Hardianti Hardianti Haryanto Atmowardoyo Haryanto Haryanto Iin Bulkis Iskandar Iskandar Ismail Anas Isna Humaera Jamilah Jamilah Kasmawati Kasmawati Kisman Salija, Kisman Korompot, Chairil Anwar La Ode Rasmin La Sunra Lengkoan, Fergina Lili Suryani Maemuna Muhayyang Mardiani Mardiani Mardiyanah Nasta Marlia Marlia Marni Bawawa Mayra C. Daniel Misgter Gidion Maru Misnawati Misnawati Muh. Hasbi Muh. Tahir Muhammad Astrianto Setiadi Muhammad Badrus Sholeh Muhammad Badrus Sholeh Muhammad Basri Muhammad Basri Wello Muhammad Iksan Muhammad Jufrianto Muhammad Khalil Gibran Rusdi Murni Mahmud Mustakim Mustakim Mustaqimah Muh Tang Nasihin, Ahmat Nasrullah Nasrullah Nofvia De Vega Nofvia De Vega Nur Aeni Nur Annisa Hafid Nur Malikul Mulki R Nur Maulani Nur Wirawati Nur, Muh. Safar Nurdin Noni Nurfajriah Basri Nurlaila Wattiheluw Nurul Anugra Febriyanti Nurul Saqina Anwar Patak, Andi Anto Pelu, Hanafie Rahayu Rahayu Rahayu Rahayu Reski Pilu Reski Pilu Reski Pilu Reskyani Reskyani Riskawanti Kadir Rosmini Ryan Rayhana Sofyan Safar Nur Saiful Gaffar Samsudin Samsudin Sanaria Maneba Satriyana Muis Sitti Syakira Sitti Syakira Sri Rahayu Marwati Sri Yulianti Ardiningtyas Sukmawati Sukmawati Surahmat, Zulkifli Sutrismi Sutrismi SYAHRIAL SYAHRIAL Syahrianti Syahrianti Syauqiyah Awaliyah Alfiani Nur Tri Indri Hardini Tutty Tazkiyah Umar Uswatun Hasanah Vega, Nofvia De Waode Ade Sarasmita Uke Weldina Yusfa Wello, Muh. Basri Zul Astri