STUDENTS’ PERCEPTIONS OF CHATGPT AS A TOOL FOR INDEPENDENT LEARNING SUPPORT

The advancement of artificial intelligence (AI) technology has driven the use of digital tools such as ChatGPT to support students' independent learning. This study aims to explore students perceptions of using ChatGPT as a learning aid in a Macroeconomics course. The sample was selected using purposive sampling, involving one class of 30 students with prior experience using ChatGPT in their learning process. The research instruments included a closed-ended Likert-scale questionnaire and open-ended questions to capture the cognitive, affective, and conative dimensions of students perceptions. The findings indicate that the majority of students have a positive perception of ChatGPT, particularly in terms of learning readiness, time flexibility, and efficiency in understanding theoretical concepts. However, the highest score was given to the statement emphasizing the crucial role of lecturers in correcting potential misconceptions arising from AI use. While ChatGPT is regarded as useful and flexible, concerns also emerged regarding overdependence, answer accuracy, and the potential decline in critical thinking skills

THE USE OF CODE MIXING BY FOREIGN REFUGEES IN MULTILINGUAL ENVIRONMENT OF MAKASSAR CITY TOWARDS ENGLISH LANGUAGE TEACHING IN INDONESIA

This study aimed to explore how code mixing is used in multilingual interactions among foreign refugees and how it impacts English language teaching in Indonesia. In Makassar, refugees experienced legal uncertainty and integration challenges, particularly in acquiring new languages. Code mixing, the practice of combining native languages with Indonesian or English, served as a means of adaptation, identity preservation, and communication, all viewed through a sociolinguistic lens. Using a descriptive qualitative approach, the study focused on refugees from Sri Lanka, Iran, and Afghanistan, gathering data through observations, interviews, and document analysis. Triangulation ensured data validity, while thematic analysis uncovered patterns related to language use, identity, social integration, and power dynamics. The results revealed that refugees’ language learning is strongly shaped by the sociolinguistic environment. Their language choices often reflected the local context and the languages spoken around them. Code mixing emerged as a practical communication strategy, with English serving as a key tool in bridging language barriers. Sociolinguistic factors greatly influenced how refugees acquired new languages, and these insights can help improve language education programs to better support refugee integration. Code mixing proved essential in helping refugees navigate multilingual interactions while adapting to their new cultural and linguistic surroundings. The combined use of English and code mixing facilitated communication, expressed personal identity, and supported social integration. The study also recommended that Indonesia adopt some of the refugees’ language learning strategies, such as peer learning, language exchange, contextual learning, and encouraging a tolerance for making mistakes. These methods could enhance English proficiency among Indonesians, promote multilingualism, and inspire further research into language acquisitio

ANALYSIS OF PARABOLIC MOTION IN JAVELIN THROWING INSTRUCTION: INTEGRATION OF PHYSICS AND PHYSICAL EDUCATION

Modern 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

LANGUAGE ACCULTURATION IN THE NOVEL LANGIT GORYEO: CULTURAL ENCOUNTER BETWEEN KOREAN AND JAVANESE IDENTITIES, A STUDY BY JOHN W. BERRY

This study explores the representation of linguistic acculturation between Javanese (Yogyakarta) and Korean cultures in the novel Langit Goryeo by Berliana Kimberly through the framework of John W. Berry’s acculturation theory. The research aims to investigate how characters in the novel adopt, negotiate, and preserve cultural identities in the context of intercultural encounters. Using a qualitative-descriptive approach, the study identifies and categorizes linguistic and cultural interactions based on Berry’s four acculturation strategies: assimilation, integration, separation, and marginalization. The analysis reveals that integration is the dominant acculturation mode depicted in the novel, wherein characters maintain their cultural roots while engaging harmoniously with the host culture. Instances of assimilation and separation are also present, showing the fluid and contextual nature of acculturation. However, no indication of marginalization was found, suggesting an intentional narrative that values collaboration and intercultural dialogue. The findings demonstrate how literary works can function as sociocultural reflections and pedagogical tools in understanding multicultural dynamics. The novel highlights that integrative acculturation fosters inclusive relationships and mutual respect across cultures. This study contributes to the field of literary linguistics and intercultural communication by emphasizing the role of narrative fiction in shaping cross-cultural understandin

INVESTIGATION OF TEACHERS’ BELIEFS ON TEACHING ENGLISH AT STATE ELEMENTARY SCHOOLS

This study aims to determine teachers' beliefs about teaching English at State Elementary Schools and the factors that shape teachers' beliefs about teaching English in State Elementary Schools. The type of research used in this study is qualitative descriptive research with the research subjects of English teachers in five State Elementary Schools in Polewali Mandar who teach English. The instruments used in this study were observations checklist, interviews, and documentation. The findings of the study indicate that teachers' beliefs about teaching English at State Elementary Schools that teach English in Polewali Mandar are predominantly using Body Movement Techniques to help these Elementary School children understand English vocabulary or commonly called the TPR (Total Physical Response) method. Teachers also have the belief that to teach English to Elementary School children is to use the PPP (Presentation, Practice, and Production) method, the next belief is that teachers carry out learning using the CLT (Communicative Language Teaching) method. The results of the study also show that there are two factors that shape teachers' beliefs about teaching English in five State Elementary Schools that teach English in Polewali Mandar. Both factors are in accordance with the theory of teacher cognition postulated by Borg (2006), two factors that are in accordance with this theory are the Schooling factor and the classroom factor. Researchers did not find any other factors that shape the teacher's beliefs. The beliefs of these teachers are easily adjusted to the classroom context for the current elementary school level and there are no limitations to applying these beliefs to their classroom teaching practices, or there is no difference between teaching practices and the teacher's belief

INVESTIGATING WRITING ANXIETY FACED BY EFL GRADUATE PROGRAM STUDENTS

This study aims to explore graduate student’ writing anxiety regarding impacts and students’ strategies to reduce it. The researcher applied descriptive qualitative method to achieve the research objectives. The data were collected through interview and observation. Furthermore, the data was analyzed using thematic analysis. The participants were 10 graduate students of English language education of graduate program of Universitas Negeri Makassar in the academic year of 2023/2024. Based on the result, there are five impacts of writing anxiety on students, including cognitive overload, procrastination and avoidance, impaired writing quality, emotional and physical distress, and increased reliance and external validation and technological assistance. However, students develop various strategies to mitigate writing anxiety, including pre-writing strategies, seeking feedback and peer support, utilizing technology assistance, and self-talk and relaxation technique

Exploring EFL Students' Speaking Skill Development through Digital Social Media for Two Universities in South Sulawesi

The current research aimed at analyzing the EFL students' speaking skill development through digital social media inside university context. Many researchers conducted their research outside universities but it is still rare to explore existing aspects, both inside university. The study design used the ethnographic study. The study was conducted at two Indonesian universities. Universitas Muhammadiyah Parepare (UMPAR), located in Parepare, and Universitas Muhammadiyah Sidenreng Rappang (UMS Sidrap), located in Sidrap, South Sulawesi. The subjects of this study were three lecturers and six students who are familiar with using digital social media in speaking development. The data collection methods were observations, lecturers’ interviews and students interviews. The techniques for analyzing data in ethnographic research are descriptive labels, selecting, identifying, generalizing, and noting. This study showed that in speaking development, several social media platforms inside universities were utilized in their teaching and learning process. The students developed their speaking skill development through digital social media in some ways in universities context: making appointments with strict guidelines, adapting speaking activities to different learning styles with the help of digital social media in classroom and understanding the function of digital social media in developing speaking skills for the students in classroom

THE USE OF DUBBING MUTED ANIMATION MOVIE CLIP TECHNIQUE TO IMPROVE THE ENGLISH-SPEAKING SKILL OF KIDS ENGLISH COURSE PARTICIPANTS

This classroom action research aimed to examine the effectiveness of the dubbing muted animation movie clip technique in improving the English-speaking skills of students in the Upper Intermediate Kids Class at GRACE English Course. The study was conducted in two cycles, involving 12 students, through the implementation of dubbing activities using selected animated clips. Data were collected through speaking tests that assessed pronunciation, intonation, fluency, accuracy, and vocabulary. The findings revealed a significant improvement in students' speaking skills across all assessed aspects. The mean speaking score increased from 71.58 in the pre-research phase to 93.80 in the second cycle. Moreover, the t-test result (19.16 > 2.608) confirmed the statistical significance of this improvement. These results suggest that the dubbing technique creates an engaging, low-anxiety environment that supports speaking practice through mimicry, repetition, and contextualized interaction, making it an effective pedagogical strategy for enhancing young learners’ oral English proficiency

BOOSTING VOCABULARY OUTPUT FOR BEGINNER WITH EDUCAPLAY APP AND PBL

Beginners 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

STUDENTS' PERCEPTIONS OF DIFFICULTIES IN SPEAKING ENGLISH DURING ENGLISH CLASS AT SMP SWASTA KRISTEN BNKP GUNUNGSITOLI

Speaking is one of the basic skills in learnng English that enables students to convey ideas and communicate effectively. However, many students still face difficulties in speaking due to various factors, such as lack of vocabulary, fear of making mistakes, and lack of confidence. This research aims to analyze students' perceptions and the factors affecting their difficulties in speaking English. This study used a qualitative descriptive method with data collected through questionnaires, interviews, and documentation. The research was conducted at the eighth grade of SMP Swasta Kristen BNKP Gunungsitoli with 18 students as participants. The findings revealed that students experienced various difficulties in speaking English, which were categorized into psychological problems (such as fear of making mistakes, shyness, anxiety, lack of confidence, lack of motivation, lack of pronounciation, and lack of vocabulary), language problems (including inhibition, nothing to say, low and uneven participation and the tendency to use mother tongue), and other influencing factors (such as physical condition, intelligence, aptitude, and interest). Most students showed lack of confidence and anxiety when speaking English, which led to limited participation during English class. The results of this study are expected to provide valuable insights for teachers to develop more effective and student-centered teaching strategies, and to create a supportive learning environment that encourages students to speak actively in English