STUDENT BEHAVIOR ANALYSIS AND SELF-INJURY HANDLING (CASE STUDY AT SMPN 8 MAKASSAR)

This study explores self-injury behavior among students at SMPN 8 Makassar by focusing on: (1) the description of self-injury behavior exhibited by subject H, (2) factors contributing to the behavior, and (3) intervention efforts using a Cognitive Behavioral Therapy (CBT) approach. A qualitative method with a clinical case study design was employed. Data were collected through interviews, observations, and documentation, and analyzed using descriptive qualitative analysis. The findings show that prior to counseling, subject H displayed repetitive self-injury as a maladaptive response to unexpressed emotional distress, primarily related to family conflict, feelings of failure, and persistent negative thoughts. Following the counseling intervention, there was a noticeable reduction in the frequency and intensity of self-injury behavior, decreased urges during negative emotional states, and improved ability to express emotions verbally. Contributing factors included internal aspects such as cognitive distortions, irrational beliefs, and negative thinking patterns, as well as external factors like limited emotional support from the family and an unstable home environment. The intervention was conducted through seven CBT counseling sessions emphasizing cognitive restructuring, including identifying automatic thoughts, challenging irrational beliefs, developing adaptive coping thoughts, and establishing a safety plan. Overall, the intervention contributed to more rational thinking, better emotional regulation, and reduced maladaptive coping behaviors

Voices from the Coast: Exploring Students and Teachers' Perspectives on Optimizing English Literacy through Contextual Digital Comic-Based Approach (DCBA)

The 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

USER EXPERIENCE AND DIGITAL ADAPTATION: A QUALITATIVE STUDY OF SHARING ENGLISH LEARNING ACTIVITIES ON TIK TOK AMONG FRESH GRADUATE TEACHERS

This study explores the User Experience (UX) and digital adaptation of fresh-graduate English teachers using TikTok to share their experiences of learning activities. Although TikTok is primarily associated with entertainment, a growing number of novice educators are leveraging it as a professional instrument for educational vlogging. This research utilizes a qualitative descriptive approach to investigate the experiences of three recently graduated teachers. Data collection involved semi-structured interviews and observations of their digital content on the TikTok platform. The results reveal a significant shift in the teachers' viewpoints, evolving from a "fun" user to a "responsible" educator. They noted that sharing English language learning activities on TikTok fosters student engagement, considering the platform's connection to students' daily lives. Conversely, the teachers encountered several technical challenges, including "phone lag," "copyright issues" related to audio, and the considerable time demands of video editing. To address these challenges, the educators implemented a blended editing approach, leveraging alternative applications prior to TikTok publication and acquiring knowledge through YouTube instructional content. Despite the technical difficulties encountered, the teachers expressed considerable satisfaction and plan to continue using TikTok in the future. The research also shows that new teachers are very confident in their digital skills. This allows them to use new mobile technologies effectively in their teaching

ANALYZING USER PERCEPTIONS AND DOMINANT FACTORS OF BLOOKET-BASED GAMIFICATION IN ENGLISH LEARNING

The swift advancement of digital technology has brought several game-based learning (GBL) platforms into the English as a Foreign Language (EFL) classroom, with Blooket standing out as a significant instrument for enhancing student engagement. The objective of this study is to examine students' perspectives and to determine the primary elements that influence their engagement in active learning through the utilization of Blooket. Employing a descriptive quantitative methodology, data were gathered through a structured questionnaire administered to 36 students in a Pre-intermediate English setting. The descriptive statistical analysis findings show a high degree of favorable impression, with students especially liking a blended learning method that blends Blooket with traditional lectures (Mean = 3.78). The study also finds that human-centered aspects are the most important ones for engagement, such as social connection with peers and a sense of personal responsibility for learning (Mean = 3.80). Logistical considerations like room layout and infrastructure are helpful, but they are not as important as the interpersonal interactions that the gamified setting creates. The results indicate that Blooket is a useful teaching tool for improving student independence and interaction in EFL classrooms

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

WHEN AI ENTERS THE ENGLISH CLASSROOM: A THREAT TO LEARNING OR A PATHWAY TO CRITICAL THINKING?

The rapid integration of Artificial Intelligence (AI) into English language learning has generated ongoing debate regarding its potential risks and benefits, particularly in relation to students’ critical thinking skills. This study aimed to investigate Indonesian EFL students’ perceptions of AI in English language learning by examining three dimensions: AI as a threat, AI as an opportunity, and AI as a support for critical thinking. Employing a descriptive quantitative research design, data were collected through a questionnaire administered to 90 undergraduate students from three universities in Makassar, Indonesia: Universitas Bosowa, Universitas Negeri Makassar, and Universitas Muhammadiyah Makassar. The data were analyzed using descriptive statistical techniques, including frequencies and percentages. The findings indicate that while students acknowledge potential risks associated with AI use, such as overreliance, these concerns remain moderate. In contrast, the majority of students perceive AI as a valuable learning tool that enhances English language learning and supports the development of critical thinking skills. Overall, the results suggest that AI is predominantly viewed as an opportunity rather than a threat in Indonesian EFL contexts. The study highlights the importance of pedagogical guidance in integrating AI to ensure that it functions as a cognitive support tool that promotes reflective and critical engagement in English language learning

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

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

PROBLEM BASED LEARNING IN TEACHING RECOUNT TEXT TO TENTH GRADE STUDENTS AT SMK NEGERI 1 DHARMA CARAKA GUNUNGSITOLI SELATAN

The purpose of this study is to analyze how the Problem Based Learning Implemented is applied when instructing tenth grade at SMK Negeri 1 Dharma Caraka Gunungsitoli Selatan in recount texts. The background of this study is the problem of students' low ability to write recount text correctly according to the structure of the text. Observation, interviews, test, and documentation were used to gather data for the descriptive qualitative study with research subjects of tenth grade students. The results show that students were more motivated and engaged when learning to write recount texts when the Problem Based Learning implemented was used. However, several students still had trouble accurately creating recount texts, especially when it came to language elements and organization. The study also showed that PBL promoted problem-solving, critical thinking and group collaboration in order to help students learn the subject matter. Students' limited language, time constraints, and inadequate comprehension of recall text structure were among the challenges faced. Overall, the PBL Model had a favorable impact on student results and the learning process, although ongoing teacher support is necessary to optimize students' writing abilities

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