This study aims to gain a deeper understanding of how self-determination theory is implemented in higher education. This review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The systematic review begins with an analysis of the identification procedure. Next, the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. The significance of self-determination theory to the evolution of the teaching profession determined the selection of these papers. The results are divided into three categories, with the following themes emphasizing the examined literature the most. Researchers use their findings to maximize the implementation of SDT in the classroom. The second section consists of data collection. Questionnaires, interviews, pre-and post-tests, and online discussion forums were used for data collection. Finally, the researcher has created a list of several published issues for analysis based on the most recent study themes.DOI: 10.26905/enjourme.v7i1.7978

This study aims to compare two teaching styles and to investigate the effects of learning motivation on football dribbling learning outcomes. The teaching styles consist of reciprocal and training styles. The study was experimental research with a 2x2 factorial design. The sample of the research was 20 students. The data analysis was the analysis of variance (ANOVA) and the Tukey test. The results show that (1) there were differences in the dribbling learning outcomes between the group taught using reciprocal style and the group taught with training style; (2) there was no significant influence of teaching styles and learning motivation on the dribbling learning outcomes; (3) there were differences in the dribbling learning outcomes between the low motivated students taught with reciprocal style and the ones taught with training style; and (4) there were differences in the dribbling learning outcomes between the highly motivated students taught with reciprocal style and the ones taught with training style.

The aims of this study is to investigate the experiences of 12 Makassar University lecturers lecturers in planning and writing their English language teaching (ELT) textbooks. The results of interpretative phenomenological analysis (IPA) revealed that, despite a number of pedagogical issues and challenges, these lecturers had a positive attitude toward writing their ELT textbooks, as revealed by an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD). They believed that creating teaching resources for their classes would not only help them meet their students' linguistic demands, but would also improve their lecturing experience. This article argues that writing a textbook for classroom use is a form of pedagogical reflective practice for lecturers that allows them to provide their students with appropriate activities and lessons for effective language teaching and learning, drawing on Tomlinson's notion of the importance of personalizing and localizing ELT textbooks to maximize students' learning. The findings' ramifications are addressed, and recommendations are made.

Pemandu lalu lintas udara (Air Traffic Controller, ATC) adalah SDM profesional yang memberikan pelayanan dan pengaturan lalu lintas di udara untuk mencegah pesawat terlalu dekat satu sama lain, mencegah tabrakan antar pesawat udara dan pesawat udara dengan rintangan yang ada di sekitarnya selama beroperasi. Tujuan penelitian ini ialah Untuk mengetahui jumlah kebutuhan personil Air Traffic Controller (ATC) yang ideal di Perum LPPNPI Cabang Makassar. Metode penelitian yang dilakukan ialah kuantitatif untuk mengkaji jumlah personil Air Traffic Controller yang ideal dalam menunjang keamanan, kenyamanan dan kelancaran pelayanan lalu lintas udara baik kepada pihak ATC maupun pengguna jasa lalu lintas udara berdasarkan pada, KP 287 tahun 2015, dan KP 218 tahun 2017. Hasil penelitian ini dengan mengetahui jumlah kebutuhan ATC dapat meningkatkan kenyamanan bekerja dan keselamatan serta kelancaran lalu lintas penerbangan pada seluruh unit yang terdapat pada pusat pengendalian lalu lintas penerbangan Makassar, selain itu sebagai landasan untuk penelitian berikutnya.

The current disruption in formal school education due to the COVID-19 pandemic calls for innovative strategies in Technology-Enhanced Language Teaching (TELT). This article presents several technological and pedagogical considerations in conducting Project-Based Language Learning (PBLL) through Online Community of Practice (OCoP) for teaching ESP in a Vocational Higher Education (henceforth VHE) context. The PBLL-OCoP integrated learning strategy offers a comprehensive approach to technology-mediated ESP teaching. It aims to support the language teachers to deliver ESP courses virtually and provide the students with a meaningful learning experience in a socially distant way. The projects include digital photovoice, interactive digital poster, vodcasting, and the integration between Digital Mind Mapping Software (DMMS) and Screen Recording Tools (SRTs) in supporting the students' online learning practice. The reasons underlying these practical approaches are to promote the students' active, autonomous, explorative, and collaborative learning. Thus, the implication of this practice calls for inclusion in the critical online language learning pedagogy and digital language teacher professional development.