Seltics Journal: Scope of English Language Teaching Literature and Linguistics
Seltics journal contains articles that are taken from analytical-critical studies in the field of teaching English, literature, and linguistics. It can be in the form of research result or conceptual ideas. Media online: ISSN LIPI e-ISSN Portal 2655-5417 Media print: ISSN LIPI p-ISSN Portal 2623-2642
Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros
Investigating the Link Between Glossophobia and Learning Styles: A Mixed-Methods Study in Secondary Education
Glossophobia, or the fear of public speaking, is a widespread form of social anxiety that can significantly hinder students’ oral performance. This study investigates the relationship between glossophobia and students’ learning styles in the context of classroom speech activities. Employing a mixed-methods design, the research integrates quantitative data gathered through the Taylor Manifest Anxiety Scale (TMAS) and the Barsch Learning Style Inventory with qualitative insights obtained from classroom observations and semi-structured interviews. A total of 41 senior high school students participated in the initial survey, from which 13 individuals identified with moderate to high anxiety levels were purposively selected for in-depth analysis. The findings reveal that visual learners exhibit higher levels of speech-related anxiety compared to other learning style types. These results suggest a potential correlation between learning style preferences and students’ susceptibility to glossophobia. The study emphasizes the pedagogical importance of tailoring instructional strategies to accommodate diverse learning styles as a means of mitigating public speaking anxiety in educational settings.
Copyright (c) 2025 Seltics Journal: Scope of English Language Teaching Literature and Linguistics
Investigating the Role of English Proficiency in Accounting Students’ Career Readiness in the Global Economy
This study investigates the contribution of English proficiency, learning motivation, and social support to the professionalism and learning strategies of accounting students in the global era. Employing a quantitative descriptive method with a survey design, data were collected from 90 students enrolled in the Accounting Study Programs at LPI College of Economics (STIE LPI) Makassar, YAPI College of Economics (STIE YAPI) Bone, and the Accounting Study Program at the AMKOP School of Economics in South Sulawesi. The research instrument consisted of a structured questionnaire analyzed using descriptive statistical techniques. The results revealed that the majority of students perceived English reading, writing, listening, and speaking skills as essential to their future careers. In particular, 72% highlighted the importance of English reading for accessing international accounting standards, while 68% emphasized writing for professional communication. Grammar mastery was also recognized as a foundational skill by 60% of respondents. Furthermore, 75% agreed that English fluency increases employability, and 67% supported the integration of English into the accounting curriculum. Institutional support was deemed adequate by 62% of participants, though there were noted calls for improvement. These findings indicate that English proficiency, along with learning motivation and social support, is positively associated with students’ academic and professional readiness. Therefore, it is recommended that curriculum development includes English for Specific Purposes (ESP), supported by institutional programs to strengthen language acquisition. Universities are encouraged to provide ongoing English language training, motivation-enhancing activities, and platforms for social engagement to support the holistic development of accounting students in the global professional context.
Lost in Translation: Early Digital English Exposure and the Delay of Bahasa Indonesia Acquisition in Young Learners
This study explores how exposure to English-language digital media influences the functional development of Indonesian as a first language (L1) among early childhood learners. In today's digital era, children are increasingly exposed to English through television shows, online games, and educational apps, often without adequate parental mediation. Using a qualitative descriptive approach, this study involved 20 children aged 5–12 years and their 20 parents in South Sulawesi, Indonesia. Data were collected through observation and interviews to investigate language use tendencies, interaction patterns, and influencing factors. The findings indicate that children with high English media exposure tend to use English more frequently in daily interactions and may demonstrate limited use of Indonesian in specific contexts. This imbalance is influenced by the duration of gadget use, the dominance of English content, and the lack of consistent parental involvement. While not pathologizing bilingualism, the study highlights the need for balanced language exposure to support children’s linguistic and social development. The results offer practical insights for parents, educators, and policymakers to foster additive bilingualism through more intentional and contextually appropriate language learning strategies.
Teacher's Thoughts regarding the Use of Media in Teaching English
As the demand for English language proficiency is getting higher nowadays, a teacher as one of the important elements in teaching must maximize and facilitate students in learning. One of the supporting elements in learning is the use of media in helping teachers deliver learning materials. This study aims to determine how English teachers’ thoughts toward the use of media in teaching English. This study was a qualitative study with data collection techniques through observation and interviews. The population in this study was 3 English teachers at Junior High School Kartika XX-I Makassar by using a total sample as a sample selection method. This study used qualitative analysis techniques developed by Miles and Huberman, namely data reduction, data presentation and drawing conclusions. From the results of the data collection carried out that teachers express positive views on the use of media to improve students' English learning abilities. It was known that teachers use LCD, PowerPoint, YouTube, books, and games as media in their learning. Media has an important role in training students to use English. In addition, the use of interesting media can foster students’ motivation and enthusiasm.
Utilizing Augmented Reality Technology in English Vocabulary
This study explores the potential of augmented reality (AR) technology in enhancing English vocabulary learning among EFL students at Muhammadiyah University of Enrekang. The study identifies key issues such as the lack of engagement and retention in vocabulary learning using traditional methods. A qualitative research approach was employed, involving 15 students and utilizing AR tools such as Google Expeditions, AR Flashcards, and Merge Cube to facilitate vocabulary learning. Data were collected through semi-structured interviews and classroom observations. The findings reveal that AR technology significantly enhances students' engagement, motivation, and vocabulary retention by providing interactive, multimodal learning experiences that place vocabulary in real-world contexts. However, several challenges were identified, including technical limitations such as device compatibility, internet connectivity issues, and the insufficient access to AR-capable devices. Additionally, concerns regarding the feasibility of scaling AR in resource-constrained settings, where students may lack access to adequate technological infrastructure, were raised. Furthermore, there is a critical need for comprehensive teacher training to effectively implement AR in the classroom. To address these challenges, the study recommends an integrated approach that combines AR technology with traditional teaching methods, alongside significant investment in technological infrastructure, development of affordable AR tools, and continuous professional development for teachers. This study contributes to the growing body of literature on the use of AR in language education and offers practical insights for overcoming the challenges of accessibility and scalability, ultimately improving the integration of AR in EFL classrooms, particularly in resource-limited contexts.
Exploring the Impact of Learning Styles on Speaking Anxiety: A Qualitative Study of English Education Students in Indonesia
This study aims to investigate the relationship between learning styles and speaking anxiety among first-semester English Education Department students at Muhammadiyah University of Enrekang. Speaking anxiety is a significant barrier to language learning, often exacerbated by mismatches between students' learning styles—visual, auditory, or kinesthetic—and traditional teaching methods. To explore this relationship, a qualitative research approach was employed, with data collected through semi-structured interviews and document analysis involving 18 participants. The semi-structured interviews were designed to gather students' perspectives on their learning preferences, experiences with speaking anxiety, and how these factors influenced their speaking performance. The document analysis included an examination of academic records, feedback from instructors, and reflective journals, which provided additional insights into students' speaking challenges and coping mechanisms. The findings reveal that students' learning styles significantly influence their experiences of speaking anxiety. Visual learners struggle with spontaneous speaking tasks due to their preference for preparation and reliance on visual aids. Auditory learners face challenges with pronunciation, often fearing their spoken English will not sound "correct." Kinesthetic learners, on the other hand, experience heightened anxiety in formal, non-interactive settings where they are unable to engage physically with the language. This study underscores the importance of aligning teaching strategies with students' learning preferences to reduce anxiety and foster confidence in speaking tasks. Recommendations include adopting flexible, student-centered approaches such as incorporating visual aids, auditory exercises, and interactive, movement-based tasks that cater to various learning styles. These strategies aim to create more supportive and inclusive learning environments.
Unpacking Genre-Based Instruction: Cognitive, Emotional, and Behavioral Engagement in High School Writing
Genre-Based Instruction (GBI) is a structured approach that scaffolds students’ writing development by explicitly teaching genre conventions and guiding them through sequenced instructional stages. This qualitative study explores cognitive, emotional, and behavioral engagement among high school students who have experienced GBI in their writing instruction. This study, conducted at SMAN 1 Enrekang and SMAN 2 Enrekang, employs semi-structured interviews to capture students' lived experiences and perceptions. Using thematic analysis, findings reveal that GBI enhances cognitive engagement by improving genre awareness and structural clarity in writing, while emotional engagement is fostered through increased writing confidence and motivation, particularly in collaborative Joint Construction activities. Behavioral engagement is reflected in students’ active participation, peer interaction, and deeper involvement in the writing process. However, challenges include limited vocabulary acquisition, which hindered comprehension of genre-specific conventions, and time constraints, which restricted students’ ability to internalize writing structures before transitioning to independent tasks. These findings highlight the need for curricular flexibility to accommodate a more reflective writing process, as well as technology-supported vocabulary development to enhance students’ engagement with genre-specific text. While GBI effectively cultivates writing engagement across cognitive, emotional, and behavioral domains, its success depends on instructional refinements and professional development for teachers. Additionally, supportive policy frameworks are crucial to ensuring sustainable and adaptable implementation. This study contributes to ongoing discussions on effective writing pedagogy, offering insights into optimizing GBI for diverse educational contexts.
The Drill and Practice Method for Teaching the Simple Past Tense to Non-English Major Students
This study aims to improve the understanding of the simple past tense among non-English major students using the drill and practice method. The study employed a one-group pre-test-post-test design. The sample consisted of 62 first-semester theology students enrolled in the General English course at Universitas Kristen Artha Wacana, Indonesia. The pre-test was conducted by testing ten items on the simple past tense, covering affirmative, negative, and interrogative forms. Subsequently, students participated in DP sessions, which included material introduction, modeling, guided practice, immediate feedback, repetition practice, individual assessment, discussion and clarification, independent practice, reinforcement, and closing. Following the intervention, a post-test was conducted to measure improvements in understanding. The data were analyzed using the Wilcoxon test. Results indicated a significant improvement in students’ understanding of simple past tense, with a Wilcoxon value of -4.936 and asymptotic significance below 0.001. Additionally, accuracy rates and response times improved, while the number of unanswered questions decreased. The study concludes that the DP method, combined with targeted feedback, is effective in enhancing grammar skills for non-English major students, although some learners may require further instructional adjustments. While the study reports positive outcomes, it lacks a discussion of limitations, including its single group design, limited generalizability due to the specific institution, and the absence of a control group. Future research should address these limitations by investigating long-term effects and involving larger sample sizes.
Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University
This study investigates the grammar learning difficulties faced by first-semester English Education students at Muhammadiyah University of Enrekang. A qualitative research approach was employed, involving semi-structured interviews and document analysis of 14 students' academic records. The data were analyzed using thematic analysis, focusing on identifying recurring patterns in the students' experiences and challenges. The findings reveal three main categories of difficulties: cognitive challenges, instructional shortcomings, and environmental constraints. Cognitive challenges include struggles with understanding fundamental grammar concepts, such as tenses and subject-verb agreement, compounded by difficulties in retaining rules and applying them in practical contexts. Instructional shortcomings emphasize monotonous teaching methods, lack of contextualized practice, and insufficient feedback, which hinder students' progress. Environmental constraints, including limited exposure to English and inadequate social support, exacerbate these challenges. The study highlights the importance of adopting interactive, student-centered teaching methods and integrating grammar instruction into broader language skills. Practical recommendations include the use of innovative strategies such as project-based learning, grammar-focused digital tools, and the creation of English-speaking environments. These findings provide valuable insights for educators and policymakers to enhance the effectiveness of grammar instruction in EFL contexts and improve student outcomes.
A Study of UNIMEN Students' Perspectives on Cross-Cultural Adaptation in Thailand
This study explores the perspectives of Universitas Muhammadiyah Enrekang (UNIMEN) students on cross-cultural adaptation during their international internship in Thailand. Community service programs, which are mandatory for Indonesian tertiary students, offer practical experiences that bridge the gap between academic learning and real-world application. This research focuses on the challenges and adaptation strategies employed by students participating in teaching practices at private Thai schools. Using a qualitative methodology and thematic analysis, data were collected through interviews with eight fifth-semester students majoring in English Language Education. The findings identify eight key challenges: administrative issues, health problems, psychological stress, social integration difficulties, teaching challenges, culture shock, language barriers, and inadequate facilities. Cultural barriers, such as differences in the education system and social norms, led to experiences of homesickness and stress. Language difficulties were particularly pronounced due to limited Thai and English proficiency among locals. To address these challenges, students adopted several strategies, including seeking social support, engaging in cultural learning, using sign language, and fostering communication with locals. These strategies helped alleviate culture shock, improve cross-cultural understanding, and enhance teaching effectiveness. The study underscores the importance of adequate preparation, including cultural learning modules, and provides valuable insights for universities to better support future participants in international community service programs.
Copyright (c) 2024 Seltics Journal: Scope of English Language Teaching Literature and Linguistics
Pragmatics and Discourse Analysis: The Properties of Everyday Language Found in “From South Sumatera to Ohio, Indiana, & Utah”
Analyzing everyday language properties is crucial for uncovering the nuanced layers of meaning within literary works. Therefore, this study explores Prof. Diemroh Ihsan's book, From South Sumatera to Ohio, Indiana, and Utah, through the lens of pragmatics and discourse analysis, focusing on everyday language properties as outlined in Grundy's (2008) framework. Specifically, the study examines indirect meanings, cultural contexts, and inferences present in the narrative. The qualitative descriptive technique was chosen for its suitability in systematically capturing and interpreting descriptive data, such as written words in the book, allowing for a detailed exploration of linguistic nuances within the text. This approach enables an in-depth understanding of how language operates within cultural and contextual dimensions of the narrative. The analysis reveals eight instances of implicit meaning, nine cultural contexts, and one inference, illustrating the intricate dynamics between language and culture. By acting as a cultural bridge that portrays diverse culinary traditions, festive celebrations, and economic perspectives, this study highlights the interplay between language and cultural interpretation. The findings lay a foundation for future cross-cultural analyses, contributing to a deeper understanding of how language and culture intersect in literary works.Everyday Language Properties
The Correlation between Pre-service EFL Teachers’ Extroversion and English Speaking Skills
This study examines the relationship between extroversion and speaking proficiency among 27 pre-service English teachers at Universitas Muhammadiyah Sorong. Using a correlational research design, data were collected through the Revised-Short Form Eysenck Personality Questionnaire (EPQR-S) and a speaking skills test using a rubric by O'Malley (1996). The data were analysed using SPSS version 27 and Pearson product-moment correlation techniques. The results reveal an insignificant negative correlation (r = -0.108, p > 0.05) between extroversion and speaking skills, indicating no substantial link between these variables. Most students displayed moderate extroversion, but their speaking scores predominantly fell into the "enough" and "poor" categories. Highly extroverted students could have consistently achieved better speaking proficiency. Personalized teaching strategies are recommended to address students' diverse needs. Extroverted learners benefit from group discussions and collaborative projects, while introverted students perform better in quieter settings, such as one-on-one discussions or recorded tasks. These tailored approaches can enhance confidence and improve speaking skills across personality types. Further research is needed to explore other factors influencing pre-service teachers’ speaking skills.
Motivational Teaching Strategies in EFL Writing Class: Insights from Lecturer Perceptions
The implementation of motivational strategies not only promotes a positive attitude towards writing but also encourages more effective development of students’ writing skills. This study explores lecturers’ insights on how they perceive the motivational teaching strategies in their English writing class. This study employs a qualitative approach with two English writing lecturers from Maros Muslim University as participants. Semi-structured interviews and classroom observation were the instruments used to collect the data and the data were analyzed using thematic analysis. The results show that both lecturers implement motivational strategies effectively by utilizing positive reinforcement, active learning strategies, and addressing students’ difficulties. Positive reinforcement significantly improves students’ motivation and writing performance. It was strengthened by the observational data that showed both lecturers constantly praised students whenever they responded positively during learning process. Lecturers emphasize that giving active learning strategies can motivate students to engage actively in writing tasks, which can enhance motivation and writing proficiency. The lecturers also acknowledge that addressing students’ difficulties is essential in reducing their anxiety and fostering confidence in writing. Recognizing and responding to students’ difficulties can reduce anxiety and encourage them to share their thoughts more confidently in writing.
The Cold War in Historical and Literary Context: A Sociological Analysis of Socio-Political Conflicts in Patrick Worrall's The Partisan
This research examines the Cold War's socio-political conflicts and global impacts as depicted in The Partisan, a historical espionage novel by Patrick Worrall. Using Laurenson and Swingewood's theory of literary sociology, the study explores the novel's portrayal of ideological and military tensions between the United States and the Soviet Union, focusing on the broader implications of these conflicts on modern political, social, and technological systems. Through close textual analysis, the research identifies themes of hegemony, ideological rivalry, and power struggles in the novel, reflecting the Cold War's influence on bloc countries. The study also highlights significant socio-political conflicts, including the arms race, the Berlin Wall crisis, and Baltic resistance, which illustrate the pervasive influence of Cold War ideologies on geopolitical landscapes. The findings underscore the Cold War's role in shaping contemporary societal structures, urban planning, technological advancements, and economic policies. By contextualizing The Partisan within historical events, this research contributes to understanding how literature reflects and critiques the long-term effects of Cold War tensions on global civilization, ultimately revealing the inseparability of historical conflicts from present-day socio-political realities.
The Effect of Interactive Multimedia Wordwall on Students’ Vocabulary Learning Outcomes at SMA Negeri 1 Huruna
Vocabulary learning is an essential component in mastering reading skills, which directly impacts students' ability to communicate effectively in both oral and written forms. However, many students at SMA Negeri 1 Huruna experience difficulties and lack motivation in the vocabulary learning process. This study to explore and examine the effectiveness of using interactive multimedia based on the Wordwall application in improving students' vocabulary learning outcomes. The research employs a quasi-experimental method with a pre-test and post-test design. The subjects of the study consist of students at SMA Negeri 1 Huruna, the population were all tenth-grade students which 60 students, divided into two groups as a sample: an experimental group that uses the Wordwall application as 30 students and a control group that apply conventional teaching methods as 30 students. The results of the analysis indicate a significant increase in the vocabulary learning outcomes of students taught using the Wordwall application compared to those in the control group. The mean pre-test score for the experimental group was 35.50, while the post-test mean increased to 89.13. In contrast, the control group showed a smaller increase, with a pre-test mean of 33.53 and a post-test average of 74. These findings demonstrate that the Wordwall application not only makes learning more engaging but also enhances students' understanding of the vocabulary taught. Students involved in Wordwall-based learning exhibited higher enthusiasm and were able to participate actively in class activities. Overall, these findings provide valuable insights for educators regarding the importance of technology integration in teaching and encourage the development of more innovative and responsive teaching methods that meet students' needs.
Teachers’ Perceptions and Experiences with Translanguaging Implementation in Rural EFL Classrooms: A Case Study from Indonesia
This study explores teachers' perceptions and experiences implementing translanguaging strategies in rural English as a Foreign Language (EFL) classrooms in south Buton, Indonesia. This research is a case study where the limit of this research is to focus on teacher perceptions and experiences in implementing translanguaging in English language learning in three secondary schools in rural areas in South Buton, Indonesia. The subjects of this research were three English teachers at three different schools in South Buton. This subject is expected to provide an overview of teachers' perceptions and experiences in implementing translanguaging in some rural schools in an Indonesian context. Data was collected through in-depth interviews and class observation with three experienced EFL teachers at three rural junior high schools in South Buton. The findings reveal that teachers perceive translanguaging as effectively enhancing students' learning comprehension, and the use of translanguaging can create inclusive and culturally responsive learning in EFL classrooms. The study highlights predominantly positive attitudes towards translanguaging, with teachers perceiving it as an effective tool for facilitating learning in linguistically diverse classrooms. Teachers report positive experiences, citing improved student understanding, increased engagement, and preservation of linguistic and cultural identities. The teachers' experience actively incorporated translanguaging strategies, using code-switching between English, Indonesian, and the local Cia-Cia language to enhance student comprehension. While acknowledging challenges such as balancing multiple languages and potential impacts on English proficiency development, teachers remain confident in translanguaging's effectiveness. This research is expected to contribute to the growing literature on translanguaging in EFL contexts and offer insights for educators in linguistically diverse settings.
Developing Visual Prompt Video of Canva for Students’ Speaking Performance at Rumah Belajar Saab Shares 09 Nias Utara
This study aims to develop visual prompts in the form of videos using the Research and Development (R&D) approach with the 4D development model (Define, Design, Develop, Disseminate). The use of visual prompts in videos aims to improve learning effectiveness and facilitate user understanding. At the Define stage, a needs analysis and problem identification were conducted to determine the objectives and content of the video. At the Design stage, video scenarios and designs are developed by considering visual elements and messages to be conveyed. The Develop stage involves creating video prototypes using supporting technology and software, namely the Canva application, as well as initial testing to obtain feedback. Finally, the Disseminate stage involved video distribution and end-user evaluation to measure the success of the development. The results showed that the visual prompt video was able to significantly increase students’ engagement and comprehension, thus having a positive impact to the increasing speaking performance in learning process
Student Engagement Dynamics in Hybrid English Speaking Classes: A Study on Synchronous and Asynchronous Learning in Indonesia
The study investigates student engagement in hybrid English-speaking classes at an Indonesian university, emphasizing synchronous and asynchronous learning. Hybrid learning combines live (synchronous) and flexible (asynchronous) methods to enhance student engagement in cognitive, behavioral, and emotional dimensions. Conducted as a qualitative study, this research involved 20 second-semester students from the Faculty of Language and Literature at Universitas Negeri Makassar. Data were collected through semi-structured interviews to explore students’ engagement in hybrid English-speaking classes across synchronous and asynchronous learning. The findings reveal that hybrid learning fosters high levels of cognitive engagement by promoting active participation, critical thinking, and access to resources supported by responsive lecturers. Behavioral engagement is similarly enhanced through interactive digital tools and inclusive class discussions, encouraging frequent practice and skill reinforcement. Emotional engagement, however, varies, as some students benefit from the flexibility of online learning, while others face challenges due to reduced face-to-face interaction with lecturers. Key challenges identified include maintaining consistent motivation in virtual environments, managing distractions in home settings, and addressing feelings of being overlooked due to limited real-time lecturer attention. Additionally, technology dependency and variable comfort levels with hybrid learning pose challenges for engagement. The study concludes that effective hybrid learning designs that address cognitive, behavioral, and emotional engagement can significantly enhance student involvement and learning outcomes. These insights contribute to a better understanding of engagement dynamics in hybrid English-speaking courses, offering practical implications for designing more effective learning experiences. However, the study's focus on a specific group of English-speaking students at one institution limits how broadly the findings can be applied. To better understand the strengths and challenges of hybrid learning, future studies should consider a more diverse sample, mix qualitative and quantitative data, and look at how instructor involvement impacts engagement across different learning environments.
Exploring Lecturers' Insights on Metacognitive Scaffolding in Writing Instruction
This study investigates lecturers' perceptions of metacognitive scaffolding in writing instruction at Universitas Halu Oleo. Utilizing a qualitative exploratory case study design, data were collected through interviews with three lecturers from the Faculty of Teacher Training and Education. Thematic analysis revealed that while lecturers acknowledge the benefits of metacognitive scaffolding for developing independent writers, they encounter obstacles such as large class sizes, time constraints, and varied student engagement. The study aimed to provide insights for improving writing instruction practices and policy development. Lecturers discovered that metacognitive scaffolding is essential for helping students develop writing performances and engagement. The study’s findings align with literature emphasizing the importance of metacognitive strategies and structured feedback in writing instruction. The integration of technology and the positive impact of lecturers' personalities further support the effectiveness of metacognitive scaffolding in enhancing students' writing performance and engagement. Lecturers perceive the implementation of metacognitive scaffolding in writing courses as crucial for improving students' writing performance and fostering independent, reflective learning, although they acknowledge challenges such as students' difficulties with coherence and vocabulary and the distractions of technology.
Bringing the Past to Life: Teaching English Grammar Through Folklore and Visual Storytelling in Indonesian Classrooms
Teaching English grammar, particularly tenses, presents a significant challenge in the Indonesian context, where traditional methods often fail to engage students effectively. This study investigates the use of Indonesian folklore combined with visual aids as a strategy for teaching the English simple past tense. The research explores the potential of integrating culturally relevant content with pictures to enhance grammar acquisition and student engagement. A mixed-methods approach was employed, consisting of pre- and post-tests, classroom observations, and student surveys. The findings reveal that students exposed to folklore and picture-based instruction showed a 24% improvement in grammar comprehension, significantly outperforming their peers in the control group, who received traditional grammar instruction. The experimental group also exhibited higher levels of engagement, with students demonstrating greater enthusiasm and active participation in learning activities. These results suggest that culturally contextualized materials, coupled with visual aids, foster a more interactive and enjoyable learning environment, ultimately improving students' ability to apply grammatical structures in real communication. This study highlights the potential of folklore as a pedagogical tool, offering valuable insights for enhancing grammar instruction and motivating learners in the Indonesian educational context.
Exploring the Influence of Students' Anxiety on English Language Learning in Online Integrated Instruction
This research explores the influence of online integrated learning on students’ anxiety within the English Language Education Program at Muhammadiyah University of East Kalimantan (UMKT). The study investigates the impact of online integrated learning in the English General Course on students' anxiety levels. It examines significant differences in anxiety levels between students actively using online platforms and those who do not. The sample consisted of 117 freshmen, with data collected via questionnaires assessing comfort with technology, perceptions of its effectiveness, and its impact on anxiety levels. Statistical analyses, including descriptive statistics, the One-Sample Kolmogorov-Smirnov Test, ANOVA, and Bonferroni multiple comparisons, were employed to provide a comprehensive understanding of the findings. Key results indicate a mean anxiety score of 41.55 and a mean achievement score of 78.21, reflecting moderate anxiety and relatively high academic performance. The One-Sample Kolmogorov-Smirnov Test confirmed the normal distribution of the data (p > 0.05), justifying the use of parametric methods. ANOVA results showed significant differences in anxiety levels and English scores based on online integrated learning (F = 166.159, p < 0.001). Bonferroni multiple comparisons revealed that lower anxiety was associated with higher English scores, with significant mean differences observed between low, medium, and high anxiety groups (p < 0.001). These findings suggest that online integrated learning significantly impacts students' anxiety levels, which in turn affects their academic performance. The study provides valuable insights for educators and policymakers on the importance of creating supportive and anxiety-reducing learning environments in technology-enhanced settings
Commercialization of Higher Education, Challenges of Education System in the Era of Technology 4.0
Commercialization of Higher Education has become an increasingly dominant issue in the educational system in the era of Technology 4.0. This article attempts to identify the changes in the higher education paradigm caused by commercialization, including rising educational costs, profit, and influence on the curriculum. Additionally, the article examines the impact of commercialization on higher education, the challenges it faces, and ways to overcome the existing barriers. The research conducted a literature review. The writer uses documents such as journals, books, and online media as data sources. The collected data was analyzed using content analysis methods. This research reveals that the commercialization of education is a deliberate system created by both governments and investors. The government minimizes the government budget expenses by changing PTN to PTN-BH. At the same time, the investors try to optimize their profits from educational institutions without considering the achievement of educational goals. On the other hand, the commercialization of education reflects that education is treated as a commodity. However, it must be acknowledged that the commercialization of education has both positive and negative impacts. Therefore, efforts to mitigate the commercialization of education that can serve as a solution are needed. In this regard, the government, as the education decision maker, must regulate higher education quality and ensure broader accessibility. This requires a balanced approach between the commercial needs of universities and the interests of the public in providing quality education. Additionally, higher education must continue adapting to Technology 4.0 to maximize the potential for more inclusive and relevant education while maintaining the integrity of education and Islamic values.
Magical Phenomena in Reality in Rick Riordan’s Percy Jackson and The Olympians: The Lightning Thief
This research examines the elements of magical realism, using descriptive qualitative method, a literary genre depicting magic in the modern world, in Rick Riordan's "Percy Jackson and the Olympians: The Lightning Thief." Applying Wendy B. Faris' theory of magical realism's five characteristics: the irreducible element, the phenomenal world, unsettling doubts, merging realism, and disruption of time/space/identity. The research identifies these aspects in the novel. The analysis reveals the novel contains irreducible magical elements like worlds, characters, and objects, exemplified by Percy's encounter with the shape-shifting monster Erinyes disguised as his teacher. The phenomenal world encompasses magical places and beings. Unsettling doubts arise from Percy directly addressing the reader about his experiences. Merging realism intertwines the magical realm rooted in myths with the tangible world, as monsters and gods frequently intermingle with reality. Disruption of time manifests when Percy experiences slowed time at the Lotus Hotel during his quest. The study concludes that "The Lightning Thief" exhibits all five characteristics of magical realism by integrating mythological magic into the contemporary setting. Irreducible magical elements, a phenomenal, magical world, narrator-induced unsettling doubts, the merging of mythical and real realms, and space-time distortions collectively categorize the novel as an exemplar of magical realist fiction.
Culture in Indonesian English Language Teaching (ELT): A Critical Literature Review
This article aims to analyze the current situation of Indonesian ELT concerning the recommendation to integrate more cultural elements in ELT practices. To achieve the objective, some studies were critically reviewed to gain insights into Indonesian ELT researchers' latest trends and perspectives. The writer collected some articles related to the topic written in the last ten years and reviewed them using some steps of critical literature review. The results show that many efforts have been made to integrate Indonesian cultures into Indonesian ELT practices, especially in learning materials. However, there is a discrepancy between the growing concerns regarding the negative impacts of Western values through ELT classrooms and the preference among Indonesian students towards target and international cultures of English. More studies are needed to gain better perspectives.
The Teacher’s Role in Motivating Students to Learn English in High School Level
Creating a positive learning environment in the classroom by integrating students is crucial since learning is fundamentally about the interaction between teachers, students, and their surroundings with the goal of positive behavior changes. As a result, teachers must play a part in inspiring students to study more actively in the classroom. This research aims to determine the role of teachers in motivating student learning in English subjects. This qualitative study employed data collection techniques, including observation, interviews, and documentation. This research lasted for two months. The population in this study consisted of teachers and students of MA Bustanul Ulum Toddolimae, with the research sample consisting of one English teacher and six class X students. Thesis used qualitative data analysis techniques developed by Miles and Huberman, namely data reduction, data presentation, and concluding. The findings indicate that English teachers act as motivators, mediators, and innovators in teaching and learning activities to motivate students to participate in learning activities. This research proves that the teacher's role is very important in motivating teaching and learning activities, and the impact of providing motivation is that students feel interested and enjoy participating in English learning activities. Therefore, teachers can be said to be motivators, mediators, and innovators, while students have intrinsic and extrinsic motivation. Therefore, it is important for all educational actors, especially teachers directly involved in interacting with teachers, to help students learn in class by involving several roles that are proven to help students learn.
Psychological Approach of Jadis’ Act of Violence in Novel Entitled Narnia: The Lion, The Witch, and The Wardrobe by C.S. Lewis
This article presents a psychological analysis of Jadis, the White Witch, a character in the novel "The Lion, the Witch, and the Wardrobe" by C.S. Lewis. This research uses a qualitative approach, focusing on in-depth analysis methods regarding Jadis' characteristics and traits. By applying psychological theory, especially Freud's "Id" theory, this analysis highlights the motivations, emotions, and feelings that underlie Jadis's journey in the novel. The research findings highlight the complex psychological characteristics of these characters, including reluctance, anxiety, and social interactions with other characters. The goal is to provide a comprehensive picture of Jadis and encourage further research into her character and critical psychological analysis
Validity and Reliability Tests of a Love Language Questionnaire in Indonesian
The research focuses on the validity and reliability of a love language questionnaire tailored to the Indonesian context, where cultural nuances play a significant role in interpersonal relationships. The sampling technique in this study used a non-probability sampling method to determine the sample tested, where the population was married individuals in the Bone district. Therefore, the technique chosen was the purposive sampling method. Hence, this research consisted of 30 married individuals from the Bone district. A triangulation approach was applied to develop the questionnaire, combining linguistic analysis, psychological insight, and statistical rigor. This method ensured that the questionnaire captured the nuances of love languages in the Indonesian context. The Love Language Questionnaire was grouped into five indicators: acts of service, receiving gifts, quality time, words of affirmation, and physical touch. Each indicator consists of four positive and four negative statements. The type of analysis employed was inferential analysis. The analysis results revealed that 30 items scored above the Pearson correlation coefficient of 0.361, indicating the validity of the items. In addition, Cronbach's alpha coefficients for all indicators exceeded 0.70, indicating reliability. The results indicate that the questionnaire is a valid and reliable instrument for research in psycholinguistics. The limitation wall that hindered the results was the lack of a proper understanding of the sociolinguistic nature of the research population.
Investigating the Use of Language Learning Strategies and English Proficiency of University Students
This study used descriptive and correlational research designs to identify the levels of students’ language learning strategies use (LLS) and their English proficiency and whether there is a significant correlation between the two variables. The sample of this study consisted of 56 students majoring in English enrolled in Listening and Speaking classes at a private university in North Sulawesi. The instruments used in this study were Oxford's SILL (1990) to measure the students' LLS and students' final test scores to assess their English proficiency. The results showed that the students usually use LLS with metacognitive strategies as the most commonly used strategy. Moreover, the results also showed that the students had good English proficiency. However, the students’ LLS use did not significantly correlate with their English proficiency. Hence, further research can be conducted to provide insights into why students have good English proficiency.
Integrating Digital Learning in English Reading Classes: Experiences of Indonesian Higher Education Lecturers
This study investigates lecturers' experiences implementing digital learning in English reading classes in Indonesian higher education. With the widespread adoption of digital technology, English reading classes that previously relied on printed texts and face-to-face interactions increasingly integrate digital tools to enhance student engagement and comprehension. This research uses a qualitative approach to explore lecturers' experiences adapting their teaching methodologies with digital tools. The purposive sample involves five lecturers teaching English reading classes at Maros Muslim University who have experience with traditional methods and digital learning, particularly during the COVID-19 pandemic. Data were collected through one-on-one interviews, providing rich, detailed accounts of how lecturers integrate digital learning into their teaching practices. Thematic analysis was used to analyze the data, following the methodological framework of Braun & Clarke (2006). This approach involved systematically identifying, analyzing, and reporting patterns (themes) within the data. The findings reveal that lecturers demonstrate high flexibility in using various digital devices such as laptops, smartphones, and tablets to meet different teaching needs. Lecturers also emphasize the importance of the interactive capabilities of digital tools, which can transform passive reading into a more dynamic and engaging experience. However, they also acknowledge the value of traditional learning materials like printed books, which remain important for tasks requiring deep engagement and critical thinking. The study highlights the need to balance digital and traditional learning resources to create inclusive and effective learning environments. The lecturers' experiences adapting to digital tools are crucial for successfully implementing digital learning and improving educational outcomes. This study provides valuable insights into the practical realities of digital learning implementation and strategies to support lecturers in this transition process.
The Correlation between The Vocabulary Mastery and Writing Skills of the Ninth Graders of SMP Negeri 1 Bandongan
Four language skills are needed to master a language: listening, reading, speaking, and writing. Two aspects are needed to communicate in written form: vocabulary mastery and writing skills. Someone needs writing skills and extensive vocabulary knowledge to create good writing. Even so, it was found that there were still students who had difficulties in translating words from Indonesian to English and vice versa, challenges in using the right words, and problems in constructing sentences in English. In addition, some students still have limited knowledge of vocabulary. This study focused on finding the students’ vocabulary mastery level, writing skills level, and the correlation between vocabulary mastery and writing skills. A person will master four language skills, including writing, easier if they have a broad vocabulary. The more comprehensive the vocabulary knowledge, the more vocabulary will be used in writing; hence, the vocabulary used in the writing will be more varied. Correlation research was used in this study. The study population was 9th graders of SMP Negeri 1 Bandongan, and the sample was 29 students from class 9B at SMP Negeri 1 Bandongan. The study instruments were a vocabulary test and a writing test. The instruments were derived from previous research. The data taken was analyzed using a correlation test with SPSS. The results of this study show no significant correlation between vocabulary mastery and writing skills with the Sig value. (2-tailed) 0.145 > 0.05. Furthermore, the correlation coefficient is 0.278. Hence, the correlation between vocabulary mastery and writing skills was low. This study suggests that teachers and students focus on learning and mastering vocabulary and other aspects that influence writing ability and the writing itself.