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
The Representation of Ideology in Nadiem Makarim Case by Tech in Asia: An Appraisal and Critical Discourse Analysis Approach
This study investigates the representation of Nadiem Makarim in TikTok content published by Tech in Asia by employing Appraisal Theory and Critical Discourse Analysis (CDA). The research aims to identify the evaluative language used in the discourse and examine the ideological tendencies reflected in the media representation. The data consist of 109 clauses collected from opinion, interview, straight news, and hard news content related to the media-reported alleged corruption case involving Nadiem Makarim. A qualitative descriptive approach is employed in this study. The results show that engagement is the most dominant appraisal resource (71.5%), followed by attitude (20.2%) and graduation (8.3%). The frequent use of heteroglossic and monoglossic resources suggests that Tech in Asia constructs legitimacy through selected external voices, particularly from the technology and business sectors. The findings also indicate that Nadiem Makarim is predominantly represented as an innovator and entrepreneurial leader rather than being primarily associated with the legal allegations. From the perspective of Fairclough’s social practice framework, the discourse appears to reflect values related to innovation, entrepreneurial leadership, legal certainty, and technological development. Overall, this study demonstrates how evaluative language contributes to the construction of meaning and representation within contemporary digital media discourse.
Copyright (c) 2026 Dini Eka Maulida, Madeleine Winday, T. Thyrhaya Zein, Nurlela https://creativecommons.org/licenses/by-sa/4.0
The Efficacy of DreamBuilder-Mediated TBLT in Enhancing English Proficiency: An Experimental Study on Women Entrepreneurs
English proficiency has become a critical determinant of business competitiveness for women entrepreneurs in Indonesia, yet existing programs rarely address their professional communication needs. This study investigated the effects of Task-Based Language Teaching (TBLT) through the DreamBuilder platform on the English proficiency of Indonesian women entrepreneurs in the Academy for Women Entrepreneurs (AWE) program, Makassar. A quasi-experimental mixed-methods design involved 40 participants in a TBLT group (n = 20) or Traditional instruction group (n = 20), with pre- and post-test scores, questionnaire, and interview data collected concurrently. The TBLT group demonstrated significantly greater proficiency gains (mean gain: 25.8 vs. 9.8 points; t(38) = 18.43, p < .001, Cohen’s d = 5.27). Participants rated task-profession relevance highly (M = 4.6) and reported increased daily professional English use post-intervention. Thematic analysis identified four facilitating factors such as task-profession alignment, platform flexibility, resource variety, and peer interaction, and four inhibiting factors such as technological barriers, delayed feedback, limited cultural relevance, and self-regulation challenges. Extending TBLT evidence to adult women entrepreneur learners through a purpose-built digital entrepreneurship platform constitutes the study’s primary novelty. Platform developers and policymakers are recommended to prioritize task localization, integrated feedback, and digital infrastructure investment to maximize TBLT effectiveness in comparable emerging economy contexts.
Copyright (c) 2026 Aqzhariady Khartha, Muthmainnah Bahri A. Bohang, Marhamah Marhamah, Heri Alfian https://creativecommons.org/licenses/by-sa/4.0
Stylistic Features as Meaning-Making Resources in Selected Children’s Storybooks by Julia Donaldson
Children’s storybooks employ carefully crafted linguistic patterns that not only entertain young readers but also function as important resources for meaning-making, engagement, and early language development. This study investigates stylistic features as meaning-making resources in selected children’s storybooks written by Julia Donaldson, namely The Gruffalo, Room on the Broom, and The Snail and the Whale. The study aims to examine the dominant stylistic features used in the selected texts and explore how these features function in constructing meaning for young readers. Employing a qualitative descriptive-analytic design, this research applies the stylistic framework of Leech and Short alongside Halliday’s Systemic Functional Linguistics (SFL). The analysis focuses on five stylistic categories: lexical, grammatical, phonological, graphological, and figurative features. The findings reveal that phonological features, particularly rhyme, rhythm, alliteration, and sound repetition, are the most dominant stylistic resources across the selected storybooks. These features function simultaneously as ideational resources that foreground semantic relationships, interpersonal resources that establish expressive and interactional dimensions within the narratives, and textual resources that organize narrative flow and coherence. Viewed through Halliday’s meta-functional framework, these stylistic patterns contribute to multiple layers of meaning construction within the selected storybooks. The study further demonstrates that stylistic choices in children’s storybooks are purposefully adapted to the cognitive and linguistic capacities of young readers, making narratives more accessible, memorable, and emotionally engaging. This study contributes to stylistics and children’s literature studies by highlighting how linguistic features function not merely as aesthetic devices, but as meaningful resources that support narrative construction and early literacy development.
Copyright (c) 2026 Christiani Velma Jessica Dame, Abd Halim, Fitriyani Bakri, Nur Mutmainnna Halim https://creativecommons.org/licenses/by-sa/4.0
Indonesian EFL Students’ Perceptions of Hybrid Learning in English Speaking Classes: A Qualitative Study
This study aims to explore students’ perceptions of online-based hybrid learning in developing English speaking skills in higher education. Employing a qualitative research design, the study was conducted at the Faculty of Languages and Literature, Universitas Negeri Makassar, Indonesia. The participants consisted of 87 second-semester students enrolled in an Interactive Speaking course, with 20 students purposively selected for in-depth interviews based on their Grade Point Average (GPA). Data were collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns. The findings reveal four key themes: motives, interests, experiences, and expectations. In terms of motives, students are driven by the flexibility, convenience, and cost-effectiveness of hybrid learning, which allows them to access materials anytime and manage their learning independently. Regarding interests, students show positive engagement with diverse learning activities, such as video projects, discussions, and multimedia-based tasks, which support their speaking practice. In terms of experiences, students report both benefits (increased technological proficiency and opportunities for self-paced learning) and challenges (unstable internet connections, reduced interaction, and distractions during online sessions). Concerning expectations, students hope for a more interactive learning environment, including meaningful feedback, and effective integration of synchronous and asynchronous learning. In conclusion, online-based hybrid learning offers flexibility and supports independent speaking practice, but its effectiveness depends on balancing interaction, motivation, and technological support. Practically, educators should provide structured, interactive hybrid settings with meaningful speaking tasks and ongoing feedback. Theoretically, this study will be useful for educators to apply online-based hybrid learning in the teaching and learning.
Copyright (c) 2026 Syauqiyah Awaliyah Alfiani Nur, Nurdin Noni, Chairil Anwar Korompot, Bustang, Sukmawati Yasim https://creativecommons.org/licenses/by-sa/4.0
Educational Empowerment through Teacher Speech Acts in The Ron Clark Story: A Pragmatic Analysis
This study examines how educational empowerment is represented through teacher speech acts in the film The Ron Clark Story. The study is significant because teacher language functions not only as a medium of instruction but also as a pedagogical resource that can support students’ psychological, academic, and social development. Using a qualitative descriptive design and a pragmatic approach, this study analyzed 13 teacher utterances selected from classroom interaction scenes in the film. The data were analyzed using speech act theory, teacher talk concepts, and an educational empowerment framework. The findings reveal that educational empowerment is represented through representative, directive, expressive, commissive, and declarative speech acts. These speech acts function pedagogically to provide emotional support, encourage learning engagement, promote self-reflection, and foster social belonging within the classroom community. The findings further indicate that different speech acts contribute to different dimensions of empowerment depending on the communicative goals of the teacher and the needs of learners. This study contributes to educational pragmatics by demonstrating that teacher speech acts function not only as linguistic actions but also as pedagogical resources that support educational empowerment in classroom interactions represented in film narratives.
Copyright (c) 2026 Fiqriatul Fadillah, Mardiyanah Nasta, Fivi Faila https://creativecommons.org/licenses/by-sa/4.0
Interactive Meaning in Visual Images: A Multimodal Analysis of the English for Nusantara EFL Textbook
This qualitative study employs a multimodal discourse analysis framework developed by Kress and van Leeuwen to examine how visual images in the English for Nusantara Kelas IX textbook construct interactive meaning for ninth-grade EFL learners in Indonesia. The analysis focuses on dimensions of interactive meaning: social distance, perspective, gaze, and modality. A total of 31 images depicting human participants were analyzed. The findings reveal that most images are represented through medium shots (77.41%) and oblique angles (96.78%), tending to position learners primarily as observers rather than symbolically involved participants. Additionally, the use of simplified and stylized visual modality emphasizes visual simplicity while potentially reducing contextual immersion. These findings suggest that while the textbook’s visual design may foreground instructional clarity and content delivery, it may provide fewer visual cues for interpersonal involvement and participatory positioning. The study offers analytically informed recommendations for textbook developers and educators to adopt a more balanced visual grammar that integrates both observational and participatory framing to enhance learner engagement.
Copyright (c) 2026 Soni Ardian Fasya, Arif Suryo Priyatmojo https://creativecommons.org/licenses/by-sa/4.0
Speaking Difficulties in EFL Learners: A Descriptive Study of Linguistic and Psychological Issues
Speaking is one of the most essential yet challenging skills in English as a Foreign Language (EFL) learning. This study aims to identify speaking difficulties experienced by EFL learners, focusing on linguistic, psychological, and learning-related issues. A quantitative descriptive research design was employed in this study. The participants were 16 undergraduate students from an English Department at a private university in Indonesia. Data were collected using a structured questionnaire consisting of 12 closed-ended items and analyzed using descriptive statistics, including frequencies and percentages. The findings reveal that students experienced various speaking difficulties, with linguistic problems emerging as the most dominant factors. Vocabulary limitation was identified as the primary issue, reported by all participants, followed by difficulties in distinguishing similar sounds, sentence construction, forming expressions, comprehension, pronunciation, and intonation. In addition, psychological factors were also reported as barriers to students’ speaking performance. Fear of making mistakes and lack of confidence were among the most prominent psychological issues, while anxiety and shyness were reported at lower levels. Furthermore, lack of motivation was found as an important learning-related factor affecting students’ engagement in speaking activities. This study concludes that speaking difficulties in EFL learners are multifaceted, involving linguistic competence, psychological conditions, and learning-related factors. The findings suggest that effective speaking instruction should address both language proficiency and learners’ affective needs to enhance speaking performance.
Classroom Discussion Technique, Speaking Skill
Copyright (c) 2026 Nurmadina HS, Luana Sasabone, Yuliah Yuliah, Musdalifah Djamaluddin, Nur Sapta Riskiawati https://creativecommons.org/licenses/by-sa/4.0
Google Classroom and Self-Regulated Learning among Indonesian EFL Students: A Sequential Explanatory Mixed-Methods Study
Self-regulated learning (SRL) remains underexplored in relation to specific learning management platforms across different SRL dimensions, particularly in post-pandemic Indonesian higher education. This study investigated how Google Classroom (GC) supported SRL among fifth-semester EFL students enrolled in a Computer Assisted Language Learning (CALL) course at Universitas Sulawesi Barat, Indonesia. A sequential explanatory mixed-methods design was employed, with quantitative data gathered from 47 students via a validated 12-item Likert-scale questionnaire, followed by semi-structured group interviews with 33 students across 11 purposively selected groups of three. Survey results indicated a high overall mean (M = 3.90, SD = 0.80, α = .933) across six SRL dimensions, with Planning and Time Management perceived as most strongly supported (M = 4.14) and Social Learning as least supported (M = 3.63). Thematic analysis yielded four themes: deadline notifications as a primary regulatory trigger, flexible material access enabling autonomous learning, unstable internet connectivity as a structural barrier, and limited collaborative affordances within the platform. The findings indicate that students perceived GC as particularly useful for planning, time management, and self-monitoring, although its support for social learning and co-regulation remained limited. These results carry practical implications for CALL pedagogy, platform design, and digital infrastructure investment in comparable higher education contexts.
Copyright (c) 2026 Nur Husnil Khatimah, Adi Isma, Dwi Adi Nugroho, Amrang Amrang, Nurul Imansari https://creativecommons.org/licenses/by-sa/4.0
The Augmented Educator: Decolonial Psychological Capital for EFL Teachers in the GenAI Era
The rapid integration of Generative Artificial Intelligence (GenAI) into higher education has raised new concerns for English as a Foreign Language (EFL) lecturers, particularly anxiety about professional value, pedagogical authority, and teacher identity. This explanatory sequential mixed-methods study examined how a culturally anchored professional development intervention could reduce AI-Induced Professional Anxiety (AIPA) and strengthen Teacher Psychological Capital (PsyCap). Twenty-five EFL lecturers who were also doctoral students participated in a 12-week Augmented Educator intervention grounded in Bugis-Makassar values: Sappa, Amaccang, and Siri' na Pacce. Quantitative data were collected using an adapted AIPA scale and a culturally adapted Teacher-PsyCap questionnaire, while qualitative data were drawn from reflective journals and interviews with eight participants. The findings showed a significant reduction in professional anxiety and notable gains in self-efficacy, resilience, hope, and optimism. The qualitative results further indicated that participants began to view AI not as a replacement for teachers, but as a tool requiring human judgment, cultural interpretation, and ethical guidance. The study argues that AI-related teacher development should move beyond technical training and include culturally meaningful psychological support for sustaining teacher agency in the GenAI era.
Copyright (c) 2026 Sahril Nur, Auliyanti Sahril Nurfadhilah, Muhammad Safar Nur https://creativecommons.org/licenses/by-sa/4.0
Enhancing EFL Reading Comprehension through the Jigsaw Technique: A Systematic Review
Numerous studies have examined reading comprehension in English as a Foreign Language (EFL) classroom; however, inconsistencies remain regarding the effectiveness of cooperative learning strategies, particularly in fostering social interaction and individual responsibility. Although the jigsaw technique has frequently been recommended, few studies have explored how its core aspects influence reading outcomes. This study aims to investigate, through a systematic literature review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, how the application of the jigsaw technique improves reading comprehension in EFL classrooms. A total of 24 relevant articles published between 2016 and 2025 were selected and systematically analyzed. The findings reveal two main aspects of the jigsaw technique’s implementation in the classroom: (1) building new knowledge through discussion and exchanging opinions, and (2) fostering a sense of individual responsibility in cooperative learning. The implications of these findings are that teachers can implement the jigsaw technique as a learning strategy to sharpen students’ reading comprehension by leveraging the aspects of collaborative discussion and individual responsibility inherent in the learning process.
Copyright (c) 2026 Nuranisa Panggabean, Seful Bahri https://creativecommons.org/licenses/by-sa/4.0
From Slavery to Sovereignty: The Transformation of Arung Palakka's Masculinity in Bugis History
The transformation of Arung Palakka's masculinity from a nobleman to a leader is a complex narrative shaped by his extreme experiences as an enslaved person. This research, which uses a historical-qualitative approach, analyzes how collective trauma and Bugis cultural values such as siri (honor/self-esteem) and pacce (solidarity) reshaped his concept of masculinity. Initially, Arung Palakka's masculinity was tied to status and lineage, which was shattered when the Kingdom of Gowa-Tallo enslaved him and his people. This experience did not destroy him; instead, it transformed his personal siri' into a collective siri', motivating him to fight for the honor of his people. This shift formed a pragmatic and strategic masculinity, distinct from the to warani ideal that relied solely on physical bravery. His crucial, albeit controversial, decision to ally with the VOC (Dutch East India Company) is proof of this new masculinity, an action that prioritized collective liberation over traditional idealism. The victory in the Makassar War not only restored sovereignty but also the dignity of the Bugis people, making Arung Palakka a symbol of Leadership born from suffering and strengthened by solidarity. Overall, Arung Palakka is not merely a military hero but a representation of evolving masculinity. He demonstrated that true strength lies not in domination or arrogance, but in the ability to empathize, serve the people, and transform trauma into power for the common good.
Copyright (c) 2025 Seltics Journal: Scope of English Language Teaching Literature and Linguistics
Embedding Local Wisdom Values in the Pedagogical Profession Course to Enhance Students’ Professional Identity
This study investigates how local wisdom values such as sipakatau (humanity), sipakalebbi (respect), and sipakainge (moral reminder) are integrated into the Pedagogical Profession course and how this integration contributes to the development of pre-service teachers’ professional identity. The purpose of this research is to examine the extent to which culturally grounded pedagogical practices shape students’ ethical awareness, character formation, and professional self-concept. Using a qualitative case study design, data were collected from 20 English Education undergraduates through classroom observations, document analysis, and semi-structured interviews. Local wisdom values were embedded through structured reflective journals, culturally oriented case analyses, and project-based learning tasks. Thematic analysis generated three key themes: (1) Contribution to Professional Identity, (2) Affective and Character Formation, and (3) Professional Identity Internalization. Findings show that engaging with local wisdom strengthened students’ ethical reasoning, emotional sensitivity, and reflective capacity. Students also reported increased commitment to professional responsibilities and deeper alignment with cultural and moral principles. The study concludes that integrating local wisdom into teacher education supports both professional competence and value internalization, offering important implications for culturally responsive curriculum design, teacher preparation programs, and moral development in higher education.
Corpus Analysis of Keywords in Indonesian English-Journal Articles on Religious Studies
The recent emergence of English-language publications by academics at Indonesian State Universities (PTKIN) underscores the need for corpus-based analysis to systematically examine lexical and terminological patterns in academic discourse. The purpose of this study is to investigate the linguistic characteristics, terminological patterns, and transliteration issues found in English-language academic articles in the field of religious studies published by PTKIN in Indonesia. This study uses a corpus-based approach with AntConc tools to analyse word frequency, collocations, and keyword patterns, with a particular focus on Arabic-derived terms absorbed into Indonesian and transliterated into English. The study found recurring linguistic errors, including Indonesian grammatical interference, literal translation, inconsistent use of articles and determiners, non-standard capitalization and punctuation, and redundancy in glossary strategies. Furthermore, significant orthographic variation and inconsistent transliteration practices are found for Arabic-rooted terms such as wudhu/wudu, aqidah/Aqidah, and sharia/syariah, reflecting both linguistic adaptation and identity-driven choices. Semantic shifts are also evident when culturally rooted Islamic concepts are translated into English, leading to a narrowing of meaning or a partial loss of meaning.
Comparing Online Reading Strategy Use in High and Low Achievers: Implications and Applications
This survey-based comparative study examines disparities in perceived online reading strategy utilization among 488 English language learners, categorized into low-achieving (n = 267) and high-achieving (n = 221) cohorts. The findings reveal that while most learners prioritize problem-solving strategies—specifically focused re-reading—significant divergences emerge in their secondary approaches. Low achievers typically rely on translation and reduced reading speeds, whereas high achievers leverage prior knowledge and skimming techniques. Distinct from traditional comparative research, this study identifies these specific strategic gaps as a foundation for evidence-based pedagogy. By explicitly integrating high-leverage strategies into classroom instruction, educators can provide low-attaining learners with the specific cognitive tools necessary to improve reading performance and bridge the achievement gap.
Exploring Teachers’ Strategies in Addressing the Learning Needs of Introvert and Extrovert Students
This study aimed to explore the strategies of English teachers at MTsN 1 Maros in accommodating the learning needs of introvert and extrovert students, focusing on Hamruni's (2009) theory. This research uses a qualitative approach with five English teachers from MTsN 1 Maros as participants. Semi-structured interviews were used to collect the data and the data were analyzed using thematic analysis. The results show that teachers applied direct, indirect, interactive, and independent strategies for introverts, while direct and interactive strategies suited extroverts, and for both personalities they integrated interactive, indirect, experimental, and independent strategies. These findings highlight that adaptive teaching can help increase learning engagement among students with different personalities, while reinforcing Hamruni's theory through practical application in diverse classrooms.
Beyond Proficiency: A Mixed-Methods Study of Student Readiness, Learning Awareness, and Comprehension in an EMI-Based Sociolinguistics Course
This study examines the challenges encountered by English as a Foreign Language (EFL) learners in an Indonesian university implementing English as a Medium of Instruction (EMI). Using a mixed-methods approach, data were collected from 70 undergraduate students enrolled in a Sociolinguistics course taught fully in English. Questionnaire results indicate moderate levels of learning readiness and metacognitive awareness, alongside notable differences in content comprehension between students from urban and rural backgrounds. Follow-up interviews and classroom observations contextualized these disparities, highlighting issues such as cognitive overload, gaps in prior English exposure, and varied use of metacognitive strategies. The findings suggest that readiness for EMI involves more than language proficiency; it reflects students’ learning habits, background preparation, and ability to regulate their learning. Practical implications include the need for targeted academic support, scaffolded instructional materials, and metacognitive strategy training to foster more equitable and effective EMI learning environments.
English as a Medium of Instruction (EMI)
The Flourishing Language Learner: A Systematic Review of Positive Psychology and Motivation in English Language Learning
The field of second language acquisition has witnessed a "positive turn," shifting focus from learner deficits to the factors that enable learners to thrive. This systematic review synthesizes and critically examines the nexus of positive psychology (PP) and motivation within diverse English language learning contexts—English as a Foreign Language (EFL), English as a Second Language (ESL), and native speaker (L1) literacy—from 2015 to 2024. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we conducted a comprehensive search of major academic databases (Scopus, Web of Science, ERIC, PsycINFO), yielding 68 empirical studies that met our inclusion criteria. Thematic analysis of these studies revealed several key findings. First, research is dominated by a few cores PP constructs, namely grit, growth mindset, foreign language enjoyment (FLE), and resilience, with learner well-being emerging as a holistic and integrative concept. Second, these PP constructs demonstrate a strong, positive mediational or predictive relationship with key motivational frameworks, particularly Dörnyei's L2 Motivational Self System. Third, significant contextual disparities exist: the bulk of research is situated in EFL contexts, focusing on classroom-based emotions and academic achievement; ESL research highlights resilience and socio-cultural adaptation; and the L1 context remains critically under-explored, with a focus on academic mindset rather than language-specific motivation. Finally, a growing number of studies propose and test PP-informed pedagogical interventions, such as gratitude journaling and strengths-based feedback, demonstrating promising but nascent evidence of their efficacy. This review consolidates a decade of research, highlighting the crucial role of positive psychological attributes in sustaining motivation for language learning. It concludes by outlining critical gaps in the literature and proposing a research agenda that calls for more longitudinal, interventionist, and contextually diverse studies to build a more comprehensive understanding of how to foster flourishing English language learners.
From Screens to Skills: The Effect of the Cake App on Junior High Students' Vocabulary Achievement
This study aims to determine whether there is a significant effect of using the Cake application on students' vocabulary achievement at the eighth grade of Junior High School 23 Kendari. The research employed a quasi-experimental design with two groups: an experimental class (VIII A) consisting of 25 students, which received treatment using the Cake application, and a control class (VIII B), which followed conventional teaching methods. A vocabulary test consisting of 45 items was used as the research instrument. The treatment was conducted over four weeks, with three sessions per week, each lasting approximately 30 minutes, combining in-class guided activities and independent practice at home. Data were analyzed using SPSS 20, including tests for normality, homogeneity, and an independent sample t-test. The results showed that the mean score of the experimental class increased significantly from the pre-test 47.88 to the post-test 81.88, and the gain score was 34.00. Meanwhile, the mean score of the control class was 44.08 and become 75.00 in the post-test. It creates 30.92 for the gain score. The independent samples t-test indicated a statistically significant difference between the groups (p = 0.021 < 0.05), indicating a significant difference in vocabulary achievement between the two groups. The null hypothesis (H0) was rejected and H1 is accepted. Therefore, these findings demonstrate that mobile-assisted vocabulary learning through the Cake application can effectively enhance students’ vocabulary acquisition when integrated into classroom instruction.
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.
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.
The Effectiveness of Easy English YouTube Channel to the EFL Students’ Vocabulary Mastery
This study investigated the effectiveness of the Easy English YouTube channel in improving EFL students’ vocabulary mastery at an Islamic junior high school in Indonesia. A quasi-experimental design was employed involving two classes selected from eight available classes. The experimental group received instruction using the Easy English YouTube channel, while the control group was taught using conventional methods. The participants consisted of 50 students. Vocabulary tests were administered as pre-tests and post-tests to measure students’ vocabulary mastery. The results showed that the experimental group’s mean score increased from 55.20 to 85.00, while the control group’s mean score increased from 52.40 to 75.20. An independent samples t-test revealed a significant difference between the two groups (p = 0.001 < 0.05). These findings indicate that the use of the Easy English YouTube channel had a significant effect on students’ vocabulary mastery.
Copyright (c) 2025 Nurul Fadila Trijunianti, Ika Rama Suhandra, Afif Ikhwanul Muslimin https://creativecommons.org/licenses/by-sa/4.0
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.
Exploring Challenges in Learning English: A Qualitative Case Study of Teacher Education Students in Indonesia
This study explores the English learning difficulties faced by elementary school teacher education students in the Intensive English Program at Muhammadiyah University of Enrekang. Using a qualitative research design, data were collected through semi-structured interviews and document analysis involving 25 students from the 2020–2021 academic year. The study specifically examines the challenges these students encounter with grammar comprehension, vocabulary retention, and pronunciation fluency. Key findings reveal that these difficulties are exacerbated by psychological barriers such as anxiety, traditional teaching methods, and limited exposure to English outside the classroom. The research underscores the need for innovative, student-centered teaching strategies and contextualized learning methods to address these challenges. Practical solutions proposed include using interactive and communicative approaches, providing regular and constructive feedback, and fostering a supportive learning environment. These recommendations aim to improve English learning outcomes, contributing to the broader discourse on English as a Foreign Language (EFL) education. This study’s novel contribution lies in its specific focus on the unique learning difficulties encountered by students in the Indonesian context, offering actionable strategies for overcoming these barriers in similar settings.
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.
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