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
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.
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.