Tamaddun: Journal of Language, Literature, and Culture Print ISSN: 0216-809X Online ISSN: 2685-4112 Tamaddun is a multidisciplinary peer reviewed and open access journal committed to advancing interdisciplinary research in the interconnected fields of language, literature, and culture. In today's globalized and rapidly evolving world, the study of language, literature, and culture is more critical than ever, offering valuable insights into human behavior, communication, identity, and the creative process. By fostering dialogue and collaboration among scholars from various disciplines and perspectives, Tamaddun: Journal of Language, Literature, and Culture aims to promote understanding, challenge established norms, and inspire new ways of thinking. The Journal of Language, Literature, and Culture recognizes that the boundaries between language, literature, and culture are fluid and intertwined, and that each of these fields is constantly evolving. Our focus is on embracing this complexity, exploring the intersections of these disciplines, and uncovering the rich tapestry of human expression, creativity, and meaning-making. We believe that interdisciplinary research is vital for developing a comprehensive understanding of the complexities of human interaction and the ever-changing world in which we live. Tamaddun is dedicated to providing a platform for scholars, researchers, and practitioners to share their innovative ideas, theoretical insights, and empirical findings on a wide range of topics related to language, literature, and culture. Our journal publishes high-quality, original research articles, review articles, and case studies ensuring a rigorous and transparent peer-review process that upholds the highest standards of academic excellence. Tamaddun is indexed internationally by: Neliti Sinta 5 (Accredited by Indonesian Ministry of Research, Technology, and Higher Education) Index Copernicus (Master List 2022) Worldcat Moraref Google Scholar Tamaddun is published by Faculty of Literature Universitas Muslim Indonesia in collaboration with Indonesian Applied Linguistics Association.
Fakultas Sastra - Universitas Muslim Indonesia
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The Effect of Flipped Classroom Method in Enhancing Vocational Students’ Speaking Skills in the Merdeka Curriculum
This study was initiated by the low speaking skills of vocational school students, particularly at SMK Negeri 5 Seluma, which was caused by limited practice time in class and low active participation in English learning. This study aimed to investigate whether the implementation of the Flipped Classroom method has a significant effect on enhancing tenth-grade students' speaking skills within the Merdeka Curriculum framework at SMK Negeri 5 Seluma. The research design employed was a quantitative approach with a Quasi-Experimental design. The research population involved the tenth-grade students, selected through a purposive sampling technique, where Class X.TKJ (24 students) was designated as the experimental group taught using the Flipped Classroom method, and Class X.TBSM (19 students) served as the control group taught using the conventional method. Data were gathered through speaking oral tests via pre-test and post-test assessments measuring accuracy, fluency, and comprehension. The results revealed that the mean post-test score of the experimental group reached 79.5 (with scores rising from a minimum of 33 to a maximum of 100), while the control group only achieved a mean score of 46.52. The statistical analysis using the ANCOVA test via SPSS 25 yielded an $F_{observed}$ value of 46.092, which was higher than the $F_{table}$ value (4.00). Furthermore, the Partial Eta Squared value was 0.529, indicating that the Flipped Classroom method contributed 52.9% to the improvement of students' speaking performance. Based on these findings, it can be concluded that the Flipped Classroom method has a significant and effective impact on enhancing vocational students' English speaking skills at SMK Negeri 5 Seluma
Copyright (c) 2026 Yosy Siftia, Dr. Ferri Susanto, M.Pd, Anita, M.Hum https://creativecommons.org/licenses/by/4.0
From Prosody to Rhythm: Modelling the Structure of Karakkereng in the Bugis Massureq Tradition as Humanistic Intelligence
Massureq, the Bugis oral epic-chanting tradition of South Sulawesi, integrates the prosodic organisation of the I La Galigo text with Karakkereng, a cyclical percussive structure that shapes performance time. This study models the correspondence between linguistic prosody and Karakkereng rhythm and considers its implications for humanistic intelligence and culturally responsive digital preservation. Using a mixed-method ethnomusicological case-study design, the research combined participant observation, interviews, and acoustic analysis in Praat of twelve excerpts from the Sawerigading Opunna Ware episode, performed by Itangang, an authoritative passure’ from Barru Regency. Three systematic correspondence rules were identified. First, vowels lasting at least 0.30 seconds corresponded to doubled or dotted beat values in 78% of syllable-beat pairs. Second, syllables with fundamental-frequency prominence of 28–45% above the performer’s mean received the primary metric accent in 81% of cases. Third, inter-clausal pauses of at least 300 milliseconds consistently marked the beginning of a new uleng-uleng rhythmic cycle, yielding 100% reliability within the corpus. The co-occurrence of vowel lengthening and high F0 prominence produced mappellong, a fully accented strike observed in 94% of relevant cases. These findings demonstrate that Karakkereng is not an independent musical accompaniment but an audible realisation of Classical Bugis prosodic structure. The resulting model gives empirical form to humanistic intelligence by showing how phonological knowledge, rhythmic competence, and embodied performance are inseparable in Massureq practice. It also provides a foundation for phonetically annotated archival corpora, culturally sensitive AI-assisted retrieval, and apprenticeship-oriented performance assessment. Further multi-performer research is needed to test its broader transferability.
Copyright (c) 2026 Rahmat Kurniawan, Sri Riski Wulandari, Muh. Kurniawan Adi K.W https://creativecommons.org/licenses/by/4.0
Exploring Cultural Knowledge through Sketches of Historical Sites in Makassar City: An Innovative Approach to Fine Arts Learning
This study examined how historical-site-based sketching can strengthen fine arts learning and cultural knowledge among students in the Fine Arts Education Study Program at Makassar State University. The study responded to the limited use of Makassar’s historical sites as educational resources despite their architectural, historical, and cultural significance. It aimed to investigate the implementation and learning contribution of field-based sketching at the Makassar City Museum, Fort Rotterdam, Societeit de Harmonie, and Paotere Harbor. A qualitative case study design was employed. Data were collected through field observations, interviews, documentation, questionnaires, and analysis of students’ sketches. The data were analyzed thematically and interpreted through triangulation across sources and techniques. The findings show that direct sketching encouraged students to observe architectural proportions, perspective, line quality, textures, spatial relationships, and changing environmental conditions more attentively. Their sketches demonstrated stronger visual representation and contextual detail, while interviews and questionnaires indicated increased understanding of historical meanings, social functions, local identity, and heritage preservation. Students also reported greater engagement and confidence in discussing visual interpretations than in conventional studio-based learning. The study concludes that historical-site-based sketching can function as a contextual pedagogical model that integrates technical skill development with cultural literacy and heritage appreciation. The approach is particularly valuable when supported by preparatory historical orientation, guided field observation, reflective critique, and assessment that addresses both artistic and cultural dimensions. Further research should examine longer-term learning outcomes across broader participant groups and heritage settings.
Copyright (c) 2026 Rasul, Andi Taslim Saputra https://creativecommons.org/licenses/by/4.0
Analysis of academic gaps between LPBA and non-LPBA graduates in the English department Higher Education
This study aimed to identify the academic gap between students in the English Department who graduated from LPBA and those who did not. Differences in previous English learning experiences may influence students’ academic readiness, particularly in speaking, academic reading, and academic writing. This study employed a qualitative comparative design involving six actively enrolled students selected through purposive sampling, consisting of three LPBA graduates and three non-LPBA students. Data were collected through semi-structured interviews exploring students’ learning experiences, perceptions of their academic abilities, and challenges encountered during the learning process. The data were analyzed using thematic analysis through data reduction, theme identification, and conclusion drawing. The findings revealed that the academic gap was shaped by both internal and external factors. Internal factors included self-confidence, learning habits, and academic adaptation, while external factors comprised previous educational background, learning environment, language exposure, and institutional support. LPBA students generally demonstrated greater confidence and stronger communicative competence, whereas non-LPBA students showed better familiarity with text-based academic tasks. Overall, the academic gap reflects the influence of different educational backgrounds and learning experiences on students’ academic readiness.
Copyright (c) 2026 Moh Nunung Sanjaya, Mohammad Sofyan Adi Pranata https://creativecommons.org/licenses/by/4.0
From Assistance to Dependency: The Influence of ChatGPT on the Authenticity of Academic Writing among Final-Year English Education Students
The development of generative artificial intelligence technology, particularly ChatGPT, has transformed the way students complete various academic tasks, including the process of writing academic papers. The presence of ChatGPT offers various benefits, such as helping to develop ideas, correct grammar, and improve writing efficiency. On the other hand, the use of this technology has also raised concerns regarding the authenticity of academic writing and the potential for students to become dependent on artificial intelligence. This study aims to explore the impact of ChatGPT use on the authenticity of academic writing among final-year students in the English Education Program at Nurul Jadid University. The study employed a qualitative descriptive approach involving five senior students selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the interactive analysis model by Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and drawing conclusions. The results indicate that students use ChatGPT to assist with brainstorming, proofreading, grammar checking, paraphrasing, and developing academic arguments. Although the use of ChatGPT is considered capable of improving writing efficiency and quality, some participants acknowledged that excessive use has the potential to diminish the uniqueness of their writing style and their independence of thought. Nevertheless, the authenticity of the writing can still be maintained if students use ChatGPT as a tool, while the development of ideas, analysis, and academic decision-making remain under the writer’s control. These findings suggest that ChatGPT’s impact on the authenticity of writing is determined more by how students use it than by the technology itself.
Copyright (c) 2026 M Faiz, Mohammad Sofyan Adi Pranata https://creativecommons.org/licenses/by/4.0
Foreign Language Classroom Anxiety across STEM and Social Science Students: Evidence from Undergraduate EFL Learners
Foreign language classroom anxiety (FLCA) remains an important affective issue in English as a foreign language (EFL) learning, particularly in higher education contexts where students are expected to use English for academic and professional purposes. However, limited attention has been given to whether students from different academic disciplines experience different levels of FLCA. This study investigated the overall level of FLCA among Indonesian undergraduate EFL learners and examined whether there was a significant difference between STEM and Social Science students. Using a quantitative descriptive-comparative design, data were collected from 254 undergraduate students through a 20-item FLCA questionnaire. The overall FLCA score was calculated as a single construct, and the data were analyzed using descriptive statistics, anxiety-level categorization, Welch’s t-test, and Cohen’s d. The findings showed that students experienced a moderate level of FLCA (M = 3.02, SD = 0.74). Most students were categorized as having moderate anxiety (66.9%), followed by low anxiety (16.9%) and high anxiety (16.1%). The comparison between disciplinary groups revealed that Social Science students reported higher FLCA (M = 3.20, SD = 0.65) than STEM students (M = 2.84, SD = 0.79). Welch’s t-test confirmed a significant difference between the two groups, t (240.70) = 4.03, p < .001, with a small-to-moderate effect size (d = 0.51). These findings suggest that disciplinary background may shape students’ anxiety in English classroom learning and highlight the need for more discipline-sensitive EFL instruction in Indonesian higher education.
Copyright (c) 2026 Badriyah Ulfah https://creativecommons.org/licenses/by/4.0
AI Literacy and Entrepreneurial Readiness among Economics Education Students: The Mediating Role of Digital Content Creation Skills
The rapid adoption of artificial intelligence (AI) technologies in higher education has created new opportunities for developing entrepreneurial competencies among university students. However, limited research has examined how AI Literacy contributes to Entrepreneurial Readiness and the mechanism through which this relationship occurs. This study investigates the relationships among AI Literacy, Digital Content Creation Skills, and Entrepreneurial Readiness among Economics Education students at Universitas Negeri Makassar. A quantitative survey design was employed, involving 300 undergraduate students selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings revealed that AI Literacy positively and significantly influenced Digital Content Creation Skills (β = 0.617, p < 0.001) and Entrepreneurial Readiness (β = 0.316, p < 0.001). Furthermore, Digital Content Creation Skills significantly affected Entrepreneurial Readiness (β = 0.424, p < 0.001) and partially mediated the relationship between AI Literacy and Entrepreneurial Readiness (β = 0.262, p < 0.001). The study concludes that AI Literacy represents an important antecedent of Entrepreneurial Readiness, while Digital Content Creation Skills serve as a critical mechanism linking technological competence and entrepreneurial development among university students in the digital era.
Copyright (c) 2026 Nurliana, Maghfirah Sari Azis https://creativecommons.org/licenses/by/4.0
Teacher Strategies for Overcoming Students’ Difficulties in EFL Learning at MTs Al-Wasilah Lemo
This study aims to identify students’ difficulties in learning English as a Foreign Language (EFL), examine the reasons behind teachers’ selection of teaching strategies, and explore how these strategies are implemented in the classroom. This research employed a descriptive qualitative method. The data were gathered via classroom observations and semi-structured interviews with two English teachers and eighth-grade students at MTs Al-Wasilah Lemo. The results indicated that students encountered difficulties in five areas: cognitive, affective, linguistic, social, and environmental. The predominant challenges were identified in the cognitive and affective domains. To mitigate these issues, teachers employed three primary strategies: drills and repetition, pair work and group discussion, and role play. Drills and repetition facilitated enhancements in students’ pronunciation and vocabulary retention, although they occasionally led to boredom. Pair work and group discussion promoted active engagement and peer learning, although some students remained passive. Role plays bolstered students' confidence and speaking skills by offering meaningful and engaging learning experiences. This study concludes that the integration of these strategies effectively assists students in surmounting their challenges in EFL learning. Therefore, teachers are encouraged to apply varied and student-centered strategies to create a supportive and effective learning environment.
Copyright (c) 2026 Mutmainna Hasan, Maemuna Muhayyang, Muhammad Arham https://creativecommons.org/licenses/by/4.0
Analyzing D'Masiv "Jangan Menyerah" as a Foundation for Character Education and the Development of Music, Dance, and Theatre Teaching Materials in Senior High School
Arts and Culture education in Indonesian senior high schools continues to face a persistent challenge: the integration of character values into learning experiences that are authentic, affective, and aligned with adolescents' aesthetic worlds. Many teaching materials remain repetitive across school levels and tend to emphasize technical and theoretical knowledge rather than students' lived experiences, emotional development, and moral formation. In response to this issue, this study examines D'Masiv's popular song "Jangan Menyerah" as a potential foundation for character education and for the conceptual development of integrated teaching materials in music, dance, and theatre. This research employed a descriptive qualitative design using document analysis. The primary data consisted of the song lyrics, official audio recording, and official music video, while the secondary data included Merdeka Curriculum documents, the Pancasila Student Profile, and relevant scholarly literature on character education, popular music, and arts pedagogy. Data were analyzed through repeated reading and viewing, meaning-unit coding, thematic categorization, and source triangulation across verbal, musical, and visual-narrative data. The findings identify six major character values embedded in the song: perseverance and independence, optimism and hope, religiosity and spirituality, emotional resilience, social concern and empathy, and responsibility and courage. These values are reinforced by the song's reflective minor tonality, moderate tempo, dynamic contrast, coherent popular-song structure, and expressive vocal texture. The study further demonstrates that these values correspond closely to the Pancasila Student Profile and to the developmental needs of senior high school students. The analysis is then translated into conceptual teaching-material designs for music appreciation and singing practice, dance movement exploration and creative choreography, theatre character analysis and scriptwriting/acting, and an integrated musical-theatre performance project. The study contributes theoretically to character-based arts education and practically to the development of contextual, project-based, and adolescent-relevant Arts and Culture learning materials.
Copyright (c) 2026 Faisal, Erna Setianingsih https://creativecommons.org/licenses/by/4.0
An Analysis of Verb Tense Errors in Palestinian Undergraduate Students' Essay Writing
This study examines verb tense errors in essays written by Palestinian undergraduate students learning English as a foreign language. The study addresses three questions: what types of verb tense errors appear in students' essays, which error type is most dominant, and what linguistic and pedagogical challenges may explain the observed patterns. Using a qualitative descriptive design supported by error analysis, students' essays were examined and coded according to the surface strategy taxonomy of omission, addition, misformation, and misordering. The analysis identified 60 verb-tense-related errors. Misformation was the most frequent category, accounting for 28 errors (46.7%), followed by omission with 15 errors (25.0%), addition with 10 errors (16.7%), and misordering with 7 errors (11.7%). The findings indicate that the major difficulty was not merely knowing the names of English tenses, but selecting contextually appropriate verb forms, maintaining tense consistency across clauses, and controlling subject-verb agreement in extended writing. The discussion relates these findings to interlanguage theory, Arabic-English cross-linguistic influence, overgeneralization, limited automatization of inflectional morphology, and the instructional separation of grammar practice from authentic writing tasks. Pedagogically, the study argues for form-focused writing instruction, explicit attention to tense-aspect meaning, guided noticing activities, focused written corrective feedback, and repeated revision cycles. The study contributes to EFL writing research by offering a tense-focused account of Palestinian undergraduate writing and by translating error analysis results into practical implications for grammar-informed academic writing pedagogy.
Copyright (c) 2026 Nadya Najah Maulana, Hanafi Wibowo, Ellis Tamela https://creativecommons.org/licenses/by/4.0
Performative Semiotics of Manca' Paddang: Body, Sword, And Humor in the Construction of Selayar Cultural Meaning
This study analyzes manca' paddang, a traditional Selayar martial performance using swords, as a performative semiotic practice in which the body, object, and humor operate as cultural signs. Although the performance remains visible in ritual and community stages, it is often reduced to entertainment, thereby obscuring its role in transmitting values of courage, siri', social intimacy, and cultural memory. Using an interpretive qualitative design, data were collected over approximately three months in Galung Bontosikuyu, Benteng Bontoharu, Kayuadi, and Pulau Madu through passive observation, in-depth interviews, and visual documentation of performances. Charles Sanders Peirce's triadic model of representamen, object, and interpretant was used as the main analytical framework, complemented by performance studies perspectives on embodied action and cultural transmission. The findings show that the performer's body functions as a representamen through patterned movement, gesture, posture, and facial expression. The paddang or sword operates as an object that indexes courage, self-control, and disciplined masculinity while structuring dramatic interaction. Humor emerges as a dynamic interpretant through playful improvisation, laughter, and audience participation, transforming potential violence into social intimacy. The study argues that manca' paddang is not merely a traditional martial attraction but a complex cultural sign system in which Selayar identity is enacted, negotiated, and reproduced. It contributes to scholarship on Indonesian performance by integrating Peircean semiotics with performative analysis of embodied local knowledge.
Copyright (c) 2025 Andi Taslim Saputra, Andi Fauziyah Hijrina Fatimah https://creativecommons.org/licenses/by/4.0
Mapping Storytelling, Cultural Awareness, and English Language Learning: A Bibliometric-Scoping Analysis of Classroom-Oriented Research
Storytelling has long been positioned as a productive pedagogical resource in English language learning because it connects linguistic form, meaning, imagination, and social experience. However, studies on storytelling and cultural awareness in English as a Foreign Language (EFL) classrooms remain conceptually dispersed across language pedagogy, intercultural communicative competence, children's literature, digital storytelling, and bibliometric methodology. This article revises a narrative literature review into a bibliometric-scoping analysis that maps the intellectual foundations, publication phases, and thematic clusters shaping research on storytelling, cultural awareness, and English language learning. Using a curated corpus of peer-reviewed and scholarly works identified through open scholarly search, publisher pages, ERIC, reference chaining, and methodological sources on science mapping, the study applies descriptive bibliometric mapping, manual keyword normalization, co-word interpretation, and thematic synthesis. The analysis shows that the field has developed through four overlapping phases: foundational theories of communicative and intercultural competence, narrative-based language pedagogy, multimodal and digital storytelling, and systematic or bibliometric consolidation. Five major clusters were identified: intercultural communicative competence, narrative pedagogy, literary and picturebook-based EFL learning, digital storytelling and multimodal composition, and bibliometric research design. The findings suggest that storytelling contributes to cultural awareness when classroom practice moves beyond story exposure toward guided comparison, reflective dialogue, learner identity work, and culturally responsive story production. The study offers theoretical, pedagogical, curriculum, and methodological implications for EFL teachers, teacher educators, materials developers, and researchers. It concludes that storytelling should be treated not as a supplementary motivational activity but as a structured intercultural pedagogy capable of integrating language development, empathy, critical cultural reflection, and learner agency.
Copyright (c) 2025 Chuzaimah Chuzaimah, Syarifuddin Dollah https://creativecommons.org/licenses/by/4.0
Symbolic Meaning in Digital Political Practice: An Analysis of Political Language on Social Media in the 2024 Makassar Mayoral Election
This study examines the construction, circulation, and contestation of symbolic meaning in political language on social media during the 2024 Makassar mayoral election. In contemporary local elections, social media has become more than a channel for transmitting campaign information; it functions as a symbolic arena in which political identities, local cultural claims, and affective attachments are continuously produced and negotiated. Using symbolic interactionism as the main analytical framework, this qualitative case study analyzes verbal and visual campaign symbols circulated through candidates' official Instagram, X, and Facebook accounts, together with public audience responses in the form of comments, likes, shares, and discursive counter-narratives. The findings show that slogans, hashtags, local linguistic markers, cultural attire, religious icons, and urban landmarks were strategically deployed to construct candidates as populist, culturally rooted, religiously legitimate, and future-oriented figures. However, these symbols did not generate a single stable meaning. Supporters interpreted them as signs of representation, hope, and collective identity, whereas skeptical users reframed the same symbols as empty rhetoric, elite manipulation, or performative populism. The study concludes that social media transformed the Makassar mayoral election into a symbolic performance in which political legitimacy was shaped not only by programs and policy claims but also by the capacity to control, circulate, and defend meanings in digital public space. The article contributes to political communication studies by foregrounding a locally specific Eastern Indonesian case and by showing how symbolic interaction, platform affordances, and local cultural repertoires intersect in digital electoral politics.
Copyright (c) 2025 Hasruddin Nur; A. Octamaya Tenri Awaru https://creativecommons.org/licenses/by/4.0
The Effect of Project-Based Learning Method InImproving Students’ English Speaking Skills
This research aims to determine the effect of the Project Based Learning (PjBL) method on improving students’ English speaking skills at SMPN 16 Bengkulu City. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The sample consisted of two seventh-grade classes: class VII G as the experimental group and class VII B as the control group, with a total of 62 students. The instrument used was a speaking test assessing three components: fluency, accuracy, and comprehensibility. The research procedures included a pre-test, four treatment sessions for the experimental group, and a post-test. The results indicated a significant improvement in speaking skills among students taught using the PjBL method. The experimental group’s mean score increased from 35.8 (pre-test) to 66.9 (post-test), while the control group increased from 34.3 to 55.7. Normality and homogeneity tests showed that the data were normally distributed and homogeneous. The independent sample t-test result revealed a significance value lower than 0.05, indicating that PjBL had a statistically significant effect on students' speaking achievement. In conclusion, the Project Based Learning method is effective in enhancing students’ English speaking skills, particularly in fluency, accuracy, and comprehensibility. It is recommended that English teachers apply PjBL as an interactive, student-centered learning strategy.
Copyright (c) 2025 Sistri Kartika Dewi, Ferri Susanto, Anita https://creativecommons.org/licenses/by/4.0
Task-Based Development of Interpretative Reading Materials in an English Language Education Context
Interpretative reading ability is a crucial skill in English language education, as it requires students not only to comprehend literal meanings but also to critically interpret and evaluate information. However, instructional practices in higher education remain dominated by conventional, decontextualized teaching materials, which insufficiently support the development of higher-order thinking skills. This study aimed to (1) identify students’ needs regarding interpretative reading materials and (2) design and develop task-based instructional materials to enhance interpretative reading ability. The study employed a Research and Development (R&D) method using the Borg & Gall model, encompassing needs analysis, design, development, expert validation, revision, and limited field testing. Data were collected through needs questionnaires, interviews, and expert judgments, and were analyzed using descriptive qualitative and quantitative techniques. The findings indicate that students require more contextualized and interactive interpretative reading materials equipped with explicit strategies to help them overcome difficulties in understanding implicit meanings, making inferences, and analyzing text structure. Questionnaire data reveal that most students need a variety of authentic tasks, step-by-step reading guidance, task completion models, and collaborative activities to enhance engagement and interpretative comprehension. Based on these findings, task-based materials were successfully designed by integrating pre-task, task-cycle, and post-task stages, complemented by interpretative strategy exercises, analytical tasks, group collaboration, and formative evaluation in each unit. This design is considered responsive to students’ needs and has the potential to effectively improve interpretative reading ability in English language learning contexts at the tertiary level.
Copyright (c) 2025 Muhammad Yunus, Sitti Rahmawati, Nurhalizah Bachtiar, Vira Afdhalia https://creativecommons.org/licenses/by/4.0
Exploring the Potential Integration of Virtual Human-based Artificial Intelligence into the Marketing of Tourism Spots
This study explores how virtual human-based artificial intelligence can be used to enhance the promotional strategies of tourism spots in Indonesia. As digital technologies rapidly evolve, these destinations need to adopt innovative solutions to enhance their appeal and sustainability. We examine the potential of integrating virtual human AI to enhance the image and promotion of these destinations on digital platforms, employing a qualitative approach. This involves analyzing case studies of several Indonesian tourism spots that have embraced digital technology for management and promotion. Data were gathered from various academic sources, including journals, research reports, and digital publications on digital technology in tourism. Our analysis highlights emerging trends, challenges, and opportunities for integrating virtual human AI into destination management and marketing. Virtual human AI can enhance visitor interactions by offering personalized and innovative experiences. It can also create compelling virtual representations, improve data management, and expedite decision-making in promotional strategies. Nonetheless, challenges such as infrastructure limitations and the need to raise awareness among tourism managers remain. This discussion offers valuable insights into how digital technology can help shape destination identity and attract more tourists, emphasizing the importance of building human resource capacity to make the most of these new tools. Ultimately, this research aims to serve as a helpful reference for developing technology-driven destination promotion in Indonesian tourism destinations.
Copyright (c) 2025 Andi Anto Patak, Muhammad Taufik Al Hakim Yaumi, Muhammad Yaumi https://creativecommons.org/licenses/by/4.0
A Literature Review on Local Literature as a Medium for Critical and Multicultural Literacy through the Deep Learning Approach
This study investigates how local literature can support the development of critical literacy and multicultural awareness with the deep learning approach. This study uses literature review method by analyzing some relevant studies published between 2020 to 2025. This review analyzed 22 studies published between 2020–2025 from Google Scholar, ERIC, Scopus, and DOAJ. The studies reported about the usage of cultural text, critical literacy practice, multicultural and the principles of deep learning in language learning context. The study presents that local literature provides meaningful context and relate to students’ local traditions, value, norm and social issues. The students can ask questions, differentiate different points of view and reflect their cultural experiences. The studies also indicated that deep learning has significant roles in strengthening the learning process. The elements like character, collaboration and creativity can help students connect with contextual learning. As a result, the students become more active, reflective and have strong cultural awareness. However, this study finds some challenges particularly the weakness of teacher professional training, limitation of learning resources and uneven availabilty of cultural textbook. Even though there were some limitations, the studies reveal that the integrations of local literature and deep learning show strong potential to improve literacy learning and make it more relevant and meaningful for students.
Copyright (c) 2025 Yayu Anggraini Katili, Harto S. Malik https://creativecommons.org/licenses/by/4.0
Uncovering Syntactic Features of Student Writing: A Case Study Of Weekly Journals
Teaching syntactic unit especially clause to students is a crucial issue because clause is an important part in sentence forming. This research focuses on clause patterns that is a part of syntax which is needed by students in improve their ability in English (Basri, Ampa, & Junaid, 2013). This research adopts qualitative descriptive method to analyze seven English clause patterns in students’ weekly journal syntactically. The aims of this study are to know and analyze the types of clause pattern the students use in their weekly journal; to get information about the type of clause pattern that is frequently used by students in their weekly journal; and to gain the data about the way the students write the clause pattern in their weekly journal. This study took place in one of the vocational high schools in Cianjur by involving 32 students from XI AKKUL class. The data were gained from students’ weekly journal entitled Weekly Diary from September 23rd to November 13th 2018. The findings show clause pattern S+V is written in 15 data (6,91%), clause pattern S+V+O is written in 38 data (17,51%), clause pattern S+V+Co is written in 69 data (31,8%), clause pattern S+V+O+O is written in 3 data (1,38%), clause pattern S+V+O+Co is written in 25 data (11,52%), clause pattern S+V+Ad is written in 18 data (8,3%), and clause pattern S+V+O+Ad is written in 49 data (22,58%). From the data collected, it can be seen that the students tend to write their clause with S+V+Co pattern. The students like giving a complement for the subject in their clauses and mostly in form of adjective.
Copyright (c) 2025 Jauhar Helmie, Vina Nuviyani, Siti Vega Nurintan https://creativecommons.org/licenses/by/4.0
Stylistic Analysis of Medical Lexicon and Figure of Speech in the Poetry Anthology Dibalik Jas Putih by Medical Students
The poetry anthology Dibalik Jas Putih by medical students has a medical lexicon and interconnected language styles. This study aims to inventory the medical lexicon in the poetry anthology, analyze the patterns and functions of the dominant language style, and reveal the correlation between the authors' educational backgrounds and the stylistic characteristics of the works. This study uses a descriptive qualitative method with an integrated stylistic approach. The data is sourced from the poetry anthology Dibalik Jas Putih by medical students. Data collection used the read-and-record technique. The data was then analyzed in three stages: 1) identification of medical lexicon (linguistic corpus), 2) classification of language style (Leech & Short), and 3) interpretation of meaning based on the context of creation (critical discourse analysis). The first research results found 10 medical lexicons in 6 poems from the poetry anthology Dibalik Jas Putih along with the frequency of occurrence and lexical meaning from Dorland's Medical Dictionary. There were symbolic figures of speech, metaphors, and similes found from the ten medical lexicons through Leech & Short's stylistic theory. The final research results obtained the contextual meaning of each medical lexicon along with its stylistic function.
Copyright (c) 2025 Sitti Rahmawati, Abd Majid, Mazhud, Cahyani https://creativecommons.org/licenses/by/4.0
Analysis of EFL Students’ Grammatical Errors in Writing Literature Review
This study aimed to identify and analyze the grammatical errors made by EFL students in writing the literature review chapter of their undergraduate theses at Universitas Negeri Makassar. Using a qualitative descriptive approach, the researcher analyzed 15 theses submitted in 2024. The data were collected from the university library and examined based on Azar and Hagen’s (2009) 14 types of grammatical error classification. The findings revealed that students made errors in all 14 categories, including singular–plural, word form, word choice, verb tense, omission, addition, word order, incomplete sentence, spelling, punctuation, capitalization, article, unclear meaning, and run-on sentence. The most dominant type of error was punctuation, followed by word choice and singular–plural. These results indicate that students still struggle with grammatical accuracy in academic writing. The study suggests the need for more focused grammar instruction, the integration of digital tools, and the development of effective grammar teaching strategies to improve students’ writing quality.
Copyright (c) 2025 Sitti Humairah, Sultan Baa, Arham https://creativecommons.org/licenses/by/4.0
The Influence of Project-Based Learning Model on Student Learning Independence in Science And Social Studies Subjects (IPAS) Class IV at UPT SPF SD Inpres Maccini, Makassar City
The problem in this study is the low learning independence of students in the Natural and Social Sciences (IPAS) class IV subject at UPT SPF SD Inpres Maccini, Makassar City. Many students are still dependent on the teacher's direction and are not able to learn independently. This study aims to determine the use and influence of the project-based learning model (PjBL) on student learning independence. This research is a type of quasi experimental research with a nonequivalent control group design. The research population is all students of grade IV of UPT SPF SD Inpres Maccini, Makassar City which totals 71 students. The sampling technique uses purposive sampling to determine a homogeneous class, then continues with random sampling through lots to determine the experimental class and the control class. The research sample consisted of class IV A as an experimental class with 25 students applying the PjBL model, and class IV B as a control class with 23 students using conventional learning. Data collection uses observations and validated learning independence questionnaires. Data analysis used a t-test with a significance level of 5%. The results show that the use of the PjBL model can increase students' learning independence through collaborative learning, with students playing an active role in completing projects and teachers playing the role of facilitators. In addition, there is a significant influence of the PjBL model on student learning independence, as evidenced by a significance value of 0.0058 < 0.05 in the t-test. The average post test score of learning independence in the experimental class was 95.2, which was significantly higher than that of the control class, which was 88.43. Based on these results, it can be concluded that the PjBL model is effective in increasing student learning independence and has a significant positive influence on social studies learning in grade IV UPT SPF SD Inpres Maccini, Makassar City.
Copyright (c) 2025 Nur Abidah Idrus, Yusnadi, Abd. Rahim, Wahyuni Fitria Rahman https://creativecommons.org/licenses/by/4.0
The Impact of Study Club on English Speaking Skills: Student Perceptions
This study investigates the impact of the English Study Club at Al-Qolam University on students’ speaking skills, addressing the problem of limited speaking proficiency due to lack of confidence, insufficient practice opportunities, and unsupportive environments. Employing a descriptive qualitative approach, data were collected through in-depth interviews with five informants, including one administrator and four members (senior and junior), to explore participation dynamics, motivations, challenges, and outcomes. Findings reveal that the Study Club significantly enhances speaking fluency and confidence by providing a safe, inclusive space for regular practice through diverse activities like debates, presentations, and speaking games, with notable improvements in communicative behavior, particularly among shy students. However, challenges such as inconsistent participation, fear of making mistakes, and technical limitations in vocabulary and grammar persist, necessitating targeted strategies to sustain engagement and address skill gaps. The study concludes that the English Study Club is an effective platform for improving speaking skills, but its success depends on fostering consistent participation, reducing psychological barriers, and incorporating structured technical support to maximize its impact on students’ language proficiency.
Copyright (c) 2025 Muhammad Aldi, Budik Kusworo https://creativecommons.org/licenses/by/4.0
Representation Of Teenagers' Lifestyles Through Content on Tiktok(A Study of Student Organisation Activists at SMAN 2 Makassar)
TikTok has become one of the most popular social media platforms among teenagers, offering a variety of content ranging from entertainment and challenges to light education. This phenomenon raises questions about how the content consumed and created by teenagers influences their behaviour and lifestyle. This study aims to analyse the influence of TikTok content on teenagers' daily activities, social interactions, and identity expression. This study employs a qualitative case study approach to understand teenagers' self-representation on TikTok at SMAN 2 Makassar, with subjects being active OSIS students who have TikTok accounts. Data was collected through content observation, semi-structured interviews, and literature studies, then analysed thematically and in terms of content to capture visual themes, texts, and social meanings. Data validity was ensured through triangulation, member checks, and rich descriptions, so that the research findings are reliable and provide an in-depth description of how teenagers express their identity, lifestyle, and social interactions. The results of the study show that entertainment, challenges, and light education are the types of content most consumed and created by teenagers. This content represents their lifestyle, including hobbies, fashion, daily habits, and social interactions, and serves as a means of expressing their identity and aspirations. The influence of TikTok content on adolescent behaviour is twofold; on the one hand, it can encourage creativity, positive social interaction, and identity formation, but on the other hand, it can cause social pressure, consumptive behaviour, and psychological effects due to social comparison. This study emphasises the importance of media literacy so that adolescents can use TikTok productively and safely.
Copyright (c) 2025 Rosnan Sulaeman, Syamsu Kamaruddin, Arlin Adam, Najamuddin, Syukurman https://creativecommons.org/licenses/by/4.0
Informal Entrepreneurship in the Age of Smart Society 5.0: Digital Adaptation, Platform Dependency, and Social Relationality among Street Vendors in Makassar
This study examines how informal entrepreneurs specifically how street vendors (Pedagang Kaki Lima/PKL) navigate digital transformation in the era of Smart Society 5.0. Unlike narratives of digital optimism that portray technology as universally empowering, our findings reveal an uneven adoption landscape marked by structural constraints, algorithmic dependency, and cultural frictions. Drawing on a qualitative design involving 30 PKL in Makassar, Indonesia, the present study conducted semi-structured interviews, participant observation, and policy analysis to assess how digital tools reshape economic practices and social relations. Results show that digital literacy functions as a form of social capital: younger vendors leverage social media, digital payments, and messaging-based sales to extend market reach, while older vendors experience technological anxiety, mistrust, and a heightened risk of exclusion. Rather than fully digitizing, most PKL adopt hybrid practices that integrate online orders with face-to-face transactions to maintain community ties and autonomy. Engagement with delivery platforms generates new dependencies through commission fees, rating systems, and algorithmic visibility, eroding interpersonal interactions that historically defined PKL commerce. These findings challenge the premise that Smart Society 5.0 inherently promotes digital inclusion and highlight the need for context-specific interventions that protect informal entrepreneurs from extractive platform logics.
Copyright (c) 2025 Syamsu Kamaruddin https://creativecommons.org/licenses/by/4.0
The Influence of Environment and Digital Technology on Positive Communication and Character Formation among University Students: A Neurobehavioral Perspective
In the modern digital age, students’ ways of communicating and developing character are deeply shaped by both their surrounding environments and their engagement with technology. This study explores how environmental conditions and digital technology together affect positive communication and character formation among university students, viewed through a neurobehavioral lens. Using a qualitative method, 35 students were purposively chosen and involved through online questionnaires and observation. The results show that supportive families, peers, and campus environments strengthen openness, empathy, and respectful communication (94–97%), while technology enhances communication efficiency (97%) but can also lead to emotional strain (55%). From a neurobehavioral perspective, both environmental and digital factors influence how students regulate emotions and make decisions. The study concludes that balanced interaction between social support and mindful technology use promotes empathy, moral awareness, and emotional stability, key components of strong character and positive communication in higher education.
Copyright (c) 2025 Marta Friska Tindaon, Rita Hartati, Mhd Agri Amri, Salsabiil Shofaa Ardri, Monika Br. Tobing, Azzahrah Andrianti, Muhammad Abiyyu de Rossi https://creativecommons.org/licenses/by/4.0
A Phenomenological Study of Sibaliparri in the Household Life of the Mandar Community in Tapango Barat Village, Polewali Mandar Regency
This study examines Sibaliparriq, a core cultural value of the Mandar people in West Sulawesi, Indonesia, as a lived household praxis that structures cooperation, gender relations, and family wellbeing. While much gender and development scholarship portrays households as sites of persistent inequality shaped by patriarchal norms, less attention has been given to culturally embedded ethics that actively promote reciprocity and shared responsibility between spouses. Adopting a qualitative descriptive phenomenological approach, this study draws on in-depth interviews, participant observation, and documentation conducted in Tapango Barat Village to explore why Sibaliparriq persists in contemporary household life, how it is enacted in everyday practices, and what impacts families associate with its practice. Data were analyzed using Colaizzi’s phenomenological method to capture participants’ lived meanings and moral reasoning. The findings reveal that Sibaliparriq functions as a relational household praxis integrating moral obligation, pragmatic cooperation, and culturally legitimate forms of agency. It is enacted through negotiated household governance, flexible labor sharing across productive and reproductive domains, and collaborative parenting practices. Participants perceive Sibaliparriq as strengthening household harmony, livelihood resilience, women’s recognized participation in decision-making, and the continuity of Mandar cultural identity. Conceptually, the study situates Sibaliparriq within international debates on cooperative–conflict dynamics and women’s empowerment, demonstrating how locally grounded cultural ethics can operate as informal governance mechanisms that reshape gender relations without requiring a rupture from local cultural norms. The study contributes to comparative gender scholarship by highlighting the importance of culturally embedded pathways to cooperation and empowerment in family life.
Copyright (c) 2025 Nasrul, Najamuddin, Abdul Rahman A Sakka https://creativecommons.org/licenses/by/4.0
Media Representation of ‘Dark Indonesia’ 2025: A Comparative Framing Analysis of Reuters and The Jakarta Post
This study investigates how Reuters and The Jakarta Post framed Indonesia’s 2025 student protests, emphasizing differences in media orientation and narrative construction. Employing a qualitative descriptive approach, the analysis integrates Goffman’s (1974) concept of frame as a social schema, Entman’s (1993) four framing elements, and Semetko and Valkenburg’s (2000) five generic frames. The data were drawn from one article in each outlet, selected purposively from coverage published during the protest’s peak period in February 2025. Findings reveal that Reuters employed an event-centered and neutral tone, framing the protests primarily as a reaction to economic policy and government legitimacy. In contrast, The Jakarta Post adopted a more domestically engaged framing that emphasized democratic ideals, civic responsibility, and national identity through moral and responsibility frames. The comparative analysis reveals that institutional and editorial contexts influence media narratives, where international media tend to maintain neutrality, while domestic outlets often embed political dissent within their national discourse. This study contributes to comparative media studies by revealing how framing practices construct distinct portrayals of political activism within Southeast Asian contexts.
Copyright (c) 2026 Muhammad Fikri Haikal Putra, Iskandar, Sukardi Weda https://creativecommons.org/licenses/by/4.0
The Motivational Core of L2 Academic Writing: A Systematic Review of Theory, Research, and Pedagogy
Academic writing is a formidable challenge for English as a Foreign Language (EFL) learners, with motivation being a critical determinant of success. This systematic literature review synthesizes the theoretical and empirical landscape of motivation in EFL academic writing. It traces the evolution of key conceptual frameworks, from foundational dichotomies to contemporary socio-dynamic models like the L2 Motivational Self System. A thematic analysis of the literature identifies three core clusters of motivational determinants: the writer's internal world (e.g., self-efficacy, attributions), the nature of the writing task (e.g., choice, authenticity), and the learning environment (e.g., teacher support, classroom climate). The review further examines the motivational impact of pedagogical interventions, including various forms of feedback and the integration of technology from collaborative platforms to generative AI. The discussion proposes an integrated model where motivation emerges from the interplay of identity, agency, and context, highlighting critical research gaps and outlining a forward-looking agenda.
Copyright (c) 2025 Sahril Nur, Geminastiti Sakkir, Auliyanti Sahril Nurfadhilah https://creativecommons.org/licenses/by/4.0
The Effectiveness of Integrating Grammar and Writing Instructions through Systemic Functional Linguistics
This study examines the effectiveness of integrating grammar instruction with writing activities through the framework of Systemic Functional Linguistics (SFL) to enhance the writing skills of senior high school students in an English as a Foreign Language (EFL) context. The research employed a pre-experimental one-group pre-test and post-test design involving 29 students from Class XI.TL.1 at SMAN 11 Makassar. Over five instructional sessions, students were taught grammar in a contextualized manner by embedding it within the writing of hortatory exposition texts, guided by SFL principles such as Theme–Rheme organization, transitivity, and cohesive devices. Data were collected through writing tasks administered before and after the intervention and analyzed using descriptive statistics, paired-sample t-tests, and normalized gain (N-Gain) analysis to determine the magnitude and significance of improvement. The findings revealed a statistically significant increase in students’ grammar accuracy, coherence, and cohesion in writing, with an N-Gain score indicating upper-medium effectiveness. These results demonstrate that integrating grammar and writing instruction through SFL not only bridges the gap between form and function but also supports the development of meaningful, well-structured texts. The study underscores the pedagogical value of adopting functional grammar approaches in EFL classrooms and recommends further research to explore their application across different genres and proficiency levels.
Copyright (c) 2025 Ulfiana Ulfiana, Dr. La Sunra, S.Pd., M.Hum. , Muhammad Miftah Fauzan, S.Pd., M.Pd. https://creativecommons.org/licenses/by/4.0
Evaluating Inquiry-Based Learning as A Pedagogical Strategy in Achieving Outcome-Based Education Targets in EFL Writing
This study aimed to evaluate the effectiveness of the Inquiry-based Learning approach in achieving Outcome-based Education targets in teaching writing skills as a foreign language. A quantitative method was employed, using a one-group pre-test and post-test design. The participants consisted of 34 students, who participated in writing tasks with different topics administered at the pre-test and post-test stages. The data were analyzed using the Wilcoxon Signed Rank Test, due to the non-parametric distribution. The analysis revealed significant improvement in students’ writing skills, including paragraph structures, idea development, lexical precision, and academic language style. These findings indicate that Inquiry-Based Learning effectively fosters active student engagement, promotes self-directed exploration, and enhances the ability to strengthen written expressions. Based on the results, it can be concluded that Inquiry-based Learning is a relevant and effective strategy for achieving Outcome-Based Education goals in the context of EFL writing competencies.
Copyright (c) 2025 Siti Nurfadhilah Gani, Munir, La Sunra, Syarifuddin Dollah, Tahir https://creativecommons.org/licenses/by/4.0