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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‘Mujahadah’ as Moral Education for Students through Hermeneutic Transcendental of "Poison Tree" by William Blake's Poetry
A literary work of art has the power to directly influence people's thoughts simply by reading a single poem, such as William Blake's "Poison Tree. " The main focus of this study is to explore how any kind of poetry can offer people a way of life, moral education, and new experiences. This research is qualitative in nature and uses content analysis to examine William Blake's poem "Poison Tree. " Hermeneutics, which is often used in literary studies, is regarded as one of the oldest scientific methods and has roots dating back to the time of Plato. This study centers on interpreting the poem to identify the moral values it conveys, using transcendental hermeneutics in the context of the society 5. 0 era, and to explore the types of character education that can be gained. The findings reveal that 'Mujahadah' refers to a struggle against one's passions and the devil, involving a serious effort to overcome these inner conflicts. As stated in a hadith narrated by Bukhari and Muslim, a truly strong person is not one who is physically powerful, but someone who can control their desires even when angry. In the era of disruption brought about by the industrial revolution, transitioning towards society 5. 0, literary works like poetry through the use of internet information technology (IoT) and services (IoS), combined with persuasive spiritual cleansing, light, and wise character education.
Copyright (c) 2025 Abdollah Abdollah, Sulastri, Ratnawati, Sri, Mujaddidah https://creativecommons.org/licenses/by/4.0
The Teacher’s Perception of Reinforcement and Its Impact on Student Engagement in English Language Learning: A Qualitative Study
This study explores the perception of an English teacher regarding the use of reinforcement and its impact on student engagement in English language learning. Conducted at SMPN 40 Makassar, the research utilized a qualitative descriptive approach to investigate how the teacher views reinforcement as a tool to support behavioral, emotional, and cognitive engagement. The primary data were gathered through an in-depth interview with one male eighth-grade English teacher and supplemented by six classroom observations conducted over a three-week period. The findings revealed that the teacher perceives reinforcement not merely as a classroom management technique but as a powerful pedagogical strategy to stimulate motivation, reduce learning anxiety, and foster students’ sense of belonging and competence in the English classroom. Verbal reinforcement, such as praise and addressing students by name, and non-verbal reinforcement, such as smiling, gestures, and eye contact, were consistently applied throughout the observed lessons. The teacher also emphasized the importance of applying reinforcement equitably and intentionally, tailoring it to the diverse personalities and needs of students. These insights align with the theoretical frameworks of Skinner, Bandura, Deci & Ryan, and Fredricks et al. Reinforcement, as perceived and practiced by the teacher, plays a significant role in enhancing student engagement and creating an inclusive, supportive learning environment.
Copyright (c) 2025 Ananda Salsabilah Ramadhani, Amirullah Abduh, Abdul Halim https://creativecommons.org/licenses/by/4.0
Fostering Qur’anic Character through Virtual Recitation: A Qualitative Study of the Khatam Al-Qur’an Programme at an Indonesian Medical Faculty
This study investigates the implementation and impact of Qur’anic recitation completion (khatam Al-Qur’an) activities as a medium for character development among students at the Faculty of Medicine, Universitas Muslim Indonesia (UMI), Makassar. The research is guided by three primary questions: (1) What is the structure of the khatam Al-Qur’an program in the context of student character formation? (2) What character values are cultivated through this activity? and (3) How effective is the implementation of the khatam Al-Qur’an program within the faculty environment? The objective is to analyze the implementation process, identify the character values fostered, and assess the program’s effectiveness in integrating spiritual and professional development among medical students. The activity is held regularly during the holy month of Ramadan and is positioned as a strategic initiative for character education grounded in Islamic spiritual values. A qualitative descriptive approach was employed, using data collected through observations, in-depth interviews, and questionnaires administered to participating students and program facilitators. The results reveal that the program is systematically implemented in both online and offline formats through two main modalities: (1) One Day One Juz (ODOJ), conducted individually, and (2) collective qira’ah sessions, carried out in turns via virtual platforms or face-to-face gatherings. These formats effectively instill core character values such as religiosity, honesty, discipline, responsibility, and inner peace. Students reported that participation in the program significantly enhanced their spiritual well-being, boosted academic motivation, and shaped a strong foundation for ethical professionalism in the medical field. The present study sheds light on the khatam Al-Qur’an program conducted during Ramadan which serves as an effective and integrative tool for character development, bridging spiritual enrichment with academic and professional ethics. The model demonstrates strong potential to be adapted as a sustainable character-building initiative within higher education institutions rooted in Islamic values.
Copyright (c) 2025 Nanu Nugraha, Akhmad Syahid, Nuraeni Abdullah, Yusril Muhammad Arsyad https://creativecommons.org/licenses/by/4.0
Speech Events in the Indonesian Version of Miracle in Cell No. 7 and YouTube Discussion Pages: A Digital Communication Context Analysis Using Dell Hymes’ “Speaking” Model
This study investigates the structure and characteristics of speech events in two distinct communicative contexts using Dell Hymes’ SPEAKING model: the Indonesian adaptation of the film Miracle in Cell No. 7 and an online legal discussion hosted on Sahabat ICW’s YouTube channel. The research applies qualitative content analysis to identify and compare the elements of Setting, Participants, Ends, Act Sequence, Key, Instrumentalities, Norms, and Genre across both sources. In total, the film provided 129 communication segments with complex emotional and narrative elements, whereas the YouTube discussion reflected a more structured and formal discourse with 11 primary communication goals and four active participants. Findings indicate that while both contexts employ the same communicative components, their application varies significantly based on purpose, medium, and audience. The film emphasizes emotional expression and moral storytelling, illustrating themes of injustice, empathy, and human dignity through a diverse range of speech acts and multimodal cues. In contrast, the online discussion focuses on civic education and legal advocacy, employing a formal tone and structured interaction within a virtual public sphere. The study concludes that Dell Hymes’ SPEAKING model remains a robust framework for analyzing discourse in both fictional and real-time digital settings, offering critical insights into the cultural, emotional, and social dimensions of communication.
Copyright (c) 2025 Lia Khairun Nisa, Tadjuddin, Sri Harini Ekowati https://creativecommons.org/licenses/by/4.0
Balancing Precision and Voice: A Qualitative Study of QuillBot’s Role in Enhancing EFL Students’ Writing Skills
This qualitative study investigates the role of the AI-powered writing assistant QuillBot in enhancing the writing skills of secondary-level English as a Foreign Language (EFL) students in Indonesia. Twenty participants engaged with QuillBot over an eight-week period during writing assignments. Data were collected through semi-structured interviews and analysis of pre- and post-intervention writing samples. The findings indicate that QuillBot contributed significantly to improvements in grammar, sentence structure, and vocabulary usage. Non-native English speakers, in particular, demonstrated notable gains in mechanical accuracy and lexical variety. However, the tool's limitations became apparent in areas requiring higher-order thinking, such as content development, coherence, and creativity. A subset of students expressed concern about over-reliance on the tool, reporting decreased confidence when writing independently and a perceived loss of personal voice in their work. Engagement was initially high but declined over time, suggesting the novelty of AI feedback may diminish without sustained pedagogical scaffolding. The study highlights the dual potential of AI writing tools to support surface-level writing improvements while risking dependence and reduced autonomy. Implications include the need for balanced instructional approaches that combine AI feedback with human guidance to preserve critical thinking and authorial identity. Recommendations for future research include longitudinal studies and hybrid models integrating teacher- and AI-mediated feedback.
Copyright (c) 2025 Wildatul Maghfirah, Zainuddin Zainuddin, Beny Hamdani https://creativecommons.org/licenses/by/4.0
Recognizing Students' Characteristics in Implementing Differentiated Learning at SMKN 10 Jeneponto
This research explores how English teachers at SMKN 10 Jeneponto identify student characteristics in the implementation of differentiated learning, which is aligned with the “Merdeka” curriculum. This research uses mixed methods that combine qualitative and quantitative research. In collecting data, the researchers conducted interviews, questionnaires, and documentation. Three English teachers participated as subjects in this research. The findings show that teachers use questionnaires administered by counseling teachers and follow-up interviews to detect students' learning styles, such as visual, auditory, or kinesthetic. From the results of the questionnaire analyzed by the researchers, it was found that 58.33% of students with visual learning style, 37.5% auditory, and 4.17% visual-auditory. After the questionnaire from the counseling teacher, the subject teachers also conducted follow-up interviews to find out more about students' learning styles and abilities. In identifying students' abilities, teachers also rely on observations during the learning process and targeted questions at the beginning of the lesson. This method allows teachers to adjust their instructional strategies to meet students' needs more effectively. The research concludes that combining interviews and questionnaires provides a comprehensive approach to understanding students' learning styles and abilities, which contributes to the successful implementation of differentiated learning. This approach increases student engagement, supports individual learning preferences, and ultimately improves learning outcomes.
Copyright (c) 2025 Nurkaidah, La Sunra, Ryan Rayhana Sofyan https://creativecommons.org/licenses/by/4.0
Understanding TikTok’s Influence on EFL Students’ Script-Writing Development through Qualitative Research
This qualitative study explores the influence of TikTok on the English script-writing development of Indonesian EFL students in a pesantren-based language learning program. Using a case study design, six students and one instructor participated through interviews, classroom observations, questionnaires, and analysis of student-generated scripts. The study aimed to identify how sustained exposure to TikTok's short-form, multimodal content shapes learners’ written expression, creativity, and linguistic awareness. Findings reveal that TikTok fosters increased expressiveness, narrative concision, and audience sensitivity in student scripts. Participants drew from platform features such as trending language, dialogic cues, and visual storytelling, which they translated into idiomatic phrases, informal transitions, and creative dialogue structures in writing. The social and interactive nature of TikTok encouraged risk-taking and self-regulated learning behaviors, including rewatching videos for tone and accuracy and mimicking fluent speech. However, the study also highlights persistent challenges, particularly in grammar accuracy and register appropriateness, suggesting that while TikTok can stimulate creativity and engagement, it does not inherently provide corrective feedback or support formal writing norms. Educators are encouraged to incorporate TikTok thoughtfully using it as a scaffold for idea generation and stylistic awareness while complementing it with explicit instruction in grammar and genre conventions. This research contributes to evolving perspectives on the integration of social media in second language writing pedagogy.
Copyright (c) 2025 Ade Dwi Saputra, Feri Ferdiyanto, Raudhatul Islam https://creativecommons.org/licenses/by/4.0
Better to Die Young": A Hermeneutic Analysis of Protest and Moral Critique in Remy Sylado’s Mbeling Poetry
This study analyzes the socio-political critique embedded in Remy Sylado’s poem Lebih Baik Mati Muda through Friedrich Schleiermacher’s hermeneutic framework, specifically integrating grammatical and psychological interpretations. As a pioneering figure in the Indonesian Mbeling poetry movement, Sylado strategically employed colloquial language, provocative diction, and emotionally charged imagery to confront systemic corruption, authoritarianism, and moral decay during Indonesia’s New Order regime. Using qualitative descriptive methodology, the analysis first examines the poem’s grammatical elements such as diction, rhetorical structures, and repetition to reveal how linguistic deviation amplifies the poet's socio-political critique. Subsequently, psychological interpretation uncovers deeper emotional dimensions, highlighting how the narrative voice conveys generational despair and moral urgency. Findings indicate that Sylado’s recurrent phrase Lebih baik aku mati muda ("Better that I die young") symbolizes an existential and ethical ultimatum, articulating a powerful stance against oppressive societal conditions. The study contributes methodologically by applying Schleiermacher’s dual hermeneutic approach to Indonesian protest poetry, theoretically by deepening scholarly understanding of poetry's role in social resistance, and practically by underscoring poetry’s educational potential in fostering critical literacy and civic engagement. Future research is recommended to expand comparative and multimodal analyses of protest poetry, enhancing understanding of its cognitive and emotional effects across different contexts.
Copyright (c) 2025 Muhammad Rapi, Ridwan Ridwan, Vionanda Toding Bunga https://creativecommons.org/licenses/by/4.0
Revealing The Students’ VAK Learning Styles and Their Problems and Strategies in Speaking Class: A Qualitative Study among Indonesian Vocational Students
This study was conducted to identify students’ learning styles, the problems they face, their strategies, and their perceptions of speaking English based on their respective learning styles. The research employed a descriptive qualitative approach. The tenth-grade Culinary A students of SMKN 2 Gowa were selected as the research subjects. Data were collected through observation, semi-structured interviews, and documentation. The results revealed that: (1) The most dominant learning styles employed by the students in the classroom is visual learning style, followed by auditory learning style and kinesthetic learning style (2) The problems experienced by students in English speaking activities based on their learning styles, such as visual learners faced issues such as lack of confidence, difficulty understanding instructions without visual aids, pronunciation challenges, and noisy classroom environments. Auditory learners encountered problems such as fear of making mistakes, confusion, discomfort, grammar issues, and hesitation, while kinesthetic learners struggled with boredom, panic, nervousness, lack of self-confidence, and fear of being laughed at. (3) The strategies identified by visual learners included planning, memorizing, taking notes, and preparing visual aids. Auditory learners resolved their difficulties by speaking loudly, watching video podcasts, memorizing, and using audio tools such as voice recordings, and kinesthetic learners addressed their challenges by asking for permission to move, using body movements, and employing physical tools such as pens or markers.
Copyright (c) 2025 Arya Priyangga Sumardi, Tahir, Ariyani, Sukardi Weda, Aeni https://creativecommons.org/licenses/by/4.0
Developing Interactive Hybrid Book for Teaching English to the Fourth-Grade Students in Inclusive Classrooms
This study focuses on developing an interactive hybrid book for teaching English to fourth-grade students in inclusive classrooms at SDN 2 Bengkala. The hybrid book integrates digital and print media to accommodate students' diverse learning needs, particularly those with hearing impairments. Utilizing the ADDIE model, the study followed five phases: Analysis, Design, Development, Implementation, and Evaluation. The book incorporates multimodal content, including sign language videos, text captions, high-contrast images, and interactive elements to enhance engagement and accessibility. The research employed a qualitative descriptive method, gathering data through observations, interviews, and expert validation. The results indicate that the hybrid book significantly improves students' reading comprehension and engagement by offering interactive features such as quizzes, drag-and-drop exercises, and real-time feedback. Teachers found the book effective in facilitating English learning and inclusive classroom interactions. The study also identified challenges, including limited digital resources and the need for ongoing technological adaptation, which were addressed by ensuring offline accessibility and expert content validation. This research contributes to the field of inclusive education by providing an accessible learning tool that supports diverse student needs. The findings suggest that hybrid books can enhance literacy development and engagement in inclusive classrooms. Future research should explore integrating AI-driven personalized learning and gamified content to further optimize student learning experiences. The study underscores the importance of inclusive educational materials in fostering equitable learning opportunities.
Copyright (c) 2025 Kevin Dwi Pradana https://creativecommons.org/licenses/by/4.0
Integrated Educational Practices for Building Character and Motivation among Orphans in Institutional Care at Ummu Aiman Makassar Islamic orphanage
This study explores the integrated strategies employed by caregivers at Panti Asuhan Ummu Aiman, an Islamic orphanage in Makassar, Indonesia, to strengthen character education and enhance learning motivation among children in institutional care. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with 12 children and 6 caregivers, participant observation over a three-month period, and document analysis. The findings reveal nine interrelated strategies: psychological consultation, tahfidz (Qur’an memorization) programs, caregiver role modelling, structured character education routines, regular monitoring and evaluation, participation in Jakarta Intensive Learning Centre (JILC) tutoring, a balanced reward and punishment system, engagement with external stakeholders, and entrepreneurship training. These strategies function synergistically to address the emotional, moral, cognitive, and social dimensions of the children's development. The study concludes that a holistic and culturally grounded model integrating spiritual, psychological, and educational support can effectively foster character formation and academic motivation in orphanage settings. The implications suggest that faith-based care institutions can play a transformative role when guided by intentional, structured, and empathetic approaches to child development.
Copyright (c) 2025 Luthfiah Nurhuda Watri, Rosmiati, Subaedah, Nurlaelah https://creativecommons.org/licenses/by/4.0
Language in Clickbait Strategies: A Structural Analysis of Political News Headlines on IDN Times During the Regional Election Week
The rapid growth of technology has changed information media, making internet news easily accessible and extensively consumed. To attract readers, numerous online news platforms adopt clickbait methods, typically designing headlines designed to generate curiosity or emotional responses. This study explores the language tactics utilised in clickbait headlines published by IDN Times during the 2024 Indonesian Regional Elections (Pilkada) week. Using a qualitative descriptive technique and content analysis, the study analyzes 25 headlines picked by purposive sampling. Zhang’s rhetorical framework, which categorizes rhetorical elements into Hyperbole, Insinuation, Puzzle, and Visual Rhetoric, serves as the basis for the analysis. The statistics suggest that Insinuation is the most often utilised rhetorical component (12 occasions), followed by Hyperbole and Puzzle (10 instances each), and Visual Rhetoric (9 instances). These rhetorical methods effectively engage readers and shape their perspectives, particularly in the setting of political news. While clickbait boosts reader engagement, it also raises questions about media credibility and ethical journalism practices, especially when headlines overstate or mislead. This study contributes to the understanding of how language promotes public interaction with online news and underscores the need of media literacy in interpreting digital information. Future study could expand the scope to include larger datasets, numerous news platforms, or longitudinal analysis to explore the shifting dynamics of clickbait in digital media.
Copyright (c) 2025 Karisma Erikson Tarigan, Wiranda Syahputra Tafonao https://creativecommons.org/licenses/by/4.0
The Alignment of ESP in Teaching Activities and Materials at Vocational High School
This study aims to analyze the alignment of English for Specific Purposes (ESP) in teaching activities and teaching materials at Vocational High Schools (SMK) in Indonesia, especially in the context of the Merdeka Curriculum. A descriptive qualitative approach was used to explore teachers’ strategies, challenges, and recommendations in implementing ESP. the research participants consisted of three English teachers from three vocational high schools in Magelang City with different expertise programs, namely hospitality, nursing, and engineering. Data were collected through in-depth interviews and analyzed using a systematic thematic analysis model. The results show that teachers apply several strategies to align ESP with students’ needs, such as collaborative needs analysis with vocational teachers and industry professionals, work context-based activity design (e/g/ VR simulation in hospitality, role-play in nursing, and engineering projects), and diversification of material sources by utilizing digital technology. However, the main challenges include the mismatch of the national curriculum which is still oriented towards General English (EGP), limited ESP support facilities, and the gap in teacher competence in mastering technical content in vocational fields. Teachers recommend the development of a structured ESP curriculum based on majors, increased collaboration with industry, and hybrid training to strengthen teacher capacity. This finding confirms the need for multi-stakeholder synergy to optimize ESP learning in vocational high schools to be relevant to the needs of the world of work.
Copyright (c) 2025 Agda Faisal Aziz, Agung Ginanjar Anjaniputra https://creativecommons.org/licenses/by/4.0
Enhancing Vocabulary Mastery Using Audiovisual Learning Wordwall
This study examined Enhancing Vocabulary Mastery Using Audiovisual Learning Wordwall among fourth-grade elementary school students. Elementary schools faced challenges with limited instructional time for English language learning, creating a need for more efficient and engaging vocabulary teaching methods. This research used a pre-experimental design with one group taking both a pretest and posttest, including 33 fourth-grade students at SDN 1 Purwogondo. The intervention utilized Wordwall interactive audiovisual activities to teach vocabulary related to the "Be on Time" topic. Data was examined using descriptive statistics and the Wilcoxon signed-rank test. Results showed an important improvement in vocabulary mastery, with average scores increasing from 47.27 at the beginning to 81.21 at the end. The standard deviation decreased from 15.567 to 9.845, showing more consistent performance across different student ability levels. The findings suggested that Wordwall provided multiple ways for vocabulary learning, changing vocabulary study into an active, engaging process. The study added to evidence supporting technology-enhanced language learning for vocabulary development at the elementary level.
Copyright (c) 2025 Jayanti, Alivia Rosdiana https://creativecommons.org/licenses/by/4.0
The Price of Appearances: Materialism in Maupassant’s The Necklace and Modern Consumer Culture
This study aims to explore the readers’ reception on The Necklace short story based on Hall’s reception theory. Employing descriptive-qualitative research design, the study focuses on Hall’s three main reading positions: the dominant-hegemonic, in which the reader decodes the message as intended by the author; the negotiated, where the reader partly accepts and partly resists the message; and the oppositional, where the reader rejects the encoded message entirely. Data were collected through two main instruments: students’ intellectual diaries (reflective journals) and classroom discussions. Data analysis follows Braun & Clarke’s thematic analysis. The findings of this study provide a nuanced understanding of how university students interpret Maupassant’s The Necklace in relation to materialism and contemporary consumer culture, viewed through the lens of Hall’s reception theory. The students’ responses, categorized into dominant-hegemonic, negotiated, and oppositional readings, reveal the multiplicity of interpretive positions shaped by ideological alignment, personal experience, and sociocultural context. This study shows that The Necklace story remains a powerful and relevant story, offering rich opportunities for critical engagement and reflection in the classroom. It becomes evident that literary texts are not static but dynamic sites where meaning is contested and reinterpreted across time and space. This study has shown that literature remains an essential tool for fostering critical thinking and for engaging students with the social, cultural, and ideological issues of their time.
Copyright (c) 2025 Fitriani Bakri, Muhammad Hasbi, Abdul Halim https://creativecommons.org/licenses/by/4.0
Social Capital and the Sustainability of Silk-Weaving Enterprises: Trust, Norms, and Networks in Pakkanna Village, Wajo Regency
This qualitative study investigates the role of social capital specifically trust, community norms, and social networks in sustaining household silk-weaving enterprises in Pakkanna Village, Wajo Regency, South Sulawesi, Indonesia. Employing a case-study approach with in-depth interviews, observations, and document analysis, the research identifies trust as a critical informal governance mechanism, significantly reducing transaction costs and streamlining production processes. However, reliance on trust also reinforces asymmetric power relationships, where collectors dominate market interactions, constraining artisans' bargaining power. Additionally, community norms such as mutual help (gotong-royong) and meticulous craftsmanship (mappasile) maintain high product quality and preserve cultural identity but simultaneously restrict innovation and responsiveness to market changes. Social networks enhance access to resources, information, and markets, yet the artisans’ dependency on collectors limits their direct market engagement, highlighting inherent vulnerabilities. External interventions through digital platforms and government programs show potential but face generational resistance and uneven uptake. Practical implications suggest promoting diversified market strategies and targeted interventions to strengthen artisans’ positions, while theoretical implications call for integrating gender and power dynamics into social-capital frameworks. Policy recommendations advocate combining infrastructural support with capacity-building and implementing geographic indications to secure cultural authenticity and economic sustainability.
Copyright (c) 2025 muhammad hajar; muhammad syukur, ibrahim nurdin, m. ridwan said, najamuddin nasuhan https://creativecommons.org/licenses/by/4.0
Enhancing Drama-Script Writing through Cooperative Script: A Two-Cycle Classroom Action Study with Grade VIII.3 Students at SMP Negeri 1 Sengkang
Effective creative-writing instruction demands methods that simultaneously stimulate collaboration and sharpen narrative skills. This classroom action research examined whether the Cooperative Script strategy could raise achievement in drama-script writing and increase learner engagement among 32 Grade VIII.3 students at SMP Negeri 1 Sengkang, Indonesia. Conducted during the 2021/2022 academic year, the intervention unfolded over two iterative cycles each comprising planning, action, observation, and reflection and allotted 4 × 40-minute lessons per cycle. Quantitative data were collected through individual script-writing tests scored on plot, characterization, setting, structure, and language conventions; qualitative data came from structured observation sheets that captured on-task talk and peer questioning. The class mean improved from 56.15 (pre-cycle) to 72.78 after Cycle I and reached 89.84 in Cycle II, yielding a high normalized gain (g = 0.77). Mastery levels rose from 3 % to 94 %, with only two students remaining below the minimum competency criterion of 77. Observation scores mirrored these gains, showing marked growth in reciprocal questioning and dialogic rehearsal. The findings indicate that the Cooperative Script method not only accelerates mastery of drama-writing conventions but also fosters an equitable, highly interactive learning atmosphere. Teachers seeking low-cost, student-centered approaches to creative writing may therefore adopt Cooperative Script as an evidence-based routine capable of transforming conventional lessons into collaborative workshops that amplify both cognitive and social outcomes.
Copyright (c) 2025 Abdul Kadir, Arisa Arisa, Nur Rahmi, Sutrisman Basir, Andi Badli Rompegading, Rizal Irfandi https://creativecommons.org/licenses/by/4.0
Evaluating Arabic Teaching Materials in Islamic Schools: A Comprehensive Analysis of Curriculum Alignment, Pedagogical Effectiveness, and Learner Engagement
This study investigates the quality and effectiveness of Arabic language teaching materials used in Islamic schools, focusing on curriculum alignment, pedagogical design, and learner engagement. Employing document analysis supported by teacher and student feedback, the research examines textbooks, modules, and supplementary resources from multiple madrasah aliyah. Drawing on theories of instructional design (Gagné, 1985) and communicative language teaching (Brown, 2007), a set of evaluative criteria was established to assess coherence, meaningfulness, adaptability, and integration of Islamic content. Findings indicate that while certain materials demonstrate structured progression and robust alignment with curricular objectives particularly in integrating religious references in a pedagogically meaningful manner others exhibit significant shortcomings. These include incomplete coverage of core linguistic competencies, overreliance on rote memorization, and limited capacity to accommodate diverse student proficiency levels. Data triangulation confirms that materials with clearly defined objectives and interactive tasks foster higher learner motivation and deeper language acquisition, as evidenced by positive teacher and student feedback. The results underscore an urgent need for more consistent quality standards and systematic review processes in the development and selection of Arabic teaching materials. They further highlight the potential of culturally contextualized, learner-centered resources to enhance both linguistic proficiency and religious understanding. The study’s findings have implications for policy-makers, curriculum designers, and educators, suggesting that targeted improvements in material design and teacher training can lead to more effective Arabic instruction in Islamic educational contexts.
Copyright (c) 2024 Abdul Qayyim Yunus, Andi Abdul Hamzah, Haniah Haniah
Gender-Based Preferences and Experiences in Using Interactive Quiz Platforms: A Qualitative Study of EFL Students
This study investigates gender-based differences in students’ preferences and experiences with interactive quiz platforms Quizizz and Kahoot among English Tadris students at STAIN Mandailing Natal. Employing a qualitative descriptive approach, the research involved 30 participants, equally divided by gender (15 male and 15 female students), selected through purposive sampling. Data were collected through semi-structured interviews and document analysis, then analyzed thematically using Braun and Clarke’s framework. Four primary themes guided the analysis: ease of use, technical and accessibility features, learning motivation, and material comprehension. Findings indicate that while both male and female students preferred Quizizz for its intuitive design and support for self-paced learning, notable gender differences emerged in motivation and usage patterns. Male students favored Kahoot due to its competitive features, such as real-time leaderboards and time-bound questions, which enhanced engagement and fostered a stimulating classroom environment. Conversely, female students valued Quizizz’s calm, flexible learning experience, which minimized anxiety and allowed for deeper understanding through repeated practice and instant feedback. The results suggest that gender plays a critical role in shaping students’ engagement with educational technologies, particularly those that integrate gamification elements. The study highlights the importance of aligning technological tools with learners’ individual preferences to optimize engagement and learning outcomes. Practical implications point to the need for more inclusive and adaptive instructional strategies when integrating digital platforms in EFL settings. Future research is recommended to explore larger samples and diverse educational contexts for broader generalizability.
Copyright (c) 2025 Sri Wahyuni Hasibuan, Zulfikar, Dina https://creativecommons.org/licenses/by/4.0
Addressing Learning Barriers and Needs in Scientific Writing: A Study of Indonesian Language and Literature Education Students
This study investigates the learning barriers and needs of Indonesian Language and Literature Education (PBSI) students at the Faculty of Letters, Muslim University of Indonesia (UMI), in the context of writing scientific papers, proposals, and theses. Adopting a descriptive qualitative approach supplemented by quantitative questionnaire data, the research gathered insights through structured questionnaires, informal interviews, and classroom observations. The findings indicate that students encounter multifaceted challenges stemming from both internal factors such as low motivation, limited academic writing exposure, and self-efficacy concerns and external factors, including constrained time due to family and work responsibilities, a lack of standardized thesis guidelines, and minimal mentoring support. Despite recognizing the importance of robust academic writing skills, students frequently struggle with topic selection, constructing cohesive frameworks, and selecting appropriate research methods. These obstacles underscore the need for more practice-oriented instruction, continuous feedback loops, and comprehensive institutional support mechanisms. Recommendations include incorporating structured mentorship programs, providing faculty-wide writing manuals, and introducing iterative writing exercises within the Scientific Paper Writing Technique (TPKI) course. The implications of this study are threefold. Theoretically, it contributes to ongoing discourse regarding needs-based pedagogy in academic writing. Practically, it offers a roadmap for instructors, administrators, and policymakers to design targeted interventions that enhance student writing proficiency. Policy-wise, the findings stress the significance of establishing writing centers and standardized guidebooks to ensure consistent quality and compliance with academic standards. While the sample was confined to mid- and final-year PBSI students, future research could expand the scope by examining longitudinal progress in writing competencies or comparing outcomes across different disciplines and institutions. Overall, this study emphasizes the centrality of well-structured, context-specific support systems in cultivating effective scientific writing skills and advancing the scholarly contributions of undergraduate students.
Copyright (c) 2025 Nurfathana Mazhud, Nurmiah Muin
Abbreviation as a Language Phenomenon in Self-Made Captions used by Teenagers on TikTok Social Media
People often use TikTok to share their daily activities, interact with friends, do some business, and for educational goals such as share information, exchange their opinions, and runs a discussion. This research is driven by two primary objectives: first, to analyze the forms of English abbreviation words; second, to describe the reason why the teens use English abbreviation words in TikTok. This study used qualitative research with purposive sampling method, the study meticulously analyzed abbreviation words in tiktok by the teenagers collected from January to June 2024. The source of data of this research were words, phrase, and sentences in video and caption which people use in TikTok as the prime source. The writer also used the answers from the interview which is given to TikTok users around the world as the source. The data analyzed by using qualitative descriptive method with applying Bengtsson theory The findings of the study indicate that there were 120 English abbreviation words found and often used by the users from all the world. It found that there were five kinds of abbreviation words namely clipping word, initialism, acronym, contraction, and blend. Based on this study, it also found that people mostly use types of abbreviation through initialism. There are four reasons why people use English abbreviation words in TikTok, they are limited space to type, the need to type faster, follow the trend, and the presentation of typing.
Copyright (c) 2024 Hanafi Wibowo, Melly Anggoro Ningtyas
Mitigating Violence in Schools: The Role of the Violence Prevention and Handling Team (TPPK) at UPT SMA Model Negeri 5 Enrekang
Violence in school settings presents a critical challenge that undermines both academic achievement and personal development. This study examines various forms of violence ranging from verbal aggression (bullying, name-calling, and rumor-spreading) to physical confrontations (individual fights and brawls) at UPT SMA Model Negeri 5 Enrekang, a senior high school in Enrekang Regency, Indonesia. Employing a qualitative research design, data were collected through in-depth interviews, observations, and document analysis with a diverse group of participants, including students, teachers, and members of the Violence Prevention and Handling Team (TPPK). The findings reveal that verbal violence often serves as a precursor to physical aggression, with minor acts of teasing escalating into serious conflicts when coupled with interpersonal tension, unresolved personal grievances, and power imbalances among students. The TPPK plays a pivotal role in mitigating these incidents through prompt intervention, counseling, and the implementation of preventive measures. However, the study suggests that school-based efforts alone are insufficient. Comprehensive strategies, including enhanced teacher training, increased parental engagement, and robust community collaboration, are essential for fostering a safe and conducive learning environment. These results have significant implications for educational policy and practice, highlighting the need for holistic, proactive approaches to reduce violence in schools. Future research should focus on the longitudinal effects of these interventions and consider broader contextual factors influencing school violence.
Copyright (c) 2025 Hijriani Ihda, Jumadi Jumadi, Idham Irwansyah Idrus, Rasyid Ridha, Najamuddin Najamuddin https://creativecommons.org/licenses/by/4.0
Navigating Barriers to English Proficiency: A Qualitative Descriptive Study Among University Students in Indonesia
This study investigates the challenges faced by fifth-semester English Department students at the Muslim University of Indonesia in achieving effective English proficiency. It is a qualitative descriptive research approach. Data were collected from five participants through observations, semi-structured interviews, and documentation, enabling an in-depth exploration of cognitive, affective, and environmental factors. The findings highlight six principal obstacles: insufficient practice, limited vocabulary, unsupportive learning environments, lack of interest, low self-confidence, and difficulties with pronunciation. Additionally, participants reported five key coping strategies, including regular vocabulary expansion, consistent practice, seeking training partners, enhancing learning motivation, and developing self-confidence. These strategies underscore the importance of addressing both linguistic and psychological dimensions of language acquisition. The results align with prominent theories in second language acquisition, emphasizing the role of socially mediated interactions, motivation, and affective factors. Practically, the study suggests implementing collaborative learning approaches, structured practice sessions, and confidence-building activities in English language curricula to foster communicative competence. Although this investigation focuses on a single private university context and has a limited sample size, its insights hold relevance for educators, policymakers, and institutions seeking to improve English language instruction. Future research could investigate broader populations, alternative instructional settings, and longitudinal assessments of student progress. Therefore, the study contributes valuable perspectives on how to overcome persistent English language difficulties among university students in similar EFL settings.
Copyright (c) 2024 Lusy Angraeni, Rosmiaty Rosmiaty, Chuzaimah Chuzaimah, Yuriatson Yuriatson, Sitti Rahmani Nur
Teaching English in Pesantren: The Dynamics of Code-Switching in Multilingual Classrooms
While the role of code-switching in multilingual classrooms has been widely examined in previous studies, particularly in general educational settings, only a limited number of investigations have focused on its application to pesantren settings teaching religious and secular subjects concurrently. This study investigates the use of code-switching in English teaching at a pesantren or Islamic boarding school in East Ciputat. The research found that code-switching is strategically used to explain vocabulary, check understanding, summarize lessons, and provide feedback. It was found that during complex content delivery and reflective activities, code-switching was more frequent, simplifying challenging material. Students generally showed positive reactions, but occasional confusion was observed. The study also found that other teaching styles, such as group discussions and multimedia use, further complemented code-switching. The study suggests that while code-switching enhances comprehension, teachers must strike a balance to avoid over-reliance on the native language, promoting more immersive English language learning. It calls for continued professional development for teachers in multilingual environments to optimize code-switching strategies and support students' language proficiency growth.
Copyright (c) 2025 Nailiyatul Fitriyah, Didin Nuruddin Hidayat, Nida Husna https://creativecommons.org/licenses/by/4.0
Strawmanning in Academic Discourses: Cases from Infamous Dichotomies in Education and Developmental Psychology
With the flooding number of scholarly texts and public commentary, it is crucial to maintain the healthy academic discourses within the academic texts. One particular aspect that has been overlooked is the presence of hasty commentaries made by proponents of a theory when commenting about other theories or other stances. This academic commentary article analyses the presence of cases of strawmanning within the field of education and developmental psychology in order to raise awareness among novice academics and intellectuals on the merit of cautions and carefulness in criticising, representing, and interpreting a theory. Using a qualitative descriptive analysis on two major cases of strawmanned interpretations of teacher-led instruction and piagetian theory, this study categorises the factors driving the emergence of intentional and unintentional strawmanning. It is argued that surface reading and convenience dominate the cases of strawmanning cases in novice and amateur academic environments.
Enhancing English Language Learning Through the Cooperative Learning Method: A Study Among Communication Studies Students at UMI
This Classroom Action Research (CAR) investigated the effectiveness of cooperative learning in enhancing student motivation and academic performance in an English course for first-semester Communication Studies students at the Faculty of Letters, Universitas Muslim Indonesia (UMI). A total of 25 students participated in two iterative cycles, each comprising planning, implementation, observation, and reflection. Data were collected through observation sheets that tracked classroom activities and assignments designed to evaluate improvements in listening, speaking, reading, and writing skills. The results from Cycle 1 showed a moderate increase in student engagement, from 67% to 78%, but did not meet the predetermined mastery criterion (average score of 72, below the minimum of 75). In contrast, Cycle 2 revealed a marked improvement, with engagement levels rising from 84% to 90%, and the average score increasing to 86. Observational data indicated that shifting to a student-centered classroom environment and regulating mobile phone use for academic purposes boosted students’ confidence and collaboration. Students also demonstrated enhanced comprehension and fluency, aligning with broader findings in cooperative learning literature. Overall, these findings underscore the potential of cooperative learning to address the limitations of conventional lecture-based instruction. By engaging students in structured group activities, fostering peer support, and offering consistent feedback, cooperative learning can significantly improve motivation and learning outcomes. The success of this approach suggests that it may be beneficial for adoption in other higher education contexts seeking to elevate student participation and language proficiency.
Copyright (c) 2024 Andi Hudriati, Rahmat Rahmat, Husnul Mujaddidah
Teachers' Perception of Task-Based Language Teaching in Teaching English Writing at Indonesian Secondary School
This study investigates teachers' perceptions of Task-Based Language Teaching (TBLT) in the context of teaching English writing at Indonesian secondary schools. Through semi-structured interviews with three English teachers who working in SMA Insan Cendekia Seych Yusuf, the research revealed a complex interplay of beliefs regarding the effectiveness and challenges of implementing TBLT. The findings indicated that while teachers generally recognize the potential of TBLT to enhance student engagement and improve writing skills, significant barriers remain. These include students' readiness for collaborative tasks, institutional constraints related to an exam-oriented curriculum, and the need for professional development to equip teachers with the necessary skills for effective TBLT implementation. The study highlights the importance of addressing these challenges through targeted training and curriculum alignment to facilitate the successful integration of TBLT in language education. Ultimately, the insights gained contribute to the growing body of literature on TBLT and underscore the need for further research to explore effective strategies for overcoming barriers to its implementation.
Copyright (c) 2024 Nur Faizah Akidah, Haryanto Atmowardoyo, Iskandar Iskandar
ESP Teachers’ Beliefs and Practices in Fostering Autonomous Learning: A Study on Motivation among Non-English Major Students
This study aims to explore ESP teachers' beliefs and practices in fostering autonomous learning through assessing students' motivation in non-English majors. The sampling method used convenience sampling. One lecturer at Universitas Muhammadiyah Kendari who teaches at the Faculty of Agriculture was recruited as a participant. Data were collected using questionnaires and interviews, which were adapted from Yang and Wyatt (2021) and focused on understanding student motivation as well as the practices implemented. Data analysis was conducted using qualitative and evaluative approaches. The results showed that the implementation of project-based learning (PBL) was very effective in motivating students to learn Autonomously. Although initially students had limitations in English speaking ability, structured support and practical activities helped them feel more confident. Future research is recommended to explore other learning methods that can increase students' motivation and engagement, such as collaboration-based learning and the use of digital technology.
Copyright (c) 2024 Hadriani Hadriani, Titin Rahmiatin Rahim, Andi Rachmawati Syarif
Empowering Narratives: A Feminist Critical Discourse Analysis of Essays from Magdalene
Despite the recognition of gender equality within the Indonesian legal system, there remain various instances where women have disadvantages in domains including education, employment, and political representation. This study aims to highlight actions taken by women in fostering women’s empowerment through essays by applying the framework of Feminist Critical Discourse Analysis (FCDA). This study applied qualitative method to conduct a content analysis of essays that address topics relating to women. The data included in this study were taken from the essays featured in the book “The Feminist Minds”. To determine gender-related issues and the actions taken to address them, the data was collected by reading and taking notes on the relevant passages of the essays. Following the collection of data, the analysis was carried out using the theoretical framework of FCDA. Several misconceptions regarding feminism and women-related issues, including street harassment, sexual abuse, and victim blaming, were discussed in the essays. Furthermore, the actions that must be taken to address them were also elaborated. The strategies included awareness campaigns, educational initiatives, legislative efforts, community support, and addressing negative stereotypes and attitudes. In conclusion, progress in addressing women-related issues can be achieved through collaborative efforts involving communities and affiliated organizations.
Copyright (c) 2024 I Gusti Ayu Mahatma Agung
Bridging Distance Learning: Insights into Synchronous and Asynchronous Approaches for Enhancing English Speaking Skills
This study investigates the perspectives of teachers and students on the effectiveness of synchronous and asynchronous learning approaches in enhancing English speaking skills, focusing on grammar, vocabulary, pronunciation, fluency, and comprehension. Conducted in a junior high school setting in Indonesia, the research employs a qualitative descriptive method, collecting data through semi-structured interviews with three teachers and three students. Thematic analysis was applied to explore patterns and themes in participants' responses. The findings reveal that synchronous learning fosters real-time interaction, enhancing vocabulary acquisition and comprehension through immediate feedback. However, challenges such as grammatical inaccuracies and low student confidence persist. Asynchronous learning provides students with the flexibility to refine their tasks, improving grammar, vocabulary, and pronunciation, but lacks the immediacy of feedback essential for addressing comprehension and pronunciation errors in real-time. The study underscores the complementary nature of these modalities, highlighting the potential of a blended or bichronous approach to optimize learning outcomes. The research contributes to the discourse on distance education by offering practical insights into integrating synchronous and asynchronous learning for language instruction. Recommendations include strategic lesson planning, teacher training in digital tools, and addressing infrastructural challenges to ensure equitable access. The study also suggests further exploration of bichronous learning models and their impact on long-term language proficiency. This research provides valuable guidance for educators and policymakers aiming to enhance English language education in digital and hybrid learning environments.
Copyright (c) 2024 Dini Apriani Zainuddin, Andi Anto Patak