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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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 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
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
‘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
Pragmatic Analysis of Ramadan Greetings Among Arabic-Speaking Academics on WhatsApp
This study explores how Arabic-speaking academic colleagues exchanged Ramadan greetings on WhatsApp during Ramadan 2025. A total of 56 messages were collected and examined using qualitative content analysis. The focus was on the language used and the social purposes behind these greetings. Common phrases such as ‘Ramadan Kareem’ and ‘Ramadan Mubarak’ were frequently used, serving not just as polite expressions but as meaningful speech acts that helped build social bonds and express shared cultural and religious values. The study also looked at the emojis that often accompanied the greetings such as crescent moons, praying hands and hearts which added layers of politeness, unity and spiritual sentiment. The findings show how WhatsApp allows people to adapt traditional greetings into shorter, more modern formats, helping to maintain cultural traditions even in professional digital spaces. This research adds to our understanding of digital communication and shows how language use is shaped by culture and context in mobile messaging among Arabic-speaking professionals
Copyright (c) 2025 Hasan Alalmay 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