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Pendampingan Pelaksanaan English Camp untuk Meningkatkan Kepercayaan Diri Siswa SMP di Makassar dalam Berkomunikasi Bahasa Inggris A. Kamariah; Citra Dwi Safitri; Muhammad Fahri Jaya Sudding; Musdalifah; Surya Anantatama Sembiring
Sejahtera: Pengabdian Kepada Masyarakat Vol 1 No 2 (2026): Mei
Publisher : PT Cendekia Education Center

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This community service activity aimed to enhance junior high school students’ confidence in communicating in English through an English Camp program conducted at SMP Negeri 46 Makassar. The program employed a participatory approach grounded in experiential learning, encouraging active student involvement in meaningful and contextual communication practices. A series of interactive activities, including ice-breaking sessions, vocabulary building, role plays, group discussions, and speaking performances, were designed to create a supportive and low-anxiety learning environment. The results demonstrated that the English Camp significantly improved students’ confidence in speaking English, as reflected in their increased willingness to participate, greater activeness during activities, and improved courage in expressing ideas. Additionally, observations indicated heightened student engagement, enthusiasm, and interaction throughout the program. These findings suggest that experiential and communicative learning approaches are effective in fostering students’ confidence and participation in language learning. Therefore, the English Camp can be considered an effective alternative strategy to support the development of students’ English communication skills, particularly in building confidence, and it is recommended that similar programs be implemented sustainably and integrated into regular school learning activities to maximize their impact.

SOSIO-CULTURAL ADAPTATION STRATEGIES OF NON-MAKASSARESE STUDENT IN ADDRESSING CULTURE AT THE FACULTY OF LANGUANGES AND LITERATURE UNM Andi Hajar; Citra Dwi Safitri; Nayla Aulia Salsadila; Rahmat Alimuddin
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 4 No. 02 (2026): MAY 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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This study aims to analyze the socio-cultural adaptation strategies of non Makassarese students in dealing with culture shock at the Faculty of Languages and Literature, State University of Makassar (FBS UNM). Non Makassarese students often experience difficulties in adapting to a new environment due to differences in language, social norms, interaction patterns, and culture. These conditions may lead to culture shock, which affects both social and academic adjustment. This study employs a qualitative approach using a descriptive method. Data were collected through interviews and observations of the students at FBS UNM. The collected data were analyzed to identify the forms of culture shock experienced by students and the socio-cultural adaptation strategies they use in adapting to a new environment. The results of this study are expected to provide an overview of the culture shock experienced by migrant students and the adaptation strategies they apply to adjust to the social and academic environment at the Faculty of Languages and Literature, State University of Makassar.

Eksplorasi Dampak Strategi Pembelajaran Multimodal Terhadap Pemerolehan Bahasa Bagi Pelajar EFL A Kamariah; Citra Dwi Safitri; Nurul Ilmi Sudirman; Muhammad Fahri Jaya Sudding; Musdalifah
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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This article investigates how multimodal learning strategies shape language acquisition among second-semester EFL students in an Applied English Study Program at a public university in Indonesia. Using a qualitative exploratory design, the study examines students’ experiences, responses, and language development during English lessons that systematically integrate texts, images, audio, videos, slides, classroom discussions, gestures, and digital platforms. Data were gathered through classroom observations, semi-structured interviews, documentation, and analysis of students’ learning tasks, then analyzed thematically to identify patterns of change in comprehension and production. The results show that multimodal learning strategies enhance input comprehension, vocabulary growth, oral and written production, learning engagement, communicative interaction, and students’ capacity for meaning-making across modes. Multiple, complementary modes of representation help learners process English materials more easily, retain new vocabulary, express ideas with greater confidence, and take a more active role in classroom interaction, provided that media selection and task design are carefully aligned with learning goals and proficiency levels. Overall, the study positions multimodal learning not merely as media variation, but as a pedagogical strategy that supports more comprehensive and context-sensitive language acquisition in EFL settings.

NEED ANALYSIS IN LEARNING ENGLISH FOR ACCOUNTING STUDENTS IN ISLAMIC UNIVERSITY Musdalifah; Muhammad Fahri Jaya Sudding; Ashabul Kahfi Susanto; Citra Dwi Safitri; Andi Kamariah
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2950

The lack of English learning materials tailored to the specific academic and professional needs of accounting students in Islamic universities presents a challenge in preparing students for the global workplace. This study aims to identify the English learning needs of accounting students at an Islamic university in order to develop relevant and effective learning materials. Data were collected using a google Form questionnaire distributed to students, English lecturers, accounting lecturers and graduates. The data were analyzed using a descriptive qualitative approach. The findings indicate that all four language skills (listening, speaking, reading, and writing), along with language components such as grammar and vocabulary, are considered important by respondents. The students preferred teaching methods that include discussion, exercise, demonstrations, role-play, vocabulary drills, group work, and video-based learning. Regarding assessment, the majority of students favored restricted response tests, written tests, matching items, performance-based tests, and multiple-choice questions. In addition to general English topics, students express the need to learn terminology related to Islamic Accounting. Essential language functions identified include self-introduction, participating in meetings, and communicating in professional contexts such as client interactions and academic conferences. These findings can be used to produce English learning material tailored to specific needs of accounting students in Islamic higher education institutions

MACRO STRUCTURES IN TWO SOCIAL MEDIA REPORTS ON CAPITAL RELOCATION Muhammad Fahri Jaya Sudding; Fauzan Hari Sudding; Ashabul Kahfi Susanto; Citra Dwi Safitri; Andi Kamariah
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2954

The relocation of Indonesia’s Capital City has caused public debate and conflicting narratives in media. This research is motivated by the massive coverage of the capital relocation and the assumption that the program is driven by a dominant group with political interests. This research aims to analyze how two online news platforms, such as tirto.id and viva.news, construct discourse on the capital relocation using Van Dijk’s Critical Discourse Analysis model. Employing a qualitative descriptive method, the research focuses on analyzing propositions in selected news texts as well as interpreting their macrostructure through macrorules, such as generalization, deletion, selection, interpretation, and construction. The findings reveal that tirto.id constructs the discourse to support the relocation by highlighting expert involvement and logical reasoning, while viva.news emphasizes political criticism and legal controversies. The research concludes that media framing significantly influences public perception, with each outlet building its own version of reality through discourse strategies along with underlines the role of media in shaping national narratives, especially political issues like capital relocation.

FRAMING ECONOMIC STABILITY THROUGH LANGUAGE: A CRITICAL DISCOURSE ANALYSIS OF REDENOMINATION NEWS COVERAGE Muhammad Fahri Jaya Sudding; Surya Anantatama Sembiring; Musdalifah; Citra Dwi Safitri
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3346

This study examines how Indonesian online news constructs the discourse of rupiah redenomination by analysing linguistic patterns, discursive structures, and ideological representations embedded within financial reporting. Using Norman Fairclough’s Critical Discourse Analysis (CDA), the article “Pemerintah Kembali Hidupkan Wacana Redenominasi Rupiah, Ekonomi Peringatkan Risiko Inflasi” was analysed across five levels: textual analysis, discursive practice, social practice, integrated interpretation, and explanatory critique. The findings indicate a discursive tension between government ambition to advance redenomination as a formal policy initiative and economists’ cautionary framing that emphasises risks of inflation, unstable exchange rates, high implementation costs, and uneven public readiness. The news text privileges technocratic voices and constructs redenomination as a potentially destabilising policy rather than a symbol of economic modernisation. This study concludes that online media play a critical role in shaping public perception by foregrounding expert skepticism and reproducing ideologies of fiscal prudence, market stability, and technocratic authority.

STUDENTS’ PERCEPTION AND MOTIVATION TOWARD THE USE OF TWO STAY TWO STRAY IN ENGLISH LEARNING FOR ECONOMICS STUDENTS Musdalifah; Muhammad Fahri Jaya Sudding; Citra Dwi Safitri; Surya Anantatama Sembiring; Andi Kamariah
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3357

This qualitative study examines students’ perceptions and motivation toward the use of the Two Stay Two Stray (TSTS) technique in English for Economics classrooms. Data were collected through semi-structured interviews to students from Economics faculties. The results indicate that students generally perceive TSTS as an engaging and enjoyable method that enhances their understanding of English materials through peer explanation, interaction, and collaborative learning. Most participants stated that TSTS made complex concepts easier to grasp, increased their participation, and allowed them to learn new vocabulary and communication skills in a more relaxed environment. In terms of motivation, the technique encouraged students to prepare before class, boosted their confidence in speaking, and reduced anxiety compared to traditional lecture-based teaching. However, several challenges were noted, including limited time for explanation, uneven group roles, and the need for clearer instructions. Despite these constraints, students strongly recommended the continued use of TSTS and suggested improvements in time management, group allocation, and the addition of games or ice-breaking activities to enhance engagement. The study concludes that TSTS is an effective and motivating collaborative strategy for teaching English for Economics.

LANGUAGE, IDEOLOGY, AND POLICY: A CRITICAL DISCOURSE ANALYSIS OF MEDIA REPRESENTATIONS OF THE MERDEKA CURRICULUM IN INDONESIA Muhammad Fahri Jaya Sudding; Ahmad Azhari; Citra Dwi Safitri
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3504

Educational reform is frequently shaped and contested through media discourse, where language plays a significant role in constructing public understanding, ideology, and policy narratives. This study investigates how Indonesian media construct and negotiate discourse on the Merdeka Curriculum through the interplay of language, ideology, and policy. Drawing on Critical Discourse Analysis based on Norman Fairclough’s three-dimensional framework, this research examines ten online news articles published between 2023 and 2025 across diverse media platforms, including Detik.com, Kompas.id, Kompasiana, CNN Indonesia, and Tempo.co. The study adopts a qualitative approach using document analysis to explore linguistic features, discursive practices, and socio-cultural contexts embedded in media texts. The findings reveal that media representations of the Merdeka Curriculum are constructed through three dominant discursive patterns: critical discourse, optimistic discourse, and institutional discourse. At the textual level, these patterns are reflected in the use of evaluative language, modality, and lexical choices that position the policy as problematic, transformative, or managerial. At the level of discursive practice, differences in framing strategies across media platforms demonstrate how narratives are shaped by institutional roles and communicative purposes. At the level of social practice, the coexistence of these discourses reflects ongoing ideological negotiation related to educational reform, governance, and social equity in Indonesia. This study argues that media discourse does not merely represent educational policy but actively contributes to its construction and legitimation. By integrating language, ideology, and policy within a unified analytical framework, this research contributes to the field of Applied Linguistics and discourse studies, particularly in the context of the Global South. The findings also highlight the importance of critically engaging with media narratives in understanding the dynamics of educational reform.

EXPLORING THE EFFECTS OF GAMIFICATION IN GRAMMAR INSTRUCTION ON BEGINNER EFL STUDENTS’ GRAMMATICAL UNDERSTANDING AND LEARNING MOTIVATION Citra Dwi Safitri; A. Kamariah; Muhammad Fahri Jaya Sudding; Musdalifah
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3602

Gamification has gained increasing attention in EFL learning because it can create more engaging and interactive classroom environments. However, beginner EFL students often experience difficulties in understanding grammar and maintaining learning motivation through traditional instructional methods. This study aimed to explore the effects of gamification on beginner EFL students’ grammatical understanding and learning motivation through the use of Quizizz and Wordwall in grammar instruction. This study employed a descriptive qualitative research design involving 20 first-year university students enrolled in a Basic English Grammar course. Data were collected through close-ended questionnaires and semi-structured interviews with eight selected participants. The findings revealed that gamification positively supported students’ grammatical understanding through interactive practice, repeated exposure, and immediate feedback. In addition, gamified activities increased students’ motivation, engagement, confidence, and participation during grammar lessons. Students perceived grammar learning as more enjoyable and less monotonous when using gamified platforms. The study suggests that gamification can serve as an effective instructional approach to support grammatical understanding and learning motivation among beginner EFL students.

BRIDGING THEORY AND PRACTICE: PRE-SERVICE TEACHERS’ REFLECTIVE EXPERIENCES DURINGSCHOOL VISIT PROJECTS IN TEFL CLASS Musdalifah; Citra Dwi Safitri; Muhammad Fahri Jaya Sudding
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3609

This study explores pre-service teacher’s reflective experiences during school visit projects implemented in Teaching English as a Foreign Language (TEFL) classes. The study aims to investigate how school visit activities help pre-service teacher connect pedagogical theories experiential learning. Employing a qualitative descriptive design, this study involved 15 undergraduate students enrolled in a TEFL course at an Indonesian university. The participants were selected using purposive sampling because they were directly involved in the school visit project. The project was conducted in five schools representing different educational levels, including elementary school (SD), junior high school (SMP), and involved five English teacher as interview participants. The data were collected through reflective journals, classroom observation reports, questionnaire, and semi-structured interviews. The findings revealed that the school visit project provided meaningful experiential classroom practice. The Participants reported improved understanding of teaching methods, classroom management, instructional strategies, and student engagement in authentic classroom settings. The project also enhanced students’ pedagogical awareness, reflective thinking, and analytical skills. However, several challenges were identified, including limited observation time, difficulties taking observation notes, nervousness during teacher interviews, and challenges understanding classroom dynamics. The data were analyzed using thematic analysis by coding and categorizing participants’ responses into several themes related to reflective learning and pedagogical development. This study concludes that school visit projects can serve as effective experiential and reflective learning activities in TEFL teacher education.

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