Articles
The Use of Podcasts among University Students in Learning English Vocabulary
Musdalipah Musdalipah;
La Sunra;
Geminastiti Sakkir
STEM Education International Vol. 2 No. 1 (2026): STEM Education International
Publisher : PT Ahan Group Publisher
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DOI: 10.71289/stem.v2i1.20
This study aims to describe how students use podcasts to learn vocabulary and to explore their perceptions of using podcasts in vocabulary learning. This study employed a descriptive qualitative research design. Data were collected through semi-structured interviews with ten students from the English Language Education Study Program at Universitas Negeri Makassar, selected using purposive sampling. The findings reveal that students use podcasts flexibly, either for focused learning or during daily activities, and they gain new vocabulary through exposure to authentic language.
Influencing through Language: Skincare Advertising Discourse on Instagram
Fatimah Hidayahni Amin;
Seny Luhriyani Sunusi;
Amra Ariyani;
Geminastiti Sakkir;
Nur Ainun Rahmat
Proceeding of Conference on Literature, Linguistic, and Cultural Studies Vol. 5 No. 1 (2026): Proceeding of Conference on Literature, Linguistic, and Cultural Studies: ICONE
Publisher : Fakultas Ilmu Budaya Universitas 17 Agustus 1945 Surabaya
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DOI: 10.30996/pcllcs.v5i1.6561
This study examines the linguistic strategies employed in Instagram skincare advertisements and their role in constructing persuasive messages and reinforcing dominant beauty ideologies. The study adopts a qualitative method through Critical Discourse Analysis (CDA), utilizing Fairclough’s three-dimensional framework: textual analysis, discursive practice, and social practice. Data were collected purposively from five Instagram posts by prominent skincare brands, selected based on relevance and audience engagement. The analysis reveals the use of imperatives, emotive vocabulary, structured narratives, and authoritative tone to build trust, appeal to emotions, and promote aspirational beauty ideals. These linguistic choices contribute to a discourse that equates beauty with confidence, self-worth, and social acceptance. The study identifies how these advertisements implicitly link consumption with self-improvement, positioning skincare not merely as a product but as a lifestyle necessity. The findings suggest that skincare advertisements on Instagram function not only as marketing tools but also as ideological texts that shape consumer identity and perpetuate societal norms regarding beauty and self-care. This study contributes to the growing body of literature on discourse and digital media by highlighting the intersection of language, ideology, and consumer culture in online marketing practices.
Exploring the Role of Motivation in Shaping University Students’ Academic Engagement
Vieryal Afrilia;
Geminastiti Sakkir;
Fitri Radhiyani
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i1, January.82907
Motivation plays a vital role in shaping students’ learning engagement and academic success in higher education. This study explores the factors influencing motivation among students in the English Language Education Study Program at Universitas Negeri Makassar (UNM). Using Self-Determination Theory (SDT) and Achievement Goal Theory (AGT) as frameworks, a qualitative case study was conducted through semi-structured interviews with selected participants. The findings show that motivation is influenced by both intrinsic factors, such as personal interest and the desire for mastery, and extrinsic factors, including grades, recognition, and career aspirations. Peer support and lecturer teaching approaches also emerged as significant contributors to students’ motivation. These results highlight the need for educators to foster supportive learning environments that strengthen students’ motivation and engagement.
Integrating Civic Themes into English Language Instruction: A Task-Based Approach to Enhancing Academic Literacy
Himala Praptami Adys;
Seny Luhriyani Sunusi;
Geminastiti Sakkir
Journal of Excellence in English Language Education Vol 5, No 3, July (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i3, July.88270
The integration of discipline-specific content into English for Specific Purposes (ESP) instruction has emerged as a pivotal pedagogical strategy in higher education, yet empirical evidence regarding its implementation in civic education contexts remains scarce. This article reports on a task-based pedagogical intervention designed to enhance academic literacy among Indonesian civic education students through the integration of civic themes into ESP instruction. Drawing upon data from 82 second-semester students at Universitas Negeri Makassar, the study employed a mixed-methods design combining vocabulary discovery tasks, text analysis, and academic writing exercises centered on authentic civic-themed articles. Findings reveal that while the task-based approach facilitated meaningful engagement with civic content and disciplinary vocabulary, persistent challenges emerged, including students' tendency to select generic civic vocabulary rather than to explore specialized terminology and their increasing reliance on artificial intelligence tools for writing tasks rather than developing independent academic expression. These findings contribute to the growing body of ESP research by demonstrating both the affordances and limitations of content-language integration in civic education contexts. The study proposes a refined pedagogical framework that balances content engagement with explicit academic literacy development, addressing the identified gaps while leveraging the motivational potential of civic themes.
Human‑AI Feedback for EFL Writing Revision: Accuracy, Agency, and Integrity
Suci Amaliah;
Geminastiti Sakkir
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i2, April.84061
This mixed‑method study investigates how human-AI collaborative feedback influences the revision of English as a Foreign Language writing. Three research questions examine whether combined feedback improves accuracy and complexity more than AI-only, human-only or minimal feedback; how hybrid feedback shapes learners’ revision agency; and what integrity issues arise. A quasi-experimental design randomly assigned 120 Indonesian undergraduates to four conditions: AI feedback, human feedback, hybrid feedback (AI followed by human) and a control group. Over eight weeks, participants wrote weekly essays; ChatGPT (GPT‑4) provided suggestions on grammar and vocabulary, while experienced lecturers provided holistic comments on organization and argumentation. Writing quality was assessed pre‑ and post‑intervention using an analytic rubric, and participants completed a revision agency questionnaire. Semi‑structured interviews explored perceptions of accuracy, agency and ethical concerns. Quantitative analysis showed that the hybrid group achieved the largest gains, with mean improvements of 20 points in accuracy, 15 points in lexical diversity, and 18 points in organizational coherence. AI-only and human-only groups improved by around 13 points; the control group by six points. An ANOVA confirmed significant differences among groups (p < .05, η² = 0.28). The hybrid condition also yielded the highest agency scores (M = 4.5, SD = 0.3); AI-only feedback promoted autonomy but sometimes overwhelmed learners. Qualitative findings indicated that students valued AI’s immediacy and comprehensive corrections but depended on teachers for higher-order organization and critical thinking. Participants emphasized the need for balanced guidance to avoid over-reliance on AI and to uphold academic honesty. Overall, combining human and AI feedback enhanced writing quality, fostered learner agency and mitigated integrity concerns, yet successful implementation requires ethical training and feedback literacy. These results contribute to EFL feedback research by demonstrating the synergy between AI and human feedback and by highlighting the importance of scaffolding and ethics training for sustainable practice overall.
The Shift in Feedback Loops: Exploring Generative AI-Augmented Supervisory Discourse in Indonesian Doctoral Education
Sahril Nur;
Geminastiti Sakkir;
Auliyanti Sahril Nurfadhilah
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i2, April.84066
This research investigates the transformation of doctoral supervisory discourse from dyadic to triadic interactions through Generative Artificial Intelligence (GenAI) in Indonesia. Utilizing a qualitative case study and Computer-Mediated Discourse Analysis (CMDA) of ten supervisory triads, the study examines how AI-augmented loops influence Scholarly Dignity, well-being, and persistence. By synthesizing the PERMA and HOPE models with the indigenous philosophy, findings reveal that GenAI functions as a "resilience scaffold." It fosters positive emotions and provides diverse cognitive pathways to academic goals, shifting the supervisor’s role toward epistemological mentorship. However, the study identifies risks of voice homogenization and "epistemological hollowing." Consequently, the Resilient Triadic Loop (RTL) model is proposed to harmonize algorithmic efficiency with human wisdom and metacognitive agency. The study concludes that institutional policies must move beyond detection toward a "metacognitive mentorship" framework to ensure the authentic scholarly voice remains central in an automated era.
The Impact of the English Reading Learning Media Excluding the Braille Facility for Visually Impaired Students
Ni Putu Ratni;
Geminastiti Sakkir
Journal of Excellence in English Language Education Vol 5, No 3, July (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i3, July.88272
This research was motivated by the learning environment's failure to provide resources that accommodate the sensory needs of students with visual impairments at UHN IGBS Denpasar; The purpose of this study describe the learning conditions and English reading practices of students with visual impairments in the absence of Braille facilities, and to analyze the academic and pedagogical impacts of this lack on the development of their reading skills; the research utilized a qualitative approach, employing qualitative descriptive methods and triangulation-based analytical approach; the findings indicated that English reading instruction without Braille support creates suboptimal learning conditions for students with visual impairments. The findings indicate that the absence of accessible textual resources limits students' opportunities to interact directly with written language, develop reading proficiency, and participate independently in learning activities. This study had a limited number of participants and focused only on English reading skills, which posed certain constraints. Therefore, it is suggested that future researchers explore this area of study using a broader range of data sources and locations.
Teacher’s Compliment for Students and Its Impact on Their Interest in Learning English: A Case Study at the Second Grade of SMAN 7 Wajo
Nurul Aprianty;
Baso Jabu;
Geminastiti Sakkir
Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i1, January.82904
This study aims to find out how teachers give compliments to students when teaching English. This research used a qualitative descriptive method. The data collection in this study was carried out by observing the atmosphere in the classroom during the learning process and interviewing 6 students from SMAN 7 Wajo. The results of this study found that the teacher gives compliments to students verbally and non-verbally. For verbal compliment the teacher used words such as: "Good job", "Good", "Very good", "Good idea", "Amazing", and some advice for low grades, such as: "Don't give up easily", "Enthusiasm for learning". For non-verbal compliments, teachers used actions such as giving a thumbs up, nodding their heads, clapping their hands and giving appreciation to lower-grade students by gently touching their shoulders.
Exploring Critical Literacy in EFL Students’ Academic Writing: A Qualitative Study
Muhammad Fahri Jaya Sudding;
Geminastiti Sakkir;
Musdalifah Musdalifah
Journal of Excellence in English Language Education Vol 5, No 2, April (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM
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DOI: 10.26858/joeele.v5i2, April.84065
This study aims to explore how critical literacy is manifested in EFL students’ academic writing through a discourse-oriented analysis. Employing a qualitative research design, the study analyzes 10–15 student essays collected from an undergraduate Introduction to Applied Linguistics course. The data were examined using a combination of thematic analysis and discourse analysis, focusing on key features such as argumentation, use of evidence, evaluation, writer positioning, and linguistic resources. The findings reveal that while students demonstrate familiarity with discourse analysis frameworks, their writing is predominantly descriptive rather than analytical. Students tend to identify linguistic features without critically engaging with their underlying meanings and ideological implications. In addition, the analysis shows limited critical evaluation, weak integration of supporting evidence, and minimal writer positioning. These patterns indicate that students possess procedural knowledge of discourse analysis but have not yet developed sufficient critical literacy in academic writing. The study highlights a gap between students’ theoretical understanding and their ability to apply critical thinking in writing. It suggests that EFL instruction should place greater emphasis on developing critical literacy by encouraging deeper analysis, stronger argumentation, and a more explicit authorial voice. This study contributes to the field of English language education by providing insights into how critical literacy can be better integrated into academic writing practices.
STUDENTS' PERCEPTIONS OF TOTAL PHYSICAL RESPONSE IN LISTENING INSTRUCTION
Kukuh Aldi Rizky;
Sultan Baa;
Geminastiti Sakkir
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v5i2, July.88217
This study explored students' perceptions of the Total Physical Response (TPR) method in listening instruction at SMAN 3 Makassar. Using a qualitative descriptive design, six students were purposively selected from different achievement categories to participate in semi-structured interviews following the implementation of TPR activities. The interview data were analyzed using thematic analysis based on the interactive model of Miles, Huberman, and Saldaña. The results revealed six major themes: enjoyable learning experiences, increased classroom interaction, improved understanding of oral instructions, challenges during implementation, enhanced motivation and confidence, and positive attitudes toward future use of TPR. Students perceived that physical movement helped them connect spoken language with meaning, reduced anxiety, and created a more engaging learning environment. The results suggest that TPR provides substantial affective and pedagogical benefits for listening instruction in EFL classrooms.