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All Journal ELT Worldwide: Journal of English Language Teaching EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities Randwick International of Social Science Journal Madaniya Journal of Innovation in Educational and Cultural Research TRANS-KATA: Journal of Language, Literature, Culture, and Education Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam ARRUS Journal of Social Sciences and Humanities JTechLP Tamaddun Studies in English Language and Education Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Science and Education Journal Leksema: Jurnal Bahasa dan Sastra International Journal of Language, Education, and Literature (IJLEL) Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat
Sukardi Weda
Department Of English Language, Faculty Of Languages And Literature, Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Conversational Implicature in Tim Burton’s Netflix Series “Wednesday” Fadillah Ayu Natasya; Sukardi Weda; Murni Mahmud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83003

Abstract

This study examines the use of conversational implicature in the Netflix series by Tim Burton, "Wednesday." The aim of this research is to identify and interpret the types of conversational implicature used by the characters. A descriptive qualitative method was employed to collect data, which involved watching all eight episodes of the series and transcribing selected utterances. The data was then analyzed and interpreted according to Grice's theory and Levinson’s theory of conversational implicature, focusing on both generalized and particularized types of conversational implicature. The findings show that particularized conversational implicature is used more frequently by the characters in this series, with 25 instances, compared to 5 instances of general conversational implicature. The maxim of quantity was the most commonly flouted, followed by the maxims of manner, relevance, and quality. The findings of this study clarify cases in previous research where specific conversational implicature was mistakenly classified as general conversational implicature. This study contributes to the field of pragmatics and provides valuable insights for the academic community, particularly for teachers, students, and further research, in understanding the types of conversational implicatures and the implicit meaning behind an utterance.Keywords: Conversational Implicature, Wednesday, Generalized Implicature, Particularized Implicature
Media Representation of ‘Dark Indonesia’ 2025: A Comparative Framing Analysis of Reuters and The Jakarta Post Muhammad Fikri Haikal Putra; Iskandar Iskandar; Sukardi Weda
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.989

Abstract

This study investigates how Reuters and The Jakarta Post framed Indonesia’s 2025 student protests, emphasizing differences in media orientation and narrative construction. Employing a qualitative descriptive approach, the analysis integrates Goffman’s (1974) concept of frame as a social schema, Entman’s (1993) four framing elements, and Semetko and Valkenburg’s (2000) five generic frames. The data were drawn from one article in each outlet, selected purposively from coverage published during the protest’s peak period in February 2025. Findings reveal that Reuters employed an event-centered and neutral tone, framing the protests primarily as a reaction to economic policy and government legitimacy. In contrast, The Jakarta Post adopted a more domestically engaged framing that emphasized democratic ideals, civic responsibility, and national identity through moral and responsibility frames. The comparative analysis reveals that institutional and editorial contexts influence media narratives, where international media tend to maintain neutrality, while domestic outlets often embed political dissent within their national discourse. This study contributes to comparative media studies by revealing how framing practices construct distinct portrayals of political activism within Southeast Asian contexts.
Penguatan Kompetensi Penyiaran Mahasiswa melalui Pelatihan Berbasis Praktik di Radio Telstar 102.7 FM Lely Novia; Nurdin Noni; Sukardi Weda; Yunitari Mustikawati; Asriati
Aktualisasi Pengabdian Masyarakat Vol. 4 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/akdimas.v4i1.8601

Abstract

Radio remains an important communication medium in the digital era; however, practice-based broadcasting skills among students are still limited due to a lack of direct field experience. This community service activity aims to improve students’ understanding and skills in radio broadcasting through a practice-based training approach. The method applied is experiential learning, which includes classroom theoretical briefing, a visit to Radio Telstar 102.7 FM, limited on-air practice, and follow-up classroom training for reinforcement. The results indicate an improvement in participants’ understanding of radio production processes, communicative delivery skills, as well as awareness of journalistic ethics and digital media utilization. In addition, participants demonstrated increased confidence and active participation in communication practices. This activity provides contextual learning through the integration of theory and practice, although it is limited by time constraints and the scope of practical involvement. Therefore, practice-based training shows strong potential for further development in enhancing students’ competencies in broadcasting
An Exploration of the Factors Influencing the Use of Politeness Strategies in the EFL Classroom Sutyrajmi Sutyrajmi S; Murni Mahmud; Sukardi Weda
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44517

Abstract

Politeness plays a vital role in social interaction, as it reflects cultural norms, social relationships, and the speaker’s communicative intentions. This study aims to explore and analyze the factors that influence the use of politeness strategies in both spoken and written forms of communication. A qualitative descriptive approach was employed, with data collected through observations, interviews, and document analysis across various communicative settings, The findings indicate that several key elements such as social status, interpersonal distance, The researcher also found the factors that influence the use of politeness strategies based on Brown and Levinson’s theory. They are pay-off in 10 times and relevant circumstances in 6 times (social distance in 1 time, relative power in 5 times). Pay-off was the highest of the factor that influence the use of politeness strategies. These insights are expected to support the development of pragmatic theory and foster greater awareness of polite language use in diverse communicative contexts.
Students’ Learning Strategies in Dealing with Speaking Anxiety at Universitas Negeri Makassar Ade Surya Anugrah; Syarifuddin Dollah; Sukardi Weda
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44924

Abstract

Speaking is one of the four fundamental skills in learning English language beside writing, reading, and listening. While it is condemned important, many students still struggle in mastering speaking skill. There are many reasons on why students might have trouble in speaking and one of them is excessive anxiety. With this situation, many students recommended to use learning strategies to help them in overcoming their speaking anxiety. This study provides us with knowledge about what learning strategies that students use to overcome speaking anxiety by implementing qualitative descriptive methods. The research subjects consist of ten (10) undergraduate students from English Education Program at Universitas Negeri Makassar. The study’s data collected with the help of non-participant observations and semi-structured interview sessions. After the data were collected and analyze, the researcher was able to identify fifteen (15) kinds of learning techniques that the students use to cope with their speaking anxiety. These fifteen (15) kinds of learning techniques are then categorized into three types of learning strategies, namely cognitive, meta-cognitive, and socio-affective learning strategies.
From Belief to Practice: Teacher Self-Efficacy in Teaching Phonics to Preschool Students Ryan Andisky Asrul; Sukardi Weda; Fitriyani Fitriyani
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45825

Abstract

This study explores preschool teachers’ self-efficacy in teaching phonics to young learners in a bilingual early childhood setting in Makassar, Indonesia. Although phonics is a widely supported approach to early reading, its application across Indonesian preschools remains inconsistent, especially outside English-based programs. This research aims to examine how teachers perceive their self-efficacy in phonics instruction and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Tschannen-Moran and Hoy’s (2001) framework covering instructional strategies, classroom management, and student engagement. Findings revealed that the participants demonstrated high or moderate-to-high self-efficacy in adapting phonics strategies, managing classroom behavior, and engaging students. Classroom observations largely confirmed alignment between teachers’ stated beliefs and their instructional practices. The study concludes that teacher self-efficacy significantly affects the quality and consistency of phonics instruction. It recommends that schools support teacher development through reflective practice, peer observation, and accessible teaching resources to improve early literacy outcomes.
Measuring Intercultural Sensitivity of English Language Students at a Higher Education Institution in Indonesia Sukardi Weda; Haryanto Atmowardoyo; Iskandar Abdul Samad; Siti Sarah Fitriani; Andi Elsa Fadhilah Sakti
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v2i2.41

Abstract

This study aims at measuring the intercultural sensitivity of English language students at a higher education institution in Makassar, Indonesia. The participants of the study were the first semester students of the English Literature Study Program from the Faculty of Languages and Literature, Universitas Negeri Makassar, who enrolled in the English Phonology course (N = 73, female = 61 (83.56%) and male = 12 (16.44%). The participants of the study were from the English Phonology course because the participants were from various ethnic group backgrounds. The instrument used for the study was Chen and Starosta’s Intercultural Sensitivity Scale (ISS) to explore the intercultural sensitivity of English language students. The findings reveal that the subjects enjoy interacting with people from different cultures. It was also found that: 1) The participants respected the values of people from different cultures, 2) They felt confident when interacting with people from different cultures, 3) They are pretty sure of themselves in interacting with people from different cultures, 4) They respect the values of people from different cultures, 5) They often give positive responses to their culturally different counterpart during their interaction.
Balancing Structure and Autonomy: EFL Tutors’ Psychological Perceptions in Web-based Distance Learning SUKMAWATI TONO PALANGNGAN; Sukardi Weda; Nurdin Noni; Rahayu; Wan Yusoff Wan Shaharuddin
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5785

Abstract

The rapid expansion of web-based distance learning (WBDL) in higher education has significantly changed English as a Foreign Language (EFL) instruction, particularly in universities that implemented a distance learning system where flexibility and technological integration are vital. While most research focuses on technology or students, this study explores how English as a Foreign Language (EFL) tutors at an Indonesian university perceive web-based distance learning. Employing a descriptive qualitative design within an interpretive paradigm conceptually grounded in Qiong's (2017) six-dimension framework, the study analyzes interview data from two experienced tutors. The tutor was intentionally chosen to facilitate an in-depth, rich, and detailed comparative analysis of their subjective psychological perceptions, aligning with the study's interpretive paradigm, which seeks depth over generalizability. The interviews were recorded and transcribed, then thematically analyzed with multiple rounds of open coding, thematic grouping, and interpretive synthesis in order to establish how tutors' perceptions reflected their negotiation between institutional expectations and professional agency. The results illustrate a key tension reflecting the study's central dichotomy: one tutor prioritizes institutional structure and professionalism, while the other emphasizes pedagogical autonomy and learner-centeredness. The study concludes that successful web-based distance learning requires a dynamic psychological balance between the system and autonomy. Practically, these findings suggest that institutions must move beyond mere technical training and provide robust psychological and affective support, recognizing tutors as critical agents in negotiating this balance rather than just as system operators.
WORDS THAT TEACH: A SPEECH ACT ANALYSIS OF TEACHER -STUDENT DIALOGUES IN DANGEROUS MINDS (1995) Andi Muh. Abrar Mattangkilang; Sukardi Weda; Harnita Rosalia
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89083

Abstract

This study focus on the dialogues between teachers and students in the movie "Dangerous Minds" (1995) to determine the types of illocutionary acts and how they operate as "Words That Teach". Descriptive qualitative method with pragmatic approach has been applied, in which the framework used in this study is the classification of illocutionary acts by Searle. The dialogue extracts selected for analysis have been taken from the original movie script using documentation technique, and they have been analyzed using the stages of qualitative data analysis which include data condensation, data display, and drawing conclusions as suggested by Miles, Huberman, and Saldaña. Four types of illocutionary acts have been identified in the dialogues analyzed including directive, representative, expressive, and commissive illocutionary acts. Among these acts, the most frequent type is the directive and representative act, while declarative acts were not found in the data. The role of these acts in serving as "Words That Teach" through four pedagogical roles teaching values, shaping attitudes, motivating students, and building character. The results demonstrate that language in classroom interaction, whether in real settings or fictional representation, serves not only as a communicative tool but also as a meaningful instrument for students' intellectual, emotional, and moral development. This study contributes to pragmatic and film studies by highlighting the educational value of dialogue in educational cinema.Keywords: Speech act, Illocutionary Act, Words That Teach, Dangerous Minds, Film Dialogue
Bilingualism-Based Langugae Teaching In EFL Classroom Yunisah Azzahra; Sukardi Weda; La Sunra
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.1084

Abstract

This research aimed at investigating (1) the teacher’s perception on the use of Bilingualism in the classroom, (2) the way the teacher implements bilingualism in the classroom, (3) the students’ responses to the implementation of bilingualism in the classroom. This research was conducted under the qualitative case study design. The subject of this research involved an EFL teacher in Telkom Elementary School Makassar and the 28 students in grade 5B using purposive sampling. The data were gathered from classroom observations and interview. The findings showed that the teacher had a positive and comprehensive perception toward the use of bilingualism in English language teaching. The implementation of bilingualism-based language teaching was reflected through classroom practices by the teacher that involved separation of languages (by topic, by time, by place, by medium of activities, by function) and concurrent uses of languages (by translating, by previewing and reviewing, by translanguaging). In addition, the findings also showed that students responded positively toward the use of bilingualism in the classroom because it helped them understand lesson easier, increased their confidence, and encouraged greater engagement in learning English. However, bilingualism needed to use carefully to maintain the adequate exposure of the target language. Hence, it is obvious that bilingual practices can serve as crucial elements in teaching English when implemented appropriately based on students’ needs and classroom situation. Teacher should use bilingualism thoughtfully to enhance teaching effectiveness.  
Co-Authors Abdul Halim Ade Surya Anugrah Ade Surya Anugrah Agus Rahmat Ameliya Ramadhani Andi Amiruddin Amiruddin Andi Anto Patak Andi Elsa Fadhilah Sakti Andi Elsa Fadhilah Sakti Andi Khofifah Andi Pogeng Andi Muh. Abrar Mattangkilang Andi Muhammad Irawan Andi Ratu Nurhazana Arifuddin Hamra Arisman, Rizal Asmah Dien Amaliah Asriati Baso Jabu, Baso Dwi Husnul Khatima Fadillah Ayu Natasya Fahmi Gunawan Fathu Rahman Fatimah Hidayahni Amin Fitriyani Fitriyani Bakri Fitriyani, Fitriyani Geminastiti Sakkir Harnita Rosalia Haryanto Atmowardoyo Indah Paramitha Indah Iskandar Iskandar Abdul Samad Iskandar Iskandar Jakob, Juvrianto Chrissunday Joko Abadi Simamora Khairunnisya Ilyas Korompot, Chairil Anwar La Sunra Lely Novia Lubna Rundangi K. Arafah Maemuna Muhayyang Mardiyanah Nasta Muh Safar Nur Muh. Hasbi Muh. Soghirun Muhalim Muhammad Fachri Zulqadri Muhammad Fikri Haikal Putra Muhammad Hasbi Muhammad Nasiruddin Sainu Muliati Muliati Murni Mahmud Nindi Rika Riani Nur Imam imam Nur Malikul Mulki Rahman Nurdin Noni Nurjihan Nabilah Noor Nurmawti Nurmawati Nurwaliyah Dwi Arhama Rahayu Rizki Ananda Rossydi, Ahmad Ryan Andisky Asrul Sahril Siti Sarah Fitriani, Siti Sarah Sitti Wahyuni Saing Sitti Zakiyah Amrullah Sri Rahmadani Basri Styana Ika Wahyuni SUKMAWATI TONO PALANGNGAN sutyrajmi s Sutyrajmi Sutyrajmi S Syamsir bin Ukka Syarifuddin Dollah Tree Wahyuni Mandan Wan Yusoff Wan Shaharuddin Wulan Nia Umrah Yunisah Azzahra Yunitari Mustikawati