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All Journal Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching VIVID Journal of Language and Literature Al Ishlah Jurnal Pendidikan English and Literature Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education ELS Journal On Interdisciplinary Studies in Humanities ELLITE: Journal of English Language, Literature, and Teaching Voices of English Language Education Society Polingua : Scientific journal of Linguistics, Literature and Language Education Journal of English Education and Teaching (JEET) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Journal of English Teaching and Applied Linguistics (JETAL) Community Development Journal: Jurnal Pengabdian Masyarakat FOSTER: Journal of English Language Teaching Madaniya Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Interference: Journal of Language, Literature, and Linguistics JOLLT Journal of Languages and Language Teaching Mejuajua LETS: Journal of Linguistics and English Teaching Studies JEELS (Journal of English Education and Linguistics Studies) JoEELE ELITERATE : Journal of English Linguistics and Literature Studies 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) Pubmedia Jurnal Pendidikan Bahasa Inggris Celebes Journal of Language Studies Interling : International Journal of English Language Teaching, Literature and Linguistics International Journal of Language, Education, and Literature (IJLEL) ELLITE: Journal of English Language, Literature, and Teaching Axiology Jurnal Sipakatau Proceeding UMSurabaya
Abdul Halim
Universitas Negeri Makasar
Religion Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Enhancing Students’ Literacy Through Intellectual Diary: A Classroom Approach Muh. Hasbi; Fitriyani Bakri; Abdul Halim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 1 (2025): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i1.43364

Abstract

In higher education context, many students encounter considerable difficulties in improving their literacy skills, which limits their ability to fully engage with course material and reach their academic potential. This study aims to explore how the use of intellectual diaries have significant influence in enhancing the literacy skills of university students enrolled in an English prose course. This study employed a qualitative research design with a case study approach focusing on in-depth examination of a single class of students in their natural classroom setting. The participants in this study were 34 undergraduate students enrolled in an English prose course at a state university located in Makassar city, Indonesia. Data were collected through three primary instruments: intellectual diaries, semi-structured interviews, and classroom observations. Data analysis was conducted using thematic analysis with six steps implementation stages. The findings revealed four key themes in dealing with students’ intellectual diary: enhanced critical thinking, improved reading comprehension and analytical abilities, increased self-reflection and metacognitive awareness, and greater engagement with course material. These findings suggest that intellectual diaries can be a valuable tool for promoting literacy development in higher education. The study's findings contribute to the existing body of knowledge on literacy education by providing empirical evidence of the benefits of intellectual diaries in an English prose course context.
Fostering Self-Awareness and Self-Regulation in English Speaking Skills through Metacognitive Strategies: A Qualitative Perspective Ulfah Syam; Iskandar; Abdul Halim
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.2051

Abstract

This study investigates how metacognitive strategies foster self-awareness and self-regulation in English speaking among university students. Employing a qualitative research design, data were collected through classroom observations and semi-structured interviews with English language students to explore their experiences using planning, monitoring, and evaluating strategies to develop speaking skills. Findings show that applying metacognitive strategies enables students to effectively plan speech content, monitor language use in real-time, and reflect on performance for continuous improvement. Students reported increased confidence, clearer expression of ideas, and a heightened ability to identify personal strengths and weaknesses in speaking. Additionally, the study highlights the crucial role of guided instruction and supportive feedback from lecturers in enhancing learners’ metacognitive awareness and promoting autonomous learning behaviors. These results suggest that metacognitive strategy instruction serves as a powerful pedagogical tool for improving speaking proficiency and learner autonomy, underscoring its importance in English language education at the tertiary level.
Signifying Resistance: A Semiotic Analysis of Patriarchal Culture and Female Agency in Khaled Hosseini's A Thousand Splendid Suns Andi Niftah; Abd Halim; Muhammad Hasbi
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2539

Abstract

Patriarchal culture remains a persistent social issue and is frequently represented in literary works as a system that shapes women’s identities, experiences, and social positions. This study aims to examine how patriarchal culture is represented in Khaled Hosseini’s A Thousand Splendid Suns through Roland Barthes’ semiotic framework. Employing a qualitative textual analysis design, the study uses the novel as its primary data source. The data consist of dialogues, narrative descriptions, and character interactions depicting patriarchal practices, which were collected through close reading, systematic note-taking, and textual categorization. Data were analyzed at three levels of signification denotation, connotation, and myth to uncover both explicit and ideological meanings embedded in the text. The findings reveal that patriarchal culture is constructed through four interconnected domains: household, sexuality, violence, and cultural institutions. At the denotative level, these domains depict women’s exclusion from decision-making, control over female sexuality, domestic abuse, and educational restrictions. At the connotative level, they signify unequal gender relations that privilege male authority and female subordination. At the mythical level, the novel naturalizes cultural beliefs that legitimize male dominance, female obedience, son preference, and the normalization of women’s suffering. The study concludes that A Thousand Splendid Suns represents patriarchy as a socially and ideologically constructed system sustained through interconnected cultural myths. By applying Barthes’ semiotic framework, the study demonstrates how the novel simultaneously exposes and critiques the ideological mechanisms that perpetuate gender inequality.
Utilizing TPACK Framework in English Language Instruction for High School Students Rufina Wilda Toding; Abd Halim; Amirullah Abduh; Murni Mahmud; Nur Mutmainna Halim; Rahmah Julianti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3638

Abstract

This century's learning advancement relies on different information technology mediums. Thus, educators must improve their ICT skills to improve learning and academic performance. There are two main goals of this study: 1) to find out how TPACK is used to teach and learn English in high school; and 2) to find out what problems English teachers run into when they try to use TPACK. The type of study being done is qualitative. Interviews, documentation, and observation were some of the methods used to gather information for this study. This study looks at 34 kids from XII IPA and one English teacher. English teachers' TPACK knowledge comes from how well technology fits with their teaching methods and English subject knowledge. Technology lets the teacher apply several instructional strategies for several learning environments. According to the Merdeka Curriculum, technology allows SMA 13 Makassar students to learn at their own pace and according to their choices. The English teacher utilized Quizizz or Google Classroom to handle assignments and provide timely feedback. Network service variability affects student engagement and learning equity. SMA 13 Makassar students may need help with coursework, internet forums, and extracurricular resources. While TPACK-based teaching depends on online resources, unreliable network connectivity limits availability. English teachers needing digital libraries, web-based platforms, or multimedia materials need consistent internet access. Unreliable access to these tools can interfere with courses requiring live quizzes, direct assessments, or online group projects to help students grasp complex English literature.
Integrasi Pendekatan Edukatif dan Kompetitif dalam Pembelajaran Bahasa Inggris melalui Pelatihan Speech di SMP Nur Mutmainnna Halim; Abd Halim; Muhammad Hasbi; Fitriyani Bakri; Mardiyanah Nasta
Mejuajua: Jurnal Pengabdian pada Masyarakat Vol. 6 No. 1 (2026): Agustus 2026
Publisher : Yayasan Penelitian dan Inovasi Sumatera (YPIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/mejuajuaj.abdimas.v6i1.388

Abstract

This community service program aimed to enhance students’ speaking skills through the integration of educational and competitive approaches in English language learning. The program was conducted during English Camp Vol. 2 at UPT SPF SMP Negeri 48 Makassar on April 11–12, 2026, involving 37 junior high school students who were organized into small groups to encourage active learning interactions. The program consisted of two main stages: speech training and an educational-themed English speech competition. The training sessions focused on speech organization (opening, body, and closing), the use of simple linguistic features, pronunciation, intonation, and confidence in public speaking. Subsequently, 30 students participated in the speech competition, where their performances were evaluated using five assessment criteria: comprehension of speech, pronunciation and clarity, fluency and pacing, expression and intonation, and confidence and eye contact. Based on observations during the training sessions and the speech competition, as well as performance assessments using these criteria, the participants demonstrated their ability to apply the basic structure of English speeches, communicate ideas in spoken English, and perform with greater confidence before an audience. The program also created an interactive, communicative, and practice-oriented learning environment that provided meaningful opportunities for students to develop their English-speaking skills.
Deep Learning–Oriented Speaking Instruction: The Role of Memory, Cognitive, and Compensation Strategies in EFL Abd Halim; Nur Mutmainnna Halim
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2052

Abstract

This study examines memory, cognitive, and compensation strategies in deep learning–oriented English-speaking instruction within an EFL context. Grounded in Oxford’s direct language learning strategy framework and deep learning pedagogy, speaking is conceptualized as a cognitively and strategically regulated process. Memory strategies facilitate encoding and retrieval, cognitive strategies support the processing and organization of ideas, and compensation strategies enable learners to sustain communication under constraints. The study aims to analyze how these strategies are enacted and interact in learners’ speech production and to explain their contributions to fostering deeper, more reflective, and more autonomous speaking practices. Adopting a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews involving 34 English Literature students at Universitas Negeri Makassar (UNM), cohort 2024, Class A. The findings indicate that memory strategies support lexical retrieval and fluency, cognitive strategies facilitate idea development and discourse organization, and compensation strategies help learners manage communicative pressure and maintain interactional flow. Importantly, the interaction among these strategies promotes deeper engagement in speaking tasks, reflecting key principles of deep learning. The study suggests that deep learning–oriented speaking instruction, aligned with Kurikulum Merdeka, should explicitly integrate strategy-based pedagogy to support reflective, autonomous, and meaningful oral communication. These findings contribute to EFL pedagogy by demonstrating how language learning strategies function collectively to support sustainable speaking development in higher education contexts.
The Relationship Between Teenagers' Perception of Parental Discipline and Academic Procrastination in an EFL Context Fitriyani Bakri; Abdul Halim; Muh. Hasbi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 1 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i1.59714

Abstract

Abstract. This research aims to find out the relationship between teenagers' perception of of parental discipline and the academic procrastination in an EFL context of students at SMA 1 Bulukumba. This research is descriptive quantitative research and sampling was carried out using the random sampling method. Research data was collected using a Likert scale regarding teenagers' perceptions of the implementation of parental discipline and academic procrastination. Based on the results of data analysis using SPSS, the normality test yielded a significance value (Sig) of 0.009. This indicates that the data is derived from a population that follows a normal distribution. Then, the linearity test revealed a negative (-) direction of the relationship between adolescents' perceptions of parental discipline and academic procrastination. The linearity coefficient of 0.79 indicates that 79% of the variation in academic procrastination can be explained by perceptions of parental discipline. Thus, hypothesis test: the correlation coefficient of 0.138, obtained through the SPSS program, indicates the relationship between adolescents' perceptions of parental discipline and academic procrastination. Keywords: teenagers’ perception, parental discipline, academic procrastination
SEMIOTIC ANALYSIS OF DAVID SILVERMAN’S MOVIE CARTOON “THE SIMPSONS” Muhd. Ikraam Ikhbaatullah; Abdul Halim; Nur Muthmaiina Halim
Journal of English Literature and Linguistic Studies Vol 3, No 3 (2025): Journal of English Literature and Linguistic Studies (JELLS) - July 2025
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v3i3.78983

Abstract

This study aim to analyze the signs in "The Simpsons" film, researchers focus on the signs used in the film and the meanings of those signs. Film is considered a part of mass media that is very complex in nature. Films, combining audio and visual elements, have the ability to evoke emotions in the audience through the presented visual images. "The Simpsons" is an American animated sitcom that parodies middle-class American lifestyle, featuring characters such as Homer, Marge, Bart, Lisa, and Maggie. In analyzing the signs in this film, the researcher applies Charles Sanders Peirce's semiotic theory, where, based on his theory, a sign is "something which stands to somebody for something in some respect or capacity." This reflects the broad nature of signs, encompassing various forms such as sounds, words, and symbols with meaningful significance. The research employs a descriptive qualitative method. The researcher concludes that there are 20 signs identified in the subject of this research. These 20 signs consist of 8 icons, 4 indexes, 2 symbols, 2 dicents, and 4 arguments. The signs appearing in "The Simpsons" cartoon film represent events, language, cause and effect, culture, and the problems that exist in our lives.
Linguistic Forms and Illocutionary Forces of Teachers’ Directive Speech Acts in Junior High School English Classroom Interaction Andi Ummy Athyah; Abdul Halim; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 3 No. 4 (2026): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/j6s61t11

Abstract

Classroom interaction plays a crucial role in English learning as it supports communication, classroom management, and student participation during the teaching and learning process. In English as a Foreign Language (EFL) classrooms, teachers frequently use directive speech acts to organize learning activities and guide student behavior; however, previous research has largely focused on general speech act categories, while research examining the linguistic forms and illocutionary force of teachers' directive speech acts in junior high school classrooms is still limited. Therefore, this study aims to analyze the linguistic forms and illocutionary force of directive speech acts used by teachers in junior high school English classroom interactions. This study employed a qualitative descriptive design with a pragmatic discourse analysis approach. Data were collected through classroom observations, video recordings, and field notes involving four English teachers at SMP Negeri 6 Makassar. The results showed that teachers used five types of directive speech acts: commands, requests, suggestions, prohibitions, and invitations. These directives were expressed through imperative, interrogative, and declarative forms depending on the classroom situation and pedagogical objectives. Commands and prohibitions are mostly expressed through direct imperative forms with strong illocutionary force to regulate classroom behavior and maintain discipline, while requests, suggestions, and invitations are generally expressed through interrogative and declarative forms to encourage participation, reduce anxiety, and create supportive classroom communication. This study concludes that teachers strategically use various linguistic forms and illocutionary force to support classroom management, student engagement, and effective English language learning interactions in junior high school EFL classrooms.
Teachers’ Directive Speech Acts in Classroom Interaction: Pragmatic Strategies and Student Responses in Junior High School EFL Classrooms Andi Ummy Athyah; Abdul Halim; Yunitari Mustikawati
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i4.523

Abstract

This qualitative descriptive study examines teachers’ directive speech acts and students’ verbal and non-verbal responses in junior high school EFL classrooms at SMP Negeri 6 Makassar, Indonesia. Data were collected from eight recorded lessons involving four English teachers, observation checklists, coding sheets, and one semi-structured interview with each teacher. Searle’s speech act theory guided directive classification, while classroom discourse perspectives informed interpretation of interactional sequences. Politeness markers, supportive wording, variation in directness, and English–Indonesian code-switching were examined as features of directive formulation. Of 108 directives, 36 were commands (33.33%), 24 invitations (22.22%), 19 requests (17.59%), 15 suggestions (13.89%), and 14 prohibitions (12.96%). Student responses varied by context: one student answered “Elephant,” some students began opening their books after a bilingual instruction, and a hesitant student volunteered after encouragement and an offer of extra points. Continued whispering after a request to stop talking illustrated partial compliance. These examples show context-dependent student uptake rather than a fixed causal relationship between directive strategies and responses. Observable compliance was not treated as proof of comprehension, and silence was interpreted cautiously.
Co-Authors A. Muliati Abduh, Amirullah Adi Isma Alam, A. Nur Alfiandy Kamal Amirullah Amirullah Abduh Ammade, Salasiah Andi Anto Patak Andi Muhammad Irawan Andi Niftah Andi Ummy Athyah Anugrah, Indah Asbar Asbar Dahniar Dahniar Dewi Sartina Dian Fera Pratiwi Efika, Siti Nurul Fatimah Hidayahni Fatimah Hidayahni Amin Firqa Aqila Noir Darias Fitra Amelia Nursyam Fitriani Bakri Fitriyani Bakri Fitriyani Bakri Guslin Rusdin Halim, Nur Mutmainna Hikmah Ibnumal Ibnu Iffah Maulidiya Ikhlasul Hamzah Iskandar Iskandar Abdul Samad Kevin Marcello Ladjiji Khairunnisya Ilyas Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra Lika Syafana Pasya Mannahali, Misnah Mardiyanah Nasta Mardiyanah Nasta Masriadi Muftihaturrahmah Burhamzah Muh. Hasbi Muh. Ma'rifatullah Muh. Miftahul Khaer Muh. Tahir Muhammad Ayyub Herianto Ayyub Muhammad Basri Muhammad Hasbi Muhammad Rifqi Syamsuddin MUHAMMAD TAUFIK Muhd. Ikraam Ikhbaatullah Murni Mahmud Murni Mahmud Najwa Aulia Rahman Natalia Putri Toding Bua Nur Alya Safitri Aniar Nur Imam imam Nur Muthmaiina Halim Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainnna Halim Nuraida Nuraida Nurdin Noni Nurul Anugra Febriyanti Rafika Wulandari Rahmah Julianti Ratih Tri Andini Ratu Amalia Awal Rizal Alamza Amal Rizki Fauzi Rufina Wilda Toding Rukmini Mahmud Sahril Nur Sri Arna Nengsi Suci Arnita Rahim Suci Pole Mappaita Sukardi Weda Surahmat, Zulkifli Syarifuddin Dollah Ulfah Alfiyyah Abu Ulfah Syam Warsidi Widya Astuti Ridwan Wulan Nia Umrah Yasinta Wulandari Yunitari Mustikawati Zifirdaus Adnan Zul Astri Zul Astri