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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching UICELL Conference Proceeding ELS Journal On Interdisciplinary Studies in Humanities Scope: Journal of English Language Teaching Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of English Teaching and Applied Linguistics (JETAL) JEE (Journal of English Education) JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies) English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Al-Irsyad: Journal of Education Science Jurnal Pendidikan Terapan Research and Innovation in Applied Linguistics Innovations in Language Education and Literature Journal of Teaching and Education for Scholars Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP) Jurnal Sipakatau GLENS: Global English Insights Journal Journal of English Education (Indolish)
Adi Isma
Universitas Sulawesi Barat
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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A Study of UNIMEN Students' Perspectives on Cross-Cultural Adaptation in Thailand Mustakim Mustakim; Zul Astri; Andi Farid Baharuddin; Adi Isma; Fhadli Noer
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2541

Abstract

This study explores the perspectives of Universitas Muhammadiyah Enrekang (UNIMEN) students on cross-cultural adaptation during their international internship in Thailand. Community service programs, which are mandatory for Indonesian tertiary students, offer practical experiences that bridge the gap between academic learning and real-world application. This research focuses on the challenges and adaptation strategies employed by students participating in teaching practices at private Thai schools. Using a qualitative methodology and thematic analysis, data were collected through interviews with eight fifth-semester students majoring in English Language Education. The findings identify eight key challenges: administrative issues, health problems, psychological stress, social integration difficulties, teaching challenges, culture shock, language barriers, and inadequate facilities. Cultural barriers, such as differences in the education system and social norms, led to experiences of homesickness and stress. Language difficulties were particularly pronounced due to limited Thai and English proficiency among locals. To address these challenges, students adopted several strategies, including seeking social support, engaging in cultural learning, using sign language, and fostering communication with locals. These strategies helped alleviate culture shock, improve cross-cultural understanding, and enhance teaching effectiveness. The study underscores the importance of adequate preparation, including cultural learning modules, and provides valuable insights for universities to better support future participants in international community service programs.
Google Classroom and Self-Regulated Learning among Indonesian EFL Students: A Sequential Explanatory Mixed-Methods Study Nur Husnil Khatimah; Adi Isma; Dwi Adi Nugroho; Amrang Amrang; Nurul Imansari
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3233

Abstract

Self-regulated learning (SRL) remains underexplored in relation to specific learning management platforms across different SRL dimensions, particularly in post-pandemic Indonesian higher education. This study investigated how Google Classroom (GC) supported SRL among fifth-semester EFL students enrolled in a Computer Assisted Language Learning (CALL) course at Universitas Sulawesi Barat, Indonesia. A sequential explanatory mixed-methods design was employed, with quantitative data gathered from 47 students via a validated 12-item Likert-scale questionnaire, followed by semi-structured group interviews with 33 students across 11 purposively selected groups of three. Survey results indicated a high overall mean (M = 3.90, SD = 0.80, α = .933) across six SRL dimensions, with Planning and Time Management perceived as most strongly supported (M = 4.14) and Social Learning as least supported (M = 3.63). Thematic analysis yielded four themes: deadline notifications as a primary regulatory trigger, flexible material access enabling autonomous learning, unstable internet connectivity as a structural barrier, and limited collaborative affordances within the platform. The findings indicate that students perceived GC as particularly useful for planning, time management, and self-monitoring, although its support for social learning and co-regulation remained limited. These results carry practical implications for CALL pedagogy, platform design, and digital infrastructure investment in comparable higher education contexts.
12th Grader’s Perception Regarding Tertiary Students Teaching Practices Putu Wahyu Sudewi; Adi Isma; Reski Reski
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 3 (2024): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i3.36414

Abstract

This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.
Language Learning Strategies of a Polyglot: Bridging Theory and Practice Putu Wahyu Sudewi; Adi Isma; Hasriani G Hasriani G; Nurul Imansari
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.v8i2.44221

Abstract

Second language acquisition (SLA) research has extensively examined language learning in formal, often monolingual, classroom settings, there is a noticeable lack of empirical investigation into how polyglots acquire, manage, and sustain multiple languages. This gap is particularly significant given the rising importance of multilingualism in a globalized world and the proven cognitive, cultural, and professional benefits it offers. This qualitative case study examines the language learning strategies of Indonesian polyglot proficient in seven languages: Indonesian, English, Mandarin, Korean, Japanese, Arabic, and Latin. Through a purposive sampling method, the participant was interviewed via Zoom, and data were analysed using Oxford’s (1990) taxonomy of language learning strategies. The study identified both direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social) used by the participant. Findings reveal that the participant’s language proficiency is achieved through a strategic integration of diverse methods tailored to specific goals and contexts. Motivation driven by extrinsic factors like scholarships, personal interests, and intrinsic spiritual reasons played an important part of learning a language intensity. The participant preferred structured tools, analytical comparisons, and regular practice, while affective and social strategies helped manage emotional challenges and maintain motivation. This study supports Oxford’s framework and highlights the importance of clear goals, sustained motivation, and community engagement in successful multilingual acquisition.
Fostering Collaborative Learning through YouTube and WhatsApp: Insights from EFL Reading Comprehension Courses Adi Isma; Putu Wahyu Sudewi; Andi Mega Januarti Putri
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5138

Abstract

The integration of social media platforms in EFL reading instruction remains underexplored, particularly regarding their combined pedagogical potential for enhancing collaborative learning experiences. This study investigates how YouTube and WhatsApp function as complementary collaborative learning tools in EFL reading courses, addressing the gap in research on their synergistic effects on reading comprehension and peer interaction. Using a sequential explanatory mixed-methods approach, data were collected from 100 third-semester students through questionnaires, with 40 randomly selected participants providing reflective journals. The research examined students' perceptions of these platforms' effectiveness in supporting collaborative reading activities and identified correlations between platform use and learning engagement. The findings indicate that students perceived both platforms positively, with YouTube presentations supporting comprehension of reading materials and WhatsApp discussions fostering collaborative engagement. However, challenges such as limited interaction during video presentations, technological barriers, and message overload in group chats were also reported. Thematic analysis further revealed five key themes: learning engagement, collaborative experiences, online learning challenges, platform benefits, and improvement suggestions. The study contributes practical insights for optimizing social media integration in EFL reading instruction through structured engagement strategies, balanced participation guidelines, and blended learning approaches that combine synchronous and asynchronous collaborative reading activities.
Co-Authors A Halim Abduh, Amirullah Abdul Halim Agitha Ramadhani Riasang AHMAD JUNAEDI Ahmad Junaedi Ahmad, Darmi Ahmed Sardi Ahyadi Ahyadi Ambo Dalle Amrang Amrang Amrang Amrang Amrang, Amrang Andi Farid Baharuddin Andi Mega Januarti Putri Andika Isma Andri Ratika Ardian Isma Asdar Asdar Asdar Asdar Aswan Isma Darmi Ahmad Dwi Adi Nugroho Fajriani Fajriani Fajriani Fajriani Fathur Rahman Arif Hasan Fhadli Noer Fitriyani Bakri Fitriyani Bakri Hasriani G Hustiana, Hustiana HY, Mclean Ikhsan Ikhsan Ikhsan Ikhsan Imansari, Nurul La Ode Rasmin La Ode Rasmin Lestari, Iin Widya Mclean HY Muh Firmansyah JN Muh. Hasbi Muh. Miftahul Khaer Muh. Miftahul Khaer Muh. Tedy Firansyah Muhammad Basri Muhammad Syahruddin Nawir Mustakim Mustakim Nugroho, Dwi Adi Nur Husnil Khatimah Nur Husnil Khatimah Nurul Imansari Putri, Andi Mega Januarti Putu Wahyu Sudewi Rahmatullah Syaripuddin Rahmatullah Syaripuddin Rasmin , La Ode RASMIN, La Ode Reski, Reski Reski, Reski Riasang, Agitha Ramadhani Ridwan Ridwan Ridwan Ridwan Ridwan, Ridwan Rusdiah Rusdiah Rusdiah Rusdiah Rusdiah Rusdiah Sahril Nur Samsudin Samsudin Suwandi, Edi Umar, Umar Wahyudi Wahyudi Yulianti Yulianti Yulianti Yulianti Yulie Asni Zul Astri