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All Journal Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Edu Cendikia: Jurnal Ilmiah Kependidikan Wen Chuang: Journal of Foreign Language Studies, Linguistics, Education, Literatures, Cultures, and Sinology JoEELE Proceeding of Undergraduate Conference on Literature, Linguistic, and Cultural Studies Prosiding Seminar Nasional Dies Natalis Universitas Negeri Makassar PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Innovative and Creativity Jurnal Abdi Negeriku Variable Research Journal
Himala Praptami Adys
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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Cultural Content and Foreign Language Public Speaking Anxiety: Contributing Factors and Culture-Based Coping Strategies in EFL Students Himala Praptami Adys; Misnawaty Usman; Ernawati
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/pcllcs.v5i1.6569

Abstract

This study investigates the relationship between cultural content integration and foreign language public speaking anxiety (FLPSA) among English as a Foreign Language (EFL) students. The research examines how incorporating Buginese cultural values (Sipakainga’, Sipakalebbi’, and Sipakatau’) affects anxiety levels and provides culture-based coping strategies for 56 Indonesian university students enrolled in Business English Communication program, Universitas Makassar. Using a mixed-methods approach, this study analyzed anxiety patterns, cultural identity impacts, and effectiveness of culturally-responsive pedagogical approaches. Results indicate that students who engaged with familiar cultural content demonstrated significantly lower anxiety levels and improved speaking performance compared to those exposed to purely Western-oriented materials. The findings suggest that integrating local cultural frameworks can serve as effective anxiety-reduction mechanisms while maintaining language learning objectives. This research contributes to understanding culturally-sensitive EFL pedagogy and provides practical implications for educators working with culturally homogeneous student populations.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i3, July.88270

Abstract

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.
Co-Authors Ambo Dalle Andi Hajar Dhea Seltyana Rahim Ernawati Ernawati Ernawati Fatimah Hidayahni Amin Fatimah Hidayahni Amin Fitra Ramadhani Geminastiti Sakkir Hajar, Andi Himaya Praptani Adys Ika Yuli Wahyuni Misnawaty Usman Musdalifah Musdalifah Nur Indah Permatasari Nurming Saleh Seny Luhriyani Sunusi Seny Luhriyani Sunusi Sulfani Baso