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All Journal ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan EDUVELOP (Journal of English Education and Development) Klasikal: Journal of Education, Language Teaching and Science EduLine: Journal of Education and Learning Innovation JTechLP ELITERATE : Journal of English Linguistics and Literature Studies Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies E-CLUE Journal of English Culture, Language, Literature and Education
Sukardi Weda, Sukardi
State University of Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Comparative Study between Science and Social Students in Learning English Speaking through Problem-Based Learning Mandan, Tree Wahyuni; Weda, Sukardi; Amin, Fatimah Hidayahni
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 2 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline3919

Abstract

This research aimed to measure the comparison of the students’ learning motivation and attitude towards the implementation of teaching English speaking through Problem-Based Learning. The method applied was quantitative with comparative design in which 30 science and 30 social students in year eleventh of SMA Negeri 13 Makassar (XI. IPA 5 and XI. IPS 2) become the samples. The researcher used a questionnaire as the research instrument. The results showed that the science students got higher motivation in learning English than social students. In terms of learning attitudes, science students' responses tended to show higher interest and activeness in learning English toward the implementation of Problem-Based Learning than social studies students. Therefore, it can be inferred that the science students in year eleventh of SMA Negeri 13 Makassar have better speaking skills than the social students through the Problem-Based Learning model.
Revealing The Students’ VAK Learning Styles and Their Problems and Strategies in Speaking Class: A Qualitative Study among Indonesian Vocational Students Sumardi, Arya Priyangga; Tahir, Muhammad; Ariyani, Amra; Weda, Sukardi; Aeni, Nur
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.942

Abstract

This study was conducted to identify students’ learning styles, the problems they face, their strategies, and their perceptions of speaking English based on their respective learning styles. The research employed a descriptive qualitative approach. The tenth-grade Culinary A students of SMKN 2 Gowa were selected as the research subjects. Data were collected through observation, semi-structured interviews, and documentation. The results revealed that: (1) The most dominant learning styles employed by the students in the classroom is visual learning style, followed by auditory learning style and kinesthetic learning style (2) The problems experienced by students in English speaking activities based on their learning styles, such as visual learners faced issues such as lack of confidence, difficulty understanding instructions without visual aids, pronunciation challenges, and noisy classroom environments. Auditory learners encountered problems such as fear of making mistakes, confusion, discomfort, grammar issues, and hesitation, while kinesthetic learners struggled with boredom, panic, nervousness, lack of self-confidence, and fear of being laughed at. (3) The strategies identified by visual learners included planning, memorizing, taking notes, and preparing visual aids. Auditory learners resolved their difficulties by speaking loudly, watching video podcasts, memorizing, and using audio tools such as voice recordings, and kinesthetic learners addressed their challenges by asking for permission to move, using body movements, and employing physical tools such as pens or markers.
FIGURATIVE LANGUAGE IN THE SELECTED SONGS IN THE ALBUM “ONLY HUMAN” BY CALUM SCOTT Tiara, Tiara; Weda, Sukardi; Burhamzah, Muftihaturrahmah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 3: August (2025) 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.v4i3.76513

Abstract

This study aims to suppress the answers to the research questions. The objective of this study are: (1) To find out the type of figurative language used in the lyrics of Calum Scott songs. (2) To identify the meaning of the figurative language used in the lyrics of Calum Scott selected songs. This research using a qualitative descriptive. The data sources of this research are several Calum Scott song lyrics contained in the album “ Only Human”, namely "You Are the Reason", "Only You", "What I Miss Most", "Dancing on My Own" and "Won't Let You Down". In this study the writers used the theory of Geoffrey N. Leech (1969). From the analysis, the results of this study showed that the total number of types of language styles used in Calum Scott song were 14 data. Based on the analysis of the meaning of figurative language, it can be seen that the meaning mostly describes the feelings of the singer implied by the figurative language used in the lyrics. It can be concluded that the role of using figurative language is important in the creation of song lyrics, because this type of language is used to create a meaningful sentence to give a certain effect by expressing feelings and ideas in such a way as to make the reader more impressed and the delivery of the message can be reflected well into the mind of the reader or listener.Keywords: Figurative Language, Meanings, Song Lyrics, Calum Scott.
I am well aware of it, Yet, my Students have to Learn in comfort way: Translanguaging as Mediated English Language Pedagogy Tatipang, Devilito P.; Dollah, Syarifuddin; Weda, Sukardi; Sakkir, Geminastiti; Liando, Nihta V. F.; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i2.4598

Abstract

This study examines the practice of translanguaging in English language learning in one of the secondary schools in Manado, which is a multilingual environment with the use of the local language of Manado, Indonesian, and English. The main objective of the study was to understand teachers' beliefs and their translanguaging practices as language mediation strategies that support concept understanding, social interaction, and student motivation. The method used was a case study with three English teachers as participants, collecting data through interviews, observations, and documentation, then analyzed thematically. The findings suggest that translanguaging serves as a cultural and cognitive bridge that facilitates students to understand the material more deeply and strengthen their linguistic identity. Despite concerns about reduced exposure to English due to the use of local languages and Indonesian, teachers use translanguaging strategically to balance learning. The main obstacles found are the limitations of school policies and teacher training that support the implementation of translanguaging. In addition, translanguaging has been shown to increase students' motivation to learn and active participation. This research recommends the development of teacher education and training policies that are responsive to language diversity, as well as the development of a curriculum that accommodates translanguaging as a legitimate learning strategy. This study makes an important contribution to the development of inclusive and contextual English language pedagogy in multilingual classrooms in Indonesia
Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): 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.v9i1.5341

Abstract

This ethnographic study investigates the integration of digital literacy in EFL classrooms in an Indonesian senior high school. Although digital literacy is essential in contemporary Education, research in rural or under-resourced environments is scarce, especially on its cultural and pedagogical aspects. The study employed a qualitative ethnographic methodology, conducted over six months at SMA Negeri 10 Kota Ternate, which incorporated participant observation, semi-structured interviews, document analysis, and field notes. The findings indicated that Education based on digital literacy was executed in three fundamental phases: planning, implementation, and evaluation. Educators incorporated available digital resources, such as YouTube, Canva, Google Forms, and Kahoot, to create engaging and interactive learning environments. Nonetheless, infrastructure limitations and varied levels of digital proficiency posed ongoing obstacles. Three emerging cultural themes—pedagogical adaptation, negotiated involvement, and reflective assessment—highlighted how educators tailored digital practices to their sociocultural setting. The study suggests that digital literacy in EFL education is both a technical process and a contextual social practice, influenced by factors such as context, agency, and resource availability. It advocates for improved teacher professional development and infrastructure to facilitate equitable and contextually relevant digital instruction in marginalised educational environments.
Assessing the Impact of Contextual Teaching and Learning (CTL) Approach in Reading Instruction: A Multiple Case Study Samsudin, Samsudin; Weda, Sukardi; Amirullah, Amirullah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5006

Abstract

This research reveals the impact of implementing the Contextual Teaching and Learning (CTL) Approach in the teaching of reading. Through the CTL approach, reading learning is integrated with real-world contexts, making learning more meaningful and relevant to students. This pedagogical framework aims to engage students in deeper understanding and critical thinking while facilitating the application of reading skills in various contexts. However, the effectiveness of CTL in reading instruction has been a subject of debate, with some studies reporting positive results while others show limited effectiveness, especially for students with low vocabulary or intelligence. This study aims to comprehensively assess the impact of CTL on reading learning, considering aspects such as vocabulary improvement, student motivation, reading comprehension, and learning outcomes. Through a qualitative approach and a multiple case study, involving 40 second-semester students from two universities in Sumbawa Island, West Nusa Tenggara Province, this study found that CTL can significantly improve students' psychological, linguistic, and achievement factors. In terms of psychological factors, students showed increased motivation and engagement in reading activities when the material was relevant to their lives and interests. Linguistically, CTL facilitates vocabulary improvement through personalized learning strategies and culturally relevant materials. In addition, CTL had a positive impact on students' achievement in reading, which was reflected in their improved comprehension and scores. These findings suggest that CTL can effectively improve students' reading skills and motivation when implemented with consideration of contextual relevance and personalized learning approaches. However, further research is needed to understand the complex effects of CTL on various aspects of student learning outcomes. Continuous evaluation and refinement of CTL implementation are essential to maximize its effectiveness in improving students' reading skills and their academic achievement.
STUDENTS’ DIFFICULTIES IN READING COMPREHENSION IN RELATION TO THEIR LEARNING STYLE Amrullah, Sitti Zakiyah; Weda, Sukardi; La Sunra, La Sunra
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 1 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i1.1110

Abstract

This study aims to find out what problems students often face when they learn to understand what they read, what makes these problems happen, and how these problems differ based on how students like to learn. It looked at students in class XI.A at SMA Insan Cendekia Syech Yusuf. The study used a questionnaire called The VARK 8.0, and interviews. The results showed that students usually struggle with long the text is, the student's interest, how the teacher explains things, the student's background, physical problems, technical problems, and not having enough time. In the interviews, students talked about how their learning style affects their reading problems. For example, visual learners struggle with long texts, auditory learners have trouble with vocabulary, read/write learners find it hard to finish in time, and kinesthetic learners have issues with vocabulary and pronouncing words. Overall, the biggest problems for all learning styles were related to vocabulary and pronunciation.
SPEECH STYLE USED IN CHILD DEVELOPMENT Hastuti, Sri; Mahmud, Murni; Weda, Sukardi
Journal of English Literature and Linguistic Studies Vol 1, No 2 (2023): Journal of English Literature and Linguistic Studies (JELLS) - March 2023
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.433 KB) | DOI: 10.26858/jells.v1i2.46227

Abstract

This study is about Speech Style Used in Child Development. The aim of this research is to find out the different speech styles used in child development. The researcher has compared what speech styles that are used. Such as, formal style, frozen style, intimate style, casual style and consultative style. The theory chosen by the researcher about speech style is the theory of Martin Joos which classifies speech styles into five. There are two problems formulated in this study: (1) What are the differences between active children and passive children? (2) What are the functions of each type of speech style used by active children and passive children? The researcher has compared. The method used in this research Qualitative method and Sociolinguistics approach. This research investigated 11 students in one grade in Madrasah Ibtidaiyah (MI) Karama. In this analysis, the researcher found 4 out of 5 types of speech style, the researcher found consultative style, casual style, intimate style and formal style. Then, for the functions, the researcher also found 3 out of 5 types of speech. The researcher found expressive, directive and representative. 
ILLOCUTIONARY ACTS IN THE MAIN CHARACTERS’ UTTERANCES IN “SPIDER-MAN: NO WAY HOME” MOVIE Risman, Noviyanti; Weda, Sukardi
Journal of English Literature and Linguistic Studies Vol 2, No 2 (2024): Journal of English Literature and Linguistic Studies (JELLS)
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v2i2.61970

Abstract

This study concerns the types of illocutionary acts contained in the main character’s utterances in Spider-Man: No Way Home Movie. As well as the context that builds the illocutionary act. The writer aims to examine the illocutionary acts in the utterances uttered by Peter Parker aka Spider-Man, the main character in this movie. The writer uses a pragmatic approach to discussing illocutionary acts and the context that builds them on the main character’s utterances. The data in this study are the main character’s utterances contained in the film script. The data collection procedure was to watch the movie carefully, read the movie script, then select and classify the data obtained based on the type of illocutionary act. The writer uses the theory of illocutionary acts from John Searle (1979). Then determine the elements that build the illocutionary act using the theory from Dell Hymes (1975). The results of the study found 4 types of illocutionary acts contained in the utterances of Peter Parker aka Spider-Man, the main character in the Spider-Man: No Way Home movie. These types are directive, representative, expressive, and commissive. The researcher also identified the elements that build the illocutionary act, namely setting and scene, participants, ends, act sequences, keys, instrumentalities, norms of interactions, and genre.
AI and Human Interaction in Translation Education: Perceptions of Indonesian EFL Lecturers Dahlan, Suratman; Dollah, Syarifuddin; Weda, Sukardi; Sunra, La; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.259

Abstract

This study investigates Indonesian lecturers’ perceptions of Artificial Intelligence (AI) in translation education, focusing on how technology reshapes pedagogy, student engagement, and institutional practices. Employing a qualitative phenomenological design, data were collected through semi-structured interviews with lecturers who actively integrated AI tools into translation teaching. Thematic analysis identified five major findings: perceived benefits of AI for efficiency and accessibility, pedagogical shifts and curriculum integration, challenges of student dependence and diminished critical thinking, ethical and responsible use of AI tools, and AI as a catalyst for institutional and administrative efficiency. While lecturers acknowledged AI’s transformative potential in facilitating translation tasks, they also highlighted risks of overreliance, ethical dilemmas, and uneven access. The study concludes that integration requires balancing technological affordances with humanistic values, fostering critical AI literacy, and embedding ethical considerations in pedagogy. These findings contribute to ongoing debates on AI-enhanced translation pedagogy in global higher education institutions.
Co-Authors Abduh, Amirullah Adi F Mahmud, Adi F agus rahmat Akhmad Affandi Amin, Fatimah Hidayahni Amirullah -, Amirullah Amrullah, Sitti Zakiyah Anggraeni, Rezki Amelia Ariyani, Amra Burhamzah, Muftihaturahmah Burhamzah, Muftihaturrahmah Dahlan, Suratman Devilito Prasetyo Tatipang Dwinggrum, Crismin Fajrin, Naufal Fitriyani Fitriyani Geminastiti Sakkir Haq, Moh. Dliyaul Haryanto Atmowardoyo, Haryanto Hidaiyat, Muhammad Iskandar Iskandar Islami, Balqis Syaidina Jufri, Muhammad Dzulkhair La Sunra La Sunra, La Sunra Lao, Yandres Answo Djedelbert Lengkoan, Fergina Maemuna Muhayyang Magfira, A. Mah, Aisyah Aminny Mandan, Tree Wahyuni Mardiyanah Nasta Mochammad Imron Awalludin Muhammad Basri Muhammad Hidayat Muhammad Tahir Muin, Ince Maharani A. Munir Munir Murni Mahmud Mustahrim Atbar, Mustahrim Mustakim, Nur Fa'adillah Muzakkir, Elza Awalia Ngera, Thresia Gloria Embu Nihta Vera Frelly Liando Noralfia, Noralfia Nur Aeni Nur, Riola Haya Pratiwi, Anugerah Armeylia Putra, Setya Wardana Riski, Afifah Alya Risman, Noviyanti Safitri, Riza Sainu, Muhammad Nasiruddin Samsudin Samsudin Sapnur, Aisyah Sarmadani, Sarmadani Sultan, Muliyani Sumardi, Arya Priyangga Sunra, La Syahrullah Syahrullah Syahruni, Syahruni Syamsu, Ahmad Riwaldi Yahdian Syarifuddin Dollah Tiara, Tiara Triana, Sakila Ade Wardana, Irvan Wello, Muhammad Basri Wiwik Handayani