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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) ELS Journal on Interdisciplinary Studies in Humanities Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching TRANS-KATA: Journal of Language, Literature, Culture, and Education 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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Sarcasm Analysis in Wednesday Series Episode1-5 Pratiwi, Anugerah Armeylia; Weda, Sukardi; Burhamzah, Muftihaturahmah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 2: May (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.v4i2.72595

Abstract

This study aims to explore the form of sarcasm in the Wednesday series and to investigate the use of sarcasm in the Wednesday series. To obtain data from this analysis, the researcher used a descriptive qualitative method. The researcher watched a Netflix series entitled Wednesday with the number of episodes taken by the researcher being 5 episodes, namely episodes 1-5. This Netflix series tells the story of a girl who is a descendant of the Addams family named Wednesday, she has a different personality from children in general, has an all-black fashion, is rude, and seems to have no empathy. The result of this thesis found that the use of propositional sarcasm in this series is more used than the other types, this types are found in 16 extracts, then the second rank that is most used by the characters in this series is lexical sarcasm, the researcher found 6 extracts in Wednesday series, then illocutionary sarcasm found in 5 extracts, and the last is illocutionary with 3 extracts. In the use of sarcasm types by each character of the Wednesday series, they mostly use sarcasm to ridicule, mock, stop an argument, and sometimes use sarcasm in a positive form such as praise, In addition, the Reasher found that there is a connection between culture and language. Keywords: Netflix, Wednesday, Sarcasm
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.
An Exploration of the Factors Influencing the Use of Politeness Strategies in the EFL Classroom Sutyrajmi S, Sutyrajmi; Mahmud, Murni; Weda, Sukardi
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 Surya Anugrah, Ade; Dollah, Syarifuddin; Weda, Sukardi
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.
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir, Munir
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): 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.v6i3.255

Abstract

This ethnographic study examines the relationships between digital literacy and learning interactions in Indonesian EFL classes. The study seeks to elucidate the role of digital tools in mediating educational practices and interactional dynamics between educators and learners. Data were collected over six months at SMA Negeri Ternate, Indonesia, using participant observation, semi-structured interviews, document analysis, and field notes, involving five teachers and ten students. The findings suggest a triadic interactional framework, comprising learner-content, learner-instructor, and learner-learner interactions, all of which are shaped by digital integration. Students utilized multimedia resources such as YouTube and ChatGPT, promoting independence and multimodal understanding. Nonetheless, conventional assumptions of teacher authority persisted, and digital disparities frequently limited peer participation. Three cultural elements emerged: technology-enhanced instruction, enduring teacher authority, and flexible peer solidarity. The study concludes that digital literacy alters classroom dynamics, but it must be grounded in local educational and cultural norms. It necessitates culturally responsive instructional design and fair access to improve engagement and maximize the educational potential of digital literacy.
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.
From Belief to Practice: Teacher Self-Efficacy in Teaching Phonics to Preschool Students Asrul, Ryan Andisky; Weda, Sukardi; 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.
Co-Authors A Halim Abduh, Amirullah Adi F Mahmud, Adi F agus rahmat Akhmad Affandi Amin, Fatimah Hidayahni Amirullah -, Amirullah Amrullah, Sitti Zakiyah Anggraeni, Rezki Amelia Ariyani, Amra Asrul, Ryan Andisky 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 Abdul Samad 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 Sakti, Andi Elsa Fadhilah Samsudin Samsudin Sapnur, Aisyah Sarmadani, Sarmadani Siti Sarah Fitriani, Siti Sarah Sri Hastuti Sultan, Muliyani Sumardi, Arya Priyangga Sunra, La Surya Anugrah, Ade Sutyrajmi S, Sutyrajmi Syahrullah Syahrullah Syahruni, Syahruni Syamsu, Ahmad Riwaldi Yahdian Syarifuddin Dollah Tiara, Tiara Triana, Sakila Ade Wardana, Irvan Wello, Muhammad Basri Wiwik Handayani