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All Journal ELT Worldwide: Journal of English Language Teaching LEKSEMA : Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 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 International Journal of Language, Education, and Literature (IJLEL)
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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Teaching English Listening Comprehension Using The Flipped Instruction Model Riani, Nindi Rika; Noni, Nurdin; Weda, Sukardi
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study investigated students’ difficulties and explore students’ perceptions regarding the use of the Flipped Learning Model in a junior high school English listening class. The study used a quantitative descriptive approach, utilizing two validated questionnaires: one to measure perceived difficulties and the other to assess students’ perceptions of the learning model. Participants were 24 eighth-grade students who were learning English listening with a Flipped Learning Model, where learning materials were accessed before class and class time was dedicated to interactive activities. The results revealed that the majority of students (99%) classified their experience with the Flipped Instruction Model as “Very Easy,” with a mean difficulty score of 34.00 out of 40. Students’ perceptions of the Flipped Instruction Model were overwhelmingly positive, with 50% classifying their attitudes as “Very Positive” and the remaining 50% as “Positive.” The mean perception score was 30.42 out of 40. Students particularly valued the preparation phase, reporting that studying the material before class made them feel more prepared, increased their independence, and increased their engagement during class discussions. Flexibility, easy access to resources, and opportunities for reflection and repetition were highlighted as key benefits. While most students felt supported by their teachers and peers, some expressed a need for more direct guidance during class sessions, suggesting that a balance between autonomy and scaffolding is important. These findings support the existing literature that the Flipped Learning Model can reduce cognitive and affective barriers to language learning by allowing repeated exposure to materials and fostering a supportive and interactive classroom environment. The structure of the model not only facilitates comprehension but also promotes motivation, self-directed learning, and metacognitive awareness among students. However, the study also noted the importance of addressing external factors such as the home learning environment to maximize the benefits of flipped learning. In conclusion, the Flipped Learning Model proved to be highly effective and well-received in the context of an English listening classroom for junior high school students. The model minimized perceived difficulty, increased student engagement and motivation, and was positively received by learners. These results suggest that the Flipped Learning Model is a feasible and promising strategy for improving listening comprehension and should be considered for wider implementation in language education.
Teacher And Students Interaction: An Exploration of Politeness Strategies s, sutyrajmi; Mahmud, Murni; Weda, Sukardi
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

Politeness constitutes a system of social interaction designed to facilitate interpersonal relationships by minimizing the potential for conflict and resistance across various human activities. This research aims to (1) identify the types of politeness strategies employed by teachers and students in class X1.3 at SMAN 1 Gowa,. The study adopts a descriptive qualitative approach, utilizing classroom observation and audio recordings as methods for data collection. The data were analyzed and categorized based on the politeness strategy proposed by Brown and Levinson (1987), which includes four main types: bald-on-record, positive politeness, negative politeness, and off-record strategies.The result of the study reveal one research question: (1) All four types of politeness strategies were employed by the teacher, with positive politeness emerging as the most frequently used strategy.
The Impact of Lecturer Code-Switching felt by The Students in Online and Offline English Learning at IAIN Bone Samsinar; Weda, Sukardi; Tahir, Muhammad
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study was conducted to explore the impacts of code-switching implemented by lecturers in offline and online English classes based on students’ opinions. The research employed a descriptive qualitative approach, with participants consisting of fourth-semester students from the English Department at the State Institute of Islamic Studies of Bone. Participants were chosen using purposive sampling from a class that experienced blended learning and regular use of code-switching during instruction. Data were gathered through semi-structured interviews and documentation. The results showed that students experienced both positive and negative impacts from the use of code-switching in the classroom. Positively, students reported that code-switching helped them improve their vocabulary, understand English more effectively, and better comprehend the subject matter. Many students felt that when lecturers explained English terms using Indonesian, it allowed them to grasp complex ideas more clearly and retain new information more easily. Code-switching was also seen as a tool to reduce confusion and anxiety, especially for students who lacked confidence in their English skills. It enabled a smoother transition into English comprehension and made classroom learning more inclusive. In both online and offline settings, students expressed appreciation for this approach as it allowed them to focus more on the material rather than struggling with unfamiliar language. However, they still get a negative impacts which is from the online classes. The main negative impact stemmed from poor internet connections, which led to unclear audio and pronunciation issues, especially during English portions of the lecture. This made it harder for students to fully understand the content. Despite this, students developed strategies such as note-taking and asking for clarification to overcome these obstacles. Overall, the study concludes that code-switching, when used effectively, serves as a valuable instructional strategy in bilingual classrooms, enhancing comprehension, supporting language development, and helping students participate more confidently in both online and offline learning environments.
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.
Co-Authors A Halim Abduh, Amirullah Adi F Mahmud, Adi F agus rahmat Akhmad Affandi Amin, Fatimah Hidayahni Amirullah -, Amirullah Amrullah, Sitti Zakiyah Andi, Ameliya Ramadhani Anggraeni, Rezki Amelia Arhama, Nurwaliyah Dwi Ariyani, Amra Asrul, Ryan Andisky Burhamzah, Muftihaturahmah Burhamzah, Muftihaturrahmah Dahlan, Suratman Devilito Prasetyo Tatipang Dwinggrum, Crismin Fajrin, Naufal Fitriyani Fitriyani Fitriyani Geminastiti Sakkir Halim, Abd Haq, Moh. Dliyaul Haryanto Atmowardoyo, Haryanto Hidaiyat, Muhammad Ika Wahyuni, Styana imam, Nur Imam Indah, Indah Paramitha ISKANDAR Iskandar Abdul Samad Iskandar Iskandar Islami, Balqis Syaidina Jufri, Muhammad Dzulkhair Khatima, Dwi Husnul Korompot, Chairil Anwar La Sunra La Sunra, La Sunra Lengkoan, Fergina Maemuna Muhayyang Magfira, A. Mah, Aisyah Aminny Mandan, Tree Wahyuni Mardiyanah Nasta Mochammad Imron Awalludin Muh. Hasbi Muhalim Muhalim, Muhalim 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 Noni, Nurdin Noor, Nurjihan Nabilah Noralfia, Noralfia NUR AENI Nur, Riola Haya Patak, Andi Anto Pogeng, Andi khofifah Andi Pratiwi, Anugerah Armeylia Putra, Setya Wardana Rezki REZKI, REZKI Riani, Nindi Rika Riski, Afifah Alya Risman, Noviyanti s, sutyrajmi Safitri, Riza Sahril Sainu, Muhammad Nasiruddin Sakti, Andi Elsa Fadhilah Samsinar Samsinar Samsinar Samsudin Samsudin Sapnur, Aisyah Sarmadani, Sarmadani Simamora, Joko Abadi 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 Tahir, MUH Tiara, Tiara Triana, Sakila Ade Umrah, Wulan Nia Wardana, Irvan Wello, Muhammad Basri Wiwik Handayani