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All Journal ELT Worldwide: Journal of English Language Teaching 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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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.
The Effect of Social Media on English Language Learning Study in Indonesian Secondary Education Umrah, Wulan Nia; Weda, Sukardi; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Social media has become the most influential media used by society. Social media changes the way people communicate and access information. Although not directly created for educational purposes, social media has attracted the attention of educators, especially in the field of English language learning. Several studies have concluded that social media can be used as a medium in English classes. However, to use social media effectively, it is important to know the influence and effects of social media on students as a reference. Therefore, this study was conducted to explore and determine the effects of social media on Indonesian high school students, the use of social media for English language learning. A total of 30 students from one of the High Schools in North Kolaka were involved in this study. This study uses a qualitative and quantitative approach with a case study design using questionnaires, interviews, and observations as data collection methods. The results showed that students in this study used social media to improve their English. They chose YouTube as the most widely used social media to learn English. Furthermore, some of them also use other social media such as TikTok, Facebook, Instagram. They stated that social media provides a source of English content to practice their English skills, expand their vocabulary and pronunciation. They also stated challenges in using social media for learning, such as internet connection issues, privacy, and inappropriate content. Keywords: Social media, English learning, Indonesian secondary schools, language learning.
Exploring EFL Teacher 'Strategies to Accomodate Students'Learning Styles Pogeng, Andi khofifah Andi; Weda, Sukardi; Hasbi, Muhammad
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Teaching English in classes where students have different learning styles poses special challenges for teachers. Some students learn better through visual aids, others through listening, speaking, or moving actively. Therefore, understanding and applying appropriate teaching strategies to accommodate these diverse learning styles is essential. This study aims to explore the strategies used by an EFL teacher to address students’ varied learning preferences in an English classroom at SMAN 2 Pangkep. This research employed a qualitative descriptive study design. The subject of this study was one English teacher who teaches tenth-grade students. Data were collected through classroom observation and interviews, the strategies used by the teacher include using pictures and illustrations, referring to textbooks with visuals, occasional use of the internet, and encouraging group discussions. The findings reveal that these strategies helped maintain student engagement and supported different learning styles, even though the teacher did not formally assess them. This study highlights the importance of teacher awareness and adaptability in meeting students’ varied ways of learning in the EFL context.
Sources of Teacher Self-Efficacy in Teaching Phonics to Young Learners Asrul, Ryan Andisky; Weda, Sukardi; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar

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, identify the factors that shape those beliefs, and understand how these beliefs influence classroom implementation. A descriptive qualitative method was employed, involving three preschool teachers selected through purposeful sampling. Data were collected through semi-structured interviews and classroom observations. The analysis was guided by Bandura’s (1995) four sources of self-efficacy—mastery experiences, vicarious experiences, social persuasion, and emotional states—and 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. Mastery experiences, particularly students’ reading progress, were the strongest source of confidence. Other contributing factors included collaboration with peers and encouragement from parents and colleagues. 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.
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 A Halim Abduh, Amirullah Adi F Mahmud, Adi F agus rahmat Akhmad Affandi Amaliah, Asmah Dien 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 Muhammad Hidayat Muhammad Tahir Muin, Ince Maharani A. Munir Munir Murni Mahmud Mustahrim Atbar, Mustahrim Mustakim, Nur Fa'adillah Muzakkir, Elza Awalia Natasya, Fadillah Ayu 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 Riani, Nindi Rika Riski, Afifah Alya Risman, Noviyanti s, sutyrajmi Safitri, Riza Sahril Sainu, Muhammad Nasiruddin Sakti, Andi Elsa Fadhilah Samsinar 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 Umrah, Wulan Nia Wardana, Irvan Wello, Muhammad Basri Wiwik Handayani Zulqadri, Muhammad Fachri