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All Journal Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra ELS Journal On Interdisciplinary Studies in Humanities Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Madaniya Journal of Social Research Tamaddun Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of Educational Management Research Journal of English Literature and Linguistic Studies (JELLS) International Journal of Business English and Communication (IJoBEC) PEDAMAS (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics Innovations in Language Education and Literature Axiology Jurnal Sipakatau GLENS: Global English Insights Journal
Muh. Hasbi
Universitas Negeri Makassar
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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The Semiotics of Romantic Pain: A Barthesian Analysis of Selected Lyrics in Arctic Monkeys' "505" Ida Fauziah Harwan; Muhammad Hasbi
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6783

Abstract

This study investigates how romantic pain and nostalgia are semiotically constructed in the lyrics of Arctic Monkeys' "505," employing Roland Barthes' three-level framework of denotation, connotation, and myth as its primary analytical lens. Five linguistically rich expressions were selected from the song; "505," "the knife," "fall short of the mark," "the bite," and "crumble completely", and examined as discrete semiotic units through a qualitative descriptive approach informed by Miles et al.'s (2014) analytical model. The analysis reveals that each expression moves systematically from a literal, accessible meaning at the denotative level, through emotionally layered connotations of longing, fear, inadequacy, and vulnerability, to mythological meanings that naturalize these experiences as universal and culturally inevitable features of romantic life. Collectively, the findings suggest that the song constructs romantic experience not as a condition of joy but as one defined by the emotional weight of memory, unspoken expectation, and the dissolution of self in intimate attachment. These results affirm that popular song lyrics function as culturally embedded semiotic texts capable of encoding and reproducing shared ideological constructions of human emotional experience.
Enhancing Students’ Literacy Through Intellectual Diary: A Classroom Approach Muh. Hasbi; Fitriyani Bakri; Abdul Halim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 1 (2025): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i1.43364

Abstract

In higher education context, many students encounter considerable difficulties in improving their literacy skills, which limits their ability to fully engage with course material and reach their academic potential. This study aims to explore how the use of intellectual diaries have significant influence in enhancing the literacy skills of university students enrolled in an English prose course. This study employed a qualitative research design with a case study approach focusing on in-depth examination of a single class of students in their natural classroom setting. The participants in this study were 34 undergraduate students enrolled in an English prose course at a state university located in Makassar city, Indonesia. Data were collected through three primary instruments: intellectual diaries, semi-structured interviews, and classroom observations. Data analysis was conducted using thematic analysis with six steps implementation stages. The findings revealed four key themes in dealing with students’ intellectual diary: enhanced critical thinking, improved reading comprehension and analytical abilities, increased self-reflection and metacognitive awareness, and greater engagement with course material. These findings suggest that intellectual diaries can be a valuable tool for promoting literacy development in higher education. The study's findings contribute to the existing body of knowledge on literacy education by providing empirical evidence of the benefits of intellectual diaries in an English prose course context.
Analysis of Illocutionary Speech Acts in Bawaslu RI Podcast Episode 32: : “Pengawasan Partisipatif” With Lolly Suhenty Hamrana Hakim Ana; Aslan Abidin; Muh. Hasbi
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): 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.v7i1.344

Abstract

This study aims to examine the forms and functions of illocutionary speech acts in Bawaslu RI Podcast Episode 32: “Pengawasan Partisipatif”, featuring Lolly Suhenty as the guest speaker. The phenomenon under investigation arises from the increasing use of digital media as a means of public communication for state institutions, which requires effective language strategies to deliver persuasive messages to the public. The research employs a qualitative case study approach, as it focuses on a single communication event analyzed in depth. Data were collected through documentation techniques in the form of a full transcript of the podcast episode, supported by content analysis and a review of relevant literature. The unit of analysis consists of all utterances by the speaker that contain potential illocutionary speech acts. The analysis reveals three dominant categories of illocutionary acts: directive, representative, and commissive. Directive acts reflect invitations and encouragement for the public to participate actively in election oversight. Representative acts appear in the form of explanations, factual statements, and clarifications regarding the mechanisms of participatory monitoring. Meanwhile, commissive acts demonstrate Bawaslu’s commitment to expanding education and collaborative oversight. These three types of illocutionary acts play a crucial role in constructing persuasive communication and strengthening the relationship between Bawaslu and the public. This study contributes to the development of pragmatic research within the context of digital institutional communication and offers practical implications for Bawaslu in designing more effective public communication strategies. Future research is recommended to broaden the data sources across various podcast episodes or other digital communication platforms to obtain a more comprehensive understanding.
A Gricean Maxim Analysis in English Teaching and Learning Process at English Learning Centre Musdalipa Dalle; Muh. Hasbi; Aslan Abidin
Indonesian TESOL Journal Vol. 7 No. 2 (2025): Indonesian TESOL Journal (October)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i2.8462

Abstract

This study explored the violations from Grice’s cooperative maxims within English language classroom interactions at an English Learning Centre. The research aimed to identify which maxim is most frequently violated and to explain the pragmatic functions of these violations. Applying a qualitative research approach, the researcher examined two audio-recorded classroom sessions: recordings were transcribed and analyzed using interactive analysis (Miles, Huberman, & Saldana). Data underwent reduction, classified under the four Gricean maxims (specifically Quantity, Quality, Relation, Manner), and demonstrated through selected extracts. Finding indicated that breaches of Relation Maxim occurred most often (50%), with Manner (21.42%), Quality (19.04%), and Quantity (9.52%) following in order. Data excerpts indicated that many breaches serve pragmatic purposes to create humor and elicit laughter, maintain rapport, control speaker exchange, and allow self-correction instead of signaling communicative breakdown. The study contended that within informal classroom interaction, dynamic interaction frequently emphasized social interaction instead of rigid information transfer, and that sensitivity of maxim flouting is essential to pragmatic competence. The limitations include a small dataset and lack of reported inter-rater validation. The study closed with a recommendation of explicit pragmatic instruction and future studies utilizing larger samples and verification measures to enhance teaching approaches aimed at fostering pragmatic ability among EFL learners.
Bridging Authenticity and Empathy: Learner Perceptions and Perceived Impacts of NEST vs. NNEST YouTube Instruction Nurilmia; Murni Mahmud; Muh. Hasbi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11317

Abstract

This qualitative study addresses the limited attention given to learner-generated digital discourse in research on Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs), particularly in autonomous English learning on YouTube. It investigates how learners perceive NEST and NNEST English-speaking instruction and the instructional impacts they attribute to each teacher type. Rather than focusing on on-screen teaching strategies, the study examines viewer comments as evidence of learner reception and triangulates these perceptions with semi-structured interviews with the content creators. The data comprised comments from six English-speaking instructional videos, three produced by NESTs and three by NNESTs. Thematic content analysis revealed distinct yet complementary patterns of learner perception. NEST-related comments were dominated by linguistic authority and admiration, with viewers valuing native-speaker models for phonetic accuracy, linguistic authenticity, and sociolinguistic exposure. In contrast, NNEST-related comments emphasized relatability and comprehensibility, with viewers valuing teachers who provided accessible models, emotional connection, and reassurance that contributed to reduced speaking anxiety. Interpreted through Krashen’s Affective Filter Hypothesis and Medgyes’ framework on NESTs and NNESTs, the findings suggest that perceived authenticity and affective accessibility represent complementary dimensions of instructional value in digital EFL learning. Interview data further indicated that creators’ discourse adjustments were broadly consistent with learners’ perceived pedagogical and affective needs. The study contributes to digital language pedagogy by demonstrating that effective YouTube-based English instruction need not be defined by native-speaker status alone, but can emerge through complementary forms of linguistic authenticity, relatability, and empathy. These findings also have implications for teacher education, highlighting the need to prepare both NESTs and NNESTs to address learners’ linguistic, affective, and communicative needs in autonomous digital learning environments.
Co-Authors A Halim Abd. Halim Abdul Halim Abdul Halim Abdullah Abdullah Abdullah Abdullah Abdullah Adi Isma Adilah Nurul Fatin Ahmad Rizal Abdullah Ahmad Thalib Amirullah Abduh Andi Rasty Syafitri Ardia Idris Aslan Abidin Auliyanti Sahril Nurfadilah Az Zahra, Aisqa Bakri, Fitriani Burhamzah, Muftihaturrahmah Cahyani, Putri Dwi Putra Nur Muhammad Dwi Putri Maisyarah Fikriyah, Nurul Firdaus, Firly Febrina Fitriani Bakri Fitriyani Bakri Fitriyani Bakri Guslin Rusdin Habibi, Nabilah Ummih Halim, Abd Halim, Nur Mutmainna Hamrana Hakim Ana Harnita Rosalia Hasriani G Hilal, Alda Alfiana Hutabarat, Meri Kristina Ida Fauziah Harwan Iffah Maulidiya Ilham Pratama Hasbi Iskandar Iskandar Izzatul Azizah Juriasari lestari, Nurul Mansyur Mardiyanah Nasta Mardiyanah Nasta Maryam Bahari Abdullah Muh Tahir Muh Tahir Muh. Miftahul Khaer Muh. Miftahul Khaer Muh. Rifqi Syamsuddin Muhammad Arham Murni Mahmud Mursyidah Mursyidah Musdalifah Musdalifah Musdalipa Dalle Nadia Nurmeutya Zahrani Natalia Putri Toding Bua Nhajwa Priyana Nur Aeni Nur Alya Safitri Aniar Nur Athirah Syam NUR FADILLAH Nur Hikmah Nur Inayah Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainnah Halim Nurfadilah Nurhalima, Nurhalima Nurilmia Nurmuslimah Qadri Pribadi, Kayla Zahra Prawoto Putri, Mentari Nasya Ratih Tri Andini Reski Nurhidayah Ridwan, Andi Shafiyah Salsabila Rina Mariana Rina Musliha Rizki Fauzi Sam, Syahrani Sari Mutyara Saleh Sarlin, Sarlin Sitti Fausiah Sukardi Weda Sulistiawati Sulistiawati Sulistiawati Syahrani Sam Syahrir, Muthia Amalia Syarifuddin Dollah Waqqas, Hanin Khalishah Wildani, Nurul