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All Journal ELLITE: Journal of English Language, Literature, and Teaching Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Halim, Nur Mutmainnna
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Big Five Personality Traits and Metaphor Construction: A Correlational Study on English Literature Students Halim, Abd; Nasta, Mardiyanah; Halim, Nur Mutmainnna
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 2 (2025): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i2.3876

Abstract

Metaphor is one of the essential elements of language that reflects a person’s level of creativity and capacity for abstract thinking. This study aims to identify the relationship between students’ personalities—based on the Big Five Personality model—and their ability to construct metaphors in English, using the theoretical framework of Lakoff & Johnson (1980). Employing a quantitative correlational approach, the research involved 65 active students from the English Literature Program at Universitas Negeri Makassar, selected through stratified random sampling. The instruments used were the Indonesian-adapted version of the Big Five Personality questionnaire (IPIP) and a metaphor writing test consisting of 20 items. Pearson correlation analysis revealed that the dimension Openness to Experience had a strong and significant positive relationship with metaphor construction ability, establishing it as the strongest predictor. Conscientiousness also showed a significant positive correlation, while Neuroticism had a significant negative correlation. In contrast, Extraversion and Agreeableness were not significantly associated with metaphor ability. These findings highlight that certain personality aspects—particularly openness to experience and self-discipline—play an important role in supporting students’ linguistic creativity, especially in metaphorical expression.
Building Bonds: Stoytelling by Parents Shapes Literacy for Preschool Students Halim, Abd; Halim, Nur Mutmainnna; Hasbi, Muhammad; Bakri, Fitriyani; Nasta, Mardiyanah
Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 4 No. 2 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpm-ip.vol.4i.2.985

Abstract

Abstract Recognizing the foundational impact of early literacy, this study investigates the impact of parental engagement in early literacy through storytelling, emphasizing how structured socialization sessions can enhance parents’ awareness, skills, and practices. The research was conducted during May 2025 at TK Islam Al-Furqan, Minasa Upa, Makassar, South Sulawesi, and involved 15 parents of preschool students, with an average of 12–14 attending each session. Over four consecutive Saturdays, parents participated in 90-minute sessions that introduced the importance of storytelling, demonstrated effective storytelling techniques, explored vocabulary and comprehension strategies, and encouraged collaboration between parents and teachers. Data were collected using FGDs and survey. Attendance data indicated consistently high participation, with an average rate of 83%. Survey results showed that 82% of parents strongly agreed that their understanding of storytelling’s role in literacy improved, 73% felt more confident in storytelling, and 64% had begun applying storytelling practices at home. Thematic analysis of FGD transcripts revealed that parents no longer viewed storytelling as merely entertainment but as an educational tool that enriched children’s vocabulary and comprehension, fostered emotional connection, and cultivated a love for reading. Parents also highlighted the value of consistent storytelling practices across home and school. The findings suggest that parental storytelling is a powerful strategy for fostering children’s literacy development and that structured socialization can empower parents to implement it effectively. The study concludes by emphasizing the need for collaboration between educators and parents in developing storytelling-based programs that provide sustainable benefits for preschool children’s literacy growth.
Co-Authors Fitriyani Bakri Halim, Abd Mardiyanah Nasta MUHAMMAD HASBI