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All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Elsya : Journal of English Language Studies Klasikal: Journal of Education, Language Teaching and Science Journal of Vocational Education Studies (JOVES) Edu Cendikia: Jurnal Ilmiah Kependidikan Penamas: Journal of Community Service Borneo International Journal of Islamic Studies Tamaddun Borneo Journal of Language and Education Journal of Language and Pragmatics Studies Pubmedia Jurnal Pendidikan Bahasa Inggris PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Language and Literature Education (JoLaLE) Mammiri: Jurnal Pengabdian Masyarakat Journal of Language, Literature, and Educational Research
Anugerah Febrian Syam
Universitas Negeri Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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HUMOR, POLITENESS, AND INTIMACY IN FAMILY COMMUNICATION: TRACING EFL LEARNERS’ SOCIOLINGUISTIC DEVELOPMENT THROUGH DAILY WHATSAPP EXCHANGES Andi Nurhikmah; Anugerah Febrian Syam; Areski Wahid
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): 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.v7i2.1559

Abstract

Despite growing interest in digital communication and pragmatic development, limited research has examined how everyday family WhatsApp interactions contribute to EFL learners’ sociolinguistic growth. Addressing this gap, the present study investigates how humor, politeness, and intimacy shape learners’ communicative development in home-based digital environments. Employing a qualitative, micro-longitudinal ethnographic design, the study involved three EFL learners who regularly interacted with siblings and parents through WhatsApp. Data were drawn from screenshots and exported chat logs, supported by field notes and reflexive journals documenting contextual details. Data analysis combined Thematic Analysis, Computer-Mediated Discourse Analysis, and sociopragmatic frameworks to trace patterns across six months. Results reveal clear developmental trajectories: blunt humor and unmitigated requests gradually declined, while affiliative humor, indirect requests, supportive moves, and structured confirmation strategies increased. Intimacy emerged as a key factor mediating pragmatic flexibility, and digital affordances such as emojis and laughter tokens played an important role in meaning-making. These findings highlight the value of everyday digital communication as a rich environment for sociolinguistic development and suggest practical implications for EFL pedagogy, emphasizing the integration of naturalistic CMC-based activities in pragmatic instruction.
STUDENTS’ PERCEPTION OF DIGITAL LITERACY BASED ACADEMIC WRITING IN INDONESIA Andi Hudriati; Areski Wahid; Muhammad Arham; Andi Anugerah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): 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.v7i2.1560

Abstract

There are numerous studies on digital literacy, but very few connect it to the Academic Writing learning model, which makes this research urgent. It is crucial that this research be expanded upon at Universitas Muslin Indonesia in order to gather data on problems in attempts to raise the standard of academic writing instruction. In order to develop a digital Literacy Based Academic Writing learning model at Universitas Muslim Indonesia, the goal of this study is to regard students' perspectives of digital literacy on student achievement and responses. The proposed research method used an ethnographic approach to explore information about the digital literacy approach in Academic Writing learning, as ethnography is an appropriate. Since ethnography is a suitable methodology for studying academic writing, the proposed research method employed an ethnographic approach to investigate information regarding the digital literacy approach in academic writing learning. Three instructors and forty students from Universitas Muslim Indonesia were chosen by the participants. Semi structured in depth interviews, focus group discussions, and participant observation for digital literacy based Academic Writing learning model is used to gather data. Data coding, theme design, and data repetition were used to examine the data gathering. The creation of a digital literacy paradigm to know the students’ perspective at Universitas Muslim Indonesia was the outcome of this study.
Intercultural Communicative Competence in Hybrid Classrooms: Identity Negotiation among Indonesian EFL Students Syam, Anugerah Febrian
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 2 (2026): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i2.2470

Abstract

This study aims to reposition ICC as a relational practice negotiated situationally through the lens of classroom ethnography. The research was conducted over one semester in a Public Speaking course at a private university, involving 16 sixth-semester students. Data were collected through audio-visual recordings of classes, chat transcripts, presentation slides, reflective notes, and in-depth semi-structured interviews. Analysis was conducted iteratively through open coding, thematic clustering, and identity-positioning-based reading. The results show that ICC manifests as fluctuating positioning, shaped by fluency performance, code-switching strategies, camera visibility management, and cross-channel participation. The hybrid classroom functions as a sociomaterial intercultural contact zone that mediates legitimacy, vulnerability, and identity negotiation. This study concludes that ICC is more appropriately understood as situated accomplishment (relational, embodied, and technologized) rather than as a stable competence.
Integrasi budaya lokal dalam bilingual storynomics tourism untuk pemberdayaan remaja tidak sekolah di Desa Wisata Ara, Bulukumba Nurhikmah, Andi; Syam, Anugerah Febrian; Bakri, Rina Asrini; Rahayu, Rahayu; Fitriani, Fitriani
Penamas: Journal of Community Service Vol. 6 No. 1 (2026): Penamas: Journal of Community Service
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/penamas.v6i1.2881

Abstract

This community service initiative aimed to implement Local Culture-Based Bilingual Storynomics Tourism to strengthen global literacy and bilingual narrative competence among non-school adolescents in Ara Tourism Village, Bontobahari District, Bulukumba Regency. The program adopted a Participatory Action Research (PAR) framework involving 15 participants through four stages: diagnostic cultural mapping, co-design of bilingual tourism narratives, experiential simulation through role-play activities, and reflective evaluation. Pre-intervention assessment indicated a low overall literacy score of 2.1 on a four-point scale, reflecting limited communicative confidence and narrative coherence in English. Following the intervention, the average score increased to 3.2, representing a measurable improvement of approximately 52% across assessed indicators. Improvements were observed in communicative confidence, narrative structure, and the integration of local cultural elements into tourism storytelling. All participants were able to incorporate elements of local maritime heritage into simple bilingual narratives. These findings suggest that integrating local culture with participatory bilingual storytelling practices can support the development of communicative competence and strengthen youth engagement in community-based tourism.
INTEGRATING LOCAL WISDOM INTO INTERCULTURAL EFL PEDAGOGY: BRIDGING GLOBAL ENGLISH AND INDONESIAN CULTURAL VALUES Anugerah Febrian Syam
Journal of Language and Literature Education Vol. 3 No. 1 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v3i1.3590

Abstract

This study aims to examine how Indonesian local wisdom can be reconceptualized as an epistemic framework in intercultural EFL pedagogy to bridge Global English and Indonesian cultural values. The research employed a qualitative approach using Critical Ethnography conducted over one academic semester. Data were collected through classroom observations, in-depth interviews, focus group discussions, and document analysis involving third-year EFL students at a private university in Indonesia. The data were analyzed using Reflexive Thematic Analysis combined with Critical Discourse Analysis to identify patterns of meaning, power relations, and identity negotiation in classroom interactions. The results show that the integration of local wisdom in intercultural EFL pedagogy functions as an epistemic anchor that shapes students’ intercultural understanding through collective values such as cooperation and social harmony. Students actively negotiate the normativity of Global English rather than accepting it as an absolute standard, resulting in the emergence of dialogic intercultural classroom spaces and the formation of hybrid intercultural identities. These findings indicate a shift from adaptive pedagogy toward reflective and critical intercultural pedagogy that recognizes the legitimacy of local knowledge in global English learning practices. In conclusion, integrating local wisdom into intercultural EFL pedagogy not only contextualizes language learning but also promotes epistemic justice by enabling students to mediate between global linguistic demands and local cultural identities.
Academic Relational Positioning in EFL Higher Education: Lexico-Pragmatic Development Across Digitally Mediated Interaction Nurhikmah, Andi; Syam, Anugerah Febrian
Borneo Journal of Language and Education Vol 6 No 1 (2026): Borneo Journal of Language and Education, Vol.6 (No.1), April 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i1.12734

Abstract

In the increasingly digitalized era of higher education, digital academic communication spaces have become a primary arena for the formation of academic identity and legitimacy. Although studies on EFL communicative competence and digital pragmatics continue to grow, few studies have explored micro-longitudinally how lexico-pragmatic development contributes to the formation of academic relational positioning in digitally mediated academic interactions. This study aims to investigate the trajectory of this development in the context of EFL higher education. The study employed an ethnographically informed longitudinal qualitative inquiry design involving 12 students and 2 lecturers over one semester. Data in the form of authentic archives of digital interactions (WhatsApp groups and LMS) were collected through systematic archiving and analyzed using a theoretically informed qualitative analysis grounded in positioning theory and relational work. The results show a shift from formulaic minimalism to collocational alignment, an expansion of the lexico-pragmatic repertoire, and a more contextual and strategic relational orchestration stage. These findings confirm that the development of academic competence is not solely linguistic, but also relational and institutional. This study concludes that digitally mediated interaction is a crucial space for the process of academic discourse socialization in digitalized higher education.
Emotional intelligence and intercultural growth: Examining affective dimensions in the EFL public speaking classroom Syam, Anugerah Febrian
Journal of Language and Pragmatics Studies Vol. 5 No. 1 (2026): April 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i1.153

Abstract

Although Emotional Intelligence (EI) is often associated with communication success, EFL studies tend to position it as an individual psychological attribute and have not yet explored its affective dimension in the process of intercultural growth. This research aims to reconstruct EI as a relational practice in EFL public speaking classes. The study used an ethnographic approach based on an interpretivist paradigm, involving 24 EFL students at a private university. Data were collected over one semester through participant observation, video recordings of presentations, peer feedback sessions, reflective journals, and field notes. Analysis was conducted abductively and iteratively, combining open coding, micro-ethnography of interaction, and theoretical coding. The findings indicate that speech anxiety, embodied confidence, interactional empathy, and negotiation of cultural voice form a relational ecology of affect that fosters intercultural becoming. EI does not emerge as a stable competency, but rather as a situated and co-constructed affective practice. This study concludes that EFL public speaking is an arena for intercultural transformation rooted in emotional engagement rather than merely rhetorical mastery.
Intercultural Reflection Journals as a Pedagogical Tool: Enhancing Cultural Awareness in Academic Speaking Classes Syam, Anugerah Febrian
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3037

Abstract

Purpose of the study: This study examines how intercultural reflection journals can support the development of students’ intercultural awareness in academic speaking classes. Methodology: Using an Ethnographic Classroom Study design, the research involved 18 EFL students at a private university. Data were gathered from intercultural reflection journals, classroom observations, audio recordings, and semi-structured interviews, then examined through thematic analysis using coding, categorisation, and theme development. Main Findings: The findings show that intercultural awareness develops gradually, moving from surface awareness toward deeper reflection. This process is shaped by classroom interaction and moments of tension, including discomfort and ambiguity. Novelty/Originality of this study: The development is neither linear nor uniform across students. The study suggests that intercultural reflection journals are most effective when embedded in pedagogical practices that encourage dialogue, critical reflection, and meaning negotiation.
SILENCE AS PARTICIPATION? STUDENT VOICES ON CULTURAL IDENTITY IN INTERCULTURAL CLASSROOM COMMUNICATION Anugerah Febrian Syam; Areski Wahid; Andi Hudriati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): 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.v8i1.1763

Abstract

Studies on classroom silence have often explained student position through the perspectives of communication anxiety, linguistic limitations, or low participation. Readings that position silence as a culturally negotiated communication practice in intercultural classroom communication are still relatively limited. This study aims to explore how students interpret silence and how cultural identity shapes their participation in cross-cultural classroom interactions. This study used a Classroom Ethnography approach, involving 22 students in a single college class, with 10 focal participants for in-depth exploration. Data were collected through classroom observations, field notes, audio-video recordings, stimulated recall interviews, ethnographic interviews, and student reflective narratives. Data were analyzed using iterative interpretive analysis through the identification of critical interactional episodes, ethnographic coding, constant comparative analysis, and the development of ethnographic themes. The findings indicate that silence functions as face protection, linguistic self-monitoring, hierarchical navigation, cultural discipline, and selective participation. This study concludes that silence is not an absence of participation, but rather a culturally negotiated participation that reflects the negotiation of identity, social risks, and communication norms in academic spaces.
Negotiating Islamic and Cultural Identities in English-Mediated Academic Interaction: A Digital Ethnography of Power, Belonging, and Difference Anugerah Febrian Syam; Andi Nurhikmah
Borneo International Journal of Islamic Studies Vol 7 No 2 (2025): Borneo International Journal of Islamic Studies, Vol. 7(2), November 2025
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bijis.v7i2.13078

Abstract

Research in intercultural communication is still limited in examining how Islamic identity is negotiated in English-mediated academic interactions, particularly in digital academic spaces fraught with power relations. This study aims to explore how Islamic and cultural identities are negotiated through discursive practices, strategic visibility, and the dynamics of belonging and difference. Using a Digital Ethnography approach, this study involved 12 English Language Education postgraduate students. Data were collected through online class interactions, discussion forums, chat logs, and in-depth interviews, and analyzed iteratively through coding, thematic analysis, and discourse-oriented interpretation. The results show that identity is produced through discursive performance, negotiated through strategic visibility and silence, and structured by power relations that influence the legitimacy of expression. Furthermore, identity is also experienced through the dynamics of belonging and difference in digital academic spaces. This study concludes that identity negotiation is a multi-layered process mediated by language, constrained by academic norms, and experienced relationally. This study contributes to the development of identity negotiation in intercultural communication and offers implications for more reflective and inclusive digital academic practices.
Co-Authors Abduh, Amirullah Abrar, Andi Eritme Yustika Andi Hudriati Andi Nurhikmah Andi Qashas Rahman AP, Sumrah Areski Wahid Ayu Safitri Agustina Efendi, Rahman Fitriani Fitriani Geminastiti Sakkir Hendra Sudarso Korompot, Chairil Anwar Maya Masita Megawati - Megawati Megawati Much Deiniatur Muhammad Arham Muhammad Basri Muhammad Nur Alam Nur Ina Syam Nur Islah Rahayu Rahayu Rahayu Rahayu Rina Asrini Bakri Rina Asrini Bakri Rossydi, Ahmad Saiful Saptandri Widiyanto Sumrah AP Syarifuddin Dollah Ulfa, Andi Yurni