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ELS Journal on Interdisciplinary Studies in Humanities
Published by Universitas Hasanuddin
ISSN : 26210843     EISSN : 26210835     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
ELS-JISH is, a journal on Interdisciplinary Studies in Humanities: Linguistics, Literature, Language Teaching, Translation, and Culture, a scholarly peer-reviewed international scientific journal published quartely by the Faculty of Cultural Sciences Hasanuddin University Publication, focusing on theories, methods, and materials in Linguistics, Literature, Language Teaching, Translation, and Culture (study and research). It provides a high profile, leading edge forum for academics, professionals, educators, consultants, practitioners and postgraduate students in the field of English Language Studies (ELS) to contribute and disseminate innovative new work on the disciplines. JISH was started in 2017 and first published in 2018. It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics, Literature, Language Teaching, Translation, and Culture.
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Articles 13 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): MARCH" : 13 Documents clear
Integrating Literature in EFL to Foster Moral Growth and Character Development: A Study of The Jungle Book Talukder, Md. Jobaar; Hossain Azad, Shahadat
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.44818

Abstract

Education plays an important role in shaping human character and the selection of appropriate learning materials significantly contributes to students’ personal and moral development. This study attempts to explore the integration of Rudyard Kipling’s The Jungle Book in English as a Foreign Language (EFL) classroom, focusing on its potential to foster moral literacy through ethical sensitivity, logical reasoning, and moral imagination. Using a qualitative descriptive methodology and drawing on Nancy Tuana’s framework of Moral Literacy, the research seeks to examine how the novel’s themes can contribute to the moral growth of the junior high school students. The findings reveal how the ethical sensitivity is conveyed through its themes of brotherhood and acts of heroism, while moral reasoning is exemplified by the emphasis on gratitude and the consequences of revenge. Additionally, the moral imagination is demonstrated through camaraderie and self-preservation efforts. Therefore, the study concludes that The Jungle Book offers valuable material for promoting moral literacy, making it a rich pedagogical resource in EFL contexts. Besides, it emphasizes the dual role of literature in both enhancing language skills and promoting moral values, thereby offering a holistic approach to education that nurtures both linguistic competence and ethical development of the young learners.
A Study On The Use Of Retelling Story Technique In Teaching Speaking Skill Barani, Rivaldo; Darmawan, Darmawan; Wahyudin, Wahyudin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45399

Abstract

Retelling story is widely used as a technique to support students’ speaking development in English language classrooms. This study aims to describe how the retelling story technique is implemented in speaking classes and to examine its effects on students’ speaking skills at different academic levels. This study employed a qualitative library research design by analyzing five previous research studies that investigated the use of retelling story in teaching speaking skills. The selected studies were conducted at different educational levels and were reviewed to identify instructional procedures, supporting media, and reported learning outcomes. The results of the analysis show that all five studies applied the retelling story technique through three main stages: pre-retelling activities, during-retelling activities, and post-retelling activities. These stages were consistently referred to as before, during, and after retelling activities. The implementation of the technique was often supported by additional media and methods, such as YouTube videos, picture series, and guided questions, to help students understand and retell stories more effectively. Furthermore, the findings indicate that students at different academic levels showed improvement in their speaking skills after the application of the retelling story technique. Students became more active in classroom interaction and demonstrated increased confidence in expressing ideas orally. The reviewed studies also reported that students were more motivated and independent when retelling stories. Overall, the findings suggest that the retelling story technique has a positive effect on students’ speaking skills and can be considered an effective strategy for teaching speaking in EFL classrooms.  
An Analysis Of Teachers’ Strategy In Teaching Reading Comprehension Of Senior High School At Kecamatan Dampelas Puspita Sari, Endang; Darmawan, Darmawan; Wahyudin, Wahyudin; Arid, Muhammad
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45455

Abstract

This study aimed to find the strategies used by English teachers in teaching reading comprehension at senior high schools and to identify the most frequently used strategies. This study employed a descriptive qualitative research design, collecting data through questionnaires and interviews with 4 English teachers. The results showed that teachers used various strategies in teaching reading comprehension, and scaffolding, QARs, monitoring comprehension, and memorizing were the most frequently used strategies. These strategies were highly effective in helping students understand reading texts and improving their reading abilities. This study also revealed that scaffolding and QARs strategies enabled teachers to provide appropriate assistance and support to students who did not understand reading texts, allowing students to better comprehend the texts. The findings of this study were expected to be used as a reference for English teachers in developing effective reading comprehension teaching strategies.
Difficulties Of Grade X Students In Writing Descriptive Texts At SMA Negeri 3 Palu Putri Rahayu, Pelangi; M. Said, Mawardin; Budi, Budi; Mukrim, Mukrim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45456

Abstract

This study aims to identify and describe the specific difficulties experienced by Grade X students at SMA Negeri 3 Palu in writing descriptive texts in English. More specifically, the study seeks to examine students’ understanding of the generic structure of descriptive texts, their use of vocabulary, and their application of grammatical rules in writing. A qualitative descriptive research design was employed to provide a detailed picture of students’ writing problems based on their own responses. Data were collected through an online questionnaire distributed to Grade X students who had learned descriptive text writing in their English classes. The findings reveal that students face several challenges when writing descriptive texts. Many students had difficulty distinguishing between the identification and description parts of the text, which often resulted in unclear or incomplete descriptions. Students also reported limited vocabulary, making it difficult for them to express ideas clearly and vary their word choices. In addition, grammatical problems, particularly in the use of tenses and sentence structure, were frequently identified as major obstacles in their writing. These results are consistent with previous studies that report similar difficulties among EFL learners in writing descriptive texts. Limited mastery of vocabulary, grammar, and text organization has been widely recognized as a key factor affecting students’ writing performance. The findings suggest that students need more structured guidance and practice to develop these skills. Therefore, this study recommends that English teachers provide focused instruction and targeted training to help students better understand text structure, expand their vocabulary, and improve grammatical accuracy in descriptive writing.
Gaza Theory: Writing from Beneath the Rubble Haqi, Safaa
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.47915

Abstract

   In a global context where suffering is often reduced to fleeting headlines and the voice of the oppressed is increasingly marginalized, Gaza Theory: Writing from Beneath the Rubble emerges as a contemporary literary and critical framework for reading texts produced under siege, occupation, and destruction. While rooted in the Palestinian experience, the theory transcends geography, proposing a universal lens through which literature written from within human catastrophe can be interpreted. Gaza, in this theory, is not merely a location—it is a symbolic and existential condition. The theory introduces key concepts such as "emergency language," "the besieged self," and "explosive realism," redefining aesthetics not as ornamentation, but as the act of persisting in language amid collapse. It affirms that resistance literature is not propaganda but a profound human and artistic expression of survival, identity, and dignity. The theory also deliberately avoids rigid methodologies, leaving space for interpretive multiplicity and encouraging readers and scholars to engage literature from within lived experience and ethical responsibility.
The Expressive Function Of Figurative Language In The Novel Katarsis By Anastasia Aemilia: A Stylistic Study Azzahra, Fataya; Adinda, Rurani; Fairuz, Fairuz
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.49841

Abstract

Figurative language is not merely an aesthetic ornament, but a means of expressing psychological meaning in literary works. This study aims to examine the form and function of figurative language in Anastasia Aemilia's novel Katarsis through a stylistic approach. By connecting linguistic and aesthetic aspects, this study focuses on understanding the relationship between language, context, and emotional effects on readers. Using a qualitative descriptive method with the Simak and Catat techniques, as well as data in the form of quotations containing elements of metaphor, personification, simile, synesthesia, anatomicia, and metonymy, the data was analyzed based on the stylistic theories of Henry Guntur Tarigan and Gorys Keraf. Data in the form of quotations from the novel containing figurative language elements, such as metaphors, personification, similes, synesthesia, anatomicia, and metonymy, were analyzed based on the stylistic theories of Henry Guntur Tarigan and Gorys Keraf. This study used a qualitative descriptive method with observation and note-taking techniques. The results show that the use of figurative language in the novel Katarsis is very dominant and plays an important role in shaping the characters, building the atmosphere, and describing the inner conflicts and past traumas of the main characters. Metaphors and similes are the most frequently used figures of speech to express extreme emotions, inner turmoil, and tension in the storyline, both explicitly and implicitly. These findings confirm that figurative language in this novel is a medium for conveying complex psychological messages to readers, while also contributing to the development of modern literary stylistics studies in understanding the aesthetic and expressive functions of narrative prose.
Exploring Multimodality in Teaching Writing: A Narrative Inquiry of an English Teacher in an Indonesian Senior High School Nur Cholifah, Anjar; Alfaruqy, Doni; Setyawan, Harits
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.49865

Abstract

Using multimodality in teaching second language writing allows English teachers to creatively combine two or modes in describing what goes on at each stage of the writing process. Studies confirmed that multimodality in teaching English as a foreign language could help to activate classroom atmosphere and inspiring students’ motivation. However, studies focusing on multimodality in teaching writing are still limited. Thus, this study aims at exploring the modes employed by the teacher in teaching writing and investigating how the teacher combined those methods in describing each stage of the writing process. By using narrative inquiry, the researchers obtained the data mainly by using the semi-structured interview. The participant of this study was an English teacher in a high school. The findings stated that a teacher employed modes like visual display, classroom layout, voice quality, gesture, and body movement in teaching writing. The teacher then combined those modes in describing stages of the writing process by designing some activities involving students’ active participation and group work. This study has implications for teachers and researchers interested in exploring multimodality in teaching English particularly in writing and generally in other skills, listening, speaking, and reading.
The Function of Affixes in Augmented Triliteral Verbs of the Fa'ala Pattern in the Arba'in Hadith Nurmaltuffah, Neng; Solihin, Ihin; Dayudin, Dayudin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.49894

Abstract

This study examines the role of affixes (al-lawāṣiq) in augmented triliteral verbs following the fa‘‘ala (فَعَّلَ) pattern as found in Hadith Arba‘in An-Nawawiyah by Imam An-Nawawi. The main focus of this research is to identify the types and semantic functions of affixes within the verbal structures of Hadith Arba‘in and to explain their morphosyntactic roles. The study employs a qualitative descriptive approach using the distributional method (al-tawzī‘ī) through deletion and substitution techniques. The research data are derived from the original text of Hadith Arba‘in containing verbs in the fa‘‘ala pattern, such as ‘allama, ṣaddaqa, and raddada. The findings indicate that affixes in the fa‘‘ala pattern function to express transitivity (al-ta‘diyah), intensification or frequency (lil-takthīr), and removal or negation (lil-salb), which transform the characteristics of the base verb into stronger, causative, or repetitive meanings. This analysis demonstrates that affixation functions not only as a mechanism of word formation but also enriches the theological dimension of hadith meaning. The study confirms that the analysis of affix functions in augmented triliteral verbs of the fa‘‘ala pattern plays a crucial role in understanding the grammatical and semantic meanings of Hadith Arba‘in, and reveals the close relationship between Arabic morphological structure and the reinforcement of normative messages that are educational, moral, and spiritual in nature.
The Musicalization (الإيقاع) of Meaning in the Poetry of Nusantara Scholars: A Study of 'Arūd by Kyai Syuhud Zayyadi Azzahro, Kafia; Zuhdy, Halimi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.49900

Abstract

This study aims to answer how prosodic structures specifically the bahr, taf‘īlah, and metrical variations such as zihāf and ‘illah are applied in the poem Ila Tabatal Hasna’ by Kiai Syuhud Zayyadi. This research is grounded in the theory of ‘ilm al ‘arūḍh as formulated by Khalil ibn Ahmad al-Farahidi, the founding figure of classical Arabic prosody, which provides a systematic framework for analyzing poetic meter through rhythmic patterns and morphological changes. The novelty of this research lies in its detailed analysis of a Nusantara scholar’s Arabic poem, an area rarely explored despite adhering to the strict rules of classical Arabic prosody. Using a qualitative descriptive approach, the study employs textual analysis, including transcription into khat ‘arūdī, scansion, identification of the governing bahr, recognition of taf‘īlah patterns, and observation of metrical variations. The findings reveal consistent use of a specific bahr and the presence of zihāf, particularly the form qabdl, while no ‘illah is detected in the analyzed verses. These results demonstrate that the poetic craftsmanship of Nusantara scholars aligns with the precision of classical Arabic poetry. This study contributes to expanding prosodic research within the pesantren tradition and opens opportunities for further exploration of Arabic literary production in the Indonesian context.
Language Style Used on the Caption of @ecobites.official Instagram Account: A Stylistic Study Wulan Septiani, Putri; Purwaning Hartanti, Lina
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.49952

Abstract

The language style used in captions is one of the advertising strategies to attract audiences. Captions, as a linguistic aspect, play an important role in supporting the effectiveness of advertising on Instagram. Through using this language style, Ecobites, as an eco-friendly product can create advertisements that can spread awareness about the importance of using eco-friendly products. This aims to persuade the audience to choose ECOBITES. Therefore, examining Instagram captions as advertising tool is worth to studying. Thus, the objective of this study is to identify the types of the language style used in the Instagram captions of the @ecobites.official account. The theory that was used in this study is Keraf’s (2007) theory. This study uses qualitative method, with documentation technique to collect the data. The subjects are 15 captions from the @ecobites.official Instagram account. The results show that @ecobites.official Instagram captions used varied language styles, they are 1) Based on the word choice, @ecobites.offficial Instagram captions were dominated by conversational language style; 2) @ecobites.official Instagram captions were dominated by intermediate language style when viewed based on tone; 3) Based on the sentence structure, Ecobites’ Instagram captions were dominated by climax and repetition language style; and 4) Language style based on the direct and indirect meaning that used in Ecobites’ Instagram captions were dominated by rhetorical language style.

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