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ELS Journal On Interdisciplinary Studies in Humanities
Published by Universitas Hasanuddin
ISSN : 26210843     EISSN : 26210835     DOI : https://doi.org/10.34050/elsjish.v5i3
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
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 It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics,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.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 733 Documents
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An Analysis of Language Anxiety on Students’ Academic Speaking Performance Vina Asterina; Muhammad Tahir; Fitriyani Fitriyani
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44344

Abstract

  Language anxiety remains one of the most critical affective factors influencing students’ success in English as a Foreign Language (EFL) learning, particularly in speaking performance. This study investigates the types of language anxiety and their impacts on students’ academic speaking performance at Universitas Balikpapan. The research aims to (1) identify the dominant types of language anxiety experienced by students and (2) examine how anxiety affects fluency, accuracy, and complexity in academic speaking. A descriptive qualitative method was employed with data gathered from twenty second-semester students of the English Literature program. Instruments included the Foreign Language Classroom Anxiety Scale (FLCAS), observation checklists, and recorded oral performances. Results revealed that trait anxiety was the most prevalent, experienced by 45% of participants, followed by situation-specific anxiety (30%) and state anxiety (25%). Regarding impact, language anxiety significantly reduced students’ fluency, with most classified as disfluent or very disfluent speakers. However, accuracy and complexity were less affected; most students achieved good or excellent ratings. These findings suggest that while anxiety predominantly impairs the spontaneity of speech, it does not heavily disrupt students’ ability to produce correct or comprehensible language. This study highlights the need for targeted classroom interventions to address anxiety-related fluency issues while reinforcing existing strengths in accuracy and complexity.
Investigating Students Difficulties in Comprehending English Reading Text at the Ninth Grade of SMP IT Qurrota A’yun Palu Wildan Zahen Da'im; Darmawan Darmawan; Andi Patmasari; Wahyudin Wahyudin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44352

Abstract

The aim of this study is to identify the most challenging aspect of reading comprehension, particularly in narrative texts, as well as the factors contributing to these challenges. This research adopts a qualitative approach, utilizing tests and interviews as data collection instruments. The participants of this study were students at the junior high school level during the 2024/2025 academic year. A reading comprehension test was administered to 26 students, consisting of 15 questions categorized into five types: identifying the main idea, locating references, understanding vocabulary, making inferences, and finding detailed information. In addition, three students were interviewed using a set of 10 questions. The test findings indicate that the most challenging aspect for the students is identifying detailed information. Furthermore, interview results reveal two main factors contributing to students’ difficulties in reading comprehension: internal and external factors. Internal factors include inadequate reading strategies, limited vocabulary knowledge, and low interest in reading. Meanwhile, the external factor is related to the students’ surrounding environment.
Integrating Digital Wordwall Media In EFL Learning to Improve Student’s Reading Comprehension Dewi Putri Tuah Susila; Abd. Kamarrudin; Moh. Abraham Akbar Eisenring; Mashuri Mashuri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44355

Abstract

This aim of this study is to find whether the use of digital wordwall media can improve reading comprehension of the grade eight students of SMPN 19 PALU. This study used a quantitative approach, using a quasi-experimental design, this type of research design consists of two group namely experimental group and control group. The population of this study consists of all eighth-grade students at SMPN 19 Palu, totaling 110 students. The researcher employed random sampling, with a total sample of 54 student, 24 students from class D as the experimental group and 30 students from class A as the control group. Data collection in this study used tests in the form of pre-tests and post-tests. After analyzing the data, it was found that the average score of students in the experimental class increased from 47.87 in the pre-test to 69.04 in the post-test. In addition, the control class showed an increase in the average score from 46.86 to 55.36 within the same time frame. The results indicated that the t-test value (2.655) exceeded the critical t-value (1.675). The findings support the acceptance of the alternative hypothesis, indicating that the integration of digital wordwall media has a significant positive impact on students’ reading comprehension.
Improving Students’ Reading Comprehension through Powerpoint-Based Instruction: An Experimental Study at SMP Negeri 21 Palu Aditya Moh. Zikri; Darmawan Darmawan; Wahyudin Wahyudin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44375

Abstract

Reading comprehension is a fundamental skill in language learning that enables students to understand, interpret, and engage with written texts effectively. However, many students, especially at the junior high school level, face difficulties in comprehending reading materials due to limited vocabulary, lack of motivation, and ineffective teaching methods. This research aimed to investigate whether the use of PowerPoint as a teaching aid could improve the reading comprehension skills of seventh-grade students at SMP Negeri 21 Palu. A pre-experimental design was employed in this study, involving 17 students selected through convenience sampling. The data were collected using multiple-choice and true-false tests administered before (pre-test) and after (post-test) the treatment. The statistical analysis revealed that the t-counted value exceeded the t-table value, indicating that the research hypothesis was accepted. These findings suggest that the use of PowerPoint has a positive effect on enhancing the students’ reading comprehension skills.
Improving Student’s English Vocabulary Mastery through Scattergories Game Dita Octaviana; Hastini Hastini; Sudarkam R Mertosono; Mochtar Mahrum
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44398

Abstract

The intent of this study is to determine whether employing Scattergories Game is effective in order to enhance the vocabulary mastery of grade eighth students of SMP Negeri 2 Palu. The pre-experimental research design was utilized by the researcher. In determining the sample, the researcher employed a purposive sampling technique. The selected sample was class VIII B, comprising 32 students. Data were obtained through the use of both pre-tests and post-tests. The outcomes of the data analysis indicates that the mean score of student’s post-tests 85.06 is higher than students pretest score 57.97. The research findings that the t-counted value (31.157) is higher than the t-table value (2.039). This indicates that the hypothesis of the study is accepted. In conclusion, scattegories game is effective to improve students' vocabulary mastery of the student’s grade at SMP Negeri 2 Palu
A Regression Analysis of Self-Affirmation and Speaking Anxiety on EFL Students’ Oral Performance: A Mixed-Methods Study in an Indonesian Islamic High School M. David Hidayatulloh; Muhammad Tahir; Fitriyani Bakri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44441

Abstract

This study investigates the extent to which self-affirmation and speaking anxiety influence English oral performance among Indonesian EFL senior high school students. Employing a mixed-methods explanatory sequential design, the research involved 30 eleventh-grade students from SMAIT Wahdah Islamiyah Makassar. Quantitative data were collected through validated questionnaires and speaking assessments, followed by in-depth interviews with five selected participants to gain qualitative insights. Multiple regression analysis indicated that neither self-affirmation nor speaking anxiety significantly predicted speaking performance, although anxiety demonstrated a marginally negative trend. Descriptive statistics showed wide variations in both psychological and performance measures. Meanwhile, qualitative findings revealed that self-affirmation contributed to mental readiness and reduced nervousness, while speaking anxiety often impaired fluency and focus during oral tasks. Thematic analysis emphasized that self-affirmation alone was insufficient to improve performance but played a meaningful emotional regulatory role when paired with consistent speaking practice. The study contributes to the limited body of research on psychological interventions in Indonesian EFL classrooms by offering empirical evidence and context-specific insights. It highlights that while self-affirmation may not yield immediate performance gains, its potential as an affective support mechanism remains valuable. This research fills a gap in current literature by exploring how self-affirmation operates in tandem with anxiety within a high-school EFL setting in Indonesia—a context underrepresented in previous studies.
Teachers’ Perceptions of Speaking Confidence Strategies: A Case Study at Cambridge English School Sulistiana Ulpa; Muhammad Tahir; Fatimah Hidayahni Amin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44442

Abstract

In EFL (English as a Foreign Language) classrooms, many students struggle with speaking due to anxiety, low self-confidence, and fear of making mistakes. This issue is particularly prevalent among learners with limited vocabulary or basic proficiency levels, making it a persistent challenge for language teachers. This study explores teachers’ perceptions of the strategies they employ to build students’ speaking confidence in an EFL context. Conducted at Cambridge English School in Makassar, Indonesia, this qualitative research involved in-depth interviews and classroom observations of three experienced English teachers. Thematic analysis of the data revealed four key strategies perceived as effective: active learning (e.g., role-play and peer interviews), collaborative learning (especially small group discussions), praise and positive feedback, and creating safe peer-based environments. Teachers reported that these strategies increased students’ willingness to participate, enhanced their fluency, and encouraged risk-taking in communication. The emotional support provided through praise and structured peer collaboration helped reduce anxiety and fostered a sense of psychological safety. These findings are interpreted through theoretical lenses such as Vygotsky’s sociocultural theory, Krashen’s affective filter hypothesis, and Bandura’s self-efficacy theory. The study concludes that promoting speaking confidence in EFL learners requires not only linguistic input but also strategies that address emotional and social aspects of learning. Implications for learner-centered pedagogy are discussed.
Analysis of Tenses and Aspects in the Short Story Wajhul Haqiqah by Taufiq Al-Hakim: A Morphosyntactic Study Vania Acintya Alifah; Irfan Addriadi; Siti Muslikah
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44450

Abstract

This study analyzes the system of tense and aspect in verbs within the Arabic short story Wajhul Haqiqah by Taufiq Al-Hakim. The aim is to demonstrate that Arabic verbs not only function as actions but also serve as markers of temporality and aspectuality through their diverse patterns. These varying patterns convey different meanings of time and aspect. Employing a descriptive qualitative method, the research examines the object as it is and presents it in the form of an explanation in the report. Data collection techniques include listening and note-taking. The findings indicate that the short story predominantly utilizes verbs in the past tense with a perfective aspect, indicating actions completed in the past. Additionally, there are present tense verbs that show imperfective aspects, especially when preceded by past tense verbs within the same sentence structure. The study confirms that in Arabic, temporality and aspectuality are determined not only by the form of the verb but also by the particles that accompany it. This research contributes to a deeper understanding of the tense and aspect system in Arabic literature.
Barriers to Intercultural Communication of Papuan Ethnic Students in Social Interaction at Ichsan University, Gorontalo Minarni Tolapa; Andi Subhan; Dwi Ratnasari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44454

Abstract

This study aims to identify the intercultural communication barriers faced by Papuan ethnic students in their social interactions at Ichsan University Gorontalo. The method used in this study is a qualitative research method, with data analysis techniques employing the interactive model of Miles and Huberman. The findings show that there are several intercultural communication barriers experienced by Papuan ethnic students in their social interactions within the environment of Ichsan University Gorontalo. These barriers include the assumption of similarity, which views all cultures as being the same and thus leads to misunderstandings; barriers caused by language differences during communication; barriers resulting from misinterpretation of non-verbal messages such as gestures, body language, and facial expressions; barriers caused by stereotypes and prejudices, especially those of a negative nature during interactions; barriers stemming from a tendency to make negative judgments; and barriers due to deep anxiety and apprehension before engaging in a communication process during interactions.
Investigating Students’ Need Analysis on English Learning Materials for International Class Program (ICP) of Geography at Universitas Negeri Makassar Nur Syamsi; Abdullah Abdullah; Muhammad Hasbi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44481

Abstract

This research is aimed to identify students' needs for English language learning in International Class Program (ICP) of Geography at Makassar State University. The main focus of this study is to investigate students’ learning needs and students’ target needs related to English learning materials. This research used a mixed-method approach by combining quantitative and qualitative data analysis. The number of participants in this study was 30 people, consisting of 28 second year ICP Geography students and 2 lecturers. Data collection instruments were questionnaires and interviews. The findings showed that the students need English learning materials that were relevant to their fields of study. Appropriate materials were considered to play an important role in improving students' English skills. Based on the learning need analysis, it was found that there are differences in English proficiency levels among students. Speaking and listening skills were considered the main skills that needed to be mastered because they were believed to support the English learning process more effectively. The most common problem faced by students was pronunciation errors. Analysis of target needs showed that students' learning styles are diverse, such as learning through reading, learning through videos or films, and learning in small groups. The main goals of students in learning English are related to future career aspirations and self-development. Efforts made by students to improve their English skills include memorizing English vocabulary, reading English texts, watching films, and listening to English music.

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