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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 It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics,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.
Arjuna Subject : -
Articles 650 Documents
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Exploring Students' Perspective about Lectures' teaching strategy to enhance Students' WTC in EFL Classroom Syafitri, Mega; Ariyani, Amra; Munir, Munir
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.v8i2.45001

Abstract

This study explores the factors influencing students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL) classrooms and examines teaching strategies that can effectively foster this willingness. Using a qualitative descriptive method, the research was conducted at an EFL Classroom in Indonesia, through classroom observations and in-depth interviews with selected EFL students. The study applies Macintyre et al.’s (1998) heuristic model of WTC as its theoretical foundation. The findings reveal that students’ WTC is shaped by a dynamic interaction of internal, social, and instructional factors. Internally, communicative self-confidence, anxiety levels, and motivation (both instrumental and integrative) played a significant role. Socially, peer support, classroom atmosphere, and fear of negative evaluation were identified as crucial influences. The flexible use of both Bahasa Indonesia and English also helped reduce anxiety and increase participation. Pedagogically, students responded more positively to interactive strategies compared to traditional lectures. Approaches such as cooperative learning, problem-based learning, and project-based learning were found to be the most effective in encouraging active communication, critical thinking, and collaboration. Overall, this research emphasizes that WTC is not fixed, but rather influenced by contextual and emotional readiness. Teachers are encouraged to implement student-centred and emotionally supportive strategies to create a classroom environment where learners feel confident to speak.
Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng Amar, Nurmalayanti; La Sunra, La Sunra; Aeni, Nur
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.v8i2.45028

Abstract

Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptions. This study was grounded in Tomlinson’s theory (2001) of Differentiated Instruction, which emphasizes tailoring instruction based on students’ readiness, interests, and learning profiles. In addition, Fredricks et al.’s (2004) theory of student engagement was used to examine behavioral, emotional, and cognitive aspects of learners’ involvement. The findings revealed that DI significantly enhanced students’ vocabulary acquisition and promoted higher levels of engagement. These results suggest that implementing DI is a beneficial instructional strategy to address diverse learning needs and foster active participation in vocabulary learning.
The Potential of Artificial Intelligence in Developing Cultural Context of English Learning Materials: A Review Study Rahmatillah, Rahmatillah; Nurwahyuningsih, Pebrina; Erna, Nana; H.S, Nurianti
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.v8i2.45029

Abstract

English learning materials in Indonesia need to be designed to be more contextual and aligned with students' local culture, so that teaching materials can be more easily understood and increase their participation in learning. Unfortunately, the learning materials that integrate the sub-regions’ cultures, which reflect the provinces in which the learners learn, are infrequently developed. This gap makes it difficult for students to comprehend the materials since it is not related to their daily life experiences and their local regions. Meanwhile, the potential benefits offered by AI are very promising in developing culturally based materials in EFL context. This study aims to investigate the potential of AI in developing cultural context EFL materials. Through a comprehensive literature review, this study analyzed the literatures from the last five years, focusing on the importance of local culture in English learning materials and the potential use of AI in creating English teaching resources. The results showed that integrating local culture through AI addresses the gap between global-context materials and student needs, making learning more relevant and increasing motivation. Nonetheless, challenges such as cultural bias need to be carefully addressed, as AI may reinforce stereotypes and ignore the richness of local cultural diversity, potentially leading to misrepresentation or discrimination. Therefore, educators must be cautious in using AI to ensure that the materials produced accurately and effectively represent local culture.
Developing Speaking Skill of Grade VIII Students through English Video Ismawati, Hera; M. Said, Mawardin; Wahyudin, Wahyudin; Hasyim, Zarkiani
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.v8i2.45062

Abstract

This research aims to find out the effectiveness of English videos in developing students' speaking skills at the VIII grade of SMP Negeri 12 Palu. This research employed a quantitative approach with a quasi-experimental design. The research population consisted of 6 classes of SMP Negeri 12 Palu students. The samples were class VIII A as the experimental class and VIII B as the control class. This research utilized oral test as the research instrument to assess students' speaking skills. A pretest was given, followed by different treatments for both classes. The experimental class used English videos as learning media, while the control class did not. After giving the posttest, the researcher analyzed the results statistically to determine the significant difference between both classes. The results show that the mean score of the experimental class significantly developed from 36.30 to 56.54, while the mean score of the control class developed from 38.23 to 42.64. The hypothesis testing results also show that the t-counted value (3.188) was higher than the t-table value (1.688) at a significance level of 0.05, thus confirming that the use of English videos is effective in developing students' speaking skills of grade VIII of SMP Negeri 12 Palu.
The Effects of Tongue Twisters on Improving Pronunciation Proficiency among Eleventh-Grade Students Suciati, Sarah; Hastini, Hastini; Hasyim, Zarkiani; Kamarrudin, Abd.
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.v8i2.45172

Abstract

This study aims to determine whether the effect of tongue twisters can improve the pronunciation of eleventh-grade students at SMA Negeri 1 Lembo. A quasi-experimental design was employed with a sample of 64 students selected using random sampling techniques. Random sampling was chosen to reduce bias, produce a representative sample, facilitate statistical analysis, and allow for replicability of the research. Data were collected through writing tests administered twice as pre-test and post-test. The pre-test was given to the experimental group before the treatment, while the post-test was administered afterward. The researcher collected and analyzed the data using the formula proposed by (Cohen et al., 2007) and SPSS 22. The results indicated a significant improvement in the pronunciation scores of the experimental group, with a pre-test average of 51.56 and a post-test average of 77.97. In contrast, the control group showed a smaller improvement. The Mann-Whitney test revealed a significant difference between the two groups (p < 0.05), indicating that innovative teaching methods can enhance students' pronunciation skills. These findings suggest integrating interactive activities into English language teaching, and training for teachers is necessary to implement this method effectively. The study also opens up opportunities for further exploration of other variations of games in teaching pronunciation.
Bridging Perception and Practice: How Primary Teachers Adapt Instruction Based on Student Learning Styles Sitokkonni, Joice; Amirullah, Amirullah; 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.v8i2.45174

Abstract

This qualitative study investigates how primary school teachers adapt their instructional strategies based on their perceptions of students' diverse learning styles in an English as a Foreign Language (EFL) setting. Conducted at IBC School Makassar, Indonesia, the research involved classroom observations and semi-structured interviews with six primary teachers, one principal, and one school supervisor. The findings reveal that while teachers recognize the importance of tailoring instruction to accommodate various learning styles, visual, auditory, reading/writing, and kinesthetic, adaptation in practice is shaped by a combination of personal experience, professional training, and contextual constraints. Teachers consistently employed multimodal strategies, blending visual aids, interactive discussions, and hands-on activities. However, no formal diagnostic tools were used; rather, teachers relied on intuition and continuous classroom observation. Institutional factors such as large class sizes, limited resources, and time constraints often impeded the full implementation of differentiated instruction. Despite these challenges, teachers demonstrated flexibility and creativity, using adaptive strategies that reflected a pragmatic response to classroom realities. This study highlights the dynamic interplay between perception and instructional practice in primary education. It underscores the need for ongoing professional development and institutional support to enhance teachers’ ability to personalize instruction. The findings offer implications for educational policy and teacher training, particularly in implementing student-centered approaches under curriculum reforms like Indonesia's Kurikulum Merdeka.  
Missing Lyrics in English Songs: Improving Listening Skills in SMP 16 Palu Mongi, Megasari; Hastini, Hastini; Abraham Akbar Eisenring, Moh; 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.v8i2.45216

Abstract

This research investigates the effectiveness of using missing lyrics in English songs to improving listening skills of the ninth-grade students at SMP 16 Palu. The research applied a quasi-experimental approach involving two groups: an experimental group that experiences the treatment using missing lyrics in English songs, and a control group that continued with the traditional learning skills before and after intervention. The results revealed that the experimental group showed a notable improvement in their listening skills compared to the control group. Using missing lyrics in English songs helped improve students’ interest and active participation during lessons. Additionally, this method provided genuine exposure to the English language. Overall, the findings indicate that incorporating missing lyrics in English songs can be an effective technique to support and develop students listening skills in language learning.
An Analysis of Rhyme and Rhythm Shifts and Thematic Elements in the Qasidah Faidhotul Man Min Rohmati Wahhabil Manan by Umar bin Muhammad bin Salim bin Hafidz A Study in ʿArūḍ and Qawāfī Patmanegara, Makbul; Akmaliyah, Akmaliyah; Nurhasan, Muhammad; Rosyid Ridho, Mohammad
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.v8i2.45231

Abstract

This study aims to analyze the changes in rhyme and rhythm as well as the thematic content of the qaṣīdah Faidhotul Man Min Rohmati Wahhabil Manan composed by Umar bin Muhammad bin Salim bin Hafidz, using the approach of ʿarūḍ (Arabic prosody) and qawāfī (rhyme theory). The qaṣīdah, as a form of classical Arabic poetry, features a distinctive metrical and rhyming structure that serves not only as an aesthetic element but also as a medium for conveying spiritual and religious messages. The research method employed is descriptive qualitative, using textual analysis techniques from Arabic literary studies. The analysis reveals that this qaṣīdah demonstrates variations in rhythm (wazn) and rhyme (qāfiyah) patterns while maintaining semantic coherence and the musical integrity of the poem. In terms of theme, the qaṣīdah contains praise for the Prophet Muhammad (peace be upon him), affirmation of divine mercy, and expressions of spiritual longing and submission to Allah.
Cohesion and Coherence in EFL Academic Writing: A Case Study of Tadulako University Ismi, Nurul; Anggreni, Afrillia; Budi, Budi; Rofiqoh, Rofiqoh
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.v8i2.45245

Abstract

Cohesion and coherence are essential components in academic writing which bridge an academia to create logically organized text and easy to comprehend. Thus, this research aims to identify the use of cohesion and coherence devices in the background section of Skripsi written by students of the English Education Study Program of Tadulako University. This research employs a mixed-method, which involves quantitative and qualitative analysis. The data were taken from ten selected Skripsi backgrounds. The findings of this research present that the most frequently used of cohesive devices is reiteration (48.09%), followed by reference (32.20%), and conjunction 1(9.49%). In contrast, the least frequently used cohesive devices are substitution and ellipsis, each appearing only (0.11%). Furthermore, in terms of coherence, the students dominantly implement repeat key nouns (66.27%), followed by consistent pronouns (22.88%), transition signals (8.88%), and logical order (1.97%). Although some devices appeared less frequently, the students’ academic writing still achieved overall textual unity and logical flow. Therefore, these findings indicate that while students have good abilities to build cohesion and coherence in their writing, there remains need to encourage more varied use of devices, particularly substitution, ellipsis, and transition signal, in order to further improve their quality of academic writing.
Turn-Taking Strategy on Donald Trump and Joe Biden 2020 Presidential Debate Farhan Aslam, Muhammad; Ambalegin, Ambalegin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.30211

Abstract

This qualitative research study examines the turn-taking methods utilized during the presidential debate between Joe Biden and Donald Trump, with a focus on utterances and written words. Employing an observational approach (Sudaryanto, 2015), data were collected by closely observing the debate and recording pertinent remarks through note-taking. Several steps were followed in data collection, including initial observation of the debate, transcription of the debate script, and highlighting remarks indicative of turn-taking strategies as proposed by Stenström (1984). Data analysis followed the identification method outlined by Creswell and Poth (2014), involving multiple viewings of the debate video to comprehend the turn-taking methods and categorize the transcriptions to denote their application. The study identified 29 turn-taking strategies based on Stenström's (1984) theory, categorized into three groups: initiating the turn (starting up, taking over, and interrupting), maintaining the turn (utilizing filled pauses, lexical repetition, and introducing new topics), and relinquishing the turn (prompting, appealing, and conceding). These findings offer valuable insights into communication strategies within high-stakes political debates and contribute to a deeper understanding of the interplay between theory and qualitative research.

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