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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 It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics,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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Postgraduate Students’ Perceptions of English as a Medium of Instruction (EMI): Comprehension, Participation, and Language Development Khanandy Nila Ulfah; Fajar Rahmatul Khalik; Jamaluddin Nasution
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50710

Abstract

This study investigates postgraduate students’ perceptions of English as a Medium of Instruction (EMI), focusing on comprehension, participation, and academic English development. Using a mixed-method approach, data were collected from eight postgraduate students through a structured questionnaire consisting of Likert-scale and open-ended items. The findings indicate that students generally prefer an English-dominant instructional approach, ranging from 70% to 95%, while still recognizing the importance of limited Indonesian use for clarification. English-medium instruction was found to enhance students’ confidence and participation, although occasional use of Indonesian helped facilitate the expression of complex ideas. In terms of comprehension, students reported better understanding when English was used, supported by strategic code-switching. Furthermore, EMI significantly contributes to the development of academic English skills, including vocabulary, writing, and communication. Overall, a balanced and flexible approach to EMI is recommended to optimize both language development and learning effectiveness in postgraduate contexts.
Indonesia's Development Diplomacy in Great Power Competition and ASEAN-Global South Interdependence 2025–2026 Septianis Afipah
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50754

Abstract

This study analyzes Indonesia's development diplomacy strategy in response to the dynamics of the increasingly intense competition between the United States and China in the 2025 period until now. The transformation of the global development finance architecture—especially through the expansion of China's Belt and Road Initiative (BRI) and the United States' Partnership for Global Infrastructure and Investment (PGII)—has created a structural dilemma for developing countries in the Southeast Asian region. This study identifies a research gap in the form of a lack of studies that combine the perspective of complex interdependence (Keohane & Nye) with the reality of Indonesia's contemporary development policy post-2025 within the framework of South-South Cooperation. Using a qualitative policy analysis method with a comparative case study approach, this article argues that Indonesia strategically adopts an 'active hedging' posture in development diplomacy—utilizing dual membership in the G20, ASEAN, and BRICS+ as a platform to optimize development capital flows without getting caught up in bloc rivalries. The findings suggest that the complex interdependence framework significantly explains Indonesia's capacity to diversify development partnerships, but there are theoretical limitations in explaining the identity dimensions and norms in South-South policies. The policy implications lead to the need for institutionalization of stronger multilateral coordination mechanisms within the framework of the ASEAN Outlook on the Indo-Pacific (AOIP).
Academic Resilience as a Mediator in the Relationship between Academic Job Insecurity and Student Burnout Agustin Andhika Putri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50755

Abstract

Job insecurity is common among students and is usually reflected in their worries or anxiety about their future job prospects. This study aims to examine the relationship between job insecurity and academic burnout, with academic resilience as a mediator. The subject selection method used purposive sampling, with Indonesian students experiencing anxiety about their future. The Job Insecurity Scale (JIS) was used in this study, with a Cronbach's α score of 0.88. Furthermore, the Maslach Burnout Instrument-Student Survey, with a Cronbach's α score of 0.80, was used to measure academic burnout. Finally, the Academic Resilience scale, with a Cronbach's α score of 0.90, was also used. The results indicate that academic resilience can reduce academic burnout, especially in students experiencing academic job insecurity.
Revisiting The American (Youth) Dream in Matt Haig’s ‘The Midnight Library’ Chrisna Aditya Siagian; Zuhrul Anam
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50847

Abstract

This study examines the evolving representation of the American Dream in contemporary literature, emphasizing its relevance to youth perspectives in modern society. In The Midnight Library, the American Dream is portrayed as a shifting and negotiated concept, where younger generations move beyond traditional ideals of material success, social status, and externally defined achievements. The present study interprets Nora Seed’s actions as a representation of a negotiated version of the American Dream. The study aims to describe the behaviors and decisions that reflect the pursuit of the American Dream from a youth perspective, as well as to contextualize these actions as part of a broader redefinition of the concept itself. This research employs a descriptive qualitative approach, focusing on the analysis of non-numeric data derived from the narrative to generate interpretative insights. The findings reveal that contemporary youth redefine success by valuing small achievements, emotional and psychological well-being, and personal passions as meaningful sources of satisfaction, rather than adhering to traditional measures of success. In conclusion, The Midnight Library demonstrates that the concept of the American Dream has significantly evolved in contemporary society, reflecting changing values that emphasize individuality, authenticity, and inner fulfillment.
Framing Financial Collapse: Van Dijk’s Critical Discourse Analysis Of Iranian Rial Foreign News Coverage Muhammad Adian Farray Diaz; Ruminda Ruminda; Ika Yatmikasari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50871

Abstract

This study examined how The New York Times and Al Jazeera frame the Iranian rial collapse through Teun A. van Dijk’s Critical Discourse Analysis. The problem addressed is how news discourse constructs social cognition and ideology in reporting a financial crisis. The research aims to analyze the realization of macrostructure, superstructure, and microstructure in the selected news texts and to identify how these textual elements shape representations of responsibility, victimhood, and policy responses. Using a qualitative-descriptive method, the study analyzes headlines, leads, lexical choices, syntax, and rhetorical strategies from articles published between December 2025 and January 2026. The analysis is guided by van Dijk’s socio-cognitive model and ideological square framework. The expected result is that both outlets will show different framing patterns: Al Jazeera is likely to emphasize institutional and economic pressures, while The New York Times is expected to foreground public suffering and protest. These differences indicate that media discourse does not merely report economic events but also produces ideological meanings and power relations.
When Acehnese Meets English: An Optimality-Theoretic Analysis of Phonological Interference in Multilingual Learners at IAIN Langsa Dedy Suhery; Zahratul Idami; Israul Husna; Muhd Hamid Raza
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50878

Abstract

Multilingualism in Indonesia is a daily reality, with individuals frequently shifting between languages and dialects. At Institut Agama Islam Negeri (IAIN) Langsa, students in the English Education Department embody this dynamic environment, speaking Acehnese (L1), Bahasa Indonesia (L2), and English (L3). This study investigates how Optimality Theory explains the phonological patterns shaped by multilingual interaction. Data were collected through fieldwork, interviews, and audio recordings of four students, focusing on phonological interference and multilingual dynamics. Findings reveal that language contact strongly influences English pronunciation. The Acehnese phonological system, in particular, affects how learners articulate English sounds. The most consistent interference involves the voiceless alveolar stop /t/, which is aspirated as [tʰ] in word-initial and medial positions but not in final position. Examples include table /ˈteɪ.bəl/ → [ˈtheɪ.bəl], cutie /ˈkjuː.ti/ → [ˈkjuː.thi], and tooth /toːθ/ → [toːθ], with /θ/ often replaced by [t]. These patterns highlight systematic transfer of phonetic features—aspiration, intonation, and accent—from L1 into English. Such interference complicates mastery of English phonology, underscoring the profound role of L1 influence in multilingual speech production and the challenges learners face in aligning with target-language norms.
Reconstructing Postcolonial Identity in Narnia through Myth, Imagination, and Secondary World Theory Rahmawati Azi; Herawaty Abbas; Muliyani Muliyani; Bahmansyur Bahmansyur
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50991

Abstract

This study examines The Lion, the Witch, and the Wardrobe as a transformative secondary world that reconstructs postcolonial identity through myth and imagination. While the novel is commonly interpreted as a Christian allegory, this research argues that Narnia also functions as a symbolic postcolonial space where identity, cultural sovereignty, and spiritual autonomy are reclaimed. The study applies Brian Attebery’s theory of secondary worlds alongside postcolonial perspectives from Edward Said, Homi K. Bhabha, and Frantz Fanon. Using a qualitative interpretive approach, the data were collected through close reading and textual analysis of the novel. The findings reveal that Narnia operates as a space of transformation where the Pevensie children reconstruct their identities and reclaim authority after experiencing alienation in the primary world. The study also finds that myth functions as a form of resistance against oppression through the symbolic conflict between Aslan and the White Witch. Furthermore, imagination in the secondary world enables the characters to redefine themselves beyond the limitations of colonial domination. The study concludes that The Lion, the Witch, and the Wardrobe represents not only a fantasy narrative but also a postcolonial discourse of liberation, cultural renewal, and identity reconstruction through myth and imagination.
Critical Analysis of Sadness in “To Helen” by Edgar Allan Poe Bahmansyur Bahmansyur; Abbas Abbas; Rahmawati Azi; Muliyani Muliyani
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.50992

Abstract

This study analyzes the representation of sadness in To Helen by Edgar Allan Poe. Although the poem is commonly interpreted as a celebration of beauty and classical ideals, this research argues that it also contains subtle expressions of emotional suffering, longing, and psychological alienation. The study aims to identify how sadness is constructed through imagery, symbolism, diction, tone, and idealization within the poem. This research employs a qualitative descriptive method using textual and interpretative analysis supported by psychological and biographical approaches. The primary data source is the poem itself, while secondary data are obtained from books, journal articles, and literary criticism related to Poe’s poetry and Dark Romanticism. The findings reveal that sadness in “To Helen” is expressed indirectly through emotional longing, escapism, nostalgia, and the idealization of beauty. The speaker’s emotional exhaustion and desire for refuge are reflected in classical imagery and symbolic language that portray Helen as an unattainable figure of comfort and perfection. Furthermore, the poem reflects characteristics of Dark Romanticism, particularly psychological conflict and emotional isolation. The study concludes that sadness in “To Helen” functions not only as an emotional theme but also as an aesthetic experience in which emotional pain is transformed into poetic beauty. Therefore, the poem demonstrates Poe’s ability to combine melancholy and artistic elegance through subtle and symbolic expression.
Multimodal Reading Engagement: A Conceptual Review of AI-Mediated Text Transformation Sulfaedah Lestari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51001

Abstract

The increasing availability of generative artificial intelligence (AI) tools has introduced new possibilities for transforming how students interact with academic texts. While most educational discussions have focused on AI-assisted writing and assessment, the role of AI in supporting reading engagement remains underexplored. This study presents a narrative literature review examining the relationship between generative AI, multimodal learning, and reading engagement in higher education. Relevant studies were identified through academic databases using keywords related to generative AI in education, multimodal learning, and reading engagement, and were analyzed through thematic categorization. The review indicates that AI-mediated text transformation, particularly converting text into visual or animated representation, may restructure reading activity into an iterative process involving rereading, verification, and adjustment. Such interaction aligns with cognitive, behavioral, and affective dimensions of engagement by encouraging learners to compare generated representations with original textual sources. Rather than functioning as an automated comprehension tool, generative AI can act as a mediating learning artefact that supports active involvement with reading material when pedagogically guided. The study proposes a conceptual framework describing AI-assisted text-to-animation learning as a cyclical engagement process. The findings suggest that the educational value of generative AI depends on instructional design that promotes critical interaction with generated output. Future research should empirically investigate classroom implementation to validate the proposed framework.
An Analysis of Grammatical Errors in French Descriptive Texts of 11th Grade of Fashion Students at SMK Negeri 1 Wonogiri Andriyana Adhayanti; Ria Fitrasih
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51088

Abstract

Vocational high school (SMK) students who face heavy vocational-practice workloads encounter particular challenges in mastering the complex grammatical system of French. This study aims to analyse grammatical writing errors in French descriptive texts produced by 11th Grade of Fashion Design students at SMK Negeri 1 Wonogiri, with a view to identifying morphosyntactic weaknesses and informing more targeted pedagogical interventions. A descriptive qualitative design was adopted, employing an error-analysis method. Data were collected through documentary study of 32 students' written tasks on the theme décrire une personne (describing a person), evaluated against the A1 level standards of the Cadre Européen Commun de Référence pour les Langues (CECRL). Results indicate that students performed best on instruction compliance (87.50%) and basic vocabulary (93.75%), while serious weaknesses were recorded in coherence and cohesion (78.12% low-scorers) and spelling (62.50% low-scorers). The dominant error types included failure to apply gender-agreement rules (accord de genre), omission of accent marks, and absence of cohesive devices, rendering student texts atomistic in nature. These errors are attributed principally to first-language interference from Indonesian, constrained instructional time, and the competing cognitive demands of vocational coursework. The study recommends the adoption of colour-coded visual strategies to teach grammatical gender, alongside scaffolded coherence-building exercises.

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