cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Anjar Nur Cholifah
Contact Email
anjar.cholifah@dkv.itera.ac.id
Phone
+6285299851194
Journal Mail Official
elsjish@gmail.com
Editorial Address
-
Location
Kota makassar,
Sulawesi selatan
INDONESIA
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 It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics,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 759 Documents
 72   73   74   75   76 
Digital Identity Construction through Hashtags, Emoji, and Language Choice on Social Media: A Sociolinguistic Literature Review Rosi Fitriyanti S
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/x8aatw57

Abstract

This study aims to examine how hashtags, emoji, and language choice contribute to digital identity construction on social media and how these resources interact in digitally mediated discourse. An integrative literature review was employed to synthesize verifiable empirical studies published primarily between 2021 and 2026, while selected foundational works were retained as theoretical references. The literature was identified through academic search engines, journal portals, publisher websites, and DOI records using keywords related to hashtags, emoji, language choice, code-switching, translanguaging, affiliation, identity, and social media. The selected studies were analyzed through data extraction, thematic coding, cross-study comparison, and interpretive synthesis. The findings reveal four main patterns. Hashtags function as resources for affiliation, collective positioning, and identity; emoji index stance, affect, alignment, and interpersonal identity; language choice and multilingual practices negotiate local, global, generational, and plurilingual identities; and these resources increasingly operate as a multimodal configuration shaped by audiences and platform affordances. Based on these findings, this study proposes the concept of a digital identity repertoire, defined as a dynamic configuration of linguistic, semiotic, and platform resources mobilized to construct persona, stance, positioning, affiliation, and belonging. This framework provides a sociolinguistic basis for future empirical research on multilingual identity in platform-mediated communication.
Language Attitudes Toward English Among Sixth-Semester English Education Students at HKBP Nommensen University in Medan (Sociolinguistics Approach) Naomi Adelia Sitompul; Yessy Octaviana Pasaribu; Nurhayati Sitorus
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/me7ecq56

Abstract

This study investigated the language attitudes toward English among sixth-semester students of the English Education Study Program at Universitas HKBP Nommensen Medan. It examined the cognitive, affective, and behavioral components of students’ attitudes and explored the factors influencing them. The study employed a Convergent Mixed Methods design in which quantitative and qualitative data were collected concurrently, analyzed separately, and integrated during interpretation. Quantitative data were obtained from 25 students through a 20-item five-point Likert-scale questionnaire, while qualitative data were collected through semi-structured interviews with 10 students and one lecturer, supported by classroom observations. Quantitative data were analyzed using descriptive mean scores, and qualitative data were analyzed using data condensation, data display, and conclusion drawing following Miles, Huberman, and Saldaña (2014). The findings showed positive attitudes across all three components. The cognitive component obtained the highest mean score (4.33), categorized as Very Positive, while the affective component (4.07) and behavioral component (3.89) were categorized as Positive. The qualitative findings confirmed that students viewed English as important for academic study, future careers, global communication, and personal development. However, speaking anxiety, fear of mistakes, and limited everyday opportunities to use English remained challenges. Students’ attitudes were influenced by internal factors, including career aspirations, personal interest, motivation, and self-confidence, and external factors, including lecturer support, peer interaction, classroom experiences, and exposure through technology and digital media. The study highlights the importance of supportive learning environments in strengthening positive attitudes and encouraging meaningful English use.
Talk That Connects: Analyzing Gofar Hilman’s Conversational Magic on PWK Podcast Komang Yuniarti; Rahma Santhi Zinaida
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/pgd31644

Abstract

This study aims to analyze Gofar Hilman's communication style as a host in the Coffee Shop Podcast (PWK) content on the HAS Creative YouTube channel. The presence of podcasts as a form of digital media has presented a more personal and flexible interaction pattern between hosts and sources. This condition requires hosts to have communication skills that are able to create an interesting, natural, and participatory conversation atmosphere. This study uses a qualitative method with a descriptive approach and refers to the theory of communication styles proposed by Stewart L. Tubbs and Sylvia Moss. Research data were obtained through observations of Coffee Shop Podcast broadcasts, interviews with informants, and documentation. The analysis was carried out by identifying the form and application of communication styles used by Gofar Hilman during the interaction process with sources. The results of the study show that Gofar Hilman applies a relaxed, dynamic, flexible, and interactive communication style. Equalitarian and Dynamic communication styles are the most dominant styles, which are seen through the use of informal language, humor, spontaneity, and active involvement in building conversations. The application of these styles is able to create a comfortable communication atmosphere and strengthen interpersonal closeness between hosts and sources. Furthermore, Gofar also adaptively applies a Structuring and Controlling style to guide the flow of the conversation without compromising the relaxed feel. This study concluded that the flexibility of the host's communication style plays a crucial role in creating natural two-way interactions, maintaining conversational dynamics, and increasing guest engagement in podcasts.
The Effectiveness of Digital Media on Students' Language Competence at Manado State Polytechnic Walangitan Melania Rut; Reski Amalia S
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/sqjmgw20

Abstract

This study analysed the effectiveness of digital media use in enhancing students' language competence at Manado State Polytechnic, with a focus on mastery of Indonesian and English as essential competencies for academic contexts and workplace readiness. The study employs a qualitative approach with a descriptive-exploratory design to obtain a comprehensive understanding of students' learning experiences, patterns of digital media use, and their implications for the development of language skills. Research subjects were determined through purposive sampling, in which students were selected to represent each department at Manado State Polytechnic based on specific criteria, such as their level of engagement in digital media use and their language communication ability. Data were collected through in-depth interviews, participatory observation, and documentation studies of learning activities.. The outcomes of this study include a clear picture of the effectiveness of digital media use in language learning and the identification of factors influencing its success, covering pedagogical, technological, and student-related aspects. In addition, this study provided practical contributions for educators in systematically and contextually designing, selecting, and integrating digital media into the language learning process. Thus, the findings of this study can serve as a reference for developing adaptive and innovative digital-based learning strategies oriented toward improving students' communication competence in vocational education settings.
Lontaraq: Script Its History, Development, And Spread Nurhayati Rahman; Ilham Daeng Makkelo; Basiah Basiah; M. Dalyan M. Dalyan; Andi Muhammad Akmar; Pammuda Pammuda
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/11bprn84

Abstract

This article aims to reconstruct the origin, development, and spread of the Lontaraq script, the only script still in use among those once employed in South Sulawesi. It applies a qualitative historical approach with a philological reading of the sources: scholarly theories on the script's origin (Holle, Kern, Mills, Noorduyn, Fachruddin, Mukhlis) are compared with one another and tested against manuscripts and inscribed objects, namely La Galigo, Lontaraq Kutika, Lontaraq bilang, Sérang texts, a Gowa lontaraq fragment, and a Bugis amulet from South Africa; the old and new letter forms are compared, and the locations and uses of Lontaraq manuscripts are traced to follow its dissemination. The study finds that Lontaraq derives from the Indian Brahmi script through Kawi and reached the Bugis via Sumatran scripts rather than directly from Java. A reference to palm-leaf writing dated 977 AD suggests that the script existed by about the 10th century, well before the oldest surviving manuscripts (17th century) and the 16th-century figure Daeng Pamatte, who the evidence indicates did not invent it. The script grew from 18 to 23 letters after the introduction of paper, and prenasalized letters appear mainly in printed rather than manuscript sources. Bugis migration, motivated by the values of siriq na pessé, carried the script beyond South and West Sulawesi to Ende, Sumbawa, and Bima, where additional characters were added to suit local languages.
How AI-Generated Language Shapes User Trust in Social Media? A Systematic Review Hasria Riski S; Janisa Pascawati; Suwarni Suaib
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/845qtm76

Abstract

The rapid development of Generative Artificial Intelligence (GenAI) has transformed social media communication by enabling AI systems to produce increasingly human-like language and content. Although research on AI-generated communication and user trust has expanded, findings remain fragmented across platforms, communication contexts, and linguistic characteristics. This study systematically synthesizes empirical evidence on the relationship between AI-generated language and user trust in social media communication. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from the Dimensions database in July 2026 using predefined search terms related to Generative AI, language, trust, and social media. Of 205 records initially identified, 54 full-text studies were assessed for eligibility, and 23 empirical studies were included in the final synthesis. The findings show that research is concentrated in recent years, particularly in marketing and digital communication, health communication, and misinformation and synthetic media. Across the studies, trust is associated with recurring linguistic and communicative features, including human-likeness and conversational style, emotional expression and empathy, personalization, formality and readability, narrative and experiential language, semantic and informational characteristics, transparency and disclosure, and explanatory language. The findings indicate that user trust is not determined by AI authorship alone but emerges through the interaction of relational and epistemic cues within specific communication contexts. This review contributes to human–AI communication research by identifying linguistic and communicative mechanisms through which AI-generated social media content shapes perceptions of trust, credibility, and authenticity.
How Visual Resources Support Reading Comprehension: A Multimodal Analysis of English for Nusantara for Grade VIII Sulfaedah Lestari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/37t56493

Abstract

This study examines how visual resources accompanying reading materials in English for Nusantara for Grade VIII may support reading comprehension. A qualitative textbook content analysis was conducted on all 18 explicit Reading and Your Turn: Reading sections in Chapters 1-5. Meaningful visuals were defined as images or visual compositions that contributed information, organization, genre cues, or task meaning beyond decoration. Thirteen reading sections (72.2%) contained meaningful visual support, producing 14 visual clusters for analysis. Digital or genre interfaces and narrative illustrations were the most frequent types (21.4% each), followed by photograph sets, posters or infographics, and comic strips (14.3% each); a mixed image cue set and a spatial diagram each accounted for 7.1%. Using an operational image-text framework, complementary or integrated relations were most common (42.9%), while elaborative and contextual or enhancing relations each represented 28.6%. The visuals served functions such as activating prior knowledge, visualizing events and referents, guiding genre and layout recognition, organizing procedures, tracking speakers, supporting inference, explaining genre concepts, and mapping spatial information. These features may provide useful contextual and organizational support for reading, but the analysis does not demonstrate actual gains in students' comprehension. The findings suggest that visual resources are most pedagogically relevant when teachers direct attention to how visual and verbal information work together.
Communication Strategies of Live Streamers in the Ampera Area of Palembang to Attract Gifts from Viewers on TikTok Live Ayu Saputri; Rahma Santhi Zinaida
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/8gzk1m44

Abstract

This study explored the communication strategies employed by live streamers in the Ampera Bridge area of Palembang to build two-way interactions and attract virtual gifts on the TikTok Live platform. Using a descriptive qualitative approach within an interpretive paradigm, the study examined how streamers established a digital presence and employed persuasive tactics in public spaces. Data were collected through observation, in-depth interviews, and documentation involving three primary informants and two supporting informants. The results indicated that streamers employed a systematic communication strategy that encompassed audience recognition, personalized message design, and indirect persuasion techniques that avoided coercion and fostered social presence and parasocial relationships. Within the Computer-Mediated Communication (CMC) framework, virtual gifts were identified as transformed nonverbal cues and served as symbolic exchanges of appreciation that strengthened the bond between streamers and their audiences. The study concluded that the effectiveness of these strategies depended on the synergy between streamers’ personal characteristics, real-time engagement, and the use of TikTok’s interactive features, which transformed the popularity of physical public spaces into digital engagement and financial support.
Developing an English Speaking Book Based on Contextual Teaching and Learning Ulul Azmi; Dewi Furwana; St. Hartina
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 3 (2026): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/7jxymr59

Abstract

This study aimed to develop and validate an English Speaking Book based on the Contextual Teaching and Learning (CTL) approach for eighth-grade students at SMPN 1 Noling. The study was motivated by students’ difficulties in speaking English and the need for supplementary materials that could provide structured opportunities for contextual speaking practice. A Research and Development (R&D) design using the 4D model—Define, Design, Develop, and Disseminate—was employed. The participants were 24 eighth-grade students. Data were collected through needs-analysis questionnaires, expert validation questionnaires, student-response questionnaires, observations, and teacher feedback. The needs analysis showed that movies and music were the most preferred topic category, while fear of making grammatical mistakes was the most frequently reported speaking difficulty. These findings were considered together with the instructional context in selecting topics for the developed book. The final product consisted of three chapters with three units in each chapter and incorporated vocabulary, useful expressions, dialogues, and speaking activities such as dialogue completion, gap filling, vocabulary matching, pair work, and role play. The product integrated seven CTL components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Expert validation produced a mean score of 3.88 (97%) from the language expert, 3.70 (92.5%) from the material expert, and 33 out of 36 points (91.67%) from the design-and-layout expert. Student responses produced a mean score of 3.38 (84.5%), categorized as Good. The findings indicate that the developed English Speaking Book was feasible and appropriate as supplementary material for speaking instruction. However, because the study did not employ a pre-test, post-test, or control group, it does not establish a causal effect on students’ speaking proficiency.

Page 76 of 76 | Total Record : 759

 72   73   74   75   76 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 3 (2026): SEPTEMBER Vol. 9 No. 2 (2026): JUNE Vol. 9 No. 1 (2026): MARCH Vol. 8 No. 4 (2025): DECEMBER Vol. 8 No. 3 (2025): SEPTEMBER Vol. 8 No. 2 (2025): JUNE Vol. 8 No. 1 (2025): MARCH Vol. 7 No. 4 (2024): DECEMBER Vol. 7 No. 3 (2024): SEPTEMBER Vol. 7 No. 2 (2024): JUNE Vol. 7 No. 1 (2024): MARCH Vol. 6 No. 4 (2023): DECEMBER Vol. 6 No. 3 (2023): SEPTEMBER Vol. 6 No. 2 (2023): JUNE Vol. 6 No. 1 (2023): March Vol. 5 No. 4 (2022): December Vol. 5 No. 3 (2022): September Vol. 5 No. 2 (2022): June Vol. 5 No. 1 (2022): March Vol. 4 No. 4 (2021): DECEMBER Vol. 4 No. 3 (2021): SEPTEMBER Vol. 4 No. 2 (2021): JUNE Vol. 4 No. 1 (2021): MARCH Vol. 3 No. 4 (2020): DECEMBER Vol. 3 No. 3 (2020): SEPTEMBER Vol. 3 No. 2 (2020): JUNE Vol. 3 No. 1 (2020): MARCH Vol. 2 No. 4 (2019): DECEMBER Vol. 2 No. 3 (2019): SEPTEMBER Vol. 2 No. 2 (2019): JUNE Vol. 2 No. 1 (2019): MARCH Vol. 1 No. 4 (2018): DECEMBER Vol. 1 No. 3 (2018): SEPTEMBER Vol. 1 No. 2 (2018): June Vol 1, No 2 (2018): June Vol. 1 No. 1 (2018): March More Issue