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Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal
Published by Universitas Muslim Maros
ISSN : 26232642     EISSN : 26555417     DOI : https://doi.org/10.46918/seltics.v5i1.1233
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Seltics journal contains articles that are taken from analytical-critical studies in the field of teaching English, literature, and linguistics. It can be in the form of research results or conceptual ideas. The research topic of interest include but are not limited to (1) Education in Learning Basic Education, Learning Models, teaching methodology, Curriculum, Learning Innovation, Vocational Education (2) Education Technology: Learning Technology, Learning Media, Virtual Education, E-Learning (3) English Literature Study (4) Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 150 Documents
 8   9   10   11   12 
Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University Mustakim, Mustakim; Jaya, Nur Musfirah; Jabri, Umiyati
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2598

Abstract

This study investigates the grammar learning difficulties faced by first-semester English Education students at Muhammadiyah University of Enrekang. A qualitative research approach was employed, involving semi-structured interviews and document analysis of 14 students' academic records. The data were analyzed using thematic analysis, focusing on identifying recurring patterns in the students' experiences and challenges. The findings reveal three main categories of difficulties: cognitive challenges, instructional shortcomings, and environmental constraints. Cognitive challenges include struggles with understanding fundamental grammar concepts, such as tenses and subject-verb agreement, compounded by difficulties in retaining rules and applying them in practical contexts. Instructional shortcomings emphasize monotonous teaching methods, lack of contextualized practice, and insufficient feedback, which hinder students' progress. Environmental constraints, including limited exposure to English and inadequate social support, exacerbate these challenges. The study highlights the importance of adopting interactive, student-centered teaching methods and integrating grammar instruction into broader language skills. Practical recommendations include the use of innovative strategies such as project-based learning, grammar-focused digital tools, and the creation of English-speaking environments. These findings provide valuable insights for educators and policymakers to enhance the effectiveness of grammar instruction in EFL contexts and improve student outcomes.
Unpacking Genre-Based Instruction: Cognitive, Emotional, and Behavioral Engagement in High School Writing Asbar, Asbar; Mahmud, Murni; Halim, Abdul
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2599

Abstract

Genre-Based Instruction (GBI) is a structured approach that scaffolds students’ writing development by explicitly teaching genre conventions and guiding them through sequenced instructional stages. This qualitative study explores cognitive, emotional, and behavioral engagement among high school students who have experienced GBI in their writing instruction. This study, conducted at SMAN 1 Enrekang and SMAN 2 Enrekang, employs semi-structured interviews to capture students' lived experiences and perceptions. Using thematic analysis, findings reveal that GBI enhances cognitive engagement by improving genre awareness and structural clarity in writing, while emotional engagement is fostered through increased writing confidence and motivation, particularly in collaborative Joint Construction activities. Behavioral engagement is reflected in students’ active participation, peer interaction, and deeper involvement in the writing process. However, challenges include limited vocabulary acquisition, which hindered comprehension of genre-specific conventions, and time constraints, which restricted students’ ability to internalize writing structures before transitioning to independent tasks. These findings highlight the need for curricular flexibility to accommodate a more reflective writing process, as well as technology-supported vocabulary development to enhance students’ engagement with genre-specific text. While GBI effectively cultivates writing engagement across cognitive, emotional, and behavioral domains, its success depends on instructional refinements and professional development for teachers. Additionally, supportive policy frameworks are crucial to ensuring sustainable and adaptable implementation. This study contributes to ongoing discussions on effective writing pedagogy, offering insights into optimizing GBI for diverse educational contexts.
Bringing the Past to Life: Teaching English Grammar Through Folklore and Visual Storytelling in Indonesian Classrooms Idris Sadri; Alvindi Alvindi
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2552

Abstract

Teaching English grammar, particularly tenses, presents a significant challenge in the Indonesian context, where traditional methods often fail to engage students effectively. This study investigates the use of Indonesian folklore combined with visual aids as a strategy for teaching the English simple past tense. The research explores the potential of integrating culturally relevant content with pictures to enhance grammar acquisition and student engagement. A mixed-methods approach was employed, consisting of pre- and post-tests, classroom observations, and student surveys. The findings reveal that students exposed to folklore and picture-based instruction showed a 24% improvement in grammar comprehension, significantly outperforming their peers in the control group, who received traditional grammar instruction. The experimental group also exhibited higher levels of engagement, with students demonstrating greater enthusiasm and active participation in learning activities. These results suggest that culturally contextualized materials, coupled with visual aids, foster a more interactive and enjoyable learning environment, ultimately improving students' ability to apply grammatical structures in real communication. This study highlights the potential of folklore as a pedagogical tool, offering valuable insights for enhancing grammar instruction and motivating learners in the Indonesian educational context.
The Drill and Practice Method for Teaching the Simple Past Tense to Non-English Major Students Zuvyati Aryani Tlonaen
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2594

Abstract

This study aims to improve the understanding of the simple past tense among non-English major students using the drill and practice method. The study employed a one-group pre-test-post-test design. The sample consisted of 62 first-semester theology students enrolled in the General English course at Universitas Kristen Artha Wacana, Indonesia. The pre-test was conducted by testing ten items on the simple past tense, covering affirmative, negative, and interrogative forms. Subsequently, students participated in DP sessions, which included material introduction, modeling, guided practice, immediate feedback, repetition practice, individual assessment, discussion and clarification, independent practice, reinforcement, and closing. Following the intervention, a post-test was conducted to measure improvements in understanding. The data were analyzed using the Wilcoxon test. Results indicated a significant improvement in students’ understanding of simple past tense, with a Wilcoxon value of -4.936 and asymptotic significance below 0.001. Additionally, accuracy rates and response times improved, while the number of unanswered questions decreased. The study concludes that the DP method, combined with targeted feedback, is effective in enhancing grammar skills for non-English major students, although some learners may require further instructional adjustments. While the study reports positive outcomes, it lacks a discussion of limitations, including its single group design, limited generalizability due to the specific institution, and the absence of a control group.  Future research should address these limitations by investigating long-term effects and involving larger sample sizes.
Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University Mustakim Mustakim; Nur Musfirah Jaya; Umiyati Jabri
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2598

Abstract

This study investigates the grammar learning difficulties faced by first-semester English Education students at Muhammadiyah University of Enrekang. A qualitative research approach was employed, involving semi-structured interviews and document analysis of 14 students' academic records. The data were analyzed using thematic analysis, focusing on identifying recurring patterns in the students' experiences and challenges. The findings reveal three main categories of difficulties: cognitive challenges, instructional shortcomings, and environmental constraints. Cognitive challenges include struggles with understanding fundamental grammar concepts, such as tenses and subject-verb agreement, compounded by difficulties in retaining rules and applying them in practical contexts. Instructional shortcomings emphasize monotonous teaching methods, lack of contextualized practice, and insufficient feedback, which hinder students' progress. Environmental constraints, including limited exposure to English and inadequate social support, exacerbate these challenges. The study highlights the importance of adopting interactive, student-centered teaching methods and integrating grammar instruction into broader language skills. Practical recommendations include the use of innovative strategies such as project-based learning, grammar-focused digital tools, and the creation of English-speaking environments. These findings provide valuable insights for educators and policymakers to enhance the effectiveness of grammar instruction in EFL contexts and improve student outcomes.
Unpacking Genre-Based Instruction: Cognitive, Emotional, and Behavioral Engagement in High School Writing Asbar Asbar; Murni Mahmud; Abdul Halim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2599

Abstract

Genre-Based Instruction (GBI) is a structured approach that scaffolds students’ writing development by explicitly teaching genre conventions and guiding them through sequenced instructional stages. This qualitative study explores cognitive, emotional, and behavioral engagement among high school students who have experienced GBI in their writing instruction. This study, conducted at SMAN 1 Enrekang and SMAN 2 Enrekang, employs semi-structured interviews to capture students' lived experiences and perceptions. Using thematic analysis, findings reveal that GBI enhances cognitive engagement by improving genre awareness and structural clarity in writing, while emotional engagement is fostered through increased writing confidence and motivation, particularly in collaborative Joint Construction activities. Behavioral engagement is reflected in students’ active participation, peer interaction, and deeper involvement in the writing process. However, challenges include limited vocabulary acquisition, which hindered comprehension of genre-specific conventions, and time constraints, which restricted students’ ability to internalize writing structures before transitioning to independent tasks. These findings highlight the need for curricular flexibility to accommodate a more reflective writing process, as well as technology-supported vocabulary development to enhance students’ engagement with genre-specific text. While GBI effectively cultivates writing engagement across cognitive, emotional, and behavioral domains, its success depends on instructional refinements and professional development for teachers. Additionally, supportive policy frameworks are crucial to ensuring sustainable and adaptable implementation. This study contributes to ongoing discussions on effective writing pedagogy, offering insights into optimizing GBI for diverse educational contexts.
Exploring the Impact of Learning Styles on Speaking Anxiety: A Qualitative Study of English Education Students in Indonesia Restu Anugrawan; Ita Sarmita Samad; Musdalifah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2601

Abstract

This study aims to investigate the relationship between learning styles and speaking anxiety among first-semester English Education Department students at Muhammadiyah University of Enrekang. Speaking anxiety is a significant barrier to language learning, often exacerbated by mismatches between students' learning styles—visual, auditory, or kinesthetic—and traditional teaching methods. To explore this relationship, a qualitative research approach was employed, with data collected through semi-structured interviews and document analysis involving 18 participants. The semi-structured interviews were designed to gather students' perspectives on their learning preferences, experiences with speaking anxiety, and how these factors influenced their speaking performance. The document analysis included an examination of academic records, feedback from instructors, and reflective journals, which provided additional insights into students' speaking challenges and coping mechanisms. The findings reveal that students' learning styles significantly influence their experiences of speaking anxiety. Visual learners struggle with spontaneous speaking tasks due to their preference for preparation and reliance on visual aids. Auditory learners face challenges with pronunciation, often fearing their spoken English will not sound "correct." Kinesthetic learners, on the other hand, experience heightened anxiety in formal, non-interactive settings where they are unable to engage physically with the language. This study underscores the importance of aligning teaching strategies with students' learning preferences to reduce anxiety and foster confidence in speaking tasks. Recommendations include adopting flexible, student-centered approaches such as incorporating visual aids, auditory exercises, and interactive, movement-based tasks that cater to various learning styles. These strategies aim to create more supportive and inclusive learning environments.
Utilizing Augmented Reality Technology in English Vocabulary Emilia Emilia; Ismail Ismail; Hasan Hasan
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2602

Abstract

This study explores the potential of augmented reality (AR) technology in enhancing English vocabulary learning among EFL students at Muhammadiyah University of Enrekang. The study identifies key issues such as the lack of engagement and retention in vocabulary learning using traditional methods. A qualitative research approach was employed, involving 15 students and utilizing AR tools such as Google Expeditions, AR Flashcards, and Merge Cube to facilitate vocabulary learning. Data were collected through semi-structured interviews and classroom observations. The findings reveal that AR technology significantly enhances students' engagement, motivation, and vocabulary retention by providing interactive, multimodal learning experiences that place vocabulary in real-world contexts. However, several challenges were identified, including technical limitations such as device compatibility, internet connectivity issues, and the insufficient access to AR-capable devices. Additionally, concerns regarding the feasibility of scaling AR in resource-constrained settings, where students may lack access to adequate technological infrastructure, were raised. Furthermore, there is a critical need for comprehensive teacher training to effectively implement AR in the classroom. To address these challenges, the study recommends an integrated approach that combines AR technology with traditional teaching methods, alongside significant investment in technological infrastructure, development of affordable AR tools, and continuous professional development for teachers. This study contributes to the growing body of literature on the use of AR in language education and offers practical insights for overcoming the challenges of accessibility and scalability, ultimately improving the integration of AR in EFL classrooms, particularly in resource-limited contexts.
Teacher's Thoughts regarding the Use of Media in Teaching English Isnaeni Wahab; Syahira Syahira; Sitti Aisyah; Heriyanti Tahang; Siti Hardianti
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2621

Abstract

As the demand for English language proficiency is getting higher nowadays, a teacher as one of the important elements in teaching must maximize and facilitate students in learning. One of the supporting elements in learning is the use of media in helping teachers deliver learning materials. This study aims to determine how English teachers’ thoughts toward the use of media in teaching English. This study was a qualitative study with data collection techniques through observation and interviews. The population in this study was 3 English teachers at Junior High School Kartika XX-I Makassar by using a total sample as a sample selection method. This study used qualitative analysis techniques developed by Miles and Huberman, namely data reduction, data presentation and drawing conclusions. From the results of the data collection carried out that teachers express positive views on the use of media to improve students' English learning abilities. It was known that teachers use LCD, PowerPoint, YouTube, books, and games as media in their learning. Media has an important role in training students to use English. In addition, the use of interesting media can foster students’ motivation and enthusiasm.
Lost in Translation: Early Digital English Exposure and the Delay of Bahasa Indonesia Acquisition in Young Learners Novalia Tanasy; Suci Ayu Kurniah P; Nurul Fachrunnisa
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2688

Abstract

This study explores how exposure to English-language digital media influences the functional development of Indonesian as a first language (L1) among early childhood learners. In today's digital era, children are increasingly exposed to English through television shows, online games, and educational apps, often without adequate parental mediation. Using a qualitative descriptive approach, this study involved 20 children aged 5–12 years and their 20 parents in South Sulawesi, Indonesia. Data were collected through observation and interviews to investigate language use tendencies, interaction patterns, and influencing factors. The findings indicate that children with high English media exposure tend to use English more frequently in daily interactions and may demonstrate limited use of Indonesian in specific contexts. This imbalance is influenced by the duration of gadget use, the dominance of English content, and the lack of consistent parental involvement. While not pathologizing bilingualism, the study highlights the need for balanced language exposure to support children’s linguistic and social development. The results offer practical insights for parents, educators, and policymakers to foster additive bilingualism through more intentional and contextually appropriate language learning strategies.  

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