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Zul Astri
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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
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Exploring Challenges in Learning English: A Qualitative Case Study of Teacher Education Students in Indonesia Restuti Nursafitri; Ita Sarmita Samad; Sri Rosmiana; Mustakim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2600

Abstract

This study explores the English learning difficulties faced by elementary school teacher education students in the Intensive English Program at Muhammadiyah University of Enrekang. Using a qualitative research design, data were collected through semi-structured interviews and document analysis involving 25 students from the 2020–2021 academic year. The study specifically examines the challenges these students encounter with grammar comprehension, vocabulary retention, and pronunciation fluency. Key findings reveal that these difficulties are exacerbated by psychological barriers such as anxiety, traditional teaching methods, and limited exposure to English outside the classroom. The research underscores the need for innovative, student-centered teaching strategies and contextualized learning methods to address these challenges. Practical solutions proposed include using interactive and communicative approaches, providing regular and constructive feedback, and fostering a supportive learning environment. These recommendations aim to improve English learning outcomes, contributing to the broader discourse on English as a Foreign Language (EFL) education. This study’s novel contribution lies in its specific focus on the unique learning difficulties encountered by students in the Indonesian context, offering actionable strategies for overcoming these barriers in similar settings.
The Effectiveness of Easy English YouTube Channel to the EFL Students’ Vocabulary Mastery Nurul Fadila Trijunianti; Ika Rama Suhandra; Afif Ikhwanul Muslimin
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2617

Abstract

This study investigated the effectiveness of the Easy English YouTube channel in improving EFL students’ vocabulary mastery at an Islamic junior high school in Indonesia. A quasi-experimental design was employed involving two classes selected from eight available classes. The experimental group received instruction using the Easy English YouTube channel, while the control group was taught using conventional methods. The participants consisted of 50 students. Vocabulary tests were administered as pre-tests and post-tests to measure students’ vocabulary mastery. The results showed that the experimental group’s mean score increased from 55.20 to 85.00, while the control group’s mean score increased from 52.40 to 75.20. An independent samples t-test revealed a significant difference between the two groups (p = 0.001 < 0.05). These findings indicate that the use of the Easy English YouTube channel had a significant effect on students’ vocabulary mastery.
From Screens to Skills: The Effect of the Cake App on Junior High Students' Vocabulary Achievement Sitti Agustina; Nursenang; Anugrah Puspita Ayu Muhammad
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2783

Abstract

This study aims to determine whether there is a significant effect of using the Cake application on students' vocabulary achievement at the eighth grade of Junior High School 23 Kendari. The research employed a quasi-experimental design with two groups: an experimental class (VIII A) consisting of 25 students, which received treatment using the Cake application, and a control class (VIII B), which followed conventional teaching methods. A vocabulary test consisting of 45 items was used as the research instrument. The treatment was conducted over four weeks, with three sessions per week, each lasting approximately 30 minutes, combining in-class guided activities and independent practice at home. Data were analyzed using SPSS 20, including tests for normality, homogeneity, and an independent sample t-test. The results showed that the mean score of the experimental class increased significantly from the pre-test 47.88 to the post-test 81.88, and the gain score was 34.00. Meanwhile, the mean score of the control class was 44.08 and become 75.00 in the post-test. It creates 30.92 for the gain score. The independent samples t-test indicated a statistically significant difference between the groups (p = 0.021 < 0.05), indicating a significant difference in vocabulary achievement between the two groups. The null hypothesis (H0) was rejected and H1 is accepted. Therefore, these findings demonstrate that mobile-assisted vocabulary learning through the Cake application can effectively enhance students’ vocabulary acquisition when integrated into classroom instruction.
The Flourishing Language Learner: A Systematic Review of Positive Psychology and Motivation in English Language Learning Sahril Nur; Auliyanti Sahril Nurfadhilah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2914

Abstract

The field of second language acquisition has witnessed a "positive turn," shifting focus from learner deficits to the factors that enable learners to thrive. This systematic review synthesizes and critically examines the nexus of positive psychology (PP) and motivation within diverse English language learning contexts—English as a Foreign Language (EFL), English as a Second Language (ESL), and native speaker (L1) literacy—from 2015 to 2024. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we conducted a comprehensive search of major academic databases (Scopus, Web of Science, ERIC, PsycINFO), yielding 68 empirical studies that met our inclusion criteria. Thematic analysis of these studies revealed several key findings. First, research is dominated by a few cores PP constructs, namely grit, growth mindset, foreign language enjoyment (FLE), and resilience, with learner well-being emerging as a holistic and integrative concept. Second, these PP constructs demonstrate a strong, positive mediational or predictive relationship with key motivational frameworks, particularly Dörnyei's L2 Motivational Self System. Third, significant contextual disparities exist: the bulk of research is situated in EFL contexts, focusing on classroom-based emotions and academic achievement; ESL research highlights resilience and socio-cultural adaptation; and the L1 context remains critically under-explored, with a focus on academic mindset rather than language-specific motivation. Finally, a growing number of studies propose and test PP-informed pedagogical interventions, such as gratitude journaling and strengths-based feedback, demonstrating promising but nascent evidence of their efficacy. This review consolidates a decade of research, highlighting the crucial role of positive psychological attributes in sustaining motivation for language learning. It concludes by outlining critical gaps in the literature and proposing a research agenda that calls for more longitudinal, interventionist, and contextually diverse studies to build a more comprehensive understanding of how to foster flourishing English language learners.
Beyond Proficiency: A Mixed-Methods Study of Student Readiness, Learning Awareness, and Comprehension in an EMI-Based Sociolinguistics Course Samsidar; Muh. Safar Nur
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2932

Abstract

This study examines the challenges encountered by English as a Foreign Language (EFL) learners in an Indonesian university implementing English as a Medium of Instruction (EMI). Using a mixed-methods approach, data were collected from 70 undergraduate students enrolled in a Sociolinguistics course taught fully in English. Questionnaire results indicate moderate levels of learning readiness and metacognitive awareness, alongside notable differences in content comprehension between students from urban and rural backgrounds. Follow-up interviews and classroom observations contextualized these disparities, highlighting issues such as cognitive overload, gaps in prior English exposure, and varied use of metacognitive strategies. The findings suggest that readiness for EMI involves more than language proficiency; it reflects students’ learning habits, background preparation, and ability to regulate their learning. Practical implications include the need for targeted academic support, scaffolded instructional materials, and metacognitive strategy training to foster more equitable and effective EMI learning environments.
Exploring Teachers’ Strategies in Addressing the Learning Needs of Introvert and Extrovert Students Nurhikmah; Zul Astri; Nashruddin; Nuraeni
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2944

Abstract

This study aimed to explore the strategies of English teachers at MTsN 1 Maros in accommodating the learning needs of introvert and extrovert students, focusing on Hamruni's (2009) theory. This research uses a qualitative approach with five English teachers from MTsN 1 Maros as participants. Semi-structured interviews were used to collect the data and the data were analyzed using thematic analysis. The results show that teachers applied direct, indirect, interactive, and independent strategies for introverts, while direct and interactive strategies suited extroverts, and for both personalities they integrated interactive, indirect, experimental, and independent strategies. These findings highlight that adaptive teaching can help increase learning engagement among students with different personalities, while reinforcing Hamruni's theory through practical application in diverse classrooms.
Comparing Online Reading Strategy Use in High and Low Achievers: Implications and Applications Alfi Suci Dirgantari; Healty Susantiningdyah; Hilga Clararissa AS; Ayu Pardede
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.3012

Abstract

This survey-based comparative study examines disparities in perceived online reading strategy utilization among 488 English language learners, categorized into low-achieving (n = 267) and high-achieving (n = 221) cohorts. The findings reveal that while most learners prioritize problem-solving strategies—specifically focused re-reading—significant divergences emerge in their secondary approaches. Low achievers typically rely on translation and reduced reading speeds, whereas high achievers leverage prior knowledge and skimming techniques. Distinct from traditional comparative research, this study identifies these specific strategic gaps as a foundation for evidence-based pedagogy. By explicitly integrating high-leverage strategies into classroom instruction, educators can provide low-attaining learners with the specific cognitive tools necessary to improve reading performance and bridge the achievement gap.
Corpus Analysis of Keywords in Indonesian English-Journal Articles on Religious Studies Andang Saehu; Erfan Muhamad Fauzi
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.3038

Abstract

The recent emergence of English-language publications by academics at Indonesian State Universities (PTKIN) underscores the need for corpus-based analysis to systematically examine lexical and terminological patterns in academic discourse. The purpose of this study is to investigate the linguistic characteristics, terminological patterns, and transliteration issues found in English-language academic articles in the field of religious studies published by PTKIN in Indonesia. This study uses a corpus-based approach with AntConc tools to analyse word frequency, collocations, and keyword patterns, with a particular focus on Arabic-derived terms absorbed into Indonesian and transliterated into English. The study found recurring linguistic errors, including Indonesian grammatical interference, literal translation, inconsistent use of articles and determiners, non-standard capitalization and punctuation, and redundancy in glossary strategies. Furthermore, significant orthographic variation and inconsistent transliteration practices are found for Arabic-rooted terms such as wudhu/wudu, aqidah/Aqidah, and sharia/syariah, reflecting both linguistic adaptation and identity-driven choices. Semantic shifts are also evident when culturally rooted Islamic concepts are translated into English, leading to a narrowing of meaning or a partial loss of meaning.
Embedding Local Wisdom Values in the Pedagogical Profession Course to Enhance Students’ Professional Identity Nana Erna; Nurfajriah Basri; Nurianti HS; Pebrina Nurwahyuningsih; Titin Suhartini; Eka Fatmawati Hading
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.3079

Abstract

This study investigates how local wisdom values such as sipakatau (humanity), sipakalebbi (respect), and sipakainge (moral reminder) are integrated into the Pedagogical Profession course and how this integration contributes to the development of pre-service teachers’ professional identity. The purpose of this research is to examine the extent to which culturally grounded pedagogical practices shape students’ ethical awareness, character formation, and professional self-concept. Using a qualitative case study design, data were collected from 20 English Education undergraduates through classroom observations, document analysis, and semi-structured interviews. Local wisdom values were embedded through structured reflective journals, culturally oriented case analyses, and project-based learning tasks. Thematic analysis generated three key themes: (1) Contribution to Professional Identity, (2) Affective and Character Formation, and (3) Professional Identity Internalization. Findings show that engaging with local wisdom strengthened students’ ethical reasoning, emotional sensitivity, and reflective capacity. Students also reported increased commitment to professional responsibilities and deeper alignment with cultural and moral principles. The study concludes that integrating local wisdom into teacher education supports both professional competence and value internalization, offering important implications for culturally responsive curriculum design, teacher preparation programs, and moral development in higher education.
From Slavery to Sovereignty: The Transformation of Arung Palakka's Masculinity in Bugis History Ilham
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.3086

Abstract

The transformation of Arung Palakka's masculinity from a nobleman to a leader is a complex narrative shaped by his extreme experiences as an enslaved person. This research, which uses a historical-qualitative approach, analyzes how collective trauma and Bugis cultural values such as siri (honor/self-esteem) and pacce (solidarity) reshaped his concept of masculinity. Initially, Arung Palakka's masculinity was tied to status and lineage, which was shattered when the Kingdom of Gowa-Tallo enslaved him and his people. This experience did not destroy him; instead, it transformed his personal siri' into a collective siri', motivating him to fight for the honor of his people. This shift formed a pragmatic and strategic masculinity, distinct from the to warani ideal that relied solely on physical bravery. His crucial, albeit controversial, decision to ally with the VOC (Dutch East India Company) is proof of this new masculinity, an action that prioritized collective liberation over traditional idealism. The victory in the Makassar War not only restored sovereignty but also the dignity of the Bugis people, making Arung Palakka a symbol of Leadership born from suffering and strengthened by solidarity. Overall, Arung Palakka is not merely a military hero but a representation of evolving masculinity. He demonstrated that true strength lies not in domination or arrogance, but in the ability to empathize, serve the people, and transform trauma into power for the common good.

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