cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Arham
Contact Email
jurnaltamaddun@umi.ac.id
Phone
+6285331493268
Journal Mail Official
jurnaltamaddun@umi.ac.id
Editorial Address
Jl. Urip Sumoharjo No.5, Panaikang, Kec. Panakkukang, Kota Makassar, Sulawesi Selatan 90231, Indonesia
Location
Kota makassar,
Sulawesi selatan
INDONESIA
Tamaddun
Published by Universitas Muslim Indonesia
ISSN : 0216809X     EISSN : 26854112     DOI : 10.33096
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Tamaddun is a multidisciplinary peer reviewed and open access journal in language, literature, and culture. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English. The scope of journal: language teaching; education; curriculum development; humanities; literature; culture; applied linguistics; culture and power in language education; multiculturalism; gender; lculture and identity; literacy, bilingualism and biliteracy education; translaguaging; classic and modern literature; religion; cultural identity; and literary education. Tamaddun is published by Faculty of Literature Universitas Muslim Indonesia in collaboration with Indonesian Applied Linguistics Association.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 20 Documents
 1   2 
Search results for , issue "Vol 23 No 2 (2024): December" : 20 Documents clear
Contextual Approach In Poetry Writing Training For Students Garim, Idawati; Salija, Kisman; Amaliah, Suci; Neyarasmi, Fadilah
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.799

Abstract

This study explores the effectiveness of a contextual approach in enhancing students’ poetry writing skills, creativity, and engagement at SMPN 1 Majene. By integrating students’ personal experiences and cultural contexts into the learning process, the study aimed to address challenges such as limited understanding of poetic structures, difficulties in self-expression, and lack of engagement in poetry writing. A qualitative descriptive method was employed, involving classroom observations, student artifacts, interviews, and reflective journals. The findings reveal that the contextual approach significantly improved students’ understanding of poetic elements such as rhyme, rhythm, and stanza structure. Furthermore, students demonstrated enhanced creativity and self-expression, producing authentic and emotionally resonant poems by drawing on their lived experiences. Collaborative activities, such as peer reviews and group discussions, fostered a supportive learning environment that further motivated students. However, challenges were observed, including difficulties with advanced poetic techniques and hesitancy in sharing work during peer sessions. These findings highlight the transformative potential of contextual learning in making poetry writing more accessible and meaningful, while also underscoring the need for ongoing refinement of teaching strategies. This study provides valuable insights for educators and curriculum designers seeking to enhance creative writing instruction through relevant and inclusive pedagogical approaches.
ESP Teachers’ Beliefs and Practices in Fostering Autonomous Learning: A Study on Motivation among Non-English Major Students Hadriani, Hadriani; Rahim, Titin Rahmiatin; Syarif, Andi Rachmawati
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.801

Abstract

This study aims to explore ESP teachers' beliefs and practices in fostering autonomous learning through assessing students' motivation in non-English majors. The sampling method used convenience sampling. One lecturer at Universitas Muhammadiyah Kendari who teaches at the Faculty of Agriculture was recruited as a participant. Data were collected using questionnaires and interviews, which were adapted from Yang and Wyatt (2021) and focused on understanding student motivation as well as the practices implemented. Data analysis was conducted using qualitative and evaluative approaches. The results showed that the implementation of project-based learning (PBL) was very effective in motivating students to learn Autonomously. Although initially students had limitations in English speaking ability, structured support and practical activities helped them feel more confident. Future research is recommended to explore other learning methods that can increase students' motivation and engagement, such as collaboration-based learning and the use of digital technology.
Coping Strategies of High School Students in Flood-Prone Areas: A Study of Adaptive and Maladaptive Behaviors in Labakkang, Pangkep Regency Kamaruddin, Syamsu
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.805

Abstract

Flooding is a recurrent natural disaster that significantly impacts the lives of communities, including high school students in Labakkang, Pangkep Regency, Indonesia. This study investigates the coping strategies employed by these students to manage the challenges posed by frequent flooding. Using a quantitative survey approach, data were collected from 115 students through structured questionnaires and analyzed using frequency tabulation. The results reveal a nuanced coping behavior among the students, categorized into problem-focused and emotion-focused strategies. Problem-focused strategies, such as planning, problem-solving, and decision-making, were highly prevalent, indicating a proactive approach to mitigating the effects of flooding. Emotion-focused strategies, including acceptance, relaxation, and cognitive reframing, were also widely adopted, reflecting the students' emotional resilience and ability to manage stress. Despite these adaptive strategies, a significant reliance on avoidance behaviors was observed, suggesting an area for intervention. Avoidance, while providing temporary relief, is often considered maladaptive as it may hinder long-term problem resolution and emotional adjustment. This finding highlights the need for targeted educational and psychological interventions to promote more effective coping mechanisms. The study sheds light on the importance of integrating disaster preparedness programs into the educational curriculum, emphasizing skill development in adaptive strategies such as resource management, negotiation, and mindfulness. These findings align with established theories on stress and coping, particularly the transactional model, and provide practical insights for policymakers, educators, and mental health professionals. By addressing the gaps in coping strategies, this research contributes to enhancing the resilience and well-being of students in disaster-prone regions.
Enhancing EFL Students' Writing Proficiency Through HelloTalk: A Qualitative Exploration of Technology-Assisted Language Learning Hikma, Hikma; Baa, Sultan
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.814

Abstract

This study examines the use of the HelloTalk application in enhancing English writing skills among EFL students. Employing a qualitative descriptive research design, data were collected through direct observations of four undergraduate participants who had actively used HelloTalk for several months. The findings reveal that HelloTalk provides a dynamic and interactive platform for developing writing skills. Key features such as AI-assisted grammar corrections, vocabulary-building tools, and real-time feedback from native speakers significantly contribute to improving grammatical accuracy, enriching vocabulary, and fostering coherence in written communication. Additionally, the social networking aspects of HelloTalk encourage authentic language interactions, boosting students' confidence and engagement in writing practice. Despite some limitations, the study highlights HelloTalk's potential as a supplementary tool in EFL education. The app's ability to blend formal learning tools with social interaction features makes it an effective resource for creating an immersive and supportive language learning environment. The research underscores the importance of integrating technology, such as HelloTalk, into EFL curricula to optimize students’ writing development. Recommendations include providing structured activities and training educators and learners to maximize the app’s functionalities. This study contributes to the growing discourse on technology-enhanced language learning and offers valuable insights for educators and curriculum developers.
Teachers' Perception of Task-Based Language Teaching in Teaching English Writing at Indonesian Secondary School Akidah, Nur Faizah; Atmowardoyo, Haryanto; Iskandar, Iskandar
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.828

Abstract

This study investigates teachers' perceptions of Task-Based Language Teaching (TBLT) in the context of teaching English writing at Indonesian secondary schools. Through semi-structured interviews with three English teachers who working in SMA Insan Cendekia Seych Yusuf, the research revealed a complex interplay of beliefs regarding the effectiveness and challenges of implementing TBLT. The findings indicated that while teachers generally recognize the potential of TBLT to enhance student engagement and improve writing skills, significant barriers remain. These include students' readiness for collaborative tasks, institutional constraints related to an exam-oriented curriculum, and the need for professional development to equip teachers with the necessary skills for effective TBLT implementation. The study highlights the importance of addressing these challenges through targeted training and curriculum alignment to facilitate the successful integration of TBLT in language education. Ultimately, the insights gained contribute to the growing body of literature on TBLT and underscore the need for further research to explore effective strategies for overcoming barriers to its implementation.
Lecturers' Perception of Hybrid Metacognitive-Based Instruction in Teaching Critical Listening in Indonesian Higher Education Institution Nur, Muhammad Safar; Basri, Muhammad; Sahril, Sahril
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.830

Abstract

This study explores lecturers’ perceptions of Hybrid Metacognitive-Based Instruction (HMBI) in teaching critical listening at an Indonesian higher education institution. Employing a qualitative descriptive design, data were collected from 10 lecturers through semi-structured interviews, questionnaires, and document analysis. The findings highlight the effectiveness of HMBI in fostering critical listening skills by integrating metacognitive strategies such as reflection, goal-setting, and self-regulation with hybrid tools, including podcasts and online discussions. Lecturers reported improvements in student autonomy, engagement, and analytical abilities, particularly in identifying implicit meanings and evaluating spoken content. However, challenges were identified, including technological barriers, time-intensive preparation, and initial student resistance to reflective practices. These obstacles underscore the need for institutional support, such as reliable technological infrastructure, professional development programs, and scaffolding strategies to ease the adoption of HMBI. The study emphasizes the potential of HMBI as a transformative approach to teaching critical listening, blending active learning principles with technological innovation to enhance higher-order cognitive skills. Recommendations include tailored strategies for gradual implementation and addressing digital divides to optimize its impact. The research contributes to the growing discourse on hybrid learning models and metacognitive instruction, offering practical insights for educators and institutions in diverse educational contexts.
Strawmanning in Academic Discourses: Cases from Infamous Dichotomies in Education and Developmental Psychology Junaidi, Ahmad
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.839

Abstract

With the flooding number of scholarly texts and public commentary, it is crucial to maintain the healthy academic discourses within the academic texts. One particular aspect that has been overlooked is the presence of hasty commentaries made by proponents of a theory when commenting about other theories or other stances. This academic commentary article analyses the presence of cases of strawmanning within the field of education and developmental psychology in order to raise awareness among novice academics and intellectuals on the merit of cautions and carefulness in criticising, representing, and interpreting a theory. Using a qualitative descriptive analysis on two major cases of strawmanned interpretations of teacher-led instruction and piagetian theory, this study categorises the factors driving the emergence of intentional and unintentional strawmanning. It is argued that surface reading and convenience dominate the cases of strawmanning cases in novice and amateur academic environments.
Navigating Barriers to English Proficiency: A Qualitative Descriptive Study Among University Students in Indonesia Angraeni, Lusy; Rosmiaty, Rosmiaty; Chuzaimah, Chuzaimah; Yuriatson, Yuriatson; Nur, Sitti Rahmani
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.843

Abstract

This study investigates the challenges faced by fifth-semester English Department students at the Muslim University of Indonesia in achieving effective English proficiency. It is a qualitative descriptive research approach. Data were collected from five participants through observations, semi-structured interviews, and documentation, enabling an in-depth exploration of cognitive, affective, and environmental factors. The findings highlight six principal obstacles: insufficient practice, limited vocabulary, unsupportive learning environments, lack of interest, low self-confidence, and difficulties with pronunciation. Additionally, participants reported five key coping strategies, including regular vocabulary expansion, consistent practice, seeking training partners, enhancing learning motivation, and developing self-confidence. These strategies underscore the importance of addressing both linguistic and psychological dimensions of language acquisition. The results align with prominent theories in second language acquisition, emphasizing the role of socially mediated interactions, motivation, and affective factors. Practically, the study suggests implementing collaborative learning approaches, structured practice sessions, and confidence-building activities in English language curricula to foster communicative competence. Although this investigation focuses on a single private university context and has a limited sample size, its insights hold relevance for educators, policymakers, and institutions seeking to improve English language instruction. Future research could investigate broader populations, alternative instructional settings, and longitudinal assessments of student progress. Therefore, the study contributes valuable perspectives on how to overcome persistent English language difficulties among university students in similar EFL settings.
Addressing Learning Barriers and Needs in Scientific Writing: A Study of Indonesian Language and Literature Education Students Mazhud, Nurfathana; Muin, Nurmiah
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.845

Abstract

This study investigates the learning barriers and needs of Indonesian Language and Literature Education (PBSI) students at the Faculty of Letters, Muslim University of Indonesia (UMI), in the context of writing scientific papers, proposals, and theses. Adopting a descriptive qualitative approach supplemented by quantitative questionnaire data, the research gathered insights through structured questionnaires, informal interviews, and classroom observations. The findings indicate that students encounter multifaceted challenges stemming from both internal factors such as low motivation, limited academic writing exposure, and self-efficacy concerns and external factors, including constrained time due to family and work responsibilities, a lack of standardized thesis guidelines, and minimal mentoring support. Despite recognizing the importance of robust academic writing skills, students frequently struggle with topic selection, constructing cohesive frameworks, and selecting appropriate research methods. These obstacles underscore the need for more practice-oriented instruction, continuous feedback loops, and comprehensive institutional support mechanisms. Recommendations include incorporating structured mentorship programs, providing faculty-wide writing manuals, and introducing iterative writing exercises within the Scientific Paper Writing Technique (TPKI) course. The implications of this study are threefold. Theoretically, it contributes to ongoing discourse regarding needs-based pedagogy in academic writing. Practically, it offers a roadmap for instructors, administrators, and policymakers to design targeted interventions that enhance student writing proficiency. Policy-wise, the findings stress the significance of establishing writing centers and standardized guidebooks to ensure consistent quality and compliance with academic standards. While the sample was confined to mid- and final-year PBSI students, future research could expand the scope by examining longitudinal progress in writing competencies or comparing outcomes across different disciplines and institutions. Overall, this study emphasizes the centrality of well-structured, context-specific support systems in cultivating effective scientific writing skills and advancing the scholarly contributions of undergraduate students.
Evaluating Arabic Teaching Materials in Islamic Schools: A Comprehensive Analysis of Curriculum Alignment, Pedagogical Effectiveness, and Learner Engagement Yunus, Abdul Qayyim; Hamzah, Andi Abdul; Haniah, Haniah
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.842

Abstract

This study investigates the quality and effectiveness of Arabic language teaching materials used in Islamic schools, focusing on curriculum alignment, pedagogical design, and learner engagement. Employing document analysis supported by teacher and student feedback, the research examines textbooks, modules, and supplementary resources from multiple madrasah aliyah. Drawing on theories of instructional design (Gagné, 1985) and communicative language teaching (Brown, 2007), a set of evaluative criteria was established to assess coherence, meaningfulness, adaptability, and integration of Islamic content. Findings indicate that while certain materials demonstrate structured progression and robust alignment with curricular objectives particularly in integrating religious references in a pedagogically meaningful manner others exhibit significant shortcomings. These include incomplete coverage of core linguistic competencies, overreliance on rote memorization, and limited capacity to accommodate diverse student proficiency levels. Data triangulation confirms that materials with clearly defined objectives and interactive tasks foster higher learner motivation and deeper language acquisition, as evidenced by positive teacher and student feedback. The results underscore an urgent need for more consistent quality standards and systematic review processes in the development and selection of Arabic teaching materials. They further highlight the potential of culturally contextualized, learner-centered resources to enhance both linguistic proficiency and religious understanding. The study’s findings have implications for policy-makers, curriculum designers, and educators, suggesting that targeted improvements in material design and teacher training can lead to more effective Arabic instruction in Islamic educational contexts.

Page 2 of 2 | Total Record : 20

 1   2 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 24 No 2 (2025): December Vol 24 No 1 (2025): June Vol 23 No 2 (2024): December Vol 23 No 1 (2024): June Vol 22 No 2 (2023): December Vol 22 No 1 (2023): June Vol 21 No 2 (2022): December 2022 Vol 21 No 1 (2022): June 2022 Vol 20 No 2 (2021): December 2021 Vol 20 No 1 (2021): June 2021 Vol 19 No 2 (2020): December Issue 2 Vol 19 No 1 (2020): June Issue 1 Vol 18 No 1 (2019): June 2019 Vol 18 No 2 (2019): December Issue 2 Vol 17 No 2 (2018): December 2018 Vol 17 No 1 (2018): June 2018 Vol 16 No 2 (2017): December 2017 Vol 16 No 1 (2017): June 2017 Vol 15 No 2 (2016): December 2016 Vol 15 No 1 (2016): June 2016 More Issue