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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 196 Documents
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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.
Enhancing Drama-Script Writing through Cooperative Script: A Two-Cycle Classroom Action Study with Grade VIII.3 Students at SMP Negeri 1 Sengkang Kadir, Abdul; Arisa, Arisa; Rahmi, Nur; Basir, Sutrisman; Rompegading, Andi Badli; Irfandi, Rizal
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.719

Abstract

Effective creative-writing instruction demands methods that simultaneously stimulate collaboration and sharpen narrative skills. This classroom action research examined whether the Cooperative Script strategy could raise achievement in drama-script writing and increase learner engagement among 32 Grade VIII.3 students at SMP Negeri 1 Sengkang, Indonesia. Conducted during the 2021/2022 academic year, the intervention unfolded over two iterative cycles each comprising planning, action, observation, and reflection and allotted 4 × 40-minute lessons per cycle. Quantitative data were collected through individual script-writing tests scored on plot, characterization, setting, structure, and language conventions; qualitative data came from structured observation sheets that captured on-task talk and peer questioning. The class mean improved from 56.15 (pre-cycle) to 72.78 after Cycle I and reached 89.84 in Cycle II, yielding a high normalized gain (g = 0.77). Mastery levels rose from 3 % to 94 %, with only two students remaining below the minimum competency criterion of 77. Observation scores mirrored these gains, showing marked growth in reciprocal questioning and dialogic rehearsal. The findings indicate that the Cooperative Script method not only accelerates mastery of drama-writing conventions but also fosters an equitable, highly interactive learning atmosphere. Teachers seeking low-cost, student-centered approaches to creative writing may therefore adopt Cooperative Script as an evidence-based routine capable of transforming conventional lessons into collaborative workshops that amplify both cognitive and social outcomes.
Mitigating Violence in Schools: The Role of the Violence Prevention and Handling Team (TPPK) at UPT SMA Model Negeri 5 Enrekang Ihda, Hijriani; Jumadi, Jumadi; Idrus, Idham Irwansyah; Ridha, Rasyid; Najamuddin, Najamuddin
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.846

Abstract

Violence in school settings presents a critical challenge that undermines both academic achievement and personal development. This study examines various forms of violence ranging from verbal aggression (bullying, name-calling, and rumor-spreading) to physical confrontations (individual fights and brawls) at UPT SMA Model Negeri 5 Enrekang, a senior high school in Enrekang Regency, Indonesia. Employing a qualitative research design, data were collected through in-depth interviews, observations, and document analysis with a diverse group of participants, including students, teachers, and members of the Violence Prevention and Handling Team (TPPK). The findings reveal that verbal violence often serves as a precursor to physical aggression, with minor acts of teasing escalating into serious conflicts when coupled with interpersonal tension, unresolved personal grievances, and power imbalances among students. The TPPK plays a pivotal role in mitigating these incidents through prompt intervention, counseling, and the implementation of preventive measures. However, the study suggests that school-based efforts alone are insufficient. Comprehensive strategies, including enhanced teacher training, increased parental engagement, and robust community collaboration, are essential for fostering a safe and conducive learning environment. These results have significant implications for educational policy and practice, highlighting the need for holistic, proactive approaches to reduce violence in schools. Future research should focus on the longitudinal effects of these interventions and consider broader contextual factors influencing school violence.
Language in Clickbait Strategies: A Structural Analysis of Political News Headlines on IDN Times During the Regional Election Week Tarigan, Karisma Erikson; Tafonao, Wiranda Syahputra
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.860

Abstract

The rapid growth of technology has changed information media, making internet news easily accessible and extensively consumed. To attract readers, numerous online news platforms adopt clickbait methods, typically designing headlines designed to generate curiosity or emotional responses. This study explores the language tactics utilised in clickbait headlines published by IDN Times during the 2024 Indonesian Regional Elections (Pilkada) week. Using a qualitative descriptive technique and content analysis, the study analyzes 25 headlines picked by purposive sampling. Zhang’s rhetorical framework, which categorizes rhetorical elements into Hyperbole, Insinuation, Puzzle, and Visual Rhetoric, serves as the basis for the analysis. The statistics suggest that Insinuation is the most often utilised rhetorical component (12 occasions), followed by Hyperbole and Puzzle (10 instances each), and Visual Rhetoric (9 instances). These rhetorical methods effectively engage readers and shape their perspectives, particularly in the setting of political news. While clickbait boosts reader engagement, it also raises questions about media credibility and ethical journalism practices, especially when headlines overstate or mislead. This study contributes to the understanding of how language promotes public interaction with online news and underscores the need of media literacy in interpreting digital information. Future study could expand the scope to include larger datasets, numerous news platforms, or longitudinal analysis to explore the shifting dynamics of clickbait in digital media.
Gender-Based Preferences and Experiences in Using Interactive Quiz Platforms: A Qualitative Study of EFL Students Hasibuan, Sri Wahyuni; Zulfikar, Zulfikar; Nasution, Dina Syarifah
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.864

Abstract

This study investigates gender-based differences in students’ preferences and experiences with interactive quiz platforms Quizizz and Kahoot among English Tadris students at STAIN Mandailing Natal. Employing a qualitative descriptive approach, the research involved 30 participants, equally divided by gender (15 male and 15 female students), selected through purposive sampling. Data were collected through semi-structured interviews and document analysis, then analyzed thematically using Braun and Clarke’s framework. Four primary themes guided the analysis: ease of use, technical and accessibility features, learning motivation, and material comprehension. Findings indicate that while both male and female students preferred Quizizz for its intuitive design and support for self-paced learning, notable gender differences emerged in motivation and usage patterns. Male students favored Kahoot due to its competitive features, such as real-time leaderboards and time-bound questions, which enhanced engagement and fostered a stimulating classroom environment. Conversely, female students valued Quizizz’s calm, flexible learning experience, which minimized anxiety and allowed for deeper understanding through repeated practice and instant feedback. The results suggest that gender plays a critical role in shaping students’ engagement with educational technologies, particularly those that integrate gamification elements. The study highlights the importance of aligning technological tools with learners’ individual preferences to optimize engagement and learning outcomes. Practical implications point to the need for more inclusive and adaptive instructional strategies when integrating digital platforms in EFL settings. Future research is recommended to explore larger samples and diverse educational contexts for broader generalizability.

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