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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 217 Documents
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Foreign Language Classroom Anxiety across STEM and Social Science Students: Evidence from Undergraduate EFL Learners Badriyah Ulfah
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1239

Abstract

Foreign language classroom anxiety (FLCA) remains an important affective issue in English as a foreign language (EFL) learning, particularly in higher education contexts where students are expected to use English for academic and professional purposes. However, limited attention has been given to whether students from different academic disciplines experience different levels of FLCA. This study investigated the overall level of FLCA among Indonesian undergraduate EFL learners and examined whether there was a significant difference between STEM and Social Science students. Using a quantitative descriptive-comparative design, data were collected from 254 undergraduate students through a 20-item FLCA questionnaire. The overall FLCA score was calculated as a single construct, and the data were analyzed using descriptive statistics, anxiety-level categorization, Welch’s t-test, and Cohen’s d. The findings showed that students experienced a moderate level of FLCA (M = 3.02, SD = 0.74). Most students were categorized as having moderate anxiety (66.9%), followed by low anxiety (16.9%) and high anxiety (16.1%). The comparison between disciplinary groups revealed that Social Science students reported higher FLCA (M = 3.20, SD = 0.65) than STEM students (M = 2.84, SD = 0.79). Welch’s t-test confirmed a significant difference between the two groups, t (240.70) = 4.03, p < .001, with a small-to-moderate effect size (d = 0.51). These findings suggest that disciplinary background may shape students’ anxiety in English classroom learning and highlight the need for more discipline-sensitive EFL instruction in Indonesian higher education.
Illustration Design of Leang Leang Cave Tourist Attraction as an Icon in Animation Video Generative AI Faizal Erlangga Makawi; Agussalim Djirong
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.569

Abstract

This study examined the use of illustration design as an icon in generative video animation using AI generative video to improve local attractiveness. The integration of technology on local tourism aims to improve the information to attract more visitors to Leang Leang Cave in Maros as an icon in international prehistoric cave. Leang Leang Maros provides many historical rock paintings that cannot be find in any part of the world. The Karst mountains provide many unsolved mysteries related to the age of the rock paintings. Thus, this study explores the potential of promoting Leang Leang Cave using AI generative video to create animation with strong illustration design. The method of this research is a qualitative research method, using the conceptual framework and four frames by Freeman (1995). The findings of this research demonstrated that the 19 respondents agreed that illustration is an effective visual representation. Because it provides original content, historical events, engaging visual presentations, and contemporary illustrations. The conceptual framework demonstrates that historical illustrations, identity, historical heritage, and strong story telling are key factors to improve the Generative AI video animation using Illustration design. While, in the four frames, originality, local wisdom, consistency, and contemporary interpretation are the key factors to improve. These categories are a fundamental key to promote for educational content and for media communication to attract tourism from around the world. The findings bring benefits not only for the visual communication design but also cultural heritage promotion in the Artificial Intelligence era.
Directness and Dignity in EFL Speaking Feedback: Students’ Confidence Trajectories Amra Ariyani; Muhammad Arham
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.710

Abstract

Oral corrective feedback is essential in English as a foreign language (EFL) speaking instruction, yet feedback that students experience as unusually firm, harsh, or direct may create a tension between linguistic improvement and confidence. This qualitative study examined how EFL undergraduates perceived strong lecturer feedback, how it influenced their confidence and participation immediately and over time, and which delivery conditions shaped constructive or harmful outcomes. Data were analyzed using reflexive thematic analysis. Four themes were developed: (1) directness is not the same as harshness; (2) the evaluative spotlight produces an immediate affective shock; (3) one feedback event can fork into productive vigilance or protective silence; and (4) students want clarity with dignity and a usable next step. Public correction frequently generated embarrassment, anxiety, and an immediate decline in confidence. However, longer-term responses diverged. Some students converted discomfort into greater preparation, pronunciation, and grammar practice, and eventual confidence recovery, whereas others reduced volunteering, became quieter, or participated only when they felt safe. Clear correction was often welcomed when it was respectful, specific, and actionable; perceived humiliation was associated more strongly with tone, interruption, judgmental wording, and public exposure than with directness itself. The findings show that strong feedback does not have a uniformly negative influence. Its effect is appraisal-mediated and relational, depending on how learners interpret the lecturer's intent, preserve social dignity, and identify a feasible route for improvement. The study recommends confidence-preserving directness rather than either harshness or vague praise.
Analysis of academic gaps between LPBA and non-LPBA graduates in the English department Higher Education Moh Nunung Sanjaya; Mohammad Sofyan Adi Pranata
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1240

Abstract

This study aimed to identify the academic gap between students in the English Department who graduated from LPBA and those who did not. Differences in previous English learning experiences may influence students’ academic readiness, particularly in speaking, academic reading, and academic writing. This study employed a qualitative comparative design involving six actively enrolled students selected through purposive sampling, consisting of three LPBA graduates and three non-LPBA students. Data were collected through semi-structured interviews exploring students’ learning experiences, perceptions of their academic abilities, and challenges encountered during the learning process. The data were analyzed using thematic analysis through data reduction, theme identification, and conclusion drawing. The findings revealed that the academic gap was shaped by both internal and external factors. Internal factors included self-confidence, learning habits, and academic adaptation, while external factors comprised previous educational background, learning environment, language exposure, and institutional support. LPBA students generally demonstrated greater confidence and stronger communicative competence, whereas non-LPBA students showed better familiarity with text-based academic tasks. Overall, the academic gap reflects the influence of different educational backgrounds and learning experiences on students’ academic readiness.
From Assistance to Dependency: The Influence of ChatGPT on the Authenticity of Academic Writing among Final-Year English Education Students M Faiz; Mohammad Sofyan Adi Pranata
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1243

Abstract

The development of generative artificial intelligence technology, particularly ChatGPT, has transformed the way students complete various academic tasks, including the process of writing academic papers. The presence of ChatGPT offers various benefits, such as helping to develop ideas, correct grammar, and improve writing efficiency. On the other hand, the use of this technology has also raised concerns regarding the authenticity of academic writing and the potential for students to become dependent on artificial intelligence. This study aims to explore the impact of ChatGPT use on the authenticity of academic writing among final-year students in the English Education Program at Nurul Jadid University. The study employed a qualitative descriptive approach involving five senior students selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the interactive analysis model by Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and drawing conclusions. The results indicate that students use ChatGPT to assist with brainstorming, proofreading, grammar checking, paraphrasing, and developing academic arguments. Although the use of ChatGPT is considered capable of improving writing efficiency and quality, some participants acknowledged that excessive use has the potential to diminish the uniqueness of their writing style and their independence of thought. Nevertheless, the authenticity of the writing can still be maintained if students use ChatGPT as a tool, while the development of ideas, analysis, and academic decision-making remain under the writer’s control. These findings suggest that ChatGPT’s impact on the authenticity of writing is determined more by how students use it than by the technology itself.
Exploring Cultural Knowledge through Sketches of Historical Sites in Makassar City: An Innovative Approach to Fine Arts Learning Rasul; Andi Taslim Saputra
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1338

Abstract

This study examined how historical-site-based sketching can strengthen fine arts learning and cultural knowledge among students in the Fine Arts Education Study Program at Makassar State University. The study responded to the limited use of Makassar’s historical sites as educational resources despite their architectural, historical, and cultural significance. It aimed to investigate the implementation and learning contribution of field-based sketching at the Makassar City Museum, Fort Rotterdam, Societeit de Harmonie, and Paotere Harbor. A qualitative case study design was employed. Data were collected through field observations, interviews, documentation, questionnaires, and analysis of students’ sketches. The data were analyzed thematically and interpreted through triangulation across sources and techniques. The findings show that direct sketching encouraged students to observe architectural proportions, perspective, line quality, textures, spatial relationships, and changing environmental conditions more attentively. Their sketches demonstrated stronger visual representation and contextual detail, while interviews and questionnaires indicated increased understanding of historical meanings, social functions, local identity, and heritage preservation. Students also reported greater engagement and confidence in discussing visual interpretations than in conventional studio-based learning. The study concludes that historical-site-based sketching can function as a contextual pedagogical model that integrates technical skill development with cultural literacy and heritage appreciation. The approach is particularly valuable when supported by preparatory historical orientation, guided field observation, reflective critique, and assessment that addresses both artistic and cultural dimensions. Further research should examine longer-term learning outcomes across broader participant groups and heritage settings.
From Prosody to Rhythm: Modelling the Structure of Karakkereng in the Bugis Massureq Tradition as Humanistic Intelligence Rahmat Kurniawan; Sri Riski Wulandari; Muh. Kurniawan Adi K.W Adi K.W
Tamaddun Life Vol 25 No 1 (2026): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v25i1.1342

Abstract

Massureq, the Bugis oral epic-chanting tradition of South Sulawesi, integrates the prosodic organisation of the I La Galigo text with Karakkereng, a cyclical percussive structure that shapes performance time. This study models the correspondence between linguistic prosody and Karakkereng rhythm and considers its implications for humanistic intelligence and culturally responsive digital preservation. Using a mixed-method ethnomusicological case-study design, the research combined participant observation, interviews, and acoustic analysis in Praat of twelve excerpts from the Sawerigading Opunna Ware episode, performed by Itangang, an authoritative passure’ from Barru Regency. Three systematic correspondence rules were identified. First, vowels lasting at least 0.30 seconds corresponded to doubled or dotted beat values in 78% of syllable-beat pairs. Second, syllables with fundamental-frequency prominence of 28–45% above the performer’s mean received the primary metric accent in 81% of cases. Third, inter-clausal pauses of at least 300 milliseconds consistently marked the beginning of a new uleng-uleng rhythmic cycle, yielding 100% reliability within the corpus. The co-occurrence of vowel lengthening and high F0 prominence produced mappellong, a fully accented strike observed in 94% of relevant cases. These findings demonstrate that Karakkereng is not an independent musical accompaniment but an audible realisation of Classical Bugis prosodic structure. The resulting model gives empirical form to humanistic intelligence by showing how phonological knowledge, rhythmic competence, and embodied performance are inseparable in Massureq practice. It also provides a foundation for phonetically annotated archival corpora, culturally sensitive AI-assisted retrieval, and apprenticeship-oriented performance assessment. Further multi-performer research is needed to test its broader transferability.

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