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Muhammad Arham
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Jl. Urip Sumoharjo No.5, Panaikang, Kec. Panakkukang, Kota Makassar, Sulawesi Selatan 90231, Indonesia
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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 225 Documents
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The Relationship Between Self-Esteem and the Risk of Self-Harm Among High School Students. Nur Faisah Atirah Faisal; Abdul Saman; Ahmad Yasser
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.v25i1.1566

Abstract

Adolescence is a developmental period characterized by various physical, cognitive, emotional, and social changes that can increase vulnerability to psychological distress. One issue requiring attention is self-harm, which can be associated with difficulties in emotional regulation, family problems, social pressure, and negative self-evaluation. Self-esteem is hypothesized to be an internal protective factor. This study aimed to determine the influence of self-esteem on the risk of self-harm among high school adolescents. A quantitative approach was employed, utilizing correlation analysis and simple linear regression. The study involved 29 respondents, using instruments comprising 10 items measuring self-esteem and 10 items assessing self-harm risk. The results indicated that the majority of respondents (62.1%) fell into the high self-esteem category, while the highest proportion of respondents (44.8%) fell into the moderate category for self-harm risk. Pearson correlation analysis revealed a significant negative relationship between self-esteem and self-harm risk (r = -0.630; p < 0.001). Simple linear regression analysis also yielded a significant model (F(1,27) = 17.727; p < 0.001) with an R² value of 0.396. The regression coefficient of -1.355 indicates that an increase in self-esteem is associated with a decrease in self-harm risk scores. Thus, self-esteem can be viewed as a protective factor with the potential to support promotive and preventive efforts regarding self-harm risk among adolescents in school settings. However, these findings should be interpreted with caution due to the relatively small sample size and the multifactorial nature of self-harm.
Language Shaming and Speaking Anxiety among Indonesian Secondary EFL Students Salma Yatri; Maemuna Muhayyang; Muhammad Miftah Fauzan
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.v25i1.1316

Abstract

This study examined the association between language shaming and speaking anxiety among secondary English as a Foreign Language (EFL) students at SMP Negeri 8 Makassar. A quantitative ex post facto correlational design was used. The population comprised 360 eighth-grade students, and the reported sample consisted of 35 students from two classes selected through cluster random sampling. Data were collected using a 15-item language shaming questionnaire and a 20-item speaking anxiety questionnaire and were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. Language shaming was positively associated with speaking anxiety (r = .719, p < .001). The fitted model accounted for 51.7% of the sample variance in anxiety (R² = .517; adjusted R² = .502), F(1, 33) = 35.312, p < .001. The slope was 0.558 (SE = 0.094, p < .001; approximate 95% CI [0.367, 0.749]). Students with higher shaming scores therefore tended to report higher anxiety scores. The small sample, classroom clustering, and self-report design limit generalization and preclude causal inference. The findings suggest the relevance of respectful feedback and supportive classroom interaction, although these practices were not tested as interventions.
Embodied Knowledge in Traditional Bugis-Makassar Dance Practice Nurachmy sahnir; Bau Salawati; Baso Indra Wijaya Aziz
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.v25i1.1551

Abstract

Traditional dance is often documented as a visible movement repertoire, while the knowledge developed through bodily experience receives less explicit attention. This study examines how embodied knowledge is formed and transmitted through traditional Bugis-Makassar dance practice. This study employs an exploratory, interpretive qualitative approach grounded in local cultural hermeneutics was used to analyze documented observations, interviews, focus group discussions, and supporting materials concerning Bosara, Pakarena, and Anging Mammiri in South Sulawesi, Indonesia. The preliminary findings indicate that the body functions as a site of artistic knowing, a repository of movement memory, a medium of cultural interpretation, and a means of transmission. Demonstration, imitation, repetition, correction, rhythm, spatial interaction, and practitioner–learner relationships connect tacit knowing with cultural meaning. The analysis informs a provisional formulation of embodied cultural knowledge. Traditional dance is a living cultural practice in which meaning is experienced, remembered, and transmitted through bodily participation. Preservation and arts education should combine documentation with sustained practice and contextual interpretation. Further practitioner verification and educational trials are needed to assess the proposed formulation.
Teacher’s Strategies in Encouraging Passive Students in Speaking English (Study at SMA Negeri 21 Makassar) Muh. Febryan Yusuf; Muhajir; Rizkariani Sulaiman
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.v25i1.1653

Abstract

Speaking is one of the most essential skills in English language learning, yet many English as a Foreign Language (EFL) students remain passive during classroom interaction due to anxiety, lack of confidence, and fear of making mistakes. This study aims to identify the strategies used by an English teacher to encourage passive students to speak English and to describe how these strategies are implemented in the classroom at SMA Negeri 21 Makassar. This research employed a descriptive qualitative design involving one English teacher and passive students of Grade X selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The collected data were analyzed using the interactive model of Miles and Huberman, with strategy categories developed through iterative coding of the observation, interview, and document data, while data credibility was supported through source and method triangulation. The findings revealed that the teacher implemented four major strategies: Pair Work Interaction (PWI), Cooperative Learning and Small Group Discussion (CL-SGD), Contextualized Communicative Activities supported by Multi-Sensory Media (CCA-MSM), and Affective Support through Error-Tolerant Feedback (ETF). These strategies were implemented through the stages of pre-teaching, whilst-teaching, and post-teaching. The teacher reported, and classroom observations suggested, that the strategies were associated with greater participation and with students appearing more at ease and more confident when speaking. Because anxiety and confidence were not measured, these patterns are interpreted as perceived rather than demonstrated effects. The study suggests that a supportive classroom environment combined with communicative and collaborative teaching strategies may help encourage passive students to speak English.
Philosophical Meanings in Abu al-‘Alā’ al-Ma‘arrī’s Al-Luzūmiyyāt: A Pragmatic Analysis Muhammad Yarsil Saputra; Ruslan Ruslan; Nurjannah Nurjannah; Nurtaqwa Amin
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.v25i1.1662

Abstract

This study examines the philosophical meanings presented in selected passages attributed to Abū al-ʿAlāʾ al-Maʿarrī’s Al-Luzūmiyyāt through a pragmatic approach. Using qualitative library research, the analysis centres on the seven quoted passages presented in the Findings and their interpretation in relation to rationality, ethical responsibility, freedom of thought, and human existence. Austin’s distinction between locution, illocution, and perlocution is combined with Searle’s account of illocutionary force to clarify the relationship between literal meaning and communicative function. The reported thematic readings connect rational judgment with awareness of human limitation, humility with social responsibility, and self-reliance with reflective independence. The Discussion explains how advice, invitation, criticism, and warning may be supported by grammatical and contextual evidence, while distinguishing these functions from sentence form. It also qualifies the existential interpretation and treats proposed reader effects as perlocutionary potentials, since no reception data were collected. Conclusions are bounded by purposive selection, the uncertainty of some textual and translation attributions, and the difference between a poetic speaker and the historical author. The contribution lies in connecting the reported philosophical readings to literary communication without claiming thematic prevalence throughout the collection or demonstrated changes in readers.

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