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PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Published by Universitas Negeri Makassar
ISSN : 14120003     EISSN : 30895790     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
PERFORMANCE Journal of English Education and Literature is a peer-reviewed journal, published by English Department, Faculty of Language and Literature, State University of Makassar. Authors and researchers are encouraged to submit complete unpublished works or research findings, which are not under review in any other journals. The scopes of the journal include but are certainly not limited to the following interests: English teaching, English linguistics, Literature written in English, English sociolinguistics, English psycholinguistics, English Antropolinguistics, Translation studies in English, English phonology, English morphology, English semantics, English syntax, and other related areas. The journal is published in both printed and online versions. The online version is free to access and download.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 201 Documents
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Exploring The Challenges Encountered by Students to Speak English at MA Guppi Sapakeke Anita, Nur; Hasriani, Hasriani; Fauzan, Muhammad Miftah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83011

Abstract

This research aims to identify the elements that contribute to students' difficulties speaking English in class as well as the difficulties they face in doing so. This research uses a qualitative descriptive approach in the form of a case study format approach. This information is collected through observation and semi-formal interviews. The participants were class 12 students of MA Guppi Sapakeke. For this research, researcher used ten students as samples. Students face challenges in speaking English in class due to lack of grammar, lack of vocabulary, poor pronunciation, and nervousness. These problems contribute to poor understanding and anxiety, and are exacerbated by the fear of making mistakes and being laughed at. Factors contributing to these challenges include limited opportunities for independent study, lack of motivation to increase vocabulary, and lack of prior English language learning. Furthermore fear of making mistakes and being laughed at also contributes to anxiety.Keywords: Exploring, Challenges, Speaking
An Analysis of Hate Speech on Social Media Cahyani, Arwini Ragita; Mahmud, Murni; Affandi, Akhmad
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83002

Abstract

This research aims to identify and analyze the forms of  hate speech found in comment section of Donald Trump’s official X account and examine how language reflects ideological opposition in online political discourse. This study employs a qualitative descriptive method within framework of Discourse Analysis. The data consist of twenty seven comments collected from Trump’s account between May ad July 2024 by high political tension in the United States. This research also applied typology of hate speech classified by Zembylas into five category: insulting, dehumanizing, stereotype, threatening, and exclusionary hate speech. In general, the purpose of this study is to understand how online users express disagreement and hostility linguistic strategies that reflect their social ideological positions. This research provides insight into how hate speech functions within digital communication as both a reflection of political sentiment and as reinforcement of collective identify. This research also emphasizes the important developing social awareness and digital literacy to reduce hostility and more constructive discourse on social media platforms.Keywords: hate speech, critical discourse analysis, social media, donald trump. 
The Impact of Task-Based Language Teaching on Students’ English Presentation Skills: A Study on Students of English Education Study Program Nurfadilah, Nurfadilah; Jabu, Baso; Farahdiba, Syarifah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83007

Abstract

This study aims to explore students’ perceptions, impacts, and challenges regarding the application of Presentation Task-Based Language Teaching (TBLT) in enhancing English presentation skills. A descriptive qualitative method was used, involving ten purposively selected students as participants. Data were gathered through semi-structured interviews. The findings reveal that in terms of perception, most students expressed positive views such as increased self confidence, motivation, active participation, and collaboration in group work. Nevertheless, negative perceptions also emerged, including emotional pressure, anxiety, group conflicts, and incompatibility of the method with certain learning styles. In terms of impact, TBLT was found to positively influence students’ fluency, vocabulary accuracy, courage to present, ability to organize presentation content systematically, and readiness to face real-life presentation situations. Meanwhile, regarding challenges, students encountered internal barriers such as nervousness, limited vocabulary and grammar, and difficulty in structuring ideas quickly. External obstacles included time constraints, academic workload, unequal task distribution in groups, and an academic environment that created performance pressure.
The Enactment of Multilingualism in Secondary School: The Study of English Education Students’ Perceptions Damayanti, Alvira; Muliati M., Andi; Muhalim, Muhalim
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.82998

Abstract

The purpose of this study is to determine English Education Students as the pre-service teacher perceptions on the enactment of multilingualism in secondary school, from the general views on multilingualism practice, until the benefit and threat to multilingualism practice by the use of dominant language in the learning process. The study used interview to collect data from four participants who are experienced in teaching multilingual students in national schools. The data were analysed using thematic method which shows seven themes from three main indicators of the study. The findings show that in general, the participants perceive that there is strong relation between the learning of Indonesian and English. Multilingualism is one of important key for medium of knowledge transfer, and they also state their opinion about needs of regulation for learning. Further, they perceive that the benefit of multilingualism covers the contextual understanding for teaching English subject in the class and facilitates flexible interaction between teacher and students. However, the participants also state their view on the threat of the existence of multilingualism in schools that can be caused by the dominant use of English in class which can affect the decline in the use of local languages and Indonesian. To overcome the problem, they suggest mitigations that can be done to overcome this problem by encouraging clear rules for the use of language integration in class and maximize the role of extracurricular activities to maintain the existence of multilingualism.   Keywords: multilingualism, secondary school, perceptions
Conversational Implicature in Tim Burton’s Netflix Series “Wednesday” Natasya, Fadillah Ayu; Weda, Sukardi; Mahmud, Murni
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83003

Abstract

This study examines the use of conversational implicature in the Netflix series by Tim Burton, "Wednesday." The aim of this research is to identify and interpret the types of conversational implicature used by the characters. A descriptive qualitative method was employed to collect data, which involved watching all eight episodes of the series and transcribing selected utterances. The data was then analyzed and interpreted according to Grice's theory and Levinson’s theory of conversational implicature, focusing on both generalized and particularized types of conversational implicature. The findings show that particularized conversational implicature is used more frequently by the characters in this series, with 25 instances, compared to 5 instances of general conversational implicature. The maxim of quantity was the most commonly flouted, followed by the maxims of manner, relevance, and quality. The findings of this study clarify cases in previous research where specific conversational implicature was mistakenly classified as general conversational implicature. This study contributes to the field of pragmatics and provides valuable insights for the academic community, particularly for teachers, students, and further research, in understanding the types of conversational implicatures and the implicit meaning behind an utterance.Keywords: Conversational Implicature, Wednesday, Generalized Implicature, Particularized Implicature
The Use of Authentic Reading Materials (ARMs) to Develop Students’ Vocabulary Rifqah, Rifqah; Radhiyani, Fitri; Fauzan, Muhammad Miftah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83008

Abstract

Vocabulary development is essential for English language learners, yet many junior high school students struggle with limited vocabulary due to unengaging instructional resources. This research aims to explore the effectiveness of Authentic Reading Materials (ARMs) in developing the vocabulary of eighth-grade students at SMP Aisyiyah Sungguminasa. This research employed a quantitative pre-experimental design with a one-group pretest-posttest approach. The researcher selected 26 students using cluster random sampling and collected data through vocabulary tests administered before and after the treatment. The intervention involved real-world texts such as brochures, signs, posters, and inspirational quotes to present vocabulary in context. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test via SPSS. The findings revealed a significant improvement in students’ vocabulary, with the mean score increasing from 42.12 in the pre-test to 63.27 in the post-test. Statistical analysis confirmed this growth with a significance value (p) of < .001. Consequently, this research concludes that ARMs effectively enhance vocabulary development by providing real-life contexts that aid retention. These materials serve as a practical and motivating alternative to traditional memorization methods for junior high school students.Keywords: authentic reading materials, EFL, real-life communication, secondary school, vocabulary development
Power Relation in Catherine Steadman’s The Family Game Ilcham, Andi Tiara Annisa; Samtidar, Samtidar; Fauzan, Muhammad Miftah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.82999

Abstract

English language learning in Indonesian secondary schools continues to face challenges, particularly in developing balanced mastery of the four core language skills: listening, speaking, reading, and writing. One of the contributing factors is the limited use of interactive digital learning media that can actively engage students in the learning process. This study aims to examine students’ improvement in English achievement through the use of the Nearpod application as a digital learning medium. The study employed a pre-experimental design using a one-group pre-test and post-test model. The participants were students of SMA IT Al-Fatih Makassar who received English instruction using Nearpod-based learning activities. Quantitative data were collected through pre-test and post-test instruments covering the four English language skills. The data were analysed using descriptive statistics and inferential analysis to identify changes in students’ achievement before and after the implementation of Nearpod. The findings reveal that students demonstrated improvement in English achievement after the intervention, with more noticeable changes in listening and reading skills compared to writing and speaking skills. The results suggest that the integration of Nearpod can support students’ learning improvement, particularly in receptive language skills, within the context of English as a foreign language instruction.Keywords: English achievement, students’ improvement, Nearpod application, digital learning media, EFL
The Use of Effective Questioning Types on Students Critical Reading Skills Munir, Ayra Zalikha; Munir, Munir; Korompot, Chairil Anwar
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83004

Abstract

This research aimed to investigate the use of effective questioning types on students’ critical reading skills. Motivated by the lack of student engagement in reading tasks and the difficulty students face in higher-order comprehension, this study implemented a framework of structured questions—analytical, evaluative, interpretive, inferential, and synthetic—to enhance critical reading. A pre-experimental design was employed using a one-group pre-test and post-test format. Thirty-two tenth-grade students from SMK Negeri 10 Makassar participated in the study. The findings showed a statistically significant improvement in students’ performance following the treatment. The mean score increased from 57.06 in the pre-test to 64.22 in the post-test. Score distribution also shifted notably, with 41% of students reaching the “Very Good” category and only 9% remaining in the “Requiring Guidance” classification, compared to 66% before the treatment. The Wilcoxon Signed-Rank Test yielded a Z-value of -4.795 and a significance level of p < .001, confirming that the improvement was not due to chance. These findings suggest that effective questioning types promoted students’ higher-order thinking and engagement with texts. This study contributes to the growing body of research on reading pedagogy by addressing the gap in literature concerning the use of targeted questioning types in critical reading instruction. Future research may explore the comparative effectiveness of each questioning type and incorporate qualitative data to gain deeper insights into student responses. The implications of this study suggest that structured questioning can be a powerful tool in helping students think more deeply and critically. It shows that when students are guided with the right types of questions, they are more likely to reflect, analyze, and make meaningful connections with the texts they read. This approach could help improve the way reading is taught, especially in EFL classrooms, by encouraging more active and thoughtful learning.Keywords: effective questioning types, critical reading, higher-order thinking, EFL, reading comprehension
The Influence of Student Engagement and Critical Thinking Abilities in Academic Writing Khaerunnisa, Tis’ah Mukarramah
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83009

Abstract

Student Engagement, Critical Thinking Abilities, Academic Writing. This study aimed to determine the effect of student engagement and critical thinking abilities in academic writing. The researcher uses the type of causal-comparative quantitative research. The research subjects were students who had taken Academic Writing courses in the 2024/2025 academic year, totaling 30 people. The subjects were selected using a research questionnaire and considering the students' final grades in the Academic Writing course. Research data were obtained by distributing research questionnaires and final grades in Academic Writing courses. The results show that both Student Engagement (p-value = 0.043) and Critical Thinking Abilities (p-value = 0.038) are significant at the 5% level, indicating a substantial impact on Academic Writing. The coefficients for Student Engagement (0.439) and Critical Thinking Abilities (0.400) suggest that increases in these variables lead to improvements in academic writing. Additionally, standardized beta values reveal that Critical Thinking Abilities (B = 0.387) have a slightly stronger influence than Student Engagement (B = 0.377). Overall, the findings demonstrate that enhancing both student engagement and critical thinking abilities contributes positively to academic writing performance.Keywords: Students Engagement, Critical Thinking. Academic Writing
The Application of The Jigsaw Method to Improve Students’ English Learning Outcomes at SMAN 7 Gowa Rahmah, Amaniar; Muhayyang, Maemuna; Talib, Ahmad
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.83000

Abstract

This research aimed to determine the effectiveness of the Jigsaw method in improving students’ English learning outcomes at SMAN 7 Gowa. The research employed a quantitative approach using a pre-experimental design with one group pre-test and post-test. The population of this research consisted of all tenth-grade students of SMAN 7 Gowa totaling 114 students, while the sample was 30 students of class X IPA A selected through cluster random sampling. The instrument used in this research was a multiple-choice test administered as a pre-test and a post-test. The data were analyzed using descriptive and inferential statistics. The result of the research showed that the students’ mean score in the post-test was higher than the mean score in the pre-test. The result of hypothesis testing showed that the significance value was 0.000, which was lower than the significance level of 0.05. Therefore, it can be concluded that the Jigsaw method was effective in improving students’ English learning outcomes.Key words: jigsaw method, students’ english learning outcomes.

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