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Haryanto Atmowardoyo
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Celebes Journal of Language Studies
Published by Har Press Indonesia
ISSN : 27767493     EISSN : 28082079     DOI : https://doi.org/10.51629/cjls.v3i1
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
Celebes Journal of Language Studies (CJLS) ISSN (online): 2808-2079, (print): 2776-7493, is an open journal system founded by Har Press Indonesia, publisher under the auspices of YAYASAN STUDI PINISI MANDIRI (Decree of Indonesian Ministry of Law and Human Rights: No. AHU-0010669.AH.01.04, 2019). Editorial Board includes experts of language studies from various universities. CJLS publishes twice per year. Issue 1 is scheduled in June and issue 2 is scheduled in December. Focus CJLS receives editable articles written in American English containing the results of language studies from any country. The length of articles ranges from 4000-8000 words covering Title, Introduction, Abstract, Related Literature Review, Research Method, Findings and Discussion, Conclusion and Recommendation, and References. Editable articles are the ones with less than 30% plagiarism risk excluding the References checked with plagramme.com. Scope CJLS publishes the results of quantitative and qualitative researches in the fields of descriptive linguistics, applied linguistics, sociolinguistics, psycholinguistics, semantics, and pragmatics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol. 5, No. 1 June 2025" : 10 Documents clear
The Lecturers’ Perception of the Implementation of Content-Based Instruction in Teaching English for Hospitality Kartini; Sulaiman, Iskandar; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.226

Abstract

The main purpose of this study is to explore the lecturers’ perceptions on the implementation of Content-Based Instruction (CBI) in teaching English for hospitality at Poltekpar Makassar. Using a qualitative case study design, data were collected through semi-structured interviews with two lecturers and eight students. The results show that the respondents consider CBI as an effective pedagogical strategy, which intertwines language learning with content and makes English instruction more meaningful and transferrable in their future professions within the hospitality industry. CBI also improves language skills along with content knowledge by integrating language instruction into subjects like cooking, customer service and tourism. This method, by engaging students in real-world tasks and practical assignments, fosters contextualized learning, enhances student involvement, and stimulates critical and communicative competence in the learners. Moreover, real-life context and interactive tasks used in class foster more in-depth learning as well as greater student motivation and have increased learners’ confidence to produce in English. Thus, this study underlines CBI as an effective teaching method that equips learners with the language and the profession-relevant skills that are essential in the hospitality industry.
An Analysis of Students’ Critical Reading Skills: A Study in Indonesian Tertiary Education Munir
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.227

Abstract

This study is descriptive qualitative research that aims to determine the extent of students' reading skills, namely their ability to analyses, synthesize, and evaluate texts. The population of this study was all second-semester students of the 2022/2023 academic year in the English Department of Makassar State University. The subjects of the study were 20 students from class 01 of the English Education Study Program 2022/2023. The data were obtained through the reading test. The results showed that the three aspects of critical reading - analyzing synthesizing, and evaluating were the easiest for the students. However, the results also showed a growing ability to recognize the author's intention and identify the underlying assumptions. Besides, there is still room for improvement in critical thinking, especially in areas such as analytical techniques, evaluating bias, and considering alternative perspectives.
Exploring the Writing Challenges Faced by First-Year EFL Students: A Qualitative Approach Rosalia, Harnita; Saputri, Faradillah; S, Jumraini; Amir, Hasbiyah Srianah; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.229

Abstract

This study aims to identify the major writing difficulties faced by first-year students in English as a Foreign Language (EFL) contexts at Universitas Negeri Makassar. A qualitative research approach was employed, involving the analysis of students’ written assignments and in-depth interviews with 15 purposively selected participants. The findings reveal four key areas of difficulty: grammatical and sentence structure errors, limited vocabulary and inappropriate word choice, poor paragraph organization, and a lack of coherence and cohesion. In addition to these surface-level issues, the study uncovered several underlying contributing factors, including limited exposure to English outside the classroom, inadequate writing instruction, first language interference, emotional barriers, and excessive reliance on translation technology. These results indicate that students’ writing challenges are not solely rooted in linguistic deficiencies but are shaped by a broader ecosystem of influences that impact their development as academic writers. A deeper understanding of these factors is essential for designing more effective pedagogical interventions—ones that address both technical errors and the developmental needs of EFL learners.
Exploring the Intensity of Corrective Feedback in Online English Instruction: A Study of Synchronous and Asynchronous Modes Muhayyang, Maemuna; Novia, Lely
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.230

Abstract

This research examines the degree of intensity in the delivery of corrective feedback (CF) by EFL lecturers within online English language instruction, with particular attention to synchronous and asynchronous communication modes. Adopting a descriptive qualitative framework, the study gathered data through classroom observations and in-depth interviews with eight lecturers teaching various English courses at Universitas Negeri Makassar. The analysis centered on three principal dimensions of feedback intensity: attention, duration, and frequency. The results indicated that CF provided via synchronous platforms—such as video conferencing or real-time chat—was generally more immediate, intensive, and frequent. This mode enabled lecturers to address student errors dynamically and offer direct feedback that fostered metacognitive engagement and timely revisions. Conversely, CF delivered asynchronously through tools such as email, discussion forums, and learning management systems was found to be less intensive, broader in scope, and delayed, often influenced by limited student engagement and the self-directed nature of asynchronous interaction. Despite these differences, asynchronous feedback facilitated more deliberate and structured responses. The study underscores that CF intensity is influenced by technological capabilities, the nature of the course content, and the frequency of lecturer-student interaction. It concludes that a strategic integration of both synchronous and asynchronous feedback modalities can significantly improve the effectiveness of online English language instruction.
Neurolinguistic Profiles of Language Impairment and Recovery in Indonesian-Speaking Post-Stroke Aphasia Patients Tammasse; Jumraini; Muhayyang, Maemuna; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.231

Abstract

Post-stroke aphasia is a complex language disorder resulting from damage to brain regions responsible for linguistic function. This study aims to identify patterns of language impairment and potential recovery in aphasic patients using a neurolinguistic approach based on Bahasa Indonesia. Employing a qualitative descriptive design, data were collected from ten outpatient aphasia patients at RSUP Dr. Wahidin Sudirohusodo, Makassar, through structured linguistic interviews, adapted language assessment tools (BNT-Ina and MoCA-Ina), and transcription of spontaneous speech. The findings reveal varied disruptions across five linguistic components—phonology, morphology, syntax, semantics, and pragmatics—depending on the type of aphasia. Broca’s aphasia is characterized by agrammatism and articulatory deficits with preserved comprehension; Wernicke’s aphasia features fluent but semantically incoherent speech and poor understanding; while Global aphasia involves extensive impairment across all language domains. The analysis demonstrates how the agglutinative morphology and flexible syntax of Bahasa Indonesia influence the manifestation of aphasia and the design of rehabilitation strategies. Language recovery is interpreted through the lens of neuroplasticity, showing compensatory activation in non-dominant brain areas and improved outcomes through culturally contextual, mother-tongue-based therapy. This study contributes to the development of linguistically informed, localized aphasia interventions and underscores the importance of integrating neurolinguistic and sociocultural factors in language rehabilitation.
The Implementation of Integrated Skills Approach in English Language Teaching at MA Darul Istiqamah Boarding School Maros Abdullah, Ahmad Rizal
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.232

Abstract

This study examines the implementation of the Integrated Skills Approach (ISA) in English Language Teaching (ELT) at MA Darul Istiqamah Boarding School, Maros. The ISA emphasizes the simultaneous development of listening, speaking, reading, and writing skills in a cohesive and communicative learning environment. This approach is believed to better reflect real-world language use and improve students’ overall language competence. The study employed a quantitative research design with purposive sampling. The participants consisted of twenty Grade XI students, selected randomly from Science, Social Sciences, and Language tracks. Data were collected through pre- and post-tests, structured questionnaires, and classroom observations. Statistical analysis showed significant improvement in students’ proficiency, particularly in speaking and writing skills, after being taught using the integrated skills method. The results indicate that the Integrated Skills Approach positively impacts students’ motivation, engagement, and communicative competence. These findings have important pedagogical implications for English teaching at MA Darul Istiqamah and other similar educational institutions. The study recommends the broader application of this approach in secondary education to promote more effective and meaningful English language learning.
Exploring English Teacher Strategies to Promote Motivation in Senior High School Learners Amalia, Riska; Sunra, La; Radhiyani, Fitri
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.233

Abstract

This study examines the strategies used by English teachers at SMAN 1 Barru to promote students’ motivation in learning English. Using a qualitative descriptive method, data were collected through classroom observations and interviews with teachers. The findings identify two main strategies: Active Learning and Reward Strategies. Active Learning includes group discussions, gamified quizzes, and brainstorming, which encourage student engagement, collaboration, and critical thinking. Reward Strategies involve social rewards such as verbal praise and public recognition, as well as material rewards like certificates and bonus points, all aimed at reinforcing positive learning behaviors. These strategies have significantly increased student motivation, resulting in higher levels of participation, confidence, and enthusiasm in English classes. The study offers useful insights for educators and suggests further research on the long-term impact of these strategies and additional methods to sustain motivation in diverse educational settings.
Student Perception Regarding the Use of Sarcasm in Classroom Interaction in the University Context Sunusi, Seny Luhriyani; Taswadi, Muh. Qayyum; Korompot, Chairil Anwar; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.234

Abstract

This research aimed to identify in what types of interaction patterns sarcasm is found in the classroom and what students' perceptions regarding the use of sarcasm in classroom interactions. This research used qualitative methods to obtain data from respondents. The respondents in this research were lecturers who use English when teaching and students who are familiar with sarcasm. The results obtained from this research show that sarcasm is found in three interaction patterns, namely one-way interaction, two-way interaction, and multidirectional interaction. Meanwhile, students' perceptions regarding sarcasm have pros and cons. There are those who think sarcasm is appropriate in the classroom. It can trigger laughter and others who think it is inappropriate because it can hurt someone's feelings.
Digital Innovation in Teacher Development: The Impact of the Platform Merdeka Mengajar on English Teachers’ Pedagogical Competence at MAN Pinrang Rasdillah; Sunra, La; Korompot, Chairil Anwar
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.235

Abstract

This research aims (1) to find out the activities carried out by English teachers using Platform Merdeka Mengajar at MAN Pinrang to improve their pedagogical competence, and (2) to explore the perception of English teachers in using Platform Merdeka Mengajar at MAN Pinrang to improve their pedagogical competence. In this study, the researcher used a descriptive qualitative method. Three teachers who use Platform Merdeka Mengajar were selected as participants. Data were collected through observations and interviews. The results showed that there are several activities carried out by teachers in using Platform Merdeka Mengajar, namely in terms of developing lesson plans, improving self-development, using technology in the teaching process, and utilizing Platform Merdeka Mengajar features such as teaching tools (modules, teacher manuals student books), inspirational video, and portfolio evidence. Teachers utilize these features to find references in designing lesson plans and to find inspiration and creative learning methods. The perceptions of teachers using Platform Merdeka Mengajar to improve their competence are that teachers can easily access the various features provided. The available features are also beneficial in improving their competence by providing various references, such as modules and various best practice videos that can be used to adjust learning methods. This finding improves English teachers’ pedagogical competence, especially in adjusting learning methods and finding references. In addition, several obstacles are experienced in using Platform Merdeka Mengajar, such as the account used to access the platform being deleted and experiencing network constraints that are sometimes less stable. This shows the importance of improving infrastructure and technical management to maximize and ensure that the platform’s potential can be fully utilized to improve teachers’ pedagogical competence.
CoALM, a Model of Autonomous Learning Approach for the ETL in the Travel Industry Study Program of UHN IGBS Denpasar-Bali-Indonesia Ratni, Ni Putu; Dollah, Syarifuddin; Basri, Muhammad; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.236

Abstract

This research was motivated by the lack of references regarding the implementation of the Autonomous Learning Approach in English teaching and learning (ETL) for the Travel Industry Study Program at UHN IGBS Denpasar. The purpose of this study was to explore the implementation of the Collaborative Autonomous Learning Model (CoALM), which emerged from the execution of the Autonomous Learning Approach in ETL for students in the Travel Industry Study Program of UHN IGBS Denpasar; the research utilized a qualitative approach, employing grounded theory methods and data triangulation analysis; the findings indicated that the students' efforts to implement Autonomous Learning in their English practice and studies led to the development of a collaborative learning environment. This collaboration arose from the students' engagement in practical language application within the field. It represented a natural form of autonomous language learning that yielded mutual benefits for both students and foreign tourists, ultimately resulting in the creation of the Collaborative Autonomous Learning Model (CoALM), which is student-directed; the research findings were analyzed and concluded based on data collected from various sources and locations, which presented certain constraints. Therefore, it is suggested that future researchers explore this area of study using a broader range of data sources and locations.

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