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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 129 Documents
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Assessing Self-Confidence Levels in EFL Students’ Speaking Performance Fitrah, Atiyah Inayah; Korompot, Chairil Anwar; Sakkir, Geminastiti; Fauzan, Muhammad Miftah
Celebes Journal of Language Studies Vol. 4, No. 2 December 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i2.200

Abstract

This study aims to assess the self-confidence levels of English as a Foreign Language (EFL) students in terms of their speaking performance. This study uses a quantitative approach with a quantitative descriptive method. The sample of the study consists of twenty-eight EFL students from the English Language Education study program, at Universitas Negeri Makassar using cluster random sampling. The data collection technique used a questionnaire as an instrument. The data were analyzed using SPSS 25 to find out the frequency and percentage distributions and to identify common patterns in self-confidence levels. Additionally, the mean score is calculated to provide a quantitative measure of the overall self-confidence among the respondents. The findings of the data analysis revealed that the level of EFL students’ self-confidence in speaking performance is at a high enough level with a score of 76.51. As a result, this study highlights the importance of self-confidence issues in EFL teaching practices and suggests that fostering a supportive learning environment could enhance students’ speaking performance and overall language proficiency.
Students’ Perceptions of the Effectiveness of Online Learning in Intensive Speaking Course Fadilla, Andi Aenul; Muhayyang, Maemuna; Munir
Celebes Journal of Language Studies Vol. 4, No. 2 December 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i2.201

Abstract

This study aims to investigate students' perceptions of the effectiveness of online learning in intensive speaking courses. The research method used is the descriptive-qualitative method. The participants in this study were students of the 2022 class of the English Language Education study program, at Makassar State University for the 2022/2023 academic year. Eight students were selected as participants using a simple random sampling technique. The instrument of this research is an interview. Qualitative descriptive analysis was used to analyze the data collected in the interview transcripts. Overall, students have positive and negative perceptions of the effectiveness of online learning in intensive speaking courses. The students revealed that online learning in intensive speaking courses had positive and negative impacts on their learning process. Positive perceptions of online learning in intensive speaking courses include 1) increasing skills, 2) flexibility, and 3) increasing self-confidence. In contrast, the negative perceptions found from online learning in intensive speaking courses are 1) non-technical constraints, 2) technical constraints, and 3) lack of interaction. Even though students' perceptions varied, based on the data obtained, students' positive perceptions were more dominant than their negative perceptions. In addition, they all argued that online learning in intensive speaking courses was effective. Therefore, it can be concluded that online learning in intensive speaking courses is effective.
The Correlation Between Employee’s Work Motivation and Their Interpersonal Communication on Work Effectiveness at PT. Pelindo Jasa Maritim Fariza, Riska; Asfah, Indrawaty; Asriati; Azhari, Ahmad; Anantatama, Surya
Celebes Journal of Language Studies Vol. 4, No. 2 December 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i2.202

Abstract

This research is a correlation quantitative research with a sample of 62 employees at PT. Pelindo Jasa Maritim Makassar. The employees were obtained using a simple random sampling. Data were collected using questionnaires and documentation. Data analysis was carried out with a description of the research data prerequisite test analysis, and hypothesis testing. The result showed that; (1) there is a positive significant relationship between work motivation and work effectiveness at PT Pelindo Jasa Maritim Makassar. This has been proven using the calculation of Pearson Product Moment. It was found that the correlation coefficient, a value of 0,406 is obtained. The level of the coefficient interval which is in the range of 0,400 – 0,599 shows a strong enough correlation level, (2) there is a positive significant relationship between interpersonal communication and work effectiveness at PT Pelindo Jasa Maritim, it was found that the correlation coefficient, a value of 0,671 is obtained and the level of the coefficient interval which is in the range of 0,600 – 0,799 shows a strong correlation level.
Factors Affecting Students’ Readiness in Studying English for Specific Purposes Fitriani; Jefri, Riny; Amin, Fatimah Hidayahni; Luhriyani, Seny; Hanafie, Nurharsya Khaer
Celebes Journal of Language Studies Vol. 4, No. 2 December 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i2.203

Abstract

This study aimed to identify and describe factors affecting the students’ readiness in studying English for Specific Purposes at the Business English Communication Program. This study used a descriptive qualitative method. The informants in this study were four students at the Business English Communication Program who were selected purposively. This study used interview questions to collect the data. Based on the research results, there are three factors affecting the students’ learning readiness, namely physical conditions (including a healthy diet and regular exercise), learning motivation (career development and the importance of feeling comfortable and confident are the biggest motivations for students in participating in ESP learning), and learning materials (searching for additional information and sources, as well as applying learning materials in real-life contexts in each student's field). It can be concluded that physical and mental health, a high motivation to learn, and active seeking for additional resources are required to apply in learning courses of English for Specific Purposes.
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.

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