cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Haryanto Atmowardoyo
Contact Email
cjls@harpressid.com
Phone
+628124209433
Journal Mail Official
cjls@harpressid.com
Editorial Address
Griya Asri Sakinah M 34, Jl Pariwisata Macanda, Gowa, South Sulawesi, Indonesia 92112
Location
Kab. gowa,
Sulawesi selatan
INDONESIA
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
 9   10   11   12   13 
AI and Human Interaction in Translation Education: Perceptions of Indonesian EFL Lecturers Dahlan, Suratman; Dollah, Syarifuddin; Weda, Sukardi; Sunra, La; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.259

Abstract

This study investigates Indonesian lecturers’ perceptions of Artificial Intelligence (AI) in translation education, focusing on how technology reshapes pedagogy, student engagement, and institutional practices. Employing a qualitative phenomenological design, data were collected through semi-structured interviews with lecturers who actively integrated AI tools into translation teaching. Thematic analysis identified five major findings: perceived benefits of AI for efficiency and accessibility, pedagogical shifts and curriculum integration, challenges of student dependence and diminished critical thinking, ethical and responsible use of AI tools, and AI as a catalyst for institutional and administrative efficiency. While lecturers acknowledged AI’s transformative potential in facilitating translation tasks, they also highlighted risks of overreliance, ethical dilemmas, and uneven access. The study concludes that integration requires balancing technological affordances with humanistic values, fostering critical AI literacy, and embedding ethical considerations in pedagogy. These findings contribute to ongoing debates on AI-enhanced translation pedagogy in global higher education institutions.
Exploring Students’ Speaking Anxiety and Its Impact on Oral Performance in an Extensive Speaking Class Wahyuni, Ika Yuli
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.260

Abstract

This study explores students’ speaking anxiety and its impact on their oral performance in an Extensive Speaking class. The research was motivated by the observation that many English as a Foreign Language (EFL) learners experience nervousness, fear of making mistakes, and lack of confidence when speaking English, which can hinder their fluency and classroom participation. The study aimed to identify the sources of speaking anxiety, its effects on oral performance, and the coping strategies used by students to manage it. The research employed a qualitative design using a semi-structured interview with open-ended questions, distributed through Google Forms due to the online implementation of the Extensive Speaking course. The participants consisted of eight students selected through purposive sampling, representing different English proficiency levels based on the Common European Framework of Reference (CEFR): two students each from levels A1, A2, B1, and B2. The data were analyzed thematically following Braun and Clarke’s (2006) six-phase framework. Thematic analysis revealed four major themes: (1) Emotional and Physical Manifestations of Speaking Anxiety, where students experienced nervousness, shaking, and mind blank during speaking tasks; (2) Sources of Anxiety: Fear of Evaluation and Linguistic Insecurity, in which fear of making mistakes and peer judgment were dominant causes; (3) Impact of Anxiety on Oral Performance, showing that anxiety disrupted fluency, pronunciation, and confidence; and (4) Coping Strategies and Pedagogical Support, where students reported using self-preparation, relaxation, and support from lecturers as effective means to reduce anxiety. The findings indicate that speaking anxiety is a common psychological barrier across all proficiency levels, though its intensity and control vary by level. Creating a supportive, low-pressure classroom environment and incorporating confidence-building activities are essential in helping students manage anxiety and enhance oral performance.
Implementation of Artificial Intelligence (AI) in HyFlex-Based Final Project Guidance Sunusi, Seny Luhriyani; Azhari, Ahmad; Sembiring, Surya Anantatama; Safitri, Citra Dwi
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.261

Abstract

This study aims to analyze the application of artificial intelligence (AI) in HyFlex-based final project guidance and identify the challenges experienced by supervisors and students during the process. The research uses a mixed methods approach involving 12 supervisors and 38 students who actively use AI in the preparation of thesis. Data collection was carried out through structured questionnaires and in-depth interviews, then analyzed using descriptive statistics and qualitative analysis techniques of the Miles & Huberman model. The results showed that the majority of students (94.7%) used AI to help prepare thesis, especially in compiling writing frameworks, improving grammar, understanding theory, and speeding up the revision process. Lecturers also use AI, but more carefully, especially to provide examples of writing improvements and help clarify basic concepts. Although AI has been shown to improve the effectiveness of HyFlex tutoring, both groups face different challenges: students tend to face technical barriers such as unstable networks, device limitations, AI answer errors, and difficulty creating precise prompts; while lecturers face academic challenges such as false references, theoretical inaccuracies, and the risk of student dependence on AI. Overall, the study concludes that AI has great potential to improve the quality, flexibility, and efficiency of final project guidance, but its use still requires strong digital literacy, academic verification, and clear ethical guidelines.
The Effect of Direct Feedback on Manuscript Development and Public Speaking Performance Adys, Himala Praptami
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.262

Abstract

Public speaking remains a critical competency in business communication, yet many students struggle with performance anxiety and skill development. This study investigates the relationship between direct feedback on manuscript preparation and public speaking performance among 56 Business English Communication (BEC) students over one academic semester. Employing a quantitative quasi-experimental design, the research examined performance improvements following four systematic feedback interventions on speech manuscripts prior to mid-semester presentations. Results revealed statistically significant improvements in public speaking performance, with students demonstrating enhanced confidence, clarity, and delivery effectiveness. The findings suggest that structured manuscript feedback serves as a scaffolding mechanism that reduces anxiety while improving content organization and presentation skills. This research contributes to pedagogical approaches in business communication education by demonstrating the efficacy of iterative feedback processes in developing professional speaking competencies.
Students’ Translation Strategies in Translating General English Texts Rosalia, Harnita
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.263

Abstract

This study aims to examine the translation strategies used by fifth-semester EFL students at Universitas Negeri Makassar in translating general English texts into Indonesian. A qualitative descriptive approach was employed, involving the analysis of students’ translated texts and semi-structured interviews with 18 purposively selected participants who had completed a translation course. The findings reveal that literal translation was the most frequently used strategy, followed by modulation, borrowing, reduction, and adaptation, with occasional use of amplification and transposition. While literal translation dominated due to students’ preference for maintaining source-text structure, the use of modulation and borrowing indicates an emerging awareness of meaning, naturalness, and communicative intent. The study also identifies three key factors influencing students’ strategy choices: linguistic proficiency, cultural and contextual awareness, and translator self-confidence. These results suggest that students are in a transitional stage of translation competence, shifting gradually from form-based to meaning-oriented decision-making. Understanding these factors is essential for designing translation instruction that not only teaches strategy use, but also supports reflective awareness and confidence-building in EFL learners.
Students’ Perspectives on the Intensity of Lecturer Corrective Feedback and Its Impacts on Their Self-Confidence and Self-Expression in Learning English Muhayyang, Maemuna; Novia, Lely; Nappu, Syamsiarna
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.264

Abstract

The purpose of this study is to obtain data regarding students' perceptions of the intensity of corrective feedback (CF) provided by lecturers and its influence on their self-confidence and self-expression abilities. To achieve the above objectives, a qualitative approach was used thru in-depth semi-structured interviews conducted with students from the English Language Education Study Program, Faculty of Languages and Literature, Makassar State University, who were taking English courses thru synchronous and asynchronous media. To analyze the data obtained, this study uses thematic analysis, which includes the stages of transcription, data reduction, coding, categorization, and the extraction of thematic meaning. The results of the research data analysis show that (1) students positively perceive the intensity of corrective feedback, which includes attention, duration, and frequency, differing between one lecturer and another because synchronous CF provides space for direct interaction and quick clarification, while asynchronous CF gives students the opportunity to reflect and correct errors independently; and (2) the intensity of CF has a positive impact on increasing students' self-confidence and self-expression in English, both orally and in writing, although feedback that is too frequent and delivered inappropriately can reduce motivation and cause anxiety. The results of this study conclude that a balance of intensity and approach in providing corrective feedback has a positive impact on the optimal linguistic and psychological development of students.
Integrating Modified English Songs to Improve Vocabulary Retention: A Pre-experimental Study with Grade-7 EFL Learners in Indonesia Melinda; Sunra, La; Farahdiba, Syarifah
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.265

Abstract

This pre-experimental study explores the effectiveness of integrating modified English songs in enhancing vocabulary retention among seventh-grade EFL learners in Indonesia. The research was conducted with 25 students at SMPN 3 Minasatene using a one-group pre-test–post-test design. The intervention consisted of five instructional sessions incorporating songs whose lyrics were deliberately adapted to match thematic vocabulary categories (objects, body parts, shapes, and vegetables). Each session combined listening, singing, contextual vocabulary practice, and short individual performances to reinforce lexical recall. Quantitative results revealed a significant improvement in learners’ vocabulary mastery, with the mean pre-test score (M = 69.64, SD = 5.95) increasing to the post-test mean (M = 89.12, SD = 6.31). The normalized gain (<g> = 0.64) indicates a high level of effectiveness based on Hake’s criteria. Qualitative observations further suggest that using modified songs enhanced learner motivation, enjoyment, and confidence in using English vocabulary. The findings demonstrate that purposeful integration of contextualized and culturally relevant songs can serve as an engaging medium for vocabulary development in early secondary EFL contexts. Pedagogical implications and recommendations for future experimental research designs are also discussed.
Resolving Psychological Conflicts: A Kurt Lewinian Analysis of Nina Riva in Taylor Jenkins Reid’s Malibu Rising Hasanuddin, Andi Siti Fadhilah Namirah; Sunra, La; Nur, Riola Haya
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.266

Abstract

This study investigates how Nina Riva resolves her psychological conflicts in Taylor Jenkins Reid’s Malibu Rising by employing Kurt Lewin’s theory of Positive, Negative, and Induced Valence. The research aims to reveal how inner struggles and emotional tensions shape the protagonist’s transformation and self-realization. Using a qualitative descriptive method, the analysis focuses on the novel’s narrative structure, character interactions, and dialogues that illustrate the stages of Nina’s psychological development. The findings indicate that Nina predominantly resolves her internal conflicts through Positive and Positive Induced Valences, allowing her to attain emotional balance and personal growth. Negative valence also appears as an initial catalyst that triggers her self-awareness before she redirects it into constructive action. The study highlights that inner conflict in literature not only reflects human psychological processes but also functions as a narrative strategy to portray resilience, autonomy, and identity formation. This research contributes to the broader discussion of literary psychology by demonstrating how Lewin’s theoretical lens can deepen understanding of character motivation and emotional evolution in contemporary fiction.
Exploring the Transactional Communication Model in Managing Work Responsibilities Amin, Fatimah Hidayahni; Mohamad, Andi Riswan; Sudding, Muhammad Fahri Jaya; Susanto, Ashabul Kahfi; Hanafie, Nurharsya Khaer
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.267

Abstract

This study aims to identify and determine the transactional communication model using Shockley-Zalabak’s Organizational Communication Process Model used by the employees in delivering transactional utterances in workplace management. The research method was qualitative with a descriptive design. The subjects of this study are employees in the academic and broadcasting workplaces. Data on the transactional communication model were collected through transcripts of observations accompanied by audio recordings. The findings of the study reveal that communication within organizational settings is fundamentally transactional, interactive, and context-dependent. Across all extracts, communication emerges not as a simple transmission of information but as a co-created process shaped by hierarchical roles, organizational procedures, feedback loops, and interpersonal dynamics.

Page 13 of 13 | Total Record : 129

 9   10   11   12   13 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol. 5, No. 2 December 2025 Vol. 5, No. 1 June 2025 Vol. 4, No. 2 December 2024 Vol. 4 No. 1 June 2024 Vol. 3 No. 2 December 2023 Vol. 3 No. 1 June 2023 Vol. 2, No. 2 December 2022 Vol. 2 No. 1 June 2022 Vol. 1, No. 2 December 2021 Vol. 1 No. 1 June 2021