Celebes Journal of Language Studies

Bridging Cultures, Building Resilience: Cross-Cultural Literary Perspectives and the Development of Psychological Capital in Higher Education

Sahril Nur — 2026-06-08

Higher education environments increasingly demand not only academic proficiency but also robust psychological resources to navigate complex global and intercultural challenges. This article explores the intersection of cross-cultural literary studies and Positive Psychology, specifically focusing on the development of Psychological Capital (PsyCap)—comprising Hope, Efficacy, Resilience, and Optimism (HERO)—among university students. While traditional pedagogies often emphasize the linguistic and structural analysis of literature, this paper argues that deep engagement with cross-cultural narratives functions as a transformative psychological tool. By navigating the diverse socio-cultural realities, conflicts, and resolutions embedded in cross-cultural literary texts, students undergo a process of cognitive decentering and empathetic projection. This process significantly enhances their adaptive coping mechanisms and psychological resilience. The study proposes a pedagogical framework that integrates intercultural literary reading with PsyCap development, offering a novel approach to holistic student development in the EFL and broader higher education context. The implications suggest that literature classrooms can be strategically designed as incubators for psychological resilience, preparing students to thrive in an interconnected and highly demanding global landscape.

Students’ Perception Toward Learning Engagement in Learning Management System

Putri Widya Saldin Paputungan — 2026-06-08

This study aims to investigate students' views on learning participation in the Learning Management System (LMS) at Makassar State University by analysing the obstacles they face and their perceived level of participation during online learning. This study adopts a descriptive qualitative design involving eleven students from the English Education Study Programme, Faculty of Language and Literature, Makassar State University. Data collection was conducted through semi-structured interviews, accompanied by observation, and then analysed through data reduction, data presentation, and conclusion drawing. The findings indicate that students face technological and time management constraints, such as unstable internet connections, server errors, device compatibility limitations, delays, and disruptions during online learning. Students feel that the LMS UNM helps increase their learning participation through social interaction, guidance and feedback from lecturers, and cognitive engagement in understanding learning materials, which reflects social presence, teaching presence, and cognitive presence in accordance with the Community of Inquiry framework. In general, this study concludes that the LMS UNM supports student learning participation, although improvements are still needed in system stability, accessibility, and user support to further enhance the effectiveness of online learning.

The Correlation of Mental Conditions and English Students’ Motivation

Fatiah Tazkiratun — 2026-06-08

This research aims to examine the correlation between mental condition and learning motivation among students of the 2022 intake in the English Language Education Department, Makassar State University. The research employed a quantitative approach with a total population of 223 students. A random sampling method was used based on attendance records, resulting in a sample of 15 students. Data were collected through questionnaires measuring mental condition and learning motivation. The data were analyzed using the Spearman’s Rank correlation technique. The results indicate a very strong and significant negative relationship between mental condition and motivation to learn English. Poorer mental conditions, characterized by higher anxiety, stress, and fatigue, tend to significantly reduce learning motivation. Conversely, students with stable and healthy mental states demonstrate greater enthusiasm and persistence in the learning process. These findings emphasize the importance of mental well-being as a determinant of academic success, particularly in sustaining motivation in language learning. Educational institutions are encouraged to implement mental health support programs to foster a more conducive learning environment.

Local Wisdom in Deeper Learning: Cultivating Academic Identity and Cultural Sustainability in EFL Writing

Sahril Nur — 2026-06-08

The hegemony of Anglo-American rhetorical conventions in English as a Foreign Language (EFL) instruction often forces learners to negotiate between global literacy demands and the marginalization of their indigenous epistemologies. This study investigates the integration of Bugis-Makassar local wisdom—specifically the philosophies of Siri' na Pacce (honor and empathy) and Sulapa Eppa (holistic worldview)—into a Deeper Learning framework for teaching academic writing. Conducted as a qualitative case study in South Sulawesi, the research involved undergraduate English Literature students engaged in a Project-Based Learning curriculum. Data from writing portfolios, in-depth interviews, and reflective journals revealed that embedding local wisdom significantly improved structural coherence, elevated psychological capital, and transformed students' academic identities. The Local Wisdom-Based Deeper Learning model empowered students to transition from passive language reproducers to confident cultural ambassadors, demonstrating that cultural sustainability and rigorous global academic standards are mutually reinforcing goals in modern language education.

Using Digital Reading Books to Improve Students’ Reading Comprehension at Junior High School

Usmiati — 2026-06-08

Comprehension and explores students’ interest in using digital reading books as learning media. The research employed a quantitative approach with a pre-experimental one-group pre-test–post-test design, complemented by a descriptive quantitative method through a questionnaire. The participants were 31 ninth-grade students of SMP Handayani Gowata, selected using cluster sampling. Data were collected through a reading comprehension test and a Likert-scale questionnaire. The results revealed a significant improvement in students’ reading comprehension after the implementation of digital reading books. The paired-sample t-test showed a significance value of 0.000 (< 0.05), indicating a statistically significant effect. The mean score increased from 42.74 in the pre-test to 66.45 in the post-test, with an N-Gain score of 0.40, categorized as moderate. Questionnaire findings indicated that 77.42% of students were interested, 16.13% were very interested, and 6.45% were moderately interested in using digital reading books. The findings conclude that digital reading books are effective in enhancing students’ reading comprehension and positively influence their interest in reading activities.

What Makes Students Feel Safe to Speak? A Thematic Analysis in EFL Classrooms

Ika Yuli Wahyuni — 2026-06-08

Psychological safety has become an important issue in English as a Foreign Language (EFL) classrooms because students often experience anxiety, fear of making mistakes, and lack of confidence during speaking activities. This study aimed to explore the factors that make students feel psychologically safe to speak English in EFL classrooms. The research employed a qualitative descriptive approach using thematic analysis. The participants consisted of 20 fourth-semester students enrolled in the Pedagogy of Speaking course in the English Education Study Program. Data were collected through open-ended questionnaires distributed via Google Form. The collected data were analyzed using Braun and Clarke’s thematic analysis procedures. The findings revealed four major themes influencing students’ psychological safety in speaking classrooms. First, supportive lecturer behavior played a significant role in increasing students’ confidence and comfort during speaking activities. Encouragement, constructive feedback, and non-intimidating communication helped students feel emotionally secure. Second, fear of negative evaluation reduced students’ willingness to speak, particularly during public speaking activities and direct correction situations. Third, positive peer support encouraged students to participate more actively because respectful classmates created a more comfortable learning environment. Finally, a relaxed, interactive, and non-judgemental classroom atmosphere supported students’ participation and reduced speaking anxiety. The findings indicate that psychological safety is strongly influenced by emotional, interpersonal, and classroom environmental factors. Students are more willing to communicate when they feel respected, supported, and free from fear of humiliation or excessive judgment. Therefore, lecturers should create supportive and communication-focused classroom environments to encourage students’ speaking participation and confidence. This study contributes to the discussion of psychological safety in Indonesian EFL higher education contexts and provides practical insights for creating more inclusive and emotionally supportive speaking classrooms.

Digital Skills-Based Integrated Learning to Improve Students' 21st Century Competencies

Seny Luhriyani Sunusi — 2026-07-14

Digital transformation in higher education requires the development of learning that is able to integrate digital skills as a main part of the learning process. This study aims to analyze the influence of digital skills-based integrated learning on students' 21st century competencies. This study uses a quantitative approach with an explanatory design. The research sample consisted of 150 students who were selected using the purposive sampling technique. Data were collected through a Likert scale questionnaire and analyzed using descriptive statistics as well as simple linear regression. The results showed that digital skills-based learning was in the high category (mean = 4.18), as well as the 21st century competence of students (mean = 4.02). The results of the regression test showed that learning digital skills had a positive and significant effect on students' 21st century competence (β = 0.71; p < 0.05). The determination coefficient of 56.2% shows that digital learning makes a considerable contribution to improving student competence. In addition, all 21st century competency indicators, including critical thinking, creativity, collaboration, communication, digital literacy, and problem solving, have increased significantly, with the greatest influence on the digital literacy aspect. These findings show that digital skills-based integrated learning is effective in improving students' 21st century competencies and is relevant to be applied in the transformation of higher education in the digital era.

Application of QR Code-Based Magic Card Media to Improve Writing Skills Upright Letters Continuous for Grade II Students SDN 15 Salolo

Eeng — 2026-07-14

The classroom action research conducted in this study aims to solve the problem of students, namely the lack of students' ability to write consecutive upright letters. This study made 2nd grade students of SDN 15 Salolo as research subjects totaling 16 students with details of 7 male students and 9 female students. This research uses research instruments such as observation sheets on learning implementation, observation sheets on student activities and test sheets. Based on the test results obtained, the application of QR Code-based magic card media has been proven to be able to improve the ability to write continuous upright letters. This can be seen from the average learning implementation score of 100 with the very good category and the average student activity score of 100 with the very active category, which shows an increase in the learning process. In addition, the average score of the continuous upright writing test by all students was 74.1 with the highest and lowest scores of 100 and 40 respectively. Then at the level of student completeness, out of 16 students, only 3 students (18.75%) have not reached the KKTP score, which is ≥ 66, while the other 13 students (81.25%) have reached the KKTP score, which when compared to the data before being treated, the number of students who have completed is only 6 students and 10 students who have not completed it.

Constructing Artificial Intelligence in Indonesian Universities' Official News: A Critical Discourse Analysis

Muhammad Fahri Jaya Sudding — 2026-07-14

Artificial intelligence (AI) has become a central topic in higher education, influencing teaching, research, and institutional development. While previous studies have primarily examined AI from technological, pedagogical, and ethical perspectives, limited attention has been given to how AI is discursively constructed through institutional communication. This study investigates the discursive construction of AI in official news published by selected Indonesian universities. Employing a qualitative research design, the study applies Fairclough's (1995) Critical Discourse Analysis (CDA) framework to analyze official news articles from Universitas Indonesia, Universitas Gadjah Mada, Institut Teknologi Bandung, Universitas Airlangga, and Universitas Negeri Makassar. The analysis focuses on three interconnected dimensions: textual analysis, discursive practice, and social practice. The findings reveal four dominant discourses that shape the representation of AI: AI as educational innovation, AI as institutional excellence, AI as future competence, and AI as responsible and collaborative technology. Linguistically, these discourses are realized through positive evaluative vocabulary, future-oriented lexical choices, and institutional narratives emphasizing innovation, research, collaboration, and digital transformation. The study argues that official university news functions not only as a medium for disseminating information but also as an institutional discourse that legitimizes AI adoption and constructs universities as innovative, future-oriented, and globally competitive institutions. The findings contribute to Critical Discourse Analysis by demonstrating how institutional communication actively shapes public understanding of emerging technologies within higher education. Furthermore, this study highlights the importance of examining official university news as a strategic site where technological meanings, institutional identities, and educational ideologies are negotiated through language.

The Students’ Ability in Performing Personal Experience at the Tenth Grade of SMKN 6 Padang

Aisa Milan Saripa — 2026-07-14

Speaking is one of the essential language skills that enables learners to communicate ideas effectively in English. However, many English as a Foreign Language (EFL) students still encounter difficulties when delivering oral presentations, particularly those based on personal experiences. This study aimed to analyze students’ speaking ability and identify the difficulties they encountered in performing personal experience oral presentations. A descriptive quantitative design was employed involving 30 tenth- grade students at SMKN 6 Padang. The data were collected through a speaking performance test in which students delivered oral presentations about their personal experiences. Students’ performances were assessed based on five speaking components: comprehension, grammar, vocabulary, pronunciation, and fluency. The data were analyzed using mean scores and percentage calculations. The findings revealed that the students’ overall speaking ability was categorize as high. Most students demonstrated satisfactory performance in comprehension, grammar, vocabulary and pronunciation, while fluency remained the most challenging aspect of their speaking performance. The results indicate that although students were generally able to deliver personal experience oral presentations effectively, they still required greater opportunities to develop fluency and confidence through continuous speaking practice and presentation-based learning activities. This study provides insight for English teachers into students’ speaking performance and highlights the importance of incorporating to enhance speaking proficiency in EFL classrooms.

Enhancing Fourth-Grade Students' Learning Interest in Cultural Arts through Interactive Media

Alini — 2026-07-26

This research was motivated by the low learning interest of Grade IV students in the Cultural Arts subject at SDN 25 Sabbamparu, characterized by a lack of student involvement and active participation during the learning process. This study aimed to increase students' learning interest through the application of interactive media. This research was a Classroom Action Research (CAR) using the Kemmis and McTaggart model design, which consists of four stages—planning, acting, observing, and reflecting—carried out over two cycles in the second semester of the 2025/2026 academic year. The research subjects were 25 Grade IV students. Data were collected through learning-interest observation sheets, learning-implementation observation sheets, questionnaires, and documentation, then analyzed descriptively using both qualitative and quantitative approaches. The instrument was developed based on four indicators of learning interest, namely feelings of enjoyment, involvement, attraction, and attention. The interactive media applied combined visual, audio, video, and animation elements through educational games, simulations, digital platforms, and instructional videos to stimulate students' active participation. The results showed that the percentage of students' learning interest increased from 52.40% (moderate category) in the pre-cycle to 71.75% (high category) in Cycle I, and reached 85.25% (very high category) in Cycle II. The implementation of learning also increased from 76.67% (good) in Cycle I to 94.58% (very good) in Cycle II. The research was declared successful because it exceeded the predetermined success indicators, namely a minimum learning interest of 75% and a minimum learning implementation of 80%. It can be concluded that the application of interactive media was found to effectively improve the learning interest of Grade IV students in the Cultural Arts subject.

Teachers' Practices in Implementing Pancasila Values for Character Formation in Elementary Education

Audy Irham — 2026-07-26

the student character formed, and to explain teachers' efforts in instilling these values. The study used a qualitative approach with a descriptive type. Data were obtained through observation, interviews, and documentation, then analyzed using the stages of data reduction, data display, and conclusion drawing. The results show that the implementation of Pancasila values is carried out through the habituation of praying before and after learning, flag ceremonies, mutual cooperation (gotong royong), class deliberation, the application of discipline, and attitudes of mutual respect. This implementation forms religious character, discipline, responsibility, tolerance, mutual cooperation, and social care in students. Teachers play a role in shaping character through role modeling, habituation of positive behavior, integration of Pancasila values into learning, and the provision of continuous guidance and direction, so that Pancasila values can be applied in daily life within the school environment.

Improving Fifth-Grade Students' Mathematics Learning Outcomes through Animated Videos, Interactive Presentations, and Quizizz: A Classroom Action Research

Aldi Hidayat — 2026-07-26

This study was motivated by the low mathematics learning outcomes of fifth-grade students at SDN 48 Andi Patiware, resulting from instruction that was still dominated by conventional methods, which caused students to be less active and to experience difficulty understanding fraction material. This study aimed to improve students' mathematics learning outcomes through the implementation of digital media assisted by the Quizizz application. The study employed the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, carried out in two cycles comprising the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 28 fifth-grade students at SDN 48 Andi Patiware. Data collection techniques included observation, learning outcome tests, and documentation, while the data were analyzed descriptively using both quantitative and qualitative approaches based on the increase in average scores, learning mastery, and teacher and student activity. The results showed that the implementation of digital media assisted by Quizizz was found to improve students' mathematics learning outcomes. The students' average score increased from 58.5 in the pre-cycle to 68.2 in Cycle I and 79.6 in Cycle II. The percentage of learning mastery also increased from 35.7% to 57.1% and reached 85.7% in Cycle II, thereby exceeding the research success indicator of 75%. Teacher and student activity during the learning process also improved, from the Good and Fairly Good categories in Cycle I to Very Good in Cycle II. Based on these results, it can be concluded that the implementation of digital media assisted by Quizizz is effective in improving the mathematics learning outcomes of fifth-grade students at SDN 48 Andi Patiware and can serve as an innovative alternative for learning in elementary schools.

Improving Elementary Students' IPAS Learning Outcomes through the PQ4R Strategy

Salwa Novita — 2026-07-26

The purpose of this study is to ascertain how learning motivation and PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategies affect the learning results of third-grade social studies students at SDIT Ibnu Sina Palopo. The study employs an ex post facto quantitative methodology. There were 17 students in grade III that made up the study's population and sample. Multiple-choice assessments on IPAS learning outcomes, observation sheets, and learning motivation questionnaires were used to gather data. With the aid of the SPSS software, data is analyzed using multiple linear regression and descriptive statistics. The results indicated that the learning outcomes of IPAS were in the good category with an average score of 80.59, students' learning motivation was in the very high category with an average score of 82.59, and the application of the PQ4R strategy was in the good category with an average score of 78.24. With a significance value of 0.001 (< 0.05) and a determination coefficient value (R²) of 0.638, the hypothesis test findings demonstrated that the PQ4R learning technique and learning motivation concurrently had a substantial impact on social studies learning outcomes. Learning motivation (Sig. = 0.010) and PQ4R learning techniques (Sig. = 0.012) both significantly affected social studies learning outcomes. Thus, SDIT Ibnu Sina Palopo third-grade students' social studies learning results are improved by PQ4R's learning approach and learning motivation.

Exploring Indonesian Student Interns’ Motivation and Communication Strategies in English-Mediated Workplace Interactions in Taiwan

Ardiansyah — 2026-07-26

International internship programs expose International internship programs place students in multilingual workplaces where effective communication requires both language competence and adaptive communication strategies. However, limited research has examined how Indonesian student interns navigate English-mediated workplace communication in Taiwan. This qualitative case study investigated the motivations and communication strategies of five Indonesian student interns from the hospitality, food service, and manufacturing sectors. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four major themes: (1) intrinsic and extrinsic motivation to communicate, (2) communication barriers in multilingual workplaces, (3) communication strategies, including code-switching, translation applications, gestures, and support from bilingual coworkers, and (4) communication development through increased confidence, language growth, and workplace adaptation. The findings indicate that successful workplace communication depends not only on language proficiency but also on learners’ motivation and their ability to employ flexible communication strategies. This study contributes to the literature on English-mediated workplace communication and international internships while offering practical implications for preparing students for multilingual professional environments.