IJOLEH : International Journal of Education and Humanities

Analysis of the Effectiveness of Teaching Factory (TEFA) Implementation in Vocational High Schools in Makassar City Based on the CIPP Evaluation Model

Dafrid Cahyadi Arifin, Wiwik Andriani, Nur Fadilah, Hermila A, Abdul Sakti — Fri, 29 May 2026 00:00:00 +0000

This study aimed to analyse the implementation of Teaching Factory, based on CIPP evaluation model (Context, Input, Process and Product) in Vocational High Schools in Makassar City. Methods This study carried out an evaluative research in the form of CIPP model (Contexts, inputs, processes and products). The research data were collected through observation, interview, documentation and questionnaire at SMKN 5 Makassar, SMKN 8 Makassar and SMK SMTI Makassar. The results discovered that the aspect context, enter, course of and product fell into the very good category. E. The context component suggested that the TEFA program is consistent with industrial needs and vocational education revitalization policies. The input component showed sufficient readiness of facilities, infrastructure, human resources and industrial support. The second, process component suggested that industry-standard practices of production- and service-based learning were effectively implemented. Results regarding the product component show that students developed higher competencies, work skills, and entrepreneurial attitudes. The study also identifies several of the main challenges, including limited available funding and unsuitable availability of production facilities at some schools. This paper provides recommendations for improving the quality of TEFA implementation through: (1) enhance facilities support, (2) develop technical implementation guidelines for TEFA, and (3) strengthen industrial partnerships in vocational schools.

Exploration of Sociology Education Students' Multicultural Awareness of Social and Cultural Diversity

Jalal, Suraiya Chapakiya, Nurul Adillah Ramlan — Fri, 29 May 2026 00:00:00 +0000

This study explores the multicultural awareness of Sociology Education students toward social and cultural diversity in higher education contexts. Multicultural awareness has become an important issue in the digital and globalization era due to increasing social interaction, cultural exchange, and challenges related to intolerance, stereotypes, and social polarization. Sociology Education students play a strategic role as prospective educators and social agents who are expected to promote inclusive and democratic values in society. Therefore, understanding how students perceive and experience multiculturalism is essential in strengthening social harmony in multicultural academic environments. This study employed a qualitative phenomenological approach to explore students’ lived experiences regarding diversity and intercultural interaction. The research was conducted from March to May 2026 at the Sociology Education Study Program of Universitas Megarezky involving seven participants selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Jürgen Habermas’s communicative action theory. The findings revealed that students generally demonstrated positive multicultural awareness reflected in tolerance, respect for differences, empathy, and openness toward intercultural communication. Interaction with peers from different cultural backgrounds contributed to the development of inclusive attitudes and social understanding. However, challenges such as stereotypes, communication misunderstandings, and the negative influence of social media were still identified. The study concludes that communicative interaction and multicultural learning significantly contribute to the development of students’ multicultural awareness. This research provides insights for higher education institutions in strengthening multicultural education and inclusive academic environments.

Possessive Pronoun Alternation as a Morphological Feature of the Gane Language in South Halmahera Regency

Nurain Jalaluddin, Rahma Do Subuh, Bakhtiar Majid — Fri, 29 May 2026 00:00:00 +0000

This study investigates the distinctive morphological characteristics of the Gane language spoken in Foya village, East Gane sub-district, South Halmahera Regency. A defining feature of Gane is the systematic alternation of possessive pronoun forms conditioned by the semantic class of the possessed noun. The analysis focuses on two primary possessive pronoun forms that reflect a semantic classification system based on nominal categories. This study aims to describe the morphological forms of Gane possessive pronouns and document their usage patterns within the grammatical and cultural context of the speech community. Data was collected through the observation and elicitation methods, employing direct elicitation; interviews, and direct transcription of Gane speech. Data analysis employed structural morphological analysis and distributional analysis to trace the distinctions between the two possessive pronoun forms. The findings reveal that the first form of possessive pronouns (e.g.,anik/nik, amam, iterir, anim/nim, ini/ni, siriri) is used to express ownership of general objects such as houses or boats, while the second form (e.g., anak/nak, inam/nam, ino/no, sirori) is employed to indicate possession of food-related items. The morphological alternation phenomena (vowel shortening and morpheme substitution) indicate processes of phonological regularization and semantic categorization within the Gane possessive pronoun system. These findings demonstrate that Gane preserves morphological features characteristic of the Eastern Austronesian language family. These distinctive morphological traits not only provide evidence that the language spoken in Foya village is Gane rather than a separate “Foya language” as claimed by some local speakers but also constitute valuable data for future research into related languages across the region, potentially illuminating historical migration patterns and language dispersal.

Structuring Mental Health Discourse: A Genre-Based Analysis of Ted Talks

Raudatul Hasanah, Reli Handayani, Armiwati — Fri, 29 May 2026 00:00:00 +0000

Public speaking is one of human communication manifestations, in which presenters impart knowledge while simultaneously inspiring and influencing their audience. The well-known public speaking platform TED Talk is renowned for its captivating delivery that blends charisma, persuasiveness, and clarity. Previous studies on TED Talks have focused on the persuasive strategies, while this study highlights recurrent structural patterns employed in TED Talks using Swales’ Genre Analysis framework. Although several studies have used Swales' theory of speech structure, no study has fully utilized this framework in examining TED Talks, particularly on the topic of mental health. A subject that has recently attracted a lot of public interest. Four TED Talk transcripts with the highest viewers were analyzed using a qualitative descriptive method and Swales' Genre Analysis theory to determine the rhetorical "Moves" and "Steps" that went into each speech. The results show that although all speakers have identical basic components, the order of moves changes based on the emphasis and presentation styles of each speaker.

EFL Students' Critical Thinking and Moderation Awareness Through Reading Multicultural Texts

Anzar Agus, Hanafi Pelu, Fadilah Binti Zakaria — Fri, 29 May 2026 00:00:00 +0000

This study aims to analyze the relationship between critical thinking skills and moderation awareness among third-semester EFL students through their engagement with multicultural reading texts in an Indonesian university context. This study employs a qualitative research method with an ethnographic approach, drawing on in-depth semi-structured interviews, classroom observation, and document analysis as primary data collection instruments. Data validity was ensured through triangulation, enabling a contextually rich and methodologically rigorous interpretation of students' experiences. Participants were third-semester EFL students engaged with multicultural reading tasks specifically designed to elicit critical reflection on diverse cultural, religious, and ideological perspectives prevalent in contemporary society. The findings reveal that engagement with multicultural texts generates cognitive and affective dissonance that, when mediated by critical thinking scaffolds and guided classroom discussion, produces measurable attitudinal shifts consistent with moderation awareness. Students demonstrated growing capacities for source evaluation, bias recognition, perspective-taking, and intellectual autonomy—competencies that jointly constitute the cognitive and attitudinal infrastructure of moderation. The study concludes that EFL reading instruction, when intentionally designed around critical pedagogy and diverse multicultural texts, constitutes a viable and academically rigorous vehicle for developing moderation competency in Indonesian higher education.

An Analysis of Instagram's Role in Enhancing Students’ Writing Skills at Senior High School

Hesti Octaviana, Muhamad Yahrif, Eka Fitriana HS — Sat, 30 May 2026 00:00:00 +0000

This study investigates the role of Instagram as a digital learning platform in enhancing students’ English writing skills at SMAN 8 Bone during the 2024/2025 academic year. The rapid development of social media has created new opportunities for language learning, particularly in promoting authentic and meaningful writing practices among students. Employing a qualitative descriptive research design, this study involved 36 students from class XI-7 as research participants. Data were collected through semi-structured interviews and document analysis to explore students’ experiences, perceptions, and challenges in using Instagram for English writing activities.

The findings indicate that the integration of Instagram into writing instruction positively influenced students’ engagement and learning experiences. Most participants reported increased confidence in composing English captions and expressing their ideas in written form. The platform also encouraged students to pay greater attention to language accuracy, as they tended to review and revise their writing before posting it publicly. Furthermore, students perceived Instagram-based writing activities as more interesting, enjoyable, and relevant to their daily lives, which contributed to higher levels of motivation and participation in the learning process. The interactive features of Instagram, such as likes, comments, and sharing options, further supported students’ willingness to write and communicate in English.

Despite these positive outcomes, several challenges were identified, including persistent grammatical errors, limited vocabulary, and students’ anxiety about making mistakes in public online spaces. Overall, the study concludes that Instagram can serve as an effective and supportive medium for teaching and learning English writing skills by fostering motivation, self-expression, and authentic language use in digital learning environments.

The Influence Of Using Short Stories on Students’ Vocabulary Mastery At The Eighth Grade Students of SMPN 1 Bulukumba

Ummul Habibah Nur, Nur Ina Syam, Syayyidina Ali — Sat, 30 May 2026 00:00:00 +0000

This study investigated the influence of using short stories on students’ vocabulary mastery among eighth-grade students at SMPN 1 Bulukumba. Vocabulary is one of the most essential components of language learning, as it supports students’ ability to understand, communicate, and develop other language skills. However, many students experience difficulties in acquiring and retaining vocabulary due to limited exposure to meaningful language contexts. Short stories are considered an effective instructional medium because they provide authentic language input, contextualized vocabulary, and engaging learning experiences that can enhance students’ understanding and retention of new words.

This research employed a pre-experimental design using a one-group pre-test and post-test approach. The population of the study consisted of eighth-grade students at SMPN 1 Bulukumba. The sample was selected using a total sampling technique and involved 25 students. Data were collected through multiple-choice vocabulary tests administered before and after the implementation of short-story-based learning activities. The tests were designed to measure students’ vocabulary mastery and determine the effectiveness of short stories as a teaching medium.

The results of the study revealed a significant improvement in students’ vocabulary mastery after the treatment. The mean score of the pre-test was 59.6, while the mean score of the post-test increased substantially to 90.4. Furthermore, the statistical analysis showed that the calculated t-test value was 10.14, which was higher than the t-table value of 2.06. As a result, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. These findings indicate that the use of short stories had a positive and significant effect on students’ vocabulary mastery. Therefore, short stories can be considered an effective and engaging teaching medium for improving vocabulary learning among junior high school students.

The Use of ChatGPT AI on Students’ Translation at Higher Education Students

Maria Enjelina Debibilian, Sujarwo, Siti Nurul Haliza — Sat, 30 May 2026 00:00:00 +0000

The purpose of this research is to analyse the use of ChatGPT AI in student translation activities. The participants of this study were nine sixth-semester students from the English Education study programme at Universitas Megarezky in the 2022/2023 academic year, selected using purposive sampling. This study employed a qualitative descriptive method. The data collection techniques used in this study were interviews and field notes. The data analysis techniques used in this study were data reduction, data presentation, and conclusion drawing. Based on the results of the study, it shows that students consider ChatGPT to be very helpful and effective as a translation tool because of its speed, accuracy, easy and responsive interface, and ease of access in finding information and ideas for academic tasks such as translation. However, students are concerned that if ChatGPT is used too often without being balanced with good awareness, it will definitely lead to excessive dependence. This research concludes that balance is key in the use of ChatGPT for translation.

Nonverbal Codes in Online Intercultural EFL Classroom

Luthfiyyah Ainur Fitrizah, Syarifuddin Dollah — Sat, 30 May 2026 00:00:00 +0000

The rapid shift to online learning environments has transformed the nature of interaction in English as a Foreign Language (EFL) classrooms, particularly in intercultural contexts. While verbal communication has been widely examined, nonverbal communication in online intercultural EFL classrooms remains underexplored. This qualitative descriptive case study investigates the types and functions of nonverbal codes used in an online intercultural EFL classroom at the graduate level. Data were collected from recorded synchronous online class sessions involving culturally diverse students and analyzed using thematic analysis. The findings reveal that nonverbal communication was not diminished in the online setting but rather transformed into digitally mediated forms. The identified nonverbal codes include facial expressions, eye behavior, head and upper-body movements, paralinguistic features, and digital nonverbal cues such as mute–unmute behavior and response timing. These nonverbal codes functioned to express agreement and politeness, demonstrate respect and attentiveness, manage turn-taking, perform face-saving strategies, reflect culturally influenced communication norms, and compensate for the limitations of online interaction. The study highlights the importance of nonverbal awareness in fostering effective intercultural communication and intercultural communicative competence in online EFL classrooms.

Improving News Text Writing Skills Using Photo Story Media for Junior High School Students

Jumriati, Andi Wiwiek Winati, Dwi Syukriady — Sun, 31 May 2026 00:00:00 +0000

This study aims to improve news text writing skills through the use of photo story media in class VII-1 students of SMP Negeri 36 Makassar. The type of research used is Classroom Action Research (CAR) which is carried out in two cycles, including the planning stage, action implementation, observation, and reflection. The research subjects were 32 students, consisting of 15 male students and 17 female students. Data collection techniques were carried out through tests and non-tests in the form of observation, questionnaires, and documentation. Data were analyzed quantitatively and qualitatively. The results of the study indicate that the use of photo story media can improve students' news text writing skills. This can be seen from the increase in students' average scores, namely from 37.56% in cycle I to 71.34% in cycle II. In addition, student activity and participation in the learning process also increased. Students became more active, more focused on paying attention to teacher explanations, more enthusiastic in asking questions, and calmer when participating in the learning process and doing assignments. Thus, this study can conclude that photo story media is effectively used to improve news text writing skills of class VII-1 students of SMP Negeri 36 Makassar.