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Promoting Responsible English Learning Trough Restitution Triangle and Local Values of Bugis Makassar at SMA Makassar Raya

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 3 (2025) · hlm. 906–916

DOI
10.34050/els-jish.v8i3.45440
ISSN
2621-0835, 2621-0843
Terbit
2025-09-15
Penerbit
Hasanuddin University
Bahasa
en
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

This study investigates how the integration of the Restitution Triangle with local wisdom from Bugis-Makassar culture supports the development of positive discipline in English learning. Conducted at a senior high school in Makassar, this qualitative study employed interviews, observations, and documentation to explore how students internalize responsibility and respectful behavior. The findings revealed that the implementation of restitution strategies, aligned with cultural values such as Sipakatau, Sipakainge', and Sipakalebbi, significantly contributed to students' behavioral awareness and self-regulation. The culturally adapted restitution model enabled students to reflect on their actions, repair harm, and engage actively in language learning. This research highlights the potential of combining restorative approaches with indigenous values to enhance classroom discipline and learner autonomy.

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19 penulis · 36 tautan kepenulisan bersama · 21 lintas organisasi

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  • State University of Makassar
  • Politeknik Pertanian Negeri Pangkajene Kepulauan
  • Universitas Syiah Kuala
  • Universitas Halu Oleo
  • Muhammadiyah University of Makassar
  • Universitas Muhammadiyah Parepare
  • Sekolah Tinggi Agama Islam Negeri Majene
  • Organisasi lain
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Abdullah AbdullahState University of Makassar1
Nurlinda NurlindaState University of Makassar1
Amirullah AbduhState University of Makassar1
Rosmaladewi RosmaladewiPoliteknik Pertanian Negeri Pangkajene Kepulauan1
Abdullah AbdullahUniversitas Syiah Kuala1
Muhammad BasriUniversitas Halu Oleo1
Agussalim DjirongState University of Makassar1
Ambo DalleState University of Makassar1
Siti Suwadah RimangMuhammadiyah University of Makassar1
Suradi TahmirState University of Makassar1
Salasiah AmmadeUniversitas Muhammadiyah Parepare1
Murni MahmudState University of Makassar1
Nur Fadillah NurchalisSekolah Tinggi Agama Islam Negeri Majene1
Geminastiti SakkirState University of Makassar1
Amra AriyaniState University of Makassar1
Muhammad AswadUniversitas Sulawesi Barat1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, pertama di-harvest 3 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Promoting Responsible English Learning Trough Restitution Triangle and Local Values of Bugis Makassar at SMA Makassar Raya</dc:title>
	<dc:creator xml:lang="en">Abubakar, Sugurawati</dc:creator>
	<dc:creator xml:lang="en">Noni, Nurdin</dc:creator>
	<dc:creator xml:lang="en">Jabu, Baso</dc:creator>
	<dc:subject xml:lang="en">Restitution Triangle</dc:subject>
	<dc:subject xml:lang="en">cultural values</dc:subject>
	<dc:subject xml:lang="en">Bugis Makassar</dc:subject>
	<dc:subject xml:lang="en">Positive Discipline</dc:subject>
	<dc:description xml:lang="en">This study investigates how the integration of the Restitution Triangle with local wisdom from Bugis-Makassar culture supports the development of positive discipline in English learning. Conducted at a senior high school in Makassar, this qualitative study employed interviews, observations, and documentation to explore how students internalize responsibility and respectful behavior. The findings revealed that the implementation of restitution strategies, aligned with cultural values such as Sipakatau, Sipakainge', and Sipakalebbi, significantly contributed to students' behavioral awareness and self-regulation. The culturally adapted restitution model enabled students to reflect on their actions, repair harm, and engage actively in language learning. This research highlights the potential of combining restorative approaches with indigenous values to enhance classroom discipline and learner autonomy.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/45440</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i3.45440</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 3 (2025): SEPTEMBER; 906-916</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/45440/13374</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Sugurawati Abubakar, Nurdin Noni, Baso Jabu</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>