Journal of Language and Literature Studies
Not a member yet
203 research outputs found
Sort by
Developing Digital Flipbook-Based English Writing Materials for EFL Vocational High School Students
No full textEnglish writing skills are pivotal for vocational students and their future careers. To improve students' writing skills, technology development provides access for teachers to create digital learning resources. Moreover, the Ministry of Education, Culture, Research, and Technology requires teachers to integrate technology in the classroom. However, preliminary research found that the teacher was not using technological-based learning resources. Therefore, the objectives of this study were to identify the needs of twelfth-grade students of vocational schools and to develop digital flipbook-based English writing materials. This study used a Research and Development (R&D) approach, with participants being twelfth-grade students from SMK Negeri 5 Medan. The research procedures followed ADDIE (Analysis, Design, Develop, Implementation, Evaluation). Instruments included needs analysis, expert judgement, teacher’s review, and students’ response questionnaires. The data were analyzed quantitatively and qualitatively. The results of needs analysis indicated that most of the students wanted to improve their grammatical accuracy in their writing, After developing the product, the final overall score obtained from the expert, teacher and students was 3.67, categorizing the materials as "very good." The development of digital flipbook-based English writing materials for twelfth-grade students at vocational schools has significant implications for enhancing student engagement and learning outcomes in English instruction. The positive evaluations from experts, teachers, and students indicate that these materials, grounded in the ADDIE framework are effective and well-received. This suggests that similar digital tools has potential in transforming traditional teaching methods
The Benefits of Nurturing EFL Teachers’ Agency at the Beginning of their Professional Development Journeys
No full textEFL educators in this modern age are vulnerable to stressful and anxiety-evoking situations while dealing with their daily teaching demands such as heavy administrative workloads, unyielding students’ behaviors, and external pressure from the educational stakeholders. To better mitigate all these inevitable educational issues, it is of key importance for second language educators to instill a higher level of agency to nurture their commitment in giving their best teaching performances for their learners. For this reason, the researcher embarked this small-scale library study by exploring the potential benefits promoted by agency contributable for the further professional development within EFL educationalists. By doing so, the forthcoming research results can potentially promote a glimpse of enlightenment for globalized ELT stakeholders to better support the continual development of EFL teachers’ agency influential for the significant advancement of the whole second language exposure quality. A library analysis methodology was selected to generate more credible, relatable, and applicable research results for the targeted educational parties. To fulfill this major specific research objective, the researcher particularly chose 20 previous EFL teachers’ agency literature having been published worldwide in varied reputable journal article platforms ranging from 2017 until 2023 year to yield more relevant research outcomes for the predetermined research fields. The thematically clustered research results highly encouraged globalized educational institutions to start prioritizing the constant development of EFL teachers’ agency to gradually transform them into more adaptable and highly dedicated educationalists
Indonesian EFL Students’ Perceptions of DeepL Machine Translation Tool: Utilization, Advantages, and Disadvantages
No full textThe integration of artificial intelligence (AI) technologies, such as machine translation tools, has gained traction in language education, offering potential benefits while raising concerns. This mixed-methods study investigates the perceptions and experiences of Indonesian students learning English as a Foreign Language (EFL) regarding the use of DeepL Machine Translation. With advancements in AI and increasing reliance on translation tools, understanding users' perspectives is crucial for effective integration. The research aims to explore EFL students' perceptions of DeepL's utilization, advantages, and disadvantages through a convergent mixed-methods design. Data were collected from 293 participants across various educational levels through a closed-ended questionnaire and open-ended responses. Quantitative analysis revealed a high level of agreement towards DeepL's utilization, particularly for translating written works. Perceived advantages included translation accuracy, time-saving capabilities, and potential for language skill improvement. However, concerns regarding over-reliance and dependency were also expressed. Qualitative insights corroborated the quantitative findings, highlighting DeepL's strengths in context matching, word choice suggestions, and user-friendly features. These findings contribute to the discourse on AI integration in language education, emphasizing the importance of understanding user perceptions and developing balanced implementation strategies. The study concludes with recommendations for educators and curriculum designers to leverage machine translation tools effectively while mitigating potential drawbacks, fostering independent language learning and responsible technology use
Teachers’ Challenges on ICT Implementation Using Google Meet as Teaching Media in English Language Teaching
No full textThe integration of Information and Communication Technology (ICT) in education has significantly transformed the teaching and learning process, particularly in language instruction. Among the various ICT tools, Google Meet has emerged as an innovative solution to enhance engagement and effectiveness in English language teaching, especially for young learners in junior high schools. This study aims to describe the English language teaching methods employed by English teachers to utilize Google Meet in junior high schools and identify the factors that hinder its use in the classroom. The research was conducted with English teachers at junior high schools, employing a descriptive qualitative method. Data were collected through teacher interviews and in-class observations, embracing both observational techniques and interviews. The gathered data were analyzed qualitatively through processes of reduction, data visualization, and comprehensive data analysis. To ensure the reliability of the data, researchers used triangulation methods. The findings of the study indicate that the use of Google Meet in junior high schools in Mataram is extensive, particularly with the implementation of the 2013 Curriculum and the Merdeka Curriculum. Google Meet is employed for various purposes, from managing attendance to student activation and scoring systems. To support the integration of Google Meet and reduce uncertainties in the teaching-learning process, schools have provided facilities such as Wi-Fi, projectors, sound systems, and individual Google Meet accounts for each class. Despite these advancements, the study identified several factors and conditions that limit the use of Google Meet. These include time constraints, as each teaching subject is allocated only one hour per week, and established classroom practices that may resist the adoption of new technologies
The Effectiveness of Interactive Educational Technology in Teaching Complex Sentences: A Lesson Learned from Remote EFL Learners
No full textEFL learners often encounter difficulties in mastering complex sentences, especially when they are treated by using conventional teaching methods. This study investigates the effectiveness of interactive educational technology in improving the EFL learners’ grammatical competences of complex sentences at the Institute of Global Nusantara Education. An experimental design was employed in this study. The samples of the study are all students who took Grammatical course at English language education study programe at the Institute of Global Nusantara Education. The research instruments comprise grammatical tests to see EFL learners’ grammatical competence. The tests are done in the experimental and control groups. Based on the data analysis, the findings demonstrate that the experimental group outperformed the control group, with significantly higher post-test scores (M = 85.6, SD = 5.2) compared to the control group (M = 72.3, SD = 4.8), an F-value of 65.14, and a p-value of 0.021. These results highlight the efficacy of interactive educational technology in not only enhancing students' grammatical competences in writing activities but also boosting their motivation and engagement. Furthermore, these findings have broad implications for diverse educational settings, suggesting that integrating such technology can help bridge learning gaps, especially in contexts with varied access to resources. By addressing these challenges, educators can foster equitable and effective learning environments that support the development of advanced language skills
A Critical Discourse Analysis of Nadiem Makarim's Speech on Merdeka Belajar at the 2024 National Education Day
No full textThis study critically analyzes Nadiem Makarim's 2024 National Education Day speech, focusing on how language reflects and reshapes power dynamics and ideology within Indonesia’s Merdeka Belajar (Independent Learning) reform initiative. The research seeks to answer two key questions: how does the speech frame educational reform through discourse, and how does it distribute power and convey participatory ideology? Using Fairclough’s Three-Dimensional Model and van Dijk’s Power and Ideology framework, this qualitative study examines the textual, discursive, and social practices within the speech. The findings reveal that the speech strategically emphasizes decentralization, teacher and student empowerment, and cultural values of gotong royong (mutual cooperation) while reframing challenges, such as the pandemic, as opportunities for systemic change. These results suggest that the speech functions as a tool to foster collective responsibility and support for long-term educational reform. The study concludes with recommendations for policymakers to adopt inclusive, culturally resonant discourse to ensure effective communication of reform initiatives. Future research could explore the long-term impact of such discourse on policy implementation across diverse educational contexts
Exploring the Role of “Nasyiatul Aisyiyah” in Enhancing Women's Reading Literacy Skills
No full textReading literacy has a very important role for women. Both in a personal context, as well as in the family and community environment. Reading skills allow women to access the information and knowledge needed to improve their self-competence. Women who have good reading skills can play a role in improving the quality of their children's education. This study aims to describe the role of Nasyiatul Aisyiyah in improving women's reading literacy skills and its impact on women's reading literacy skills in Bogor Regency. This research was conducted with members of Nasyiatul Aisyiyah in Bogor Regency. This study uses a descriptive qualitative method. Data was collected through interviews, observations, and documentation. The collected data is analyzed qualitatively through a comprehensive data identification and analysis process. To ensure the reliability of the data, the researcher used the triangulation method. The results of the study show that the structured reading literacy program initiated by Nasyiatul has successfully contributed to improving women's reading skills, especially Nasyiatul Aisyiyah members in Bogor Regency. This program not only provides benefits in literacy, but also supports the development of broader life skills, so that women become more prepared and empowered in facing challenges in society
Linguistic Politeness in Apologies: Comparing Strategies of Bruneian and Indonesian University Students
No full textLinguistic politeness, especially in apology situations, is essential for maintaining social harmony and ensuring effective communication across different cultural contexts. The study aimed to examine linguistic politeness among university students in the context of apologies. The study compared politeness strategies between Bruneian and Indonesian university students from different universities. Data were collected using the Discourse Completion Task (DCT) method, where respondents were presented with specific situations or scenarios and asked to express what they would say in those situations. The data was analysed using the politeness model by Brown and Levinson (1987). The study found that students used positive politeness strategies, negative politeness strategies, and bald-on-record strategies. The study’s results show that positive politeness strategies are the most frequently used. The results also indicated that in using politeness in apologies, students employed several sub-strategies, such as greetings, promising, providing reasons, taking responsibility, understanding the interlocutor’s desires, and using titles for interlocutors with higher social status. This research can serve as a guide and lesson for improving linguistic politeness among university students, especially when apologising
Developing A Prototype of Module Instruction of Writing Short-Stories Integrated with Samawa Local Wisdom
No full textThe teaching modules should be carefully designed to not only cover the academic aspects of literature but also to incorporate elements that foster cultural understanding and appreciation. The goal is to create a comprehensive learning framework that allows students to explore literature in a way that is both intellectually stimulating and culturally enlightening. Therefore, this study aims to develop instructional module reflecting the didactic theories and local wisdom principles to facilitate students to practice writing short stories. These theoretical principles are integrated in the module components, namely in the material, training and evaluation sections, student activities in the Module, glossary, and Module illustrations/graphics. The research method uses the R2D2 (Reflective, Recursive, Design and Development) design. Characteristics of the R2D2 model include being recursive, non-linear, sometimes irregular, reflective, and collaborative. However, this model emphasizes learning in a meaningful context. Formative assessment is considered highly important. This research method emphasizes the subjectivity of the model developer. The research commenced with a reflective activity, which is the needs analysis phase, aimed at elucidating the gaps in short story writing instruction. To obtain accurate information regarding the issues at hand, the researcher engaged in a recursive process encompassing all components related to learning and the design of the short story writing module. The results of the research are a prototype of a short story writing module that can be adapted to other text genres in various literary learning materials
Developing Specialized Vocabulary Lists for English Tourism: A Corpus-Based Approach
No full textThe increasing dominance of English as the global lingua franca in tourism underscores the necessity for specialized vocabulary tailored to this sector. This study addresses a critical gap in English for Tourism (EfT) resources by developing specialized vocabulary lists using a corpus-based approach. Traditional EfT resources often fail to meet the nuanced, context-specific demands of real-world tourism communication, creating challenges for both learners and professionals. To bridge this gap, a representative corpus of tourism-related texts was compiled, and corpus analysis was conducted using three key techniques: frequency analysis, keyness analysis, and collocation analysis. These methods enabled the identification of key vocabulary and phrases relevant to various subfields within tourism, including hospitality, cultural heritage, and travel services. The identified vocabulary was subsequently categorized into thematic areas to ensure its practical applicability for tourism professionals. The study also evaluated the effectiveness of these vocabulary lists in educational contexts through pre-tests and post-tests administered to students and instructors in EfT programs. The results demonstrated a significant improvement in vocabulary proficiency, with an average 25% increase in students' performance following the intervention. These findings contribute valuable, empirically grounded resources for EfT educators, offering a practical means to enhance language proficiency and professional communication. This study highlights the importance of using authentic, context-specific materials in language education, ensuring that learners acquire the necessary skills for effective communication in tourism-related settings