Proceeding of International Seminar on Humanity, Education, and Language
The Proceeding of the International Seminar on Humanity, Education, and Language (ISHEL) is an annual international academic forum that explores the intersections of human values, educational innovation, and the evolving role of language in a global society. Guided by the theme “Sustainable Humanity: Education, Language, and Culture as Forces for Global Resilience” ISHEL brings together researchers, educators, and practitioners to engage in interdisciplinary dialogue and share insights that address contemporary global challenges. ISHEL is conducted fully online, enabling broad international participation and fostering inclusive academic exchange across geographical boundaries. The most recent seminar was held on July 5, 2025, and the next conference is scheduled for the first week of July 2026. As a yearly event, ISHEL maintains continuity while adapting to emerging issues in humanity-centered education, inclusive pedagogies, and linguistic diversity. The seminar features keynote speeches, panel discussions, and academic presentations organized under three main streams: Humanity, Education, and Language. These streams collectively highlight critical themes such as global citizenship, intercultural empathy, sustainable education, and the role of language in shaping global communication and understanding. ISHEL is committed not only to advancing scholarly discourse but also to promoting knowledge that is humane, equitable, and globally relevant. It serves as a platform for collaboration and reflection, encouraging contributions that transcend disciplines and cultures while aiming to create meaningful real-world impact. Keynote Speakers: Prof. Dr. Dedi Purwana E.S., M. Bus. (Indonesia) Assoc. Prof. Dr. Amal Abdullah Abdurahman Al-Rashed (Saudi Arabia) Assoc. Prof. Dr. Tengku Intan Marlina Binti Tengku Mohd Ali (Malyasia) Ahmad Abdan Sakuro, M.A. (Thailand)
Systematic Literature Review of Extensive Reading and Process-Oriented Reading Instruction (PORI) Strategy in EFL Contexts
Extensive Reading (ER) continues to be studied and improved not only for vocabulary acquisition comprehension, grammatical awareness but also in students’ motivation in EFL classroom learning. However, challenges arise due to the lack of structured reading guides. In this regard, the Process-Oriented Reading Instruction (PORI) strategy offers a step-by-step process that focuses on critical thinking and metacognitive reading strategies. This study aims to systematically examine the relationship between Extensive Reading (ER) and Process-Oriented Reading Instruction (PORI) strategies in teaching English as a Foreign Language (EFL) reading. The method used is the Systematic Literature Review (SLR) method guided by the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) review method. This study analyzes scientific publications sourced from Scopus, ERIC, and Google Scholar. This review is expected to contribute to the field of Language Education in the future by offering theoretical mapping and practical directions to develop a reading teaching model that is integrated with students' needs, especially to support curriculum innovation that is in education standards in Indonesia.
Copyright (c) 2025 Ida Maulida, Endry Boeriswati, Ifan Iskandar https://creativecommons.org/licenses/by/4.0
THE EVALUATION OF THE INDEPENDENT CURRICULUM P5RA PROGRAM AT MADRASAH IBTIDAIYAH UNGGULAN AL FADEL, TAJURHALANG-BOGOR
This study aims to evaluate the effectiveness of the implementation of the Pancasila and Rahmatan lil 'Alamin Student Profile Strengthening Program (P5RA) at Madrasah Ibtidaiyah Unggulan Al Fadel Bogor. The P5RA program, which has been running since the 2022/2023 school year as part of the Independent Curriculum, is designed to strengthen the values of Pancasila and the principles of Rahmatan lil 'Alamin in students. This study uses the CIPP (Context, Input, Process, Product) evaluation model to analyze four main aspects: the context of implementation, the availability of resources, the implementation process, and the results and impact of the program. The research method is qualitative with a descriptive approach, involving teachers, educators, and students as research subjects. Data were collected through observation, semi-structured interviews, and documentation studies, then analyzed using the Miles and Huberman model. The results showed that P5RA succeeded in increasing students' involvement in project-based learning and strengthening their character, such as independence, tolerance, and responsibility. A contextual evaluation revealed that the program not only met policy demands but also answered students' needs for holistic character education. From the input aspect, the availability of human resources and supporting facilities is the key to the success of the program. However, the study also identified challenges such as time constraints, lack of standardization of evaluations, and lack of socialization to parents. Overall, P5RA has proven to be effective in shaping student character, although improvements are needed in the evaluation and management aspects to ensure the sustainability of the program.
Copyright (c) 2025 Farah, Siti Zulaikha, Winda Dewi Listyasari https://creativecommons.org/licenses/by/4.0
Reconstruction of Political Ideology Through Ad Hominem Argument Strategy in the 2024 Presidential-Vice Presidential Debate
This research critically investigates the reconstruction of political ideology through the use of ad hominem argument strategies in the 2024 Indonesian presidential and vice-presidential debates. Integrating van Dijk’s Critical Discourse Analysis (CDA) and Korta & Perry’s Critical Pragmatics, the study examines five official debate transcripts to identify various forms of ad hominem arguments, their usage patterns, and their persuasive impact on public perceptions. The findings reveal that explicit and implicit ad hominem strategies are systematically deployed by candidates to attack the personal character, credibility, and group affiliation of rivals, while simultaneously reinforcing their own image as agents of change, justice, or moral leadership. These rhetorical moves construct clear moral dichotomies—delineating “us” versus “them”—and intensify political polarization and identity-based mobilization. Furthermore, ad hominem arguments often overshadow substantive policy discussions, shifting the focus of public debate towards personal character and away from programmatic vision. The persuasive impact of these strategies is evident in heightened group loyalty, emotional engagement, and a reduction in the deliberative quality of democratic discourse. The novelty of this study lies in its integrative methodological approach and its focus on the Indonesian context, where political debates are highly influenced by identity politics and polarization. The research not only advances theoretical understanding of rhetorical and ideological dynamics in contemporary political communication but also offers practical recommendations for strengthening political literacy, ethical debate moderation, and responsible media reporting. Ultimately, the findings underscore the urgent need for critical literacy to counteract the divisive effects of ad hominem in democratic discourse.
Copyright (c) 2025 Saiyidinal Firdaus, Muhammad Kamal, Novi Anoegrajekti https://creativecommons.org/licenses/by/4.0
ENHANCING STUDENTS' PRONUNCIATION AND SPEAKING SKILLS THROUGH GOOGLE TRANSLATE AND STORYTELLING
This classroom action research investigates the usage of Google Translate and storytelling to improve pronunciation and speaking skills of eighth-grade EFL students at SMPN 1 Majasari. Pronunciation remains a major challenge due to students’ reliance on L1 phonology, limited access to native-like input, and fear of speaking mistakes. To address this, the study employed two CAR cycles across eight meetings, combining pronunciation practice through Google Translate’s text-to-speech (TTS) and expressive storytelling performances using narrative texts. Data collection involved pre-tests, post-tests, observation checklists, and field notes, analyzed quantitatively and qualitatively. In Cycle I, Google Translate helped students improve phoneme articulation and word stress, reflected in a rise from an average pre-test score of 5.09 to 7.34. However, students still lacked fluency and expression. In Cycle II, storytelling activities enhanced intonation, rhythm, and confidence, raising post-test scores to 16.25 and resulting in “Good” performance for most students. The findings support previous studies (Niño, 2025; Ibrahim, 2022) indicating that digital tools and interactive strategies complement each other effectively. This research confirms that combining Google Translate and storytelling addresses both segmental and suprasegmental pronunciation issues and fosters student engagement, confidence, and speaking fluency. The study recommends this integrated approach to improve pronunciation and speaking skills in EFL classrooms. Keywords: Pronunciation, Speaking Skills, Google Translate, Storytelling, Classroom Action Research.
Copyright (c) 2025 Muhammad idrus, Nurhaedah Gailea, Rita Handayani https://creativecommons.org/licenses/by/4.0
Self-Regulated Learning Strategies of EFL Students in Academic Writing Class
This study was aimed to describe students’ self regulated learning strategies in academic writing class. The study used descriptive qualitative method. Population in this study was sixth semester students at English Education Department of Jenderal Soedirman University. The data for this study were taken from the result of the Questionnaire for Self-Regulated Learning Writing Strategies (QSRLWS) for EFL learners. The results showed that students of sixth semester applied all kinds of learning strategies which are metacognitive, cognitive, social, and motivational/affective strategies. It can be seen that students have independently sought the best way to help them learning in academic writing class.
Copyright (c) 2025 Prayogo Hadi Sulistio, Ifan Iskandar, Zainal Rafli https://creativecommons.org/licenses/by/4.0
AUTHENTIC ASSESSMENT IN THE DEVELOPMENT OF LITERACY COMPETENCE IN THE MERDEKA CURRICULUM
This study explores the role of authentic assessment in developing students’ literacy competencies within the framework of Kurikulum Merdeka in Indonesia. The study aims to analyze how performance based, contextual, and meaningful assessment strategies can effectively measure and enhance literacy skills in Bahasa Indonesia education. Using a qualitative descriptive method, the research draws on curriculum documents, theoretical literature, and educational policy to examine the conceptual and practical aspects of authentic assessment. The findings indicate that authentic assessment, through activities such as portfolio creation, reflective writing, project based tasks, and peer evaluation, significantly supports the growth of reading, writing, and critical thinking skills. Challenges in implementation include teacher preparedness and institutional support. This paper contributes to the field of Indonesian language and literature education by offering insight into how authentic assessment can be strategically integrated to foster literacy development in alignment with the student centered philosophy of Kurikulum Merdeka.
Copyright (c) 2025 margareth deno https://creativecommons.org/licenses/by/4.0
REVEALING THE ROLE OF QUALITY OF WORK LIFE IN ENHANCING TEACHERS' ACHIEVEMENT MOTIVATION
This study aims to determine the effect of quality of work life on achievement motivation of elementary school teachers. The study used a quantitative approach with a survey method. The research sample was 258 randomly selected teachers. Data were collected using a closed questionnaire and analyzed using SPSS software. The results showed that there was a positive and significant effect between quality of work life on teacher achievement motivation. The regression equation obtained was Ŷ = 67.360 + 0.432X, with a positive regression coefficient of 0.432. This means that every one unit increase in the quality of work life will increase teacher achievement motivation by 0.432 units. The significance value of 0.000 and t count of 7.701 which is greater than t table (1.65) indicate that the effect is significant. In addition, the R Square value of 0.402 indicates that 40.2% of the variation in teacher achievement motivation is explained by the quality of work life, while the remaining 59.8% is influenced by other factors outside the model. Improving the quality of work life is an important factor in encouraging teacher enthusiasm and achievement, so it needs to be a concern in managing human resources in the school environment.
Copyright (c) 2025 Salma Nabila, Unifah Rosyidi, Heru Santosa https://creativecommons.org/licenses/by/4.0
TEACHING STRATEGIES FOR DEVELOPING WRITING SKILLS IN DEAF AND HARD OF HEARING (DHH) STUDENTS
This study investigates the writing learning strategies employed by teachers for deaf and hard of hearing (DHH) students in Indonesian special needs schools (SLB), focusing on a case study at SLB Sana Dharma in Jakarta. Using a qualitative case study design, data were collected through semi-structured interviews and direct classroom observations involving three teachers who teach DHH students in grades 1, 2, and 4. The findings reveal that DHH students encounter significant challenges in developing writing skills, particularly due to limited linguistic access and insufficient exposure to morphosyntactic features such as affixation and reduplication. Many students are found to be in the early stages of writing development, often producing isolated words or simple sentences, while compound and complex sentence structures remain difficult to master. The study highlights the effectiveness of translanguaging strategies and visual media in supporting language comprehension and written expression. Moreover, active parental involvement and teacher fluency in sign language play critical roles in fostering a supportive learning environment. The study’s implications suggest the need for a more flexible and differentiated curriculum that addresses the unique needs of DHH learners. This case study contributes meaningful insights into improving instructional practices and promoting the writing development of DHH students in inclusive and special education contexts.
Copyright (c) 2025 Dwi Septiani https://creativecommons.org/licenses/by/4.0
Development of Digital Platform-Based Learning Media for Short Story Texts for Grade XI High School
This study focuses on the development of digital platform-based learning media for short story text material for grade XI SMA/MA. The aim is to overcome students' difficulties in understanding the material and improve the effectiveness of Indonesian language learning. The method used is structured research and development based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). In this study, data analysis combines quantitative and qualitative techniques obtained through questionnaires. Validation was carried out by media expert validators, material experts, and Indonesian language teachers. The results of the media expert validation obtained 87%, material experts 96% and Indonesian language teachers 98%. Then, the assessment was carried out by students obtaining 90%. This digital platform-based learning media offers an alternative for teachers to support the learning process. The implication is to provide more flexible access to learning materials, thereby encouraging independent learning. Thus, digital platform-based learning media for short story texts is considered feasible, so that it can be applied in the classroom.
Copyright (c) 2025 Suci Lestari, Fathiaty Murtadho, Reni Nur Eriyani https://creativecommons.org/licenses/by/4.0
This study aims to evaluate the practice of writing poetry as a means of reflective expression and articulation of students' aspirations in the context of the Independent Curriculum in Indonesian subjects. This study analysed 36 poems by high school students, each inspired by a single aspiration-themed word, to explore how the texts reflect their identity, personal values, and hopes for the future. This study uses a qualitative approach with thematic, stylistic, and reflective-narrative content analysis techniques to examine aspects of diction choice, poetic structure, and affective and expressive dimensions in poetry. The analysis results show that most poems display strength in expressing emotions, using personal diction, and having the courage to voice dreams authentically. However, weaknesses were also identified in poetic structure, cohesion between lines, and the richness of language style. These findings suggest that poetry can serve as an unconventional assessment tool capable of revealing reflective aspects of students, which are often overlooked in conventional cognitive assessments. Thus, writing poetry supports creative literacy and strengthens the curriculum's alignment with expressing students' identities as independent learners.
Copyright (c) 2025 Dristyana Munthe https://creativecommons.org/licenses/by/4.0
TEACHERS’ STRATEGIES FOR EVALUATING READING FLUENCY IN SECOND GRADE OF ELEMENTARY SCHOOL
This study investigates the strategies employed by teachers to evaluate reading fluency in second grade elementary school students. Utilizing a qualitative descriptive approach, data were collected through interviews with experienced second grade teachers and a review of relevant literature. The results reveal that teachers implement a variety of strategies and media, including picture books, reading cards, storytelling, and educational games, to both engage students and assess their reading fluency effectively. These approaches not only facilitate accurate evaluation but also foster students’ motivation and interest in reading. The findings highlight the importance of integrating traditional and modern assessment tools that are tailored to the developmental needs of young learners. This research provides valuable insights for educators seeking to enhance their methods for evaluating reading fluency in elementary education.
Copyright (c) 2025 Tasya Wildatun Nisa https://creativecommons.org/licenses/by/4.0
APPLICATION OF POETRY WRITING LEARNING EVALUATION USING ACROSTIC TECHNIQUE
This study investigates the acrostic technique as a method of formative evaluation in poetry writing learning, addressing the limitations of conventional evaluation which is subjective and focused on the final product. Through a systematic literature review, it was identified that the acrostic technique, which requires the first letter of each line of poetry to form a vertical keyword (e.g., "LOVE" or "NATURE"), offers a structured framework for holistically assessing the creative process. The research results reveal three key findings: (1) Implementation of the formative cycle was successfully integrated into three stages: (a) providing a vertical theme as a guide, (b) drafting with specific feedback per line, and (c) gradual revision based on teacher input; (2) The technique's effectiveness was proven in overcoming writer's block, improving diction precision, strengthening theme comprehension, and integrating cognitive, affective, and psychomotor assessment; and (3) Student responses were predominantly positive (85%) because the acrostic structure reduced anxiety and triggered creativity, although 15% of students felt the structural constraints restricted their emotional flow. In other words, the acrostic technique serves as an authentic, objective, and process-oriented formative evaluation instrument, aligning with the assessment for learning principle in the Merdeka Curriculum.
Copyright (c) 2025 BAYU SETIAWIBAWA, Asep Supriyana https://creativecommons.org/licenses/by/4.0
BALANCING INNOVATION AND MENTAL HEALTH: AI’S PSYCHOLOGICAL EFFECTS ON ENGLISH EDUCATION STAKEHOLDERS
This investigation delves into the incorporation of Artificial Intelligence (AI) within the domain of English Language Teaching (ELT), underscoring its transformative capacity and the psychological ramifications for both educators and learners. AI instruments, such as adaptive learning platforms and chatbots, have fundamentally altered the landscape of language education by personalizing instructional experiences, automating monotonous tasks, and providing immediate feedback. These advancements significantly enhance motivation and engagement by cultivating a sense of achievement and competence among learners. Nonetheless, obstacles such as technostress, performance anxiety, and excessive dependency on AI instruments highlight the necessity for judicious integration. Educators express apprehensions regarding professional obsolescence, while learners face potential declines in self-efficacy and preparedness for autonomous tasks. This inquiry employs a systematic literature review (SLR) methodology, scrutinizing approximately 50 peer-reviewed articles to discern pivotal patterns, deficiencies, and trends. The results accentuate the criticality of reconciling technological advancement with humanistic principles. AI ought to augment human interaction, promoting collaboration, empathy, and social learning. Professional advancement for educators and culturally attuned implementations for diverse educational settings are essential to guarantee inclusive and efficacious AI integration. By addressing these dimensions, AI can facilitate equitable, engaging, and human-centered learning environments, thereby enhancing both pedagogical outcomes and psychological well-being. Subsequent research should investigate the comprehensive interplay between AI technologies and the psychological factors influencing their impact in educational contexts.
Copyright (c) 2025 Abdul Hamid Aly, Zainal Rafli, Liliana Muliastusi https://creativecommons.org/licenses/by/4.0
JAVANESE CULTURAL VALUES IN THE SHORT FILM TOPI-TINDAK TANDUK SUBASITA AND ITS RELEVANCE IN BIPA LEARNING
This study aims to analyze the Javanese cultural values presented in the short film Topi-Tindak Tanduk Subasita, and to relate their relevance to BIPA learning. Short films, as visual representations of culture, have great potential to present authentic and meaningful socio cultural contexts in second language learning processes. This study uses a qualitative descriptive method with a cultural discourse analysis approach and language politeness theory to interpret the characters dialogues, expressions, and actions. The Javanese cultural values studied in this research focus on two things, namely: a) Javanese philosophical teachings; b) politeness values. The results of the study indicate that this short film displays Javanese cultural values reflected in the concepts of unggah-ungguh basa (language politeness), andhap asor (polite or humble attitude), and empan papan (ability to position oneself or appropriate attitude). These Javanese cultural values are not only expressed through speech but also through body language and the structure of social interaction between characters. In the context of BIPA learning, these values are relevant because they can equip BIPA learners with intercultural understanding, increase pragmatic awareness, and teach contextual language use in accordance with the social norms of Indonesian society, especially Javanese society.
Copyright (c) 2025 Paramita Ida Safitri https://creativecommons.org/licenses/by/4.0
IMPLEMENTING PICTURE-ASSISTED NARRATIVE WRITING AMONG FIFTH GRADE STUDENTS AT SDN CIPANAS
Writing is a fundamental literacy skill that plays a critical role in students’ ability to convey ideas, emotions, and information in a structured and meaningful way. At the primary school level, narrative writing offers an essential avenue for students to explore their imagination and organize thoughts through coherent storytelling. Despite its pedagogical significance, many elementary students encounter difficulties in generating narrative content, often due to a lack of stimuli that can support idea development. This study investigates the effectiveness of picture-based instructional media in enhancing narrative writing competence among fifth-grade students at SDN Cipanas. Employing a qualitative case study approach, the research involved 31 students and collected data through classroom observations and direct interviews. The findings suggest that visual aids such as images function as cognitive triggers, helping students conceptualize and structure their narratives more effectively. The use of pictures not only facilitated ideation but also improved student engagement and confidence in the writing process. These results highlight the pedagogical potential of integrating multimodal resources into narrative writing instruction and provide practical recommendations for teachers seeking to enrich writing pedagogy through visual-based strategies. Keywords: narrative writing, visual aids, writing competence, picture-assisted learning, primary education
Copyright (c) 2025 Siti Nurhasanah, Fachri Helmanto, Annissa Mawardini https://creativecommons.org/licenses/by/4.0
EVALUATION OF STUDENTS' CREATIVE THINKING SKILLS IN WRITING FANTASY TEXTS IN JUNIOR HIGH SCHOOL GRADE VII
This study aims to assess students' creative thinking skills in writing fantasy texts in grade VII. Creative thinking is an important skill to create students' unique and innovative ideas. Fantasy text as the object of research because it provides freedom of exploration of imagination and ideas beyond the limits of reality, so it can measure students' creativity. The method used in this research is descriptive qualitative. Data were collected through document analysis of the results of fantasy text writing of seventh grade students. The assessment instrument applied refers to the indicators of creative thinking ability which includes fluency in generating many ideas, flexibility in generating various ideas, originality in creating unique ideas, and elaboration in describing ideas in detail. The research findings show that the creative thinking ability of seventh grade students in writing fantasy texts needs to be improved. The fluency and elaboration aspects are satisfactory, but the flexibility and originality aspects are still low. This shows that students tend to produce the same ideas and are less innovative. The implication of this study is the importance of developing writing learning strategies that focus more on stimulating the flexibility and originality aspects of creative thinking.
Copyright (c) 2025 Peni Pangestuti https://creativecommons.org/licenses/by/4.0
VISUAL LITERACY SKILLS AMONG SECOND GRADE STUDENTS AT SDN CIPANAS
Visual literacy plays a vital role in supporting cognitive and language development, particularly in early primary education. This study investigates how visual elements—specifically color, shape, and depicted events—influence second-grade students’ understanding of visual texts at SDN Cipanas. Employing a qualitative case study approach, the research explores how children interpret meaning from images within authentic learning contexts. The findings reveal that students are particularly responsive to primary, secondary, tertiary, and neutral colors, which aid in recognizing and interpreting the content of visual material. Familiar forms—such as human figures, natural elements, and everyday objects—also contribute to students' ability to identify narrative cues. Moreover, sequences of events illustrated within images enable students to construct logical storylines. Notably, even when presented with uncolored images, students demonstrated the ability to interpret and describe content independently. These insights highlight the pedagogical potential of designing image-based instruction that enhances visual interpretation skills. The study underscores the importance of visual literacy as a foundational competency in digital-era learning and offers implications for improving critical thinking, linguistic expression, and creativity in early childhood education.
Copyright (c) 2025 Eva Yulia, Fachri Helmanto , Annissa Mawardini https://creativecommons.org/licenses/by/4.0
IMPLEMENTING DIFFERENTIATED INSTRUCTION THROUGH SHORT STORY READING AMONG THIRD GRADE STUDENTS AT SD NEGERI TANJUNGSARI
Enhancing reading literacy at the elementary level remains a critical challenge in foundational education, particularly in early-grade classrooms. This study examines the implementation of differentiated instruction through short story reading to develop the language skills of third-grade students at SD Negeri Tanjungsari. A descriptive qualitative approach was employed, with data gathered through classroom observation, interviews, and documentation. The findings reveal that differentiation strategies across process, content, and product dimensions effectively address students’ diverse needs, interests, and readiness levels. The intervention led to noticeable improvements in students’ intensive and creative reading abilities, including the strategic use of visual aids and dictionaries to comprehend texts. Key enablers included a calm classroom environment and engaging story content, while challenges were primarily related to text difficulty and external distractions. These findings suggest that differentiated instruction, when applied through short story reading, not only strengthens reading literacy but also fosters intrinsic motivation and peer interaction in language learning activities.
Copyright (c) 2025 Neli Nurhalijah, Fachri Helmanto, Annissa Mawardini https://creativecommons.org/licenses/by/4.0
ANALYSIS OF LEARNING EVALUATION THROUGH STUDENTS’ DRAMA TEXT WRITING IN SENIOR HIGH SCHOOL
Evaluation of drama text learning in secondary schools is often conducted intuitively, without a systematic guideline, despite the fact that students' written works can reflect comprehensive learning outcomes. This study aims to evaluate the results of drama text learning through an analysis of students' scripts and to formulate assessment principles in the form of an applicable rubric for teachers. A descriptive qualitative method was employed, using documentation and content analysis techniques on nine drama texts written by eleventh-grade students. The findings reveal variations in students' achievements across five key aspects: dramatic structure, characterization, dialogue, language and emotion, as well as values or messages. Based on these findings, an authentic assessment rubric was developed to support formative and contextual evaluation. This rubric is expected to assist teachers in conducting fairer and more structured assessments of student literary works in alignment with curriculum demands. Further research is recommended to explore students' writing processes and reflective thinking in greater depth.
Copyright (c) 2025 Zhafirah Amaliavanti https://creativecommons.org/licenses/by/4.0
LINGUISTIC SYMBOLS IN THE POLICE'S BAP OF LINGUISTS FROM AN ANTHROPOHISTORICAL SEMIOTIC PERSPECTIVE
This study analyses the linguistic symbol instruments in the Investigative Report (BAP) of Language Experts in criminal cases related to the ITE Law at Polda Metro Jaya using an Anthrohistorical semiotic approach. The study attempts to reveal the linguistic aspects in the BAP reflecting power relations, gender bias, and ideological constructions underlying the legal process. The use of legal terminology and formal language structures strengthens the position of the authority of legal institutions, while gender bias is identified in terms that reinforce certain stereotypes. The results of the study explain that the case analysed contributed to the linguistic symbol instruments in criminal cases related to violations of the ITE Law at Polda Metro Jaya. The linguistic symbol instruments are the words 'main-main dan dengar-dengar'. The words 'main-main dan dengar-dengar' indicate linguistic symbols related to the ITE Law. In disclosing the linguistic symbols of the BAP in the police in its application, of course, it is still necessary to pay attention to the social, cultural, and historical contexts that influence the birth of the text in the context of its use.
Copyright (c) 2025 Erfi Firmansyah, Liliana Muliastuti, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
Evaluating Hikayat Writing Assessment Using Genre-Based Approach in Senior High School
This research focuses on evaluating how well the writing assessment for hikayat texts is designed in Indonesian language learning at the senior high school level, especially by using the Genre-Based Approach under the Merdeka Curriculum. The study uses a qualitative descriptive method, with data collected through class observations, teacher interviews, and assessment documents. The results show that even though some teachers understand genre-based principles, many of the assessment tasks still do not fully follow the features of the hikayat genre. For example, the assignments often miss key parts such as the typical structure, use of classical or formal language, and moral values. Instead, students are asked to write general stories without clear guidance about the genre. This makes it hard to know if students have really mastered writing hikayat texts. The study suggests that teachers need more support in designing tasks and rubrics that follow the genre rules. This research helps improve the quality of Indonesian Language and Literature Education by encouraging more accurate and culturally relevant assessments.
Copyright (c) 2025 Helena Faustina Icha Gaa https://creativecommons.org/licenses/by/4.0
CRITICAL DISCOURSE ANALYSIS OF SARA MILLS IN WOMEN'S POLITICAL MEMES IN INDONESIA
Sara Mills' critical discourse analysis model is an approach used to reveal layers of meaning in a particular text by considering the dynamics of power, identity, and ideology. By taking the perspective of the three political memes described, this discussion illustrates the relevance of critical discourse analysis in understanding political communication. The first political meme highlights the aspirations of power within a group, while the second meme shows strategies to assert truth and end debate. The third meme reveals the conflict of power within the government. Through critical discourse analysis, we can understand how political language and communication are used to shape perceptions, opinions, and narratives in society in more depth.
Copyright (c) 2025 La Ode Muhammad Idrus Hamid Basri https://creativecommons.org/licenses/by/4.0
INCREASING THE OBJECTIVITY OF WRITING SKILLS ASSESSMENT
Assessment of students' writing skills often faces subject-related challenges that interfere with the effectiveness and efficiency of learning. This article examines the effectiveness of using rubrics and constructivist approaches to improve the objectivity of the writing process. Through a study of the educational literature, it was concluded that the rubric provides clear and concise evaluation criteria, which can reduce teacher bias and improve evaluation consistency. Specific, well-structured feedback helps students understand their own strengths and weaknesses in writing while also providing specific guidance for improvement. The integration of feedback and rubrics creates an evaluation system that is more transparent, fair, and focused on student growth. The application of these two instruments has so far resulted in issues such as time constraints and teacher skills. Innovative strategies, such as student participation in rubric development and the use of feedback-based revision sessions, as an effective solution
Copyright (c) 2025 Bayu Indarko https://creativecommons.org/licenses/by/4.0
WRITING COMPETENCE IN CONCLUDING THE FOLKTALE “SANGKURIANG” AMONG FOURTH GRADE STUDENTS OF SDN CIPANAS
The ability to write narrative endings is a key indicator of students’ literacy development and their grasp of narrative structure. This study explores the writing competence of fourth-grade students at SDN Cipanas in completing the traditional folktale Sangkuriang, focusing on their understanding of narrative closure, lexical selection, and the pedagogical factors that influence their writing performance. Using a qualitative descriptive approach, data were collected through interviews with school staff and documentation of student writing. The results show that most students demonstrated a basic understanding of story structure, especially in producing coherent reorientation segments. However, the moral dimension—represented by the coda—was largely absent, indicating limited development of reflective narrative competence. Linguistically, students’ writings adhered to standard Indonesian norms, though their vocabulary use remained elementary and lacked variation. Supportive factors included structured literacy programs and active teacher guidance, while obstacles involved limited access to engaging reading materials, restricted time for independent reading, and low student self-confidence. These findings underscore the need for instructional strategies that not only reinforce narrative structure but also foster moral reflection and expressive lexical range in primary-level writing education. Keywords: writing competence, narrative closure, folktale, reflective literacy, primary education
Copyright (c) 2025 Sri Wahyuni, Fachri Helmanto, Annissa Mawardini https://creativecommons.org/licenses/by/4.0
ADVENTURE SHORT STORY WRITING COMPETENCE AMONG FIFTH GRADE STUDENTS AT SDN CIPANAS
The ability to write adventure short stories is a critical component of developing narrative literacy at the elementary school level. Despite having an abundance of ideas, many students struggle to construct coherent narratives that adhere to proper language conventions. This study aims to analyze the elements and structure of short stories written by fifth-grade students at SDN Cipanas, as well as to identify the supporting and inhibiting factors influencing their writing performance. Using a qualitative descriptive method, data were collected through in-depth interviews with teachers and students, along with documentation of students’ written works. The findings indicate that students demonstrated a basic yet accurate application of narrative elements such as plot, character, and setting. Most stories were written in chronological order, often featuring a first-person narrator and varied settings. Narrative structures, comprising abstract, orientation, conflict, resolution, and coda, were present but inconsistently applied. Key supporting factors included students’ strong interest, imagination, personal experiences, and teacher guidance. However, linguistic interference from the students’ bilingual environment (Indonesian–Sundanese) emerged as a significant barrier to fluency and clarity in written expression. These results underscore the need for pedagogical interventions that reinforce narrative structure while addressing the unique linguistic context of bilingual learners.
Copyright (c) 2025 Nabila Meilani, Fachri Helmanto, Yusuf Safari https://creativecommons.org/licenses/by/4.0
FIFTH-GRADE STUDENTS’ CREATIVITY IN WRITING THREE-PARAGRAPH SHORT STORIES AT SDN 1 SELAJAMBE
Primary education plays a vital role in cultivating students’ creativity by fostering exploration, experimentation, imagination, and critical thinking. However, structured practices in writing three-paragraph short stories—commonly referred to as pentigraf—remain uncommon at the elementary level, particularly at SDN 1 Selajambe, Cisaat District, Sukabumi Regency. This study aims to analyze the creative capacity of fifth-grade students in composing pentigraf, with a focus on their cognitive process, language use, and the influence of the learning environment. Employing a qualitative case study method, data were collected through observation, student writing samples, and documentation, involving all 30 students in the class. The findings show that students were able to construct short narratives that reflect intrinsic story elements, cultural dimensions, and social environment influences. Observations also indicate that students were familiar with fundamental narrative components, such as plot structure and character development. The writing process allowed students to sharpen their creativity in forming coherent plots, creating relatable characters, and selecting life-relevant themes. These results affirm that elementary students possess the potential to develop creative literacy through concise narrative forms. The study highlights the pedagogical significance of integrating short-form creative writing to strengthen expressive and imaginative capabilities in early education. Keywords: creativity, primary education, three-paragraph story, pentigraf, narrative literacy
Copyright (c) 2025 Anita, Fachri Helmanto, Irwan Efendi https://creativecommons.org/licenses/by/4.0
Narrative Structure in Short Stories Written by Fifth-Grade Students at SDN Cipanas, Sukabumi City
This study aims to analyze the narrative structure in short stories written by fifth-grade students at SDN Cipanas, Sukabumi City. The research focuses on three fundamental narrative elements: character, conflict, and events. Employing a qualitative approach with content analysis as the primary method, the study is supported by data from classroom observations, interviews, and documentation of students’ written work. The findings reveal that most students were able to present main characters from a first-person perspective, although character development remained superficial. The element of conflict was generally underdeveloped, with many stories depicting routine daily activities lacking narrative tension. Event sequences were organized chronologically but rarely reached a complete narrative structure, including orientation, complication, and resolution. These results suggest that students’ narrative writing skills are still in the early stages of development. The study highlights the need for more structured and creative pedagogical strategies to enhance students’ understanding of cohesive storytelling. It offers practical implications for the improvement of writing instruction in primary education and serves as a reference for further research in the field of narrative literacy. Keywords: narrative structure, short story, character, conflict, events, primary school students
Copyright (c) 2025 M. Taufik Idris, Fachri Helmanto, Anne Effane https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF SCHOOL INFRASTRUCTURE ARRANGEMENT, SAFETY, AND COMFORT ON STUDENTS' MOTIVATION TO PARTICIPATE IN LEARNING
A Study of junior high school access to education has an important indicator, namely the educational participation rate, which is used to measure the level of public engagement in the educational system each year. A prevailing issue is the persistently low average duration of study participation across various regions in Indonesia. This study focuses on junior high schools in Kabupaten Cianjur. The research aims to identify key variables that can contribute to enhancing students' motivation to participate in learning activities. The primary focus will be on the provision, arrangement, safety, and comfort of school infrastructure. Data will be collected through questionnaires distributed to teachers in several schools, as well as direct interviews with a number of junior high school principals in Kabupaten Cianjur. The findings will highlight important contributing factors to increased motivation. The results of this study may serve as valuable input and a foundation for future education policy decisions.
Copyright (c) 2025 Richard Mandalora https://creativecommons.org/licenses/by/4.0
THE IMPLEMENTATION OF GAME-BASED ASSESSMENT FOR LEARNING THROUGH SQUIGABE IN THE MERDEKA CURRICULUM
This study aims to describe the implementation of Squigabe (Squid Game Teks Berita), a form of game-based assessment designed to support Indonesian language learning within the framework of the Merdeka Curriculum. Employing a descriptive qualitative approach, the research analyzes how Squigabe functions as an assessment aligned with the principles of assessment for learning, an assessment approach that not only measures outcomes but also actively and reflectively supports the learning process. Data were collected through observation, interviews, and documentation of junior high school students’ learning activities on news text material. The findings reveal that the application of the game-based assessment Squigabe effectively enhances students’ learning motivation, active engagement, and understanding of the structure and content of news texts. Moreover, game elements such as challenges, levels, and narrative structures proved effective in creating a fun, collaborative, and contextual classroom environment. These findings indicate that assessment can be designed in a creative and humanistic manner while serving as an integral part of a student-centered learning process. This study contributes to innovative assessment practices in Indonesian language education that are relevant to the demands of 21st-century learning.
Copyright (c) 2025 Ajeng Rahmadania Ariestiara https://creativecommons.org/licenses/by/4.0
EXPLORING CHALLENGES IN ACADEMIC WRITING
Academic writing is a critical skill in higher education, particularly in English Education programs where students are expected to produce undergraduate theses. Despite its importance, many students struggle to meet academic standards in writing. This study aims to explore the challenges faced by final-year students in writing their thesis introductions. Using a qualitative case study design, data were collected through semi-structured interviews with six final-year English Education students and document analysis of their thesis drafts. Thematic analysis revealed four major challenges: difficulty initiating the writing process, limited academic vocabulary, insufficient supervisory support, and psychological pressure. These findings highlight the interplay between cognitive, linguistic, and affective factors in shaping writing performance. The study contributes to a deeper understanding of writing struggles in EFL contexts and offers pedagogical implications for academic writing instruction. It recommends enhanced scaffolding, targeted vocabulary instruction, and improved supervision practices to better support students' writing development.
Copyright (c) 2025 Mimin Aminah https://creativecommons.org/licenses/by/4.0
PORTFOLIO AS AN AUTHENTIC ASSESSMENT INSTRUMENT IN WRITING INSTRUCTION: A LITERATURE REVIEW STUDY
This study aims to examine the use of portfolio as an authentic assessment instrument in learning to write Indonesian. Through a literature review approach to twenty-five scientific articles, this study focuses on three main aspects: (1) the basic concepts and working principles of portfolio assessment, (2) the effectiveness of portfolios in improving students' writing skills, and (3) obstacles and strategies for their implementation in the classroom. The results of the study show that portfolio assessment emphasizes process-based assessments that are formative and summative, authentic, reflective, and student-centered. The portfolio has been proven to be effective in improving the quality of writing, critical thinking skills, learning motivation, and metacognitive awareness of students. However, its implementation still faces a number of challenges such as limited time, administrative burden on teachers, low understanding of concepts, and limited infrastructure. Various strategies, such as the use of e-portfolios, teacher training, and the development of contextual rubrics are recommended to optimize their implementation. These findings confirm that portfolio assessment is in line with the spirit of the Independent Curriculum and can be an alternative to comprehensive, humane, and transformative assessments in writing learning.
Copyright (c) 2025 indri suwarti https://creativecommons.org/licenses/by/4.0
ANALYSIS OF INNOVATION OF SUSTAINABLE WASTE SORTING MODEL : TECHNOLOGY INTEGRATION, COMMUNITY INVOLVEMENT, AND RESOURCE EFFICIENCY
This study aims to analyze innovations in sustainable waste sorting models implemented within the Jakarta Presidential Palace environment by employing a systematic literature review (SLR) methodology. The research focuses on three critical dimensions: technology integration, community engagement, and resource efficiency, particularly concerning the segregation of organic and inorganic waste. Findings indicate that the synergistic interaction among these dimensions can significantly reduce reliance on landfill sites, enhance overall waste management efficiency, and generate economic value through recycling and reuse processes. Presently, the waste management system at the Presidential Palace remains conventional and suboptimal in terms of waste sorting practices. Consequently, this study advocates for the adoption of more practical and sustainable innovative models. The implementation of such models is expected to improve the effectiveness and environmental sustainability of waste management at the Presidential Palace. Furthermore, this research intends to provide a foundation reference for the advancement of waste management systems in similar institutions contexts. The SLR methodology facilitates the identification of best practices and innovations across diverse settings, enabling tailored recommendations aligned with the specific conditions of the Jakarta Presidential Palace. Effective application of these models will support sustainability objectives and mitigate adverse environmental impacts.
Copyright (c) 2025 Yeni Astuti, Achmad Husen, Guspri Devi Artanti https://creativecommons.org/licenses/by/4.0
DIGITAL PEDAGOGICAL NEEDS IN PHYSICAL EDUCATION: MAPPING TEACHER AND STUDENT PERSPECTIVES ON MULTIMEDIA GYMNASTICS LEARNING
This study maps the instructional and technological needs of elementary school students and physical education teachers in Makassar, Indonesia, regarding the development of a multimedia-based 7E instructional model for gymnastics learning. Using a mixed-methods design, the research involved surveys and interviews with 100 students and 40 teachers to examine their perspectives on current instructional practices, digital integration, and expectations for pedagogical innovation. Findings revealed that while students exhibit high motivation to engage in gymnastics, they face persistent challenges in movement comprehension and learning confidence. Teachers reported significant barriers, including limited access to multimedia tools, unfamiliarity with the 7E model, and the need for structured digital support. Both groups strongly endorsed multimedia-based instruction as a necessary enhancement to promote clarity, safety, and student engagement. This research contributes to broader educational transformation by offering a replicable framework that blends Direct Instruction and Dynamical Systems Theory within the 7E model, thus aligning with principles of Education for Sustainable Development (ESD). Although centered on physical education, the proposed model exemplifies a learner-centered, digitally enriched approach that can be adapted to other subject areas, including Indonesian Language and Literature Education, by fostering student agency, differentiated learning, and interactive pedagogy
Copyright (c) 2025 Ferawati, Syahruddin, Jamaluddin, Suarlin https://creativecommons.org/licenses/by/4.0
Child-Friendly Islamic Boarding School Management in Preventing Violent Behavior: Case Study at Darul Muttaqien Islamic Boarding School Bogor
This study aims to analyze the management of Islamic boarding schools that apply child-friendly principles can contribute to preventing violent behavior. This study uses a qualitative approach with a case study design at the Darul Muttaqien Islamic Boarding School Bogor to examine the strategy for violence prevention management. Data were collected through interviews, observations, and documentation, then analyzed thematically. Validity was maintained through triangulation, member checks, and peer discussions. The findings show that the Islamic boarding school implements a parenting system based on Islamic values, compassion, and character education that emphasizes the physical, psychological, social, and emotional aspects of students. This model includes the management of a safe environment, Islamic parenting, integrated education, active parental involvement, guidance and counseling, and the implementation of SOPs. The organizational strategy involves all elements of the Islamic boarding school, including parents, in supervision and guidance. The dynamics of implementation reflect child-friendly character development and social counseling. The supervision mechanism is carried out systematically to prevent violence through early detection and handling based on a humanist approach. The implementation of child-friendly Islamic boarding school management can be a strategic model in creating an educational environment that is free from violence and supports the development of students.
Copyright (c) 2025 Nuril Izzah, Masduki Ahmad, Suryadi https://creativecommons.org/licenses/by/4.0
A Systematic Literature Review: Self-Paced Learning as a Catalyst for Competency Development in Digital Era Education
Self-paced learning is a pedagogical methodology that affords learners the autonomy to regulate their own study schedules in accordance with their individual capabilities, timetables, and learning preferences. In the contemporary digital age, the relevance of self-paced learning has amplified, attributable to the proliferation of online learning platforms and the escalating necessity for adaptable educational modalities. This research utilizes a Systematic Literature Review (SLR) methodology. Based on a comprehensive review of the existing literature, the findings suggest that self-paced learning can enhance students’ motivation, foster learning independence, and improve the achievement of educational outcomes by facilitating flexible access to learning materials through self-directed study. Nevertheless, certain challenges persist, including the paucity of social interaction among learners and with instructors, as well as limited instructional support, which pose significant obstacles to the effective implementation of self-paced learning.
Copyright (c) 2025 Nuzuludin https://creativecommons.org/licenses/by/4.0
EXPLORATION OF INTERACTIVE LITERACY IN DEVELOPING STUDENTS' CRITICAL READING SKILLS: A SYSTEMATIC LITERATURE REVIEW (SLR) REVIEW
This research aims to explore interactive literacy as a tool to develop critical reading skills. Interactive literacy, which includes the use of technology and digital media in the learning process, has become an important focus in higher education due to its ability to stimulate active engagement and critical thinking of students. Through the Systematic Literature Review (SLR) approach, this study reviewed relevant literature related to the application of literacy to improve critical reading skills. The process of searching and selecting articles is carried out by collecting research published in the last five years related to the application of literacy in various disciplines and educational contexts. The analysis was conducted on 150 articles that met the criteria for inclusion and relevance of the topic. The findings of this study show that literacy can improve students' critical reading skills by facilitating digital technology. In addition, literacy encourages students to be more active in exploring texts in depth and critiquing information more sharply, as well as developing the ability to connect new knowledge. Literacy has proven to be effective in improving critical reading skills, because it allows students to collaborate and discuss more openly, especially in improving critical reading skills that are needed in the academic and professional worlds. This study contributes to the development of more effective technology-based learning models in higher education environments. Keywords: interactive literacy, critical reading, systematic literature review
Copyright (c) 2025 Didah Nurhamidah https://creativecommons.org/licenses/by/4.0
AUTHENTIC ASSESSMENT IN INDONESIAN LANGUAGE LEARNING: THEORETICAL REVIEW AND ITS IMPLICATIONS
Authentic assessment is an evaluation approach that emphasizes the importance of assessment based on real and contextual tasks in learning, so that the results reflect students’ abilities to use language communicatively and functionally. This study is a theoretical review aimed at examining the concept of authentic assessment in Indonesian language learning and identifying its implications for the learning process. This literature review examines various sources discussing the definition, characteristics, basic principles, and advantages of authentic assessment compared to traditional forms of assessment. The results of the review show that authentic assessment has great potential to increase student engagement, motivation, and critical thinking skills. Authentic assessment also supports a competency-based learning approach by emphasizing integration between mastery of material, skill development, and character building. Practical implications identified include the need to develop relevant assessment instruments, improve teacher competence in designing and implementing authentic assessments, and school policy support so that authentic assessment becomes an integral part of the Indonesian language learning process. This study recommends further research to examine the effectiveness of authentic assessment across various educational levels and Indonesian language learning contexts.
Copyright (c) 2025 Ratna Friyandini https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF TEACHING MATERIALS FOR WRITING POETRY BASED ON CONTENT AND LANGUAGE INTEGRATED (CLIL) FOR X GRADE
This study aims to develop CLIL-based poetry writing teaching materials for grade X students. The method used is Research and Development (R&D) with the ADDIE model consisting of five stages: analysis, design, development, implementation, and evaluation. The results of the needs analysis showed that most grade X students in high school had difficulty in determining topics or themes and in choosing words when writing poetry. In addition, teachers still rely on teaching materials from textbooks. Therefore, the development of this teaching material is important and innovative to answer these problems. This CLIL (Content and Language Integrated Learning) based teaching material is expected to improve students’ writing skills while enriching their cultural understanding. Before being implemented, the teaching materials were validated by material experts, language experts, and display experts. The validation results showed an average score of 93.85%, which was categorized as very feasible to use. Furthermore, the teaching materials were implemented to grade X students in high school. The post-test and evaluation stage showed that this teaching material was valid and effective, with a significant improvement in students’ poetry writing skills, especially in determining the theme and using the elements of poetry. In addition, the results of interviews with teachers at the evaluation stage showed a positive response to the teaching materials developed. Thus, this teaching material is declared feasible to use.
Copyright (c) 2025 Kristanti Kristanti, Endry Boeriswati, Saifur Rohman https://creativecommons.org/licenses/by/4.0
SPEAK CLEARLY, TEACH CONFIDENTLY: EVALUATING PRAAT SOFTWARE IN PRONUNCIATION INSTRUCTION FOR EFL LEARNERS
The researcher aims to determine the effectiveness of the use of Praat software to enhance the teaching of pronunciation and phonology among first year student in English Literature, in a private university in Jakarta. This research through descriptive qualitative method was concerned with acoustic analysis of students producing vowel contrasts, sentence-level intonation and patterns of lexical stress: formant measures (F1 and F2), pitch contour tracking and comparisons of stress durations. A group of 15 students were subjected to a guided pronunciation guided task and their recording files were examined and linked with those of the native speakers through Praat. It was found that despite the different levels of precise results that the students demonstrated, the visual graphic provided by Praat greatly enhanced their understanding of the segmental and suprasegmental errors. Although the software was incidentally not very well received at the first interpretation of the acoustic data, the students liked it. The fact that the study is integrative in its design - it deals with vowel quality, intonation and word stress, gives a global look at the topic of pronunciation training. The findings of this paper indicate that Praat is an excellent Computer-Assisted Pronunciation Training (CAPT) program which fills the gap between theoretical aspects of phonology and practice. This paper suggests the inclusion of Praat-based tasks into the curriculum more explicitly to promote individual contact, learner ownership and long-term pronunciation work
Copyright (c) 2025 Ichwan Suyudi https://creativecommons.org/licenses/by/4.0
Linguistic Transition and Academic Literacy: A Study of Papuan Students’ Anecdotal Writing Performance in Jakarta During the 2024 Academic Year
This study aims to examine the dynamics of linguistic transition and academic literacy capabilities of Papuan students in writing anecdotal texts during the 2024 academic year in Jakarta. The research employs a qualitative approach with in-depth interview techniques involving six respondents from various regions in Papua (Deiyai, Paniai, Dogiyai, Nabire). Written data from anecdotal text production was analyzed based on Swales' (1990) genre analysis rubric and Ellis' (2008) linguistic error analysis, while interview data was analyzed using thematic coding through Atlas.ti software. The results show that most students still experience difficulties in understanding the structure of anecdotal text genres, mastering formal Indonesian language registers, and facing psychological barriers such as low self-confidence and negative stereotypes. However, two respondents (YM and RT) showed significant progress through active learning strategies such as translanguaging, writing workshops, and daily practice. Intervention recommendations proposed by respondents include academic bridging programs, peer mentoring systems, genre-based writing workshops, and culturally responsive teaching.
Copyright (c) 2025 Sastri Br Rajaguk-guk https://creativecommons.org/licenses/by/4.0
The Implementation of Portfolio Assessment in Indonesian Language Learning at Vocational High Schools
This literature-based study aims to examine the application of portfolio assessment in Indonesian language learning at vocational high schools (SMK). The study reviews relevant research articles, books, and policy documents to describe how portfolio assessment is implemented in classroom settings, what strategies are used, and what outcomes are achieved. Findings show that the implementation of portfolio assessment in SMK involves collecting student work over time, using it as a basis for reflection, feedback, and evaluation. This method supports active learning, encourages student independence, and aligns with the principles of meaningful and process-based assessment in language education. However, its application still faces several challenges, such as the need for teacher training, time allocation, and assessment standardization. This article contributes to the field of Indonesian Language and Literature Education by providing practical insights into how portfolio assessment can be effectively applied to improve teaching and learning processes in the vocational school context.
Copyright (c) 2025 Aurelia Rani Wijayanti, Endry Boeriswati, Asep Supriyana https://creativecommons.org/licenses/by/4.0
EVALUATING STUDENTS CREATIVE THINKING ABILITY IN WRITING NEGOTIATION TEXTS
This study evaluates the creative thinking ability of tenth grade high school students SMA class X in writing negotiation texts. This ability is crucial for generating original ideas and innovative solutions, demanding logical arguments, an understanding of perspectives, and mutual solutions. Using a qualitative descriptive approach, data were obtained through an analysis of negotiation texts. Aspects evaluated include fluency, flexibility, originality and elaboration of ideas. Results indicate that students creative thinking ability is generally sufficient, showing good fluency and flexibility, but requiring improvement in originality and idea elaboration. The implication is that creative thinking exercises need to be more integrated into the curriculum, especially in Negotiation Text material, to enhance effective and innovative communication.
Copyright (c) 2025 Helvina Vardila https://creativecommons.org/licenses/by/4.0
Systematic Literature Review On Humanity In Environmental Issues
This study aims to examine the role of humanitarian values ​​in sustainable environmental management in the mining sector, especially through the Systematic Literature Review (SLR) approach. Humanity values ​​that include justice, solidarity, participation, and moral responsibility are understood as important foundations in maintaining a balance between the exploitation of natural resources and the protection of community rights. Through a systematic analysis of various international and national literature, this study found that the application of humanity in mining environmental governance can minimize conflict, strengthen local community participation, and encourage companies to implement environmental ethics through social responsibility (CSR) programs. Case studies from Germany, Canada, the United States, and Indonesia reinforce that a humanitarian value-based approach can create more inclusive, equitable, and sustainable environmental policies. The results of this study are expected to be a normative and practical basis for nickel mining management in ecologically sensitive areas such as Raja Ampat.
Copyright (c) 2025 Zahra Nabilla, Eliana sari, muhammad Zid https://creativecommons.org/licenses/by/4.0
EXPLORING PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF ASSESSMENT FOR LEARNING IN INTENSIVE READING INSTRUCTION
This study investigates the pre-service english teachers’ perspectives on assessmengt for learning in intensive reading. It identifies key challenges faced by students, including difficulty in finding the main idea of paragraphs, interpreting text content due to limited vocabulary, and low motivation to read. Additionally, the study emphasizes the lack of structured assessments, making it difficult for lecturers to monitor students' progress effectively. The research underscores the importance of reading assessments in academic development, highlighting various assessment tools and strategies that can improve reading proficiency. By addressing gaps in current practices, the study aims to enhance the effectiveness of reading assessments and ultimately improve learning outcomes for students​.
Copyright (c) 2025 Aisyah, Muchlas Suseno, Samsi Setiadi https://creativecommons.org/licenses/by/4.0
LITERATURE STUDY THE INFLUENCE OF ORGANIZATIONAL CULTURE, PARTICIPATIVE LEADERSHIP, AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR FOR THE ENVIRONMENT (OCBE) ON ENVIRONMENTAL PERFORMANCE
Previous research plays a crucial role in theory development and in strengthening arguments within scientific studies, particularly in the field of environmental management. A systematic review of relevant studies can provide insights into the relationships between variables and serve as a foundation for formulating research hypotheses. This paper aims to examine the influence of Organizational Culture, Participatory Leadership, and Organizational Citizenship Behavior for the Environment (OCBE) on environmental performance through a literature review of national and international studies. The reviewed studies encompass various sectors, including public service institutions, manufacturing companies, hospitality industries, higher education institutions, and small and medium-sized enterprises (SMEs). Urban environmental challenges increasingly require management strategies grounded in organizational behavior, highlighting the involvement of various organizational elements as a critical factor. The findings indicate that these three variables consistently exert a significant influence on environmental performance across different organizational contexts. This article is expected to serve as a conceptual foundation for developing a theoretical framework and formulating hypotheses for future research in the field of organization-based environmental management
Copyright (c) 2025 Diah Irma Hidayati, Eliana Sari, Ahmad Husen, Dwi Atmanto, Dian Alfia Purwandari, Diana Vivanti https://creativecommons.org/licenses/by/4.0
INNOVATIVE LMS DESIGN FOR SUSTAINABLE AND INCLUSIVE DIGITAL EDUCATION
ABSTRACT This study proposes a conceptual model for an innovative Learning Management System (LMS) that supports sustainable and inclusive digital education in the post-pandemic era. In response to the growing demand for adaptive, equitable, and engaging learning environments, this research employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol. A total of 36 peer-reviewed articles published between 2019 and 2024 were thematically analyzed to identify key design strategies. The findings highlight six critical elements for LMS optimization: gamification, adaptive learning, blended and hybrid delivery models, mobile accessibility, learning analytics, and digital literacy training. These components are synthesized into a conceptual framework that integrates pedagogical and technological innovation to enhance learner engagement, access, and long-term educational resilience. The proposed model offers practical insights for educators, instructional designers, and policymakers aiming to improve the effectiveness of digital learning platforms. It further contributes to the discourse on transforming digital education by emphasizing inclusive pedagogical approaches and scalable technology integration.
Copyright (c) 2025 Luthfi Jusniar Dwiputri, Eliana Sari, Dian Alfia Purwandari https://creativecommons.org/licenses/by/4.0
THE ROLE OF THE POMG CHAIRPERSON AS AN OPINION LEADER IN THE DIFFUSION OF CHARACTER EDUCATION INNOVATION OBSERVATION TRIP AT SMA LABSCHOOL
Character education is one of the key elements that many schools in Indonesia aim to implement. The Laboratory School (Labschool) has long recognized and integrated character learning through the innovation of Observation Trips (TOs) across all its institutions. On its implementation, Labschool involves the Association of Parents and Teachers (POMG) and the Class Parent Representatives (WOTK) in the diffusion process of the TO innovation. The involvement of these parties is considered helpful in the diffusion and adoption of TO. This study aims to acknowledge the role of the POMG chairperson in the TO innovation process at each Labschool high school, which is located in four different areas, specifically as an Opinion Leader. The research employs a qualitative method using the diffusion research procedure developed by Rogers to analyze the role of POMG as an Opinion Leader in the diffusion of Labschool’s character education innovation. Interviews, questionnaires, and document analysis were used to collect the data. The results of this study show that the character education system utilizing TO innovation has been successfully diffused across Labschool institutions, and its adoption has been sustained through the involvement of POMG chairpersons who exhibit characteristics of Opinion Leaders. The conclusion that POMG chairpersons serve as Opinion Leaders is demonstrated by their possession of external communication, accessibility, elevated social standing, and greater innovation within the community, as well as their role as innovative opinion leaders when the social system norms support the changes they implemented.
Copyright (c) 2025 Ukim Komarudin, Moch Sukardjo, Khaerudin https://creativecommons.org/licenses/by/4.0
Teachers’ and Students’ Perceptions of the Implementation of Collaborative-Based Writing Learning in Vocational Schools (SMK)
This study aims to explore teachers' and students' perceptions of the implementation of collaborative writing learning in Vocational High Schools (SMK). Using a qualitative approach, this study involved three teachers and eight students from various departments at SMK Nurul Hikmah, Bogor Regency. Data were collected through in-depth interviews to obtain their views and experiences regarding the implementation of the collaborative writing learning model. The results showed that most students felt significant benefits from this collaborative learning model in improving their writing skills. Collaboration between students in groups allowed them to share ideas and provide constructive feedback, which enriched their writing. However, some students faced challenges in terms of group coordination and uneven distribution of tasks. From the teachers' perspective, there were positive views towards the implementation of this learning model. Teachers acknowledged that collaborative learning was able to improve students' writing skills and help them better understand scientific report texts. However, challenges faced by teachers included limited time to provide in-depth guidance and limited resources to support effective collaborative learning. This study contributes to the development of collaborative learning models in vocational education, particularly in improving students' scientific report writing skills. These findings are expected to serve as a reference in optimizing collaboration-based learning in vocational schools and provide insights for the development of education policies in Indonesia.
Copyright (c) 2025 Mariani, Fathiaty Murtadho, Zuriyati https://creativecommons.org/licenses/by/4.0
ANALYSIS OF FACTORS AFFECTING THE SUCCESS OF SELF-REGULATED LEARNING IN WORKING UNIVERSITY STUDENTS
This research aims to analyze the internal and external factors influencing the success of Self-Regulated Learning (SRL) in university students who are also actively working. Self-regulated learning is defined as an individual's ability to actively and autonomously manage their learning process, including goal setting, self-monitoring, and strategy adjustment. In the context of working students, successful self-regulated learning is crucial given the dual challenges they face. The proposed methodology is a mixed-methods approach, beginning with a qualitative phase (in-depth interviews) to explore experiences and strategies, followed by a quantitative phase (questionnaires and academic data) to measure the relationships between variables such as self-efficacy, achievement motivation, cognitive and metacognitive strategies, emotional regulation, time management, work intensity, social support, learning environment, and access to and utilization of technology. Anticipated findings suggest that high self-efficacy, strong intrinsic motivation, adaptive time management strategies, adequate social support, and a conducive learning environment are important predictors of successful self-regulated learning. The practical implications of this research are expected to provide recommendations for students to improve their SRL skills and for educational institutions to develop more effective support.
Copyright (c) 2025 Ahmad Fauzi Fauzi https://creativecommons.org/licenses/by/4.0
AI AS ACADEMIC ASSISTANT? INVESTIGATING CHATGPT RELIANCE AMONG PRE-SERVICE ENGLISH TEACHERS IN UNIVERSITY SETTINGS
This qualitative study explores the reliance of pre-service English teachers on ChatGPT as an academic support tool within university settings. Using a phenomenological approach, the research investigates how students describe their dependence on ChatGPT, how they perceive its benefits and limitations, how it is integrated into their academic practices, and what experiences shape their use of the tool. Data were collected through semi-structured interviews and analyzed thematically. Findings reveal that ChatGPT is widely used for drafting, idea generation, translation, and organizing academic writing. While students appreciate its efficiency and language support, concerns emerged over declining autonomy, critical thinking, and academic integrity. ChatGPT is viewed both as a personal assistant and an emergency solution, creating a dual perception of support and dependency. The study concludes with a call for guided and reflective AI use in educational contexts to ensure sustainable learning and responsible digital engagement among future educators.
Copyright (c) 2025 Epos Sister Krismon Selan Dakhi https://creativecommons.org/licenses/by/4.0
MALIN KUNDANG FOLKTALE AS A MEDIUM FOR CHARACTER BUILDING AND CONTEXTUAL LEARNING IN PRIMARY EDUCATION
Folktales represent a vital part of local cultural heritage, rich in moral messages and character-building values. In educational contexts, they serve as engaging yet meaningful learning tools. However, research on how primary school students comprehend and interpret such narratives remains limited. This study explores how the Malin Kundang folktale can be employed to foster character development and support contextual learning in accordance with the Indonesian Merdeka Curriculum. Conducted as a qualitative case study at SD Negeri Babakan Sukamanah, the research involved 20 sixth-grade students, a classroom teacher, and the school principal. Data were collected through in-depth interviews, direct classroom observations, and document analysis. Findings reveal that students most easily grasp narrative elements such as plot, whereas their understanding of character roles, setting, and moral messages remains underdeveloped. While students could internalize moral values such as respect for parents and humility, cultural values like awareness of heritage were less comprehended. Both the teacher and school principal emphasized the relevance of this folktale for thematic and contextual instruction. With appropriate instructional strategies, folktales like Malin Kundang hold strong potential to serve as effective pedagogical resources for character formation and cultural identity reinforcement in primary education. Keywords: folktale, contextual learning, character education, cultural identity, primary school students
Copyright (c) 2025 Milah, Fachri Helmanto, Agung Muttaqin https://creativecommons.org/licenses/by/4.0
Analyzing the Use of Artificial Intelligence in EFL Listening Assessment
As AI integration in language assessment rises, concerns persist regarding its ability to accurately evaluate complex listening skills, such as pragmatic competence. Utilizing AI-generated questions tested on 38 English Education students, this research analyzed the technical quality of the questions, their difficulty levels, and the reliability of the test to examines the use of artificial intelligence (AI) in assessing English as a Foreign Language (EFL) listening skills. Findings reveal significant variability in question difficulty, low reliability indicated by a Cronbach's alpha of 0.02, and the need for question revision due to low point-biserial correlations. Questionnaire responses also highlight mixed perceptions of AI's role in language assessment. While AI holds promise for enhancing efficiency and personalization in assessment, the study emphasizes the need for a critical approach to its implementation, including further research with larger, more culturally diverse samples, and the development of advanced algorithms to better capture sociocultural and pragmatic degrees. Future work should explore hybrid models that combine AI and human evaluation to improve the fairness, reliability, and validity of language assessments.
Copyright (c) 2025 Satrio Aji Pramono, Annisa Nurul Ilmi, Ihtiara Fitrianingsih, Amrih Bekti Utami https://creativecommons.org/licenses/by/4.0
This study examines the role of textism use among Indonesian EFL learners engaged in real-time WhatsApp communication, focusing on how their linguistic behavior aligns with the principles of constructivist learning and learner accommodation. Drawing on triangulated data from chat transcripts, student-generated textism lists, and reflective surveys, the research reveals that learners are metalinguistically aware and rhetorically strategic in navigating informal and formal registers. Rather than viewing textisms as a form of linguistic degradation, this study reframes them as valuable pedagogical resources that foster creativity, voice, and contextual adaptability. Three learner profiles—pragmatic, creative, and cautious—emerged, reflecting diverse strategies in balancing expressivity with academic formality. Based on these insights, the study recommends integrating digital literacy activities, promoting multimodal writing tasks, differentiating writing instruction, fostering classroom metalinguistic dialogue, and encouraging translingual practices. These recommendations position informal digital language use as a scaffold for developing critical and flexible communicators in both academic and real-world contexts. The findings offer practical implications for EFL writing pedagogy and suggest directions for future research on digital literacy in multilingual classrooms.
Copyright (c) 2025 Ihtiara Fitrianingsih https://creativecommons.org/licenses/by/4.0
Cultivating Oral Proficiency: Multiculturalism and Pre-Service Teachers’ Views on Speaking Skills
This qualitative case study examines how multiculturalism shapes oral proficiency development among pre-service English teachers in an Indonesian university context. Drawing on semi-structured interviews with four final-year teacher candidates, the research explores participants’ beliefs about speaking skills, the emotional factors influencing their oral performance, and the perceived value of culturally diverse pedagogical activities. Findings reveal that pre-service teachers’ confidence in speaking English is closely tied to their familiarity with multicultural content: those exposed to varied cultural scenarios reported reduced anxiety and greater willingness to communicate. Conversely, limited intercultural experience heightened apprehension, underscoring the importance of culturally responsive teaching. Participants valued role-plays situated in authentic cultural contexts and peer-teaching exercises that encouraged the sharing of home-culture perspectives, which collectively fostered engagement and linguistic adaptability. Thematic analysis further highlighted that integrating multimedia materials, such as interviews and videos showcasing global English use enhanced learners’ critical awareness of cultural nuance and pragmatic competence. Based on these insights, the study recommends embedding structured intercultural simulations and scaffolded cross-cultural speaking tasks into English teacher training curricula. It also advocates for professional development workshops focused on reflective practice to help pre-service teachers recognize and address their cultural biases. By positioning multiculturalism at the core of oral proficiency pedagogy, teacher education programs can better prepare future educators to facilitate inclusive, dynamic, and effective speaking environments.
Copyright (c) 2025 Amrih Bekti Utami https://creativecommons.org/licenses/by/4.0
EVALUATING DIFFERENTIATED INSTRUCTION IN ENGLISH AT SMP IT LHI YOGYAKARTA
This study examined the implementation of differentiated instruction in English classes at SMP IT LHI Yogyakarta using a qualitative case study approach. Data from observations, interviews, and documentation were analyzed using Miles and Huberman’s framework. Findings indicated that teachers differentiated content, process, and product to address diverse student needs. However, challenges such as time constraints, resource limitations, varying student abilities, and insufficient teacher expertise hindered optimal implementation. Despite these barriers, differentiated instruction enhanced student motivation and engagement, particularly among lower-proficiency learners, while advanced students required more challenging tasks. The study recommended teacher training, collaborative planning, and supportive policies to strengthen differentiated instruction practices.
Copyright (c) 2025 Nunik Sugesti, Joko Priyana, Amrih Bekti Utami https://creativecommons.org/licenses/by/4.0
NEED ASSESSMENT FOR DEEP LEARNING MODEL THROUGH THE INTEGRATION SOCIO-SCIENTIFIC ISSUES IN ELEMENTARY SCHOOLS
This preliminary study investigates the need for a learning model that integrates socio-scientific issues in deep learning to enhance critical thinking elementary students. It aims to identify the critical thinking skills students and the key instructional needs that must be addressed in developing a learning model to enhance students’ critical thinking at the elementary school. The study uses sequential explanatory design model, involving 157 grade V students and 19 teachers. Quantitive data were collected through a critical thinking test to measure students' critical thinking skills. The qualitative data were collected through questionnaires and interviews to identify the key instructional needs that must be addressed in developing a learning model to enhance students’ critical thinking at the elementary level. The findings show that that the average critical thinking of students in all indicator an average below 50, meaning that the ability is still low. Based on the questionnaire, it was found that most of the learning experiences not encourage students to be active and think critically yet, and teachers needed assistance in learning designing. Therefore, an alternative learning model is needed to develop students' critical thinking, which is easy to apply and does not require large costs
Copyright (c) 2025 Sonya Sinyanyuri, Yuli Rahmawati, M Syarif Sumantri https://creativecommons.org/licenses/by/4.0
MULTILINGUALISM AND MEANING-MAKING IN THE SOEDS CAFÉ MENUS
This study explores how multilingualism and multimodal resources are employed in the menu of The Soeds Cafe to construct meaning, identity, and consumer appeal. Using the framework of Kress & van Leeuwen multimodal discourse analysis and Backhaus linguistic landscape studies, the research examines the interplay between linguistic choices and visual design in shaping the communicative function and branding strategy of the menu. The analysis reveals that English is used symbolically to convey cosmopolitan modernity, while Indonesian reinforces cultural relevance and local authenticity. Each section of the menu presents a curated linguistic and visual identity: the Butter Rice page juxtaposes global dish names with Indonesian flavor profiles, the Cocoa Series highlights regional pride and artisanal appeal, and the Pastas section demonstrates playful hybridity. These findings show that menus serve as performative texts, reflecting broader discourses of globalization, localization, and sociocultural aspiration in public food spaces.
Copyright (c) 2025 Asrofin Nur Kholifah, Ika Maratus Sholikhah, Erna Wardani https://creativecommons.org/licenses/by/4.0
ACCURACY OF WORD ORDER IN PHRASES AND SENTENCES RESULTING FROM MACHINE TRANSLATION
This study examines the accuracy of word order in phrases and sentences generated by machine translation. Machine translation, using natural language processing technology, has shown great progress in translating text between languages. However, obstacles still occur, especially in the context of complex sentences and language nuances. This study will analyze various studies related to this using the Systematic Literature Review (SLR) method. In this study, a review and identification of all articles published between 2013-2023 were conducted. After an extensive search, 25 articles were obtained that met the criteria. This article illustrates that machine translation tends to provide the best results on simple sentences, while accuracy can vary in more complex situations. Manual revision by humans is still required to ensure accuracy and consistency in word order, demonstrating the importance of understanding context and linguistic nuances in the development of more sophisticated machine translation.
Copyright (c) 2025 Lina Anisah, Ratna Dewanti, Yumna Rasyid https://creativecommons.org/licenses/by/4.0
A CRITICAL DISCOURSE ANALYSIS OF YESUNG SUPER JUNIOR’S LANGUAGE USE TO BUILD A DIGITAL CONNECTION WITH INDONESIAN FANS
Globalization of the Korean entertainment industry (K-pop) has intensified glocalization practices where the artists use local languages of certain culture or country as their communication styles. This aim research is to examine how Yesung, Super Junior member, uses Indonesian language in tweets of his Twitter/X platform as a strategy to build connection with Indonesian fans. Employing Fairclough's Critical Discourse Analysis (CDA) framework, this research will analyse language choices, discursive styles, and affective symbols in Yesung's tweets containing hashtag #Indonesia with Indonesian language. The data will be collected through documentation of 19 tweets within 2016-2024, and will be analysed on three levels: textual, discursive practices, and social practice. It will be uncovered how digital discourse constructs power relations, global identity, and connection strategies by K-pop artists targeting local audiences. The results of this research are expected to give contributions in glocalization, digital linguistics, and cultural representation in social media. Keywords: Critical discourse analysis; K-Pop; Language use; Digital communication; Fan engagement
Copyright (c) 2025 Annisa Dhea Nurbaity https://creativecommons.org/licenses/by/4.0
Analysis of the Role and Obstacles of Teachers in Building Students' Independent Character
This study aims to analyze the role and obstacles faced by teachers in developing students' independent character, particularly at the elementary school level. Character education, including the value of independence, is an essential part of the learning process that must be instilled from an early age to shape a responsible and resilient generation. Using a descriptive qualitative approach, this study combined literature review and direct interviews with Mrs. Ipah Syaripah, the second-grade homeroom teacher at MI Al Khoeriyah 01, as the primary data source. The results indicate that teachers play a crucial role as educators, facilitators, and role models in developing students' independent character. Teachers guide students through daily classroom responsibilities, assign independent projects, and create a learning environment that encourages active participation. However, in practice, teachers also face several obstacles, such as a lack of motivation and self-confidence in students, differences in individual readiness levels, and limited learning time at school. To overcome these challenges, teachers strive to provide motivation, set realistic learning targets, and establish good cooperation with parents so that the value of independence can be developed sustainably.
Copyright (c) 2025 Wilis Firmansyah, Siti Maulida Rahmalia https://creativecommons.org/licenses/by/4.0
REVISITING THE APPLICATION OF TRANSLANGUAGING PEDAGOGY IN BILINGUAL CLASSROOMS
This study aims to analyze the concept of translanguaging pedagogy and focus on its application in bilingual classes. The researcher used content analysis of several relevant pieces of literature on this topic. Several references were collected and analyzed to identify the benefits of translanguaging in bilingual classes. Based on the results and discussion, the researcher found that the application of translanguaging pedagogy helps students to improve their understanding of difficult academic concepts, increase student engagement, enrich learning experiences, enrich classroom interactions, improve cross-language communication skills, feel more confident in using both languages simultaneously and support a deeper understanding of the material. However, this practice induces challenges such as resistance from some parties who believe that using more than one language in the classroom can reduce mastery of the target language. This study provides important insights on how the implementation of translanguaging pedagogy can be optimized in bilingual classrooms and students’ teaching, learning, and language identity. These findings also offer implications for bilingual education policies that are more inclusive and adaptive to linguistic dynamics in the classroom. This study suggests that bilingual classroom schools should be more open to flexible translanguaging pedagogical practices, which can improve the quality of learning and support the holistic development of students' language skills. In addition, it is important to provide training to educators on the application of this technique to be more effective in utilizing the potential of translanguaging as a pedagogical tool.
Copyright (c) 2025 Istihayyu Buansari, Samsi Setiadi, Ilza Mayuni https://creativecommons.org/licenses/by/4.0
Indonesian Teenagers’ Perception of Bengkulu Folklore
The declining interest of young generations in Indonesian folktales has emerged as a concerning cultural issue. This is particularly unfortunate, as folktales represent an intangible cultural heritage embedded with moral values, local wisdom, and cultural identity. This study aims to examine the perceptions of Indonesian adolescents toward Bengkulu folktales, with a particular focus on their understanding of the intrinsic elements that structure the stories, such as characters, setting (place and time), atmosphere, and plot. A descriptive quantitative approach was employed, with data collected through an online questionnaire. Respondents were adolescents aged 11 to 21, selected using convenience and snowball sampling techniques. The findings reveal that adolescents' comprehension of the intrinsic elements in the folktales Batu Belarik, Batu Dewa, Batu Panco, and Bukit Pabes remains relatively low. The majority of respondents reported lacking an understanding of the key elements in all four folktales. These results indicate that Bengkulu folktales are not widely known among teenagers and have not become part of their daily cultural experience. Based on these findings, more innovative strategies for cultural preservation are needed, such as reimagining folktales in digital and interactive formats, and integrating them into character education curricula. This study is expected to serve as a foundation for designing more effective and relevant cultural preservation programs tailored to younger generations.
Copyright (c) 2025 Nofia Angela, Ninuk Lustyantie, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
Trends in Microlearning and Literacy Integration in Digital Learning
The rapid advancement of digital technology has spurred the adoption of microlearning as a flexible and learner-centered instructional strategy. This study explores the convergence of microlearning and literacy development particularly digital, media, and critical literacy through a qualitative systematic literature review of 30 peer-reviewed articles published between 2018 and 2024. The findings reveal that microlearning enhances learning outcomes, supports cognitive engagement, and fosters essential 21st-century competencies. Key features such as multimodality, gamification, and mobile accessibility contribute to increased motivation and personalized learning experiences. Additionally, microlearning empowers both students and educators by promoting self-directed learning and digital competence. Despite implementation challenges like content fragmentation, the strategic design of modular and cohesive materials can mitigate these limitations. Overall, microlearning is not merely a trend but a transformative tool in building inclusive, adaptive, and sustainable digital learning ecosystems. This study offers a conceptual framework for integrating microlearning into future curriculum design and instructional practices.
Copyright (c) 2025 Yulian Dinihari, Imam Santosa, Marisha Ayuardini, Yulistiana https://creativecommons.org/licenses/by/4.0
EMOTIONAL EFFECTS IN THREE CHAPTERS OF THE NOVEL ANOTHER DAY BY DAVID LEVITHAN
Another Day by David Levithan is not merely a teenage love story, it is a space filled with emotional turmoil and deep inner conflict. The main characters are Rhiannon, Justin, and the mysterious “A” bring readers through a journey of love, longing, confusion, and heartbreak. These emotions are subtly yet powerfully conveyed, striking the reader beneath the surface. Unfortunately, many readers miss these emotional layers due to a lack of sensitivity to the language used and how feelings are often communicated implicitly. This study analyses three chapters of the novel using a psychopragmatic approach, focusing specifically on illocutionary and perlocutionary speech acts to trace the emotional content within the dialogue. The analysis focuses on five core emotions: love/attraction, happiness/hope, confusion/wonder, longing, and empathy. Each emotion is mapped through direct quotes and contextual scenes. The findings reveal that the language in Another Day not only tells a story, but also moves the heart. This research is expected to help readers, teachers, and students become more attuned to the emotional layers of literary texts and to approach literature with deeper sensitivity and appreciation.
Copyright (c) 2025 Avenia Widya Krisnawati, Miftahulkhairah Anwar, Saifur Rohman https://creativecommons.org/licenses/by/4.0
Measuring the Opportunities for Integrating Financial Literacy into Indonesian Language Learning in Vocational High Schools
Modern life skills demand learners to master not only cognitive aspects, but also practical skills relevant to real life, such as financial literacy. Financial literacy, as part of essential life skills, can be integrated into Indonesian language learning in Vocational High Schools (SMK) contextually and applicatively. This study aims to describe the opportunities for integrating financial literacy in Indonesian language learning in vocational schools. The method used is qualitative descriptive, with the research subjects consisting of teachers and students at SMK PPI and SMK AKP located in Cianjur Regency. Data collection techniques were carried out through the analysis of curriculum documents, questionnaire distribution, interviews, and focus group discussions (FGDs). The results of the study show that financial literacy has great potential to be integrated into Indonesian language learning, especially through the selection of reading materials, discussions of financial management topics, and contextual problem-solving-based literacy projects. This integration not only enriches the learning content, but also fosters financial awareness, critical thinking skills, and students' readiness to face various financial decisions in real life. Thus, the integration of financial literacy can be a strategic innovation in strengthening life skills through Indonesian language learning.
Copyright (c) 2025 Yani Andriyani Gustina, Prof. Dr. Yeti Mulyati, Prof. Dr. Vismaia S. Damaianti, Dr. Andoyo Sastromiharjo https://creativecommons.org/licenses/by/4.0
CONSTRUCTING CONSUMER EMPOWERMENT THROUGH FINANCIAL FLEXIBILITY
This study critically examines how Kredivo’s Paylater advertisement constructs consumer empowerment through the discourse of financial flexibility. By using Norman Fairclough’s three-dimensional Critical Discourse Analysis (CDA) and Michel Foucault’s concept of governmentality, the research investigates how language and visuals in the ad reframe borrowing not as a sign of financial desperation but as rational and strategic behavior. A qualitative critical method is applied to six selected captions and visuals from Kredivo’s advertisements on YouTube and Instagram, chosen for their rich promotional language and symbolic imagery. Thus, findings reveal that phrases like “Pake Paylater bukan karena gak ada duit, tapi belajar menghitung” present debt as a sign of intelligence and financial literacy. Other slogans such as “1 menit cair” and “cicilan tanpa kartu kredit” emphasize speed, convenience, and inclusivity, while simultaneously obscuring structural financial risks and the potential for over-indebtedness. Therefore, these representations position consumers as self-disciplined, entrepreneurial individuals aligned with neoliberal ideals of personal responsibility and financial self-management. By portraying borrowing as empowerment, the discourse shifts accountability for financial outcomes onto the individual and this study contributes to advertising discourse analysis by focusing on fintech ads, exposing how such campaigns reshape consumer identities and normalize debt within Indonesia’s digital economy.
Copyright (c) 2025 Meliyana https://creativecommons.org/licenses/by/4.0
TEACHERS’ NEEDS IN MULTIMODAL ENGLISH TEACHING MODEL FOR JUNIOR HIGH SCHOOL LEVEL
This study investigates the needs of English teachers in implementing a multimodal teaching model at the junior high school level in Indonesia. Using a qualitative descriptive approach, the study involved in-depth interviews with 25 English teachers from public junior high schools in Bogor city and district. Findings revealed that while teachers frequently use multimodal resources, most lack conceptual clarity about multimodal pedagogy. Teachers expressed a strong need for clear guidelines, hands-on training, accessible resources, and continuous professional support. Notably, they perceive multimodal texts as effective tools for enhancing student engagement that supports CEFR language level competencies, creativity and collaboration. The study emphasizes the urgency of developing a practical, curriculum-aligned multimodal teaching model tailored to teachers’ contexts and capacities.
Copyright (c) 2025 Alan Jaelani, Liliana Muliastuti, Samsi Setiadi https://creativecommons.org/licenses/by/4.0
CONSTRUCTING LITERARY CANON METRICS FOR PEDAGOGICAL COMPETENCE
The term canon, derived from Ancient Greek kanon meaning “measuring rod,” evolved in modern European usage to denote rules or standards. Literary canonization refers to the selection and recognition of works deemed to belong to a distinguished category—frequently serving as benchmarks in educational and cultural institutions. Despite its institutional authority, the literary canon faces multiple challenges: it is a fluid, socially-constructed concept shaped by power dynamics, cultural norms, and institutional agendas. Critics point out its exclusionary tendencies, particularly its neglect of marginalized voices, and its resistance to evolving cultural values. This study interrogates canon as a socially mediated instrument—activated by networks of institutions, discourses, and elite agents—to evaluate how literary works are deemed “measurements of excellence” and the consequences for teaching. Canon, according to scholars like Vasari and Guillory, functions both as an aesthetic yardstick and as a form of cultural capital that shapes identity and selection in education. The findings underscore that canon is not a static benchmark but an “imaginary totality” continuously reshaped by institutional and ideological forces. Pedagogically, this calls for a more reflexive approach: educators should engage with canon critically, balancing its role in conveying cultural heritage with the need to incorporate diverse, pluralistic voices for more inclusive literary learning.
Copyright (c) 2025 Mohammad Fadli Mohammad, Endry Boeriswati, Saifur Rohman https://creativecommons.org/licenses/by/4.0
Linguistic Accuracy in Investigation Reports: A Systematic Review through a Forensic Linguistics Approach in SARA-related Cases
Investigation Report (BAP) is a legal document that contains the results of the examination of witnesses, suspects, or experts in a legal case. The accuracy of language in BAP is a fundamental aspect because it can affect the interpretation of judges and legal decisions. Therefore, the purpose of this study is to identify the linguistic challenges that often arise in BAP as well as provide solutions based on forensic linguistic theory to improve the clarity and objectivity of the legal document. The methods used are a systematic review of relevant literature on forensic linguistics, linguistic analysis in legal documents, and the application of pragmatic, syntactic, and semantic theories in the case of SARA. The results of the study are expected to show that linguistic errors in BAP—both morphological, syntactic, semantic, and pragmatic—have the potential to cause confusion in the interpretation of legal facts and can affect the outcome of the decision. Therefore, the development of an appropriate language model in the BAP is very necessary to ensure justice, reduce bias, and improve the quality of legal communication in the judicial process.
Copyright (c) 2025 Ira Anisa Purawinangun, Ifan Iskandar, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
The Predictive Role of Information Literacy in English Reading Comprehension among Midwifery Students
In health education contexts where English is the primary medium for academic and professional communication, the ability to comprehend and critically engage with English texts is essential. For midwifery students, who frequently encounter clinical guidelines, research literature, and patient education materials in English, this competency is closely tied to their academic and professional success. This study investigates the relationship between information literacy and English reading comprehension, with the aim of determining the extent to which information literacy skills contribute to students' reading performance. A quantitative correlational design was employed, involving 120 midwifery students enrolled in an English for Specific Purposes (ESP) course. Data were analyzed using Pearson correlation and simple linear regression. The results revealed a strong, positive correlation between information literacy and reading comprehension (r = 0.736, p < .001). Furthermore, regression analysis indicated that information literacy significantly predicted reading comprehension scores, accounting for approximately 53.8% of the variance (Adjusted R² = 0.538). The study emphasizes the importance of integrating information literacy into ESP curricula for midwifery and health sciences, with the goal of enhancing students' reading comprehension and preparing them for evidence-based practice in their future clinical roles.
Copyright (c) 2025 Andri Donal, Ratna Dewanti, Ninuk Lustyantie https://creativecommons.org/licenses/by/4.0
THE REPRESENTATION OF ENGLISH FOR MEDICAL PURPOSES IN INDONESIAN VOCATIONAL LANGUAGE POLICY
This study investigates the representation of EMP in key Indonesian vocational English language policy documents. Despite the increasing demand for clinical communication skills among healthcare professionals in the globalized medical landscape, EMP remains largely absent in national curriculum standards and policy guidelines. Using a qualitative approach based on CDA, particularly Fairclough’s three-dimensional model and Wodak’s Discourse-Historical Approach, this research analyzes how policy texts construct, silence, or marginalize domain-specific language needs, especially in the medical sector. The data consist of four national policy documents published between 2010 and 2024: Permendiknas No. 47/2010, Perpres No. 8/2012 on the National Qualifications Framework (KKNI), ESP Graduate Competency Standards, and the 2020 English training curriculum. Findings show that English is predominantly represented as a tool for economic mobility and global competitiveness. At the same time, medical communication needs are excluded from both the textual and ideological layers of policy. The absence of EMP is not incidental but reveals an underlying economistic discourse that privileges business-oriented English over ethical and human-centered communication. This study contributes to applied linguistics and language policy literature by highlighting the ideological bias in vocational ESP policy and advocating for the inclusion of EMP as a recognized curricular domain. Implications include curriculum reform, the need for cross-sector collaboration, and the development of a national EMP framework aligned with the competencies required in healthcare professions.
Copyright (c) 2025 Sukisno, Muchlas Suseno, Ninuk Lustyantie https://creativecommons.org/licenses/by/4.0
Egalitarian Language Practices in Suroboyoan Dialect in Lara Ati Film
Indonesia is a country with an extraordinary diversity of regional languages, one of which is Javanese, which has many dialects. One of the interesting dialects to study is the Suroboyoan dialect, which is used by the people of Surabaya and reflects egalitarian, open, and straightforward cultural values. This value of equality is seen in language practices, especially the universal use of ngoko regardless of age or social status. Different from the hierarchical traditional Javanese speech structure, this dialect presents a more equal communication model. This study aims to examine the form of egalitarian language in the movie Lara Ati (2022) by Bayu Skak, using an anthropolinguistic approach. The anthropolinguistic approach is used in this study to understand language as a representation of culture, social values, and relations between members of society. The film was chosen as an object because it functions as a cultural text that stores social representations, including linguistic practices that reflect the identity of the speaking community. The method used is descriptive qualitative, with data in the form of speech of the characters in the film transcribed, categorized, analyzed, and contextual interpretation of the dialogues between characters. The results show that egalitarian language in this film not only reflects the open and equal social dynamics of Surabaya society, but also becomes a symbol of Arek Suroboyo's cultural identity. The findings contribute to the development of anthropolinguistics, especially in understanding egalitarianism through language studies. In practice, this research bolsters preservation efforts by documenting and analyzing the use of the Suroboyoan dialect of Javanese. The egalitarian value reflected in this language symbolizes the identity of the inclusive and dynamic Surabaya community, and can inspire the strengthening of other local cultures in Indonesia. Thus, Lara Ati is not only entertaining, but also an important cultural document worthy of scientific study. These findings strengthen anthropolinguistic studies related to the role of language in representing social and cultural values, and encourage the preservation of local culture through popular media.
Copyright (c) 2025 Yulia Nurdianik, Shafruddin Tadjuddin, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
The Register Of Military Discourse in Spoken Communication at the 1st Health Battalion of Kostrad Bogor and the 10th Armed Battalion of Brajamusti Bogor
Communication is one of the tools used by humans to interact with each other. Everyone is involved in communication activities. In communication, there are media used, namely language. The use of language is determined by linguistic and non-linguistic factors. Communicating means conveying a message in the form of ideas, thoughts, feelings, and our will to others, expressed through language. Each community group has its own linguistic characteristics. Among the non-linguistic factors are social factors. Social factors that can influence the patterns of language use include social status, education level, age, economic status, gender, and so on. This research will discuss the specialized language that occurs in the military environment. This research aims to examine the military register in the spoken discourse used in the environment of the Health Battalion 1 Kostrad and the Armed Battalion 10 Brajamusti in Bogor. The military register, as a part of specialized language variation in military communication, plays a crucial role in creating communication efficiency, maintaining hierarchy, and building solidarity among members. This study focuses on identifying the types of registers, analyzing their functions and meanings, as well as exploring the linguistic and social factors that influence their formation. The method used is a qualitative descriptive approach with an ethnographic communication approach, employing data collection techniques such as participatory observation, in-depth interviews, and document analysis. The data were analyzed using discourse analysis methods to uncover the linguistic structure and its context of use. This study also compares the use of registers in two battalions to find similarities and differences arising from factors such as core duties, organizational structure, and communication culture of each battalion, both for TNI members and for Persit members or soldiers' wives. The results of the study are expected to reveal the linguistic characteristics of military registers used, uncover social and pragmatic functions in military communication, and provide new insights into the role of language in supporting military professionalism and operational efficiency. In addition, this research aims to contribute a deeper understanding of linguistic studies, particularly in the realms of register and language variation. Thus, this research is expected to provide theoretical contributions to the development of applied linguistics as well as practical benefits in communication training in the military environment.
Copyright (c) 2025 Annisa rijani, Sudarya Permana, Chakam Failasuf https://creativecommons.org/licenses/by/4.0
A Bibliographic Analysis of the Development of a Blended Learning Model Based on LMS to Improve Students' Writing Skills
Blended learning is an instructional model that combines face-to-face learning with e-learning through a Learning Management System (LMS). One of the subjects that can be taught using the blended learning model is writing skills. This study aims to analyze keywords, authors' origins, and sources of references in research journal articles concerning the development of a blended learning model based on LMS to enhance students’ writing skills in Indonesia. The research method used is bibliometric analysis with the aid of the Publish or Perish software, focusing on research articles published and indexed by Scopus from 2015 to 2025. Data analysis was conducted using descriptive-analytic methods with the VOSviewer system and MS Excel. The results show that there are 150 research articles indicating that blended learning can improve students’ writing skills. Ten top journals were identified as major publishers of research on LMS-based blended learning, along with eight leading authors on the topic. The visualization of relationships revealed seven items with a total link strength of 30. The overlay visualization indicates relationships among authors in articles on instructional models. The conclusion of the study suggests that quantitatively, research on blended learning related to students’ writing skills is still limited. Further studies and in-depth analyses are needed to identify specific variables and provide more comprehensive discussions on how blended learning can improve students’ writing skills.
Copyright (c) 2025 Novi Triana Dewi, Totok Bintoro, Zainal Rafli https://creativecommons.org/licenses/by/4.0
THE LINGUISTIC LANDSCAPE OF KEMANG: A MULTIMODAL ANALYSIS OF BUSINESS NAMING
This study investigates strategies of language representation in the business landscape of South Jakarta as a response to the ongoing crisis of local naming. Employing a qualitative descriptive design complemented by multimodal critical discourse analysis, the research analyzes 58 shop names with Kress & van Leeuwen’s representational, interpersonal, and compositional metafunctions, integrated with Harrison’s social semiotic framework. Findings reveal a predominance of conceptual-symbolic processes (55.2%), alongside narrative actional (34.5%) and reactional (10.3%) processes, and interactional strategies emphasizing offer-based naming that construct identity and invite consumer interpretation that negotiate individual and communal identity and hybrid modern-local positioning. The compositional analysis, through Given/New, salience, and framing, underscores how naming constructs visual persuasion and aspirational modernity. The analysis also highlights the use of symbolic capital in visual naming strategies, reflecting businesses’ attempts to assert socio-cultural legitimacy. These findings offer implications for language policy in guiding public spatial planning that emphasizes the role of Indonesian as a marker of national identity. This includes suggestions such as incorporating Indonesian subtitles beneath foreign-language signage without limiting creative expression.
Copyright (c) 2025 NUR FITHRI QOMARIAH RAMBE, Sudarya Permana https://creativecommons.org/licenses/by/4.0
Language in Interrogation: Building Understanding and Humanistic Justice through Forensic Analysis
Language plays a central role in legal interrogation, particularly in the construction of official Examination Reports (Berita Acara Pemeriksaan/BAP). This study aims to analyze forms of interrogative questions in BAP related to defamation or hate speech cases that potentially generate psychological pressure or bias toward the examinee. It also formulates recommendations for more communicative and fair interrogative language as part of humanistic justice. The data are textual utterances extracted from BAP documents, analyzed through a forensic linguistic and psychopragmatic approach. To explore how meaning is coordinated and negotiated in interrogative exchanges, this study applies Herbert H. Clark’s (1996) theory of Joint Action and Common Ground, which views language use as a socially coordinated activity. This framework allows an examination of whether interrogative structures facilitate mutual understanding or reinforce asymmetrical power relations. Linguistic tendency analysis is used to measure the dominance of question types. Findings suggest that closed and suggestive questions prevail, limiting dialogic interaction. This study contributes to the field of Indonesian Language and Literature Education by promoting critical awareness of institutional language and advocating peace-oriented, humanistic language practices. Keywords: forensic linguistics; psychopragmatics; interrogation discourse; humanistic justice
Copyright (c) 2025 Jefriyanto Saud, Fathiaty Murtadho, Yumna Rasyid https://creativecommons.org/licenses/by/4.0
INTEGRATING VISUAL WRITTEN LITERACY IN INDONESIA LANGUAGE LEARNING AT SDN PUSPAJAYA
This study aims to describe and analyze the integration of visual written literacy in Indonesian language instruction for fifth-grade students at SDN Puspajaya. Visual written literacy combines textual and visual elements—such as images, diagrams, and infographics—to enhance students’ comprehension and engagement. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation. The findings reveal a wide range of student-generated visual written products, including posters, advertisements, and illustrated narratives, which were effectively integrated into classroom learning. These multimodal outputs enriched students’ expressive abilities and supported the objectives of Indonesian language instruction. Key supporting factors included institutional support, active student participation, and parental involvement. However, major challenges were identified in the form of limited access to quality reading materials, insufficient teacher training in multimodal literacy, and time constraints within the school schedule. This study highlights the pedagogical potential of visual written literacy in promoting multiliteracies in primary education and offers practical insights for enhancing multimodal teaching strategies in language classrooms. Keywords: visual written literacy, Indonesian language learning, primary education, multimodal pedagogy, literacy integration
Copyright (c) 2025 Sipa Puspita Sari, Fachri Helmanto, Sobrul Laeli https://creativecommons.org/licenses/by/4.0
MULTILINGUALISM IN THE LINGUISTIC LANDSCAPE AT GRANADA ISLAMIC HERITAGE SCHOOL AND IMPACT ON THE SCHOOL’S LANGUAGE ENVIRONMENT
ABSTRACT This study analyzes the multilingual practice of Granada Islamic Heritage School from the point of view of linguistic landscape. It utilizes a qualitative research approach. Its primary focus is probing the existence and dissemination of three languages (English, Indonesian, and Arabic) in the public realms in the school such as information boards, motivational signs, and visual instructional aids.Data were gathered through participatory observation and visual documentation of language signs in the school environment. A description of language code use was constructed through analysis to determine the representation of religious, national, and global identity in the school.Results indicate that the simultaneous presence of three languages creates a dynamic language environment that can support both formal language acquisition and informal social communication. Arabic supports religious identity, while English and Indonesian support global communicative competence and local identity. Most importantly, the integration of the linguistic landscape becomes an extra value to students, linguistic capacity making their reading, writing, and speaking skills robust in all three languages and developing multilingual awareness and positive attitudes towards linguistic diversity.Thus, the language environment of Granada Islamic Heritage School functions as a rich pedagogical resource, establishing a rich, multicultural learning culture that significantly facilitates students' language learning.
Copyright (c) 2025 abdullah al wafi, Syamsi Setiadi, Chakam Failasuf https://creativecommons.org/licenses/by/4.0
REPRESENTATION OF IDEOLOGY AND GENDER IN THE DOCUMENTARY ICE COLD: MURDER, COFFEE AND JESSICA WONGSO
This study critically examines the representation of ideology and gender in the true crime documentary Ice Cold: Murder, Coffee and Jessica Wongso, focusing on two main characters: Mirna Salihin as the victim and Jessica Wongso as the defendant. The purpose of this study is to reveal how language, narrative, and multimodal elements are used to frame public perceptions of women's roles in criminal cases. The method used is descriptive analysis with the Critical Discourse Analysis approach (Fairclough, 1995; van Dijk, 1998), as well as the male gaze theory (Mulvey, 1975) and gender performativity (Butler, 1990). Data in the form of transcripts, source quotes, and audiovisual footage were analyzed to identify the representation strategies used. The results show that Mirna is represented as an ideal figure—good, pure, and beautiful—while Jessica is presented ambivalently: negatively by the victim, but positively by the defense team. This representation shows an ideological construction that reinforces gender stereotypes and forms an emotional narrative that influences public opinion. This research contributes to the development of Indonesian Language and Literature Education studies through critical reading of media discourse, and emphasizes the importance of media literacy in exposing the hidden ideology in the representation of women in public spaces.
Copyright (c) 2025 Wikan Hastuningdyah, Sudarya Permana https://creativecommons.org/licenses/by/4.0
DETECTING HOAX NEWS ON SOCIAL MEDIA THROUGH PRAGMATIC ANALYSIS
The phenomenon of hoax dissemination on social media has continued to increase along with the ease of information access in the digital era. Hoaxes are not only conveyed through explicit claims but also through implicit linguistic strategies, making them difficult to detect at first glance. This study aims to identify and analyze patterns of presupposition and implicature used in the construction of hoaxes, particularly on vaccine-related issues widely circulated on social media. This research employs a qualitative approach with a pragmatic analysis method. Data were obtained from the official website of the Ministry of Communication and Information (www.komdigi.go.id) using the criterion of hoaxes containing the keyword “vaccine.” The analysis focused on two aspects: (1) conversational implicature by identifying violations of Grice’s maxims, and (2) presuppositions, including existential, factive, structural, and lexical types. The results reveal that violations of the maxim of quality dominate the implicature patterns, followed by the maxims of relevance, quantity, and manner. These violations generate implicatures in the form of insinuations, emotional provocations, and conspiratorial narratives that influence readers’ perceptions. Regarding presuppositions, existential and factive types are most frequently employed to create a pseudo-reality and convey a sense of truth, while structural and lexical types are used to reinforce manipulative meanings through rhetorical questions and the use of scientific terminology. These findings demonstrate that hoaxes are a linguistic phenomenon that employs pragmatic strategies to construct implied meanings.
Copyright (c) 2025 Rika Purnama Sari, Endry Boeriswati, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
SEGMENTAL PHONEME TEACHING FOR LOWER PRIMARY SCHOOL STUDENTS IN INDONESIA: A NEED ANALYSIS STUDY
This study investigates the instructional needs and challenges in teaching English segmental phonemes to lower primary school students in Indonesia. Although pronunciation is a foundational aspect of oral communication, it is often overlooked in early English instruction. Indonesian learners struggle with phonemes absent in their L1, such as /θ/, /ʒ/, and /æ/, leading to persistent mispronunciations. Using a descriptive qualitative approach, data were gathered through interviews with five elementary English teachers from Central Java and Jakarta. Thematic coding with ATLAS.ti revealed 11 key categories related to instructional methods, media use, assessment, and teacher expectations. Findings show that teachers employ simple, intuitive strategies—such as drilling, songs, flashcards, and kinesthetic activities—that align with brain-based learning principles. However, instruction is constrained by limited classroom time, lack of pronunciation-focused training, and inadequate multimedia support. Assessment remains informal and unsystematic, primarily based on observation during classroom activities. Teachers emphasized the need for a structured, engaging, and sustainable pronunciation teaching model, integrated curriculum support, and access to multisensory teaching media. The study highlights the importance of early phoneme instruction to prevent fossilization of errors and to support learners’ long-term communicative competence.
Copyright (c) 2025 Syahadah Albaqiyatul Karimah, Endry Boeriswati, Muchlas Suseno https://creativecommons.org/licenses/by/4.0
Needs Analysis for Developing a Brain-Based Metacognitive Learning Model to Enhance Critical Reading in Primary Schools
This study aims to analyze the pedagogical and contextual needs underlying the development of a learning model designed to improve students' critical reading skills in primary schools. The urgency of this research arises from various global and national assessments that indicate a declining trend in students' reading literacy performance. Data from the 2022 PISA report show that Indonesian students' reading abilities remain below the OECD average, while findings from PIRLS 2021 highlight the importance of inferential and evaluative comprehension as essential benchmarks for global reading literacy. This study employed a mixed-method approach involving 30 students and several grade 5 teachers from primary schools in the Bogor district. Data were collected through open-ended and closed-ended questionnaires for students, as well as teacher interviews, to examine current practices in reading instruction within Indonesian language learning. The findings reveal that students' critical reading skills remain underdeveloped, particularly at the literal, inferential, and evaluative levels. Most students rely heavily on teacher assistance, lack metacognitive strategies, and demonstrate limited ability to reflect on and regulate their reading comprehension. These findings underscore the urgent need to design a learning model that integrates Brain-Based Learning (BBL) principles with metacognitive assessment strategies. Such integration is expected to foster emotionally engaging and cognitively supportive learning environments that empower primary school students to become more critical and self-regulated readers.
Copyright (c) 2025 Teguh Prasetyo, Yufiarti Yufiarti, Asep Supena https://creativecommons.org/licenses/by/4.0
ERROR ANALYSIS ON STUDENTS WRITING NARRATIVE TEXT
This study investigates the types and frequency of linguistic errors found in narrative texts written by eleventh-grade students of MAN 1 Bima during the 2024/2025 academic year. The research adopts a qualitative descriptive method and applies the Surface Strategy Taxonomy, which classifies errors into omission, addition, misformation, and misordering. Data were collected from students' written narratives based on the story "Cinderella" and analyzed to identify and categorize the errors. The findings reveal a total of 253 errors, with misformation being the most dominant type (77.08%), indicating significant difficulties in students' understanding of appropriate word forms and grammatical structures. Factors contributing to these errors include limited vocabulary, weak grammatical foundation, first language interference, lack of writing practice, and time constraints. The results suggest the need for more contextual grammar instruction, consistent writing practice, and constructive feedback. This research provides insights for educators to design more effective strategies for improving students’ writing competence, particularly in narrative text production.
Copyright (c) 2025 Fitri Ningsi, Nurhidayat, Amanda Pratiwi https://creativecommons.org/licenses/by/4.0
DEVELOPING WRITING SKILLS THROUGH DREAM-THEMED POETRY: AN INTEGRATIVE TEST APPROACH FOR 10TH-GRADE SENIOR HIGH SCHOOL STUDENTS
Literature education at the senior high school level, particularly in poetry writing, requires students to select diction that is both aesthetically pleasing and meaningful. This study aims to describe the process of teaching poetry writing on the theme of ‘dreams’ using the Integrative Test approach. The research employs a descriptive qualitative method, with the primary data consisting of authentic poems written by 10th-grade students. The instructional process guides students to explore vocabulary through a language corpus before composing their poems. The analysis reveals that students were able to metaphorically express the concept of “dreams” using various diction choices that reflect beauty, light, grandeur, and the value of perseverance. These lexical selections indicate a depth of understanding fostered by meaningful, data-driven learning experiences. The findings suggest that integrating the Integrative Test approach with corpus-based learning resources can enhance the quality of students’ literary expression.
Copyright (c) 2025 Adilah Nurul Hidayah https://creativecommons.org/licenses/by/4.0
Pragmatic Functions of Translanguaging in EFL Classrooms
PRAGMATIC FUNCTIONS OF TRANSLANGUAGING IN EFL CLASSROOMS ABSTRACT This study investigates the pragmatic functions of translanguaging in English as a Foreign Language (EFL) classrooms with two primary objectives: (1) to describe how teachers and learners employ translanguaging as a communicative strategy during classroom interactions, and (2) to analyze the extent to which translanguaging practices influence contextual meaning–making and the effectiveness of students’ English utterances in pragmatically oriented tasks. Employing a qualitative case-study design, data were collected over five class sessions through participant observation, video- and audio-recorded interactions, and semi-structured interviews with two teachers and six students. Discourse-pragmatic analysis was applied to identify patterns of code-switching and their pragmatic functions. Findings reveal that translanguaging serves as a meaning-negotiation tool, a communication scaffold, and a promoter of metapragmatic awareness. Teachers strategically alternate between L1 and English to clarify instructions, model pragmatic strategies, and draw attention to socio-cultural nuances. Learners, in turn, invoke their first language to stabilize comprehension and co-construct meaning before producing English utterances. These practices enhance students’ situational understanding and expand their linguistic repertoire, leading to more appropriate politeness strategies, register choices, and pragmatic responses in English. The results underscore the pedagogical value of integrating translanguaging into EFL instruction to foster authentic pragmatic competence. Keywords: translanguaging; pragmatics; EFL; communicative strategy; case study.
Copyright (c) 2025 sutisno adam https://creativecommons.org/licenses/by/4.0
EVALUATION OF USING TECHNOLOGY IN ENGLISH LANGUAGE LEARNING FOR CHILDREN WITH AUTISM: A Systematic Literature Review
This study evaluates the use of technology in English language learning for children with Autism Spectrum Disorder (ASD) through a systematic literature review of articles indexed in Sinta. The main objective is to identify the types of technology used, analyze their effectiveness in helping children with ASD master English, and explore emerging research trends. The findings show that technologies such as mobile applications, Augmented Reality (AR), video modeling, and AI chatbots significantly enhance English skills in children with ASD, particularly in vocabulary, speaking, and social skills. These technologies make learning more interactive, engaging, and flexible, catering to the individual needs of children. The study also identifies gaps in research, particularly the need for more long-term studies on the effectiveness of these technologies and their impact on language development in children with ASD. Recommendations for practitioners and researchers include further exploration of innovative and inclusive technologies to support more effective English language learning for children with ASD. This research contributes to field of Indonesian Language and Literature Education by promoting technology-based approaches in inclusive language learning, which can enrich teaching strategies for both Indonesian and English, while enhancing accessibility and effectiveness for students with special needs, such as children with ASD. Keywords: Technology; English Language Learning; Children with Autism Spectrum Disorder (ASD); Mobile Applications; Augmented Reality (AR).
Copyright (c) 2025 Lenny Solo, Asep Supena, Herlina https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF BIOGRAPHY TEXT WRITING TEACHING MATERIALS ASSISTED BY WEEBLY MEDIA FOR GRADE X STUDENT
This research aims to develop biography text writing teaching materials assisted by Weebly media for Grade X students. The study employs a Research and Development (R&D) method using the ADDIE model (Analyze-Design-Development-Implementation-Evaluation). The sample consists of 37 Grade X students from SMA Diponegoro 1 Jakarta. Data were collected through interviews, needs analysis questionnaires, material and media expert validation results, as well as teacher and student assessments. Data analysis was conducted qualitatively and quantitatively. The results indicate that the development of biography text writing teaching materials assisted by Weebly media has been successfully carried out. The quality of the materials and media received ratings from material experts at 85.2% and media experts at 94%, both categorized as very good/very feasible. This research successfully developed systematic teaching materials to improve students' biography text writing skills and received very good assessments from both material and media experts, making it suitable for implementation in learning.
Copyright (c) 2025 Dhifa, Nurita Bayu Kusmayati, Hestiyani Parai https://creativecommons.org/licenses/by/4.0
MALAY LANGUAGE AND CULTURE IN THE PERSPECTIVE OF INDONESIAN: ANALYSIS OF LANGUAGE AND CULTURAL DYNAMICS
Malay language and culture have a very close relationship with Indonesian, considering the similarities in history, language structure, and cultural values. This study aims to analyze the dynamics of Malay language and culture from the perspective of Indonesian, as well as its implications for cultural identity and intercultural communication. Through qualitative analysis of literary texts, mass media, and social interactions, this study finds that Indonesian has been greatly influenced by Malay language and culture, especially in terms of vocabulary and sentence structure. However, there are also cultural dynamics that influence the use of language and cultural identity in both countries. This study contributes to a better understanding of the linguistic and cultural relations between Malay and Indonesian, as well as its implications for intercultural communication and cooperation in the Southeast Asian region.
Copyright (c) 2025 Nur Indah Yusari, Sri Rosmalina Soejono, Ananda Putriani https://creativecommons.org/licenses/by/4.0
EXISTENCE AND RESISTANCE OF WOMEN IN THE NOVEL KEBERANGKATAN BY NH DINI AND ITS IMPLICATIONS FOR NOVEL READING SKILLS
This study aims to explore the theme of women’s existence and resistance in Keberangkatan, a novel by Nh. Dini, using Simone de Beauvoir’s existentialist feminism and James C. Scott’s theory of resistance. The main character, Elisa, is potrayed as a woman who rejects subordinate roles and seeks authentic existance through work, education, financial independence, and personal freedom. Her resistance, both overt and covert, is examined through Scott’s concepts of public and hidden transcripts. This research uses a qualitative-descriptive method with literary analysis techniques. The results show that Elisa’s journey reflects not only individual resistance to patriarchal norms but also a broader social transformation. In line with the Merdeka Curriculum, which emphasizes literacy and critical thinking, the novel can serve as learning material in literature instruction. Students can be encouraged to relate fictional texts to social realities, build gender awareness, and critically reflect on personal and societal roles.
Copyright (c) 2025 Dian Fadila Saprilia, Etsa Purbarani, Hestiyani Parai https://creativecommons.org/licenses/by/4.0
INTEGRATING ESG INDICATORS INTO A BLOCKCHAIN-BASED PLATFORM FOR ENHANCING GREEN BOND TRANSPARENCY
Green bonds have become an increasingly important financing instrument for environmentally sustainable development. Nevertheless, the green bond market continues to face critical challenges, particularly in the areas of transparency, accountability, and impact assessment. This study proposes a conceptual model that integrates Environmental, Social, and Governance (ESG) indicators into a blockchain-based reporting system to address these challenges and enhance investor trust. Adopting a Research and Development (R&D) approach based on the ADDIE model, the research follows four stages: literature review, model design, expert validation, and system simulation. The results demonstrate that blockchain technology, through the implementation of smart contracts and distributed ledgers, offers a viable and transparent architecture for ESG reporting in green bond frameworks. This model contributes to the enhancement of green bond credibility, improves monitoring efficiency, and has the potential to increase institutional investor participation in sustainable finance initiatives.
Copyright (c) 2025 DANANG PRATOMO, Bagus Sumargo, Nadiroh Azizah https://creativecommons.org/licenses/by/4.0
THE EFFECT OF 3P METHOD USING INSTAGRAM VIDEO @5.MIN.CRAFTS ON GRADE VII STUDENTS PROCEDURAL WRITING SKILLS
This research aims to determine the effect of the Presentation, Practice, Production (3P) method assisted by the video media of the Instagram account @5.min.crafts on the ability to write procedural texts conducted on seventh-grade students at SMP Negeri 44 Jakarta. This study employs an experimental method with a pretest-posttest control group design. The sample in this study is class VII-G as the control class and class VII-H as the experimental class, selected using the Simple Random Sampling Technique. The results show a significant improvement in the experimental class, with the average post-test scores increasing from 48 to 85. Meanwhile, the control class increased from 45 to 63. Hypothesis testing using SPSS 25.0 shows a significance value (2-tailed) of 0.000 < 0.05, indicating a significant difference between the two classes. Thus, the 3P method supported by the Instagram video media @5.min.crafts has been proven to have a positive effect on the skills of writing procedural texts and can be an alternative to other language learning strategies.
Copyright (c) 2025 Rahmah Damayanti, Nurita Bayu Kusmayati, Reni Nur Eriyani https://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF THE USE OF ILLOCUTIONARY SPEECH ACTS IN THE RUANG 28 PODCAST ON THE NOICE YOUTUBE CHANNEL AND ITS IMPLICATIONS FOR LEARNING DISCUSSION TEXTS IN JUNIOR HIGH SCHOOL
This study aims to describe the types of illocutionary speech acts found in the Ruang 28 podcast, as well as to explain their implicit implications for discussion learning at the junior high school level. This study uses a qualitative descriptive method. Data was taken from two podcast episodes through a listening-note technique and explained using Searle's theory. The results show that from 600 dialogue excerpts, 659 speech acts were found, with details: assertive (62.22%), directive (24.73%), expressive (11.23%), declarative (1.21%), and commissive (0.61%). Assertive speech acts are the dominant form, especially in the functions of stating and informing. This indicates that most of the speech contains opinions or information. These results can be implied in Indonesian language learning, especially in discussion text material at the junior high school level.
Copyright (c) 2025 Afiifah Rahmah Putri, Reni Nur Eriyani, Rahmah Purwahida https://creativecommons.org/licenses/by/4.0
ANALYSIS OF SCIENCE PROCESS SKILLS AMONG ELEMENTARY SCHOOL STUDENTS
Elementary school students frequently face difficulties in grasping abstract science concepts, often exhibiting limited foundational scientific skills. Additionally, they tend to experience a teacher-centered approach to science instruction, which may impede their engagement and understanding. This study aims to investigate the science process skills of fifth-grade students as they explore the topic of light and its various properties. Conducted across three different schools, the research involved a total of 90 fifth-grade students. A qualitative methodology was employed to gain insights into the development of their science process skills during the learning experience. Data collection included assessments of science process skills as well as detailed observation sheets to monitor student engagement and performance. The findings indicated that students' performance on the science process skills tests fell within a moderate range. They encountered the most challenges in planning and conducting investigations, vital components of scientific inquiry. In contrast, they demonstrated greater proficiency in observational activities, suggesting that they possess the ability to make careful observations—an essential foundational skill in science education. This study highlights areas for improvement and underscores the importance of fostering a more hands-on and exploratory approach to teaching science.
Copyright (c) 2025 Astri Sutisnawati, Yuli Rahmawati, M. Syarif Sumantri https://creativecommons.org/licenses/by/4.0
THE EVALUATION PROCESS IN THE LEARNING OF EXPLANATORY TEXTS IN JUNIOR HIGH SCHOOLS (SMP)
The evaluation process in the learning of explanatory texts in Junior High Schools (SMP) is an essential component for measuring students' understanding of structure, linguistic rules, and logical thinking skills. Explanatory texts serve to explain natural, social, or scientific phenomena in a systematic and sequential manner. Appropriate evaluation not only affects students' learning outcomes but also assists teachers in designing more effective teaching strategies that can be tailored to the abilities of the students. This article aims to analyze various evaluation methods, the challenges faced, and the solutions that can be implemented to improve the quality of learning. The methods used include authentic assessment based on processes and evaluation instruments relevant to the curriculum. The research findings indicate that a formative assessment approach, the use of clear rubrics, and the provision of constructive feedback can enhance students' skills in writing explanatory texts. Thus, appropriate evaluation in the learning of explanatory texts can encourage deeper understanding among students while simultaneously improving the quality of teaching at the junior high school level.
Copyright (c) 2025 Nurieyya Fieka Azmuna https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF THE YOUTUBE CHANNEL “INDONESIA FAIRY TALES” ON THE FANTASY STORY WRITING SKILLS OF GRADE VII STUDENTS OF SMP MUHAMMADIYAH 31 JAKARTA
This study aims to determine the effect of using the YouTube channel "Indonesia Fairy Tales" on the fantasy story text writing skills of seventh grade students of SMP Muhammadiyah 31 Jakarta. The method used is an experiment with a Pretest-Posttest Control Group Design. The sample was selected using simple random sampling, namely class VII-C as the experimental class and VII-D as the control class. The results of the initial and final tests showed an increase in both classes, but the increase in the experimental class was more significant (from 65 to 82), compared to the control class (from 61 to 74). The normality test with Kolmogorov-Smirnov showed that all data were normally distributed (sig. > 0.05). The homogeneity test showed that the variance between groups was homogeneous (sig. 0.121 and 0.105). The results of the hypothesis test using the t-test showed a significant difference between the experimental class and the control class (Sig. 2-tailed = 0.000 < 0.05). Thus, the use of the YouTube channel "Indonesia Fairy Tales" has been proven effective in improving students' fantasy story text writing skills, and can be used as an alternative learning medium in Indonesian language learning
Copyright (c) 2025 Akhmad Wahyudin Wahyudin, Reni Nur Eriyani, Etsa Purbarani https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF FANTASY STORY WRITING TEXT LEARNING WITH EMAZE MEDIA FOR GRADE VII
This study aims to develop Emaze-based interactive learning media in learning to write fantasy story texts for grade VII junior high school students. The research used the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The limited trial subjects involved 25 seventh grade students in one of the private junior high schools in Central Jakarta. Emaze was chosen because it has advantages over conventional presentation media, such as PowerPoint, which can present material visually dynamically, interactively, and support 3D transitions that stimulate students' imagination. Data collection instruments included a needs questionnaire, expert validation sheet, and student response questionnaire. The learning outcomes showed an increase in students' ability to write fantasy stories. Before the use of media, only 28% of students were able to write stories with a complete structure after learning with Emaze, it increased to 76%. Teacher observation also noted an increase in students' participation and creativity in developing story ideas. Thus, Emaze media is declared feasible and effective to be used as an alternative interactive learning media in learning to write fantasy story text at junior high school level.
Copyright (c) 2025 Muhamad Hasni, Fathiaty Murtadho, Reni Nur Eriyani https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF FLIPBOOK-BASED DESCRIPTIVE TEXT WRITING TEACHING MATERIALS USING THE HEYZINE APPLICATION FOR CLASS VII JUNIOR HIGH SCHOOL STUDENTS
This study aims to produce a development product in the form of flipbook-based teaching materials, in the Indonesian language subject in descriptive text material, for grade VII students using the Heyzine application. This study focuses on the development of teaching materials for descriptive text writing skills for grade VII junior high school based on flipbooks assisted by the Heyzine application. The research method used in this study is the Research and Development (R&D) method with the ADDIE (Analysis-Design-Development-Implementation-Evaluation) model. The subjects in this study were 42 grade VII students at SMP Negeri 9 South Tangerang City. Data in this study were collected through observation, interviews, and questionnaires. The results of the research on the development of teaching materials for writing descriptive texts based on flipbooks assisted by the Heyzine application obtained an assessment from media experts with an average percentage of 92.2% of all aspects assessed, with a very feasible category. Material experts gave an assessment with an average percentage of 90% of all aspects assessed, with a very feasible category. The Indonesian language teacher gave an assessment with an average percentage of 99.4% of all aspects assessed, with a very feasible category. Students gave an assessment or response to the teaching materials with an average percentage of 96.1% of all statements submitted. Thus, it can be concluded that the teaching materials for writing descriptive texts based on flipbooks assisted by the heyzine application are very feasible to use in the learning process of writing descriptive texts in class VII.
Copyright (c) 2025 Nada Salamah, Reni Nur Eriyani, Hestiyani Parai https://creativecommons.org/licenses/by/4.0
Building the Professionalism of Early Childhood Education Teachers in Arabic Language Learning
Penelitian ini bertujuan untuk menggali kompetensi profesional guru PAUD dalam pengajaran bahasa Arab, khususnya di lembaga pendidikan Islam di wilayah Kepulauan Riau. Topik ini penting mengingat semakin tingginya kebutuhan akan pendidikan bahasa Arab sejak usia dini, yang belum diimbangi dengan kesiapan kompetensi guru di bidang tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus untuk memahami makna, strategi, dan dinamika interaksi sosial yang membentuk praktik profesional guru. Data dikumpulkan melalui wawancara mendalam dan observasi partisipatif terhadap lima guru PAUD dan dianalisis secara tematik, mengacu pada teori kompetensi profesional dan teori sosial budaya. Hasil penelitian menunjukkan bahwa guru memiliki inisiatif yang tinggi dalam mengembangkan strategi pengajaran berbasis bermain dan interaktif, meskipun menghadapi keterbatasan dalam pelatihan dan materi pengajaran khusus. Praktik pembelajaran yang dilakukan menunjukkan adanya integrasi antara pengetahuan konten pedagogis dan pendekatan sosiokultural, termasuk penerapan perancah dan penciptaan zona perkembangan proksimal (ZPD). Temuan ini menekankan pentingnya dukungan kelembagaan dan materi pengajaran kontekstual untuk memperkuat profesionalisme guru secara berkelanjutan. Penelitian ini berkontribusi pada pengembangan teori dan praktik dalam pendidikan bahasa kedua anak usia dini dan memberikan dasar untuk pengembangan pelatihan dan kurikulum bahasa Arab yang lebih reflektif dan adaptif. Rekomendasi diarahkan pada pengembangan materi pengajaran kontekstual dan pelatihan guru berbasis praktik kolaboratif di masa mendatang.
Copyright (c) 2025 Sri Zulfida; Nuruddin, Kamal https://creativecommons.org/licenses/by/4.0
THE EFFECT OF THE FISHBONE METHOD ON EXPLANATORY TEXT WRITING SKILLS OF ELEVENTH-GRADE STUDENTS AT SMK MANDALA TIARA BANGSA
This study aims to investigate the effect of the fishbone method on the explanatory text writing skills of eleventh-grade students at SMK Mandala Tiara Bangsa Jakarta. The fishbone method was applied to help students structure texts systematically and develop ideas based on observed phenomena. This research employed a quantitative approach with a quasi-experimental design using a one-group pre-test and post-test model. The instrument used was a writing test assessed based on text structure, linguistic features, and other language elements. The findings of this study indicate that the fishbone method has a positive impact on enhancing students’ ability to compose explanatory texts logically and coherently. This study contributes to the development of instructional strategies in the field of Indonesian Language and Literature Education, particularly in improving students’ writing skills through visual and analytical learning methods. Keywords: writing skills; explanatory text; fishbone method; language education; instructional strategy.
Copyright (c) 2025 MOCHAMMAD AFI NUR RIZQI, Fathiaty Murtadho, Reni Nur Eriyani https://creativecommons.org/licenses/by/4.0
UNDERSTANDING OF SUSTAINABLE DEVELOPMENT EDUCATION (ESD) IN HIGH SCHOOL (SMA) STUDENTS
Education for Sustainable Development (ESD) is an educational approach that emphasizes environmental awareness, social responsibility, and sustainable economic practices. At the high school level, ESD plays a crucial role in shaping students who are critical, empathetic, and capable of contributing to a sustainable future. This study aims to explore the extent of high school students’ understanding of ESD through a systematic literature review (SLR) of 15 national and international journal articles published between 2019 and 2024. The findings reveal four dominant themes: (1) curriculum integration is still partial but developing, particularly through science and social subjects; (2) contextual learning strategies such as project-based learning (PjBL), problem-based learning (PBL), and STEM-ESD approaches significantly enhance critical thinking and sustainability awareness; (3) digital learning media such as e-modules and educational videos effectively support visual and practical learning; and (4) challenges persist in terms of teacher capacity, infrastructure, and the absence of standardized national evaluation tools. The review concludes that effective ESD implementation requires comprehensive support from schools, innovative pedagogy, and systemic policy alignment. These insights are valuable for educators, curriculum developers, and policymakers aiming to strengthen ESD in secondary education
Copyright (c) 2025 Nida' Farah Abiyya, Diana Vivanti, Samadi, Eliana Sari , Dian Alfia Purwandari https://creativecommons.org/licenses/by/4.0
INTEGRATING ENVIRONMENTAL GOVERNANCE INTO EDUCATIONAL REFORM: TOWARD SUSTAINABLE FUTURES
The accelerating impacts of climate change, environmental degradation, and the large-scale exploitation of natural resources have emerged as critical threats to human survival. In response, environmental governance has increasingly been recognized not only as a regulatory framework for mitigating ecological damage but also as a strategic platform for advancing sustainable development. This article offers a comprehensive analysis of environmental governance by exploring its theoretical foundations, operational principles, and implementation strategies across sectors. Utilizing a systematic literature review approach, the study evaluates the effectiveness of environmental interventions led by governments, corporations, and civil society actors. Furthermore, the analysis emphasizes the pivotal role of transforming education for sustainable development as an integral driver of behavioral change, ecological awareness, and long-term societal resilience. The findings reveal that the success of environmental governance is largely shaped by consistent policy implementation, cross-sectoral engagement, the deployment of green technologies, and the integration of ecological and human-centered sustainability principles. The article concludes with policy recommendations that call for transformative approaches to reinforce environmental governance and ensure harmonious coexistence between humans and nature.
Copyright (c) 2025 Ardiyanti, Desy Safitri, Agung Purwanto, Nadiroh https://creativecommons.org/licenses/by/4.0
SUSTAINABLE MANAGEMENT OF BIOLOGICAL NATURAL RESOURCES IN THE FREEPORT AREA, PAPUA
This article aims to examine the sustainable management of biological natural resources in the Freeport mining area, Papua, which is home to diverse and fragile ecosystems ranging from mangroves to alpine zones. The study employs a qualitative descriptive method through document analysis, literature review, and field observation to explore environmental practices conducted by PT Freeport Indonesia. The findings show that while mining activities have caused significant ecological disturbances—including habitat loss, biodiversity degradation, and pollution—the company has also carried out various mitigation efforts. These include biodiversity monitoring, ecosystem reclamation, reforestation of the Grasberg mine, and conservation programs in partnership with local communities. More than 50,000 pig-nosed turtles and many endemic birds and mammals have been reintroduced into protected habitats. The paper contributes to the broader discourse on balancing industrial development with biodiversity protection, particularly in ecologically sensitive areas. It also provides insights into how conservation data from the mining area can support biodiversity management in adjacent protected zones like Lorentz National Park.
Copyright (c) 2025 Muhammad Darisman https://creativecommons.org/licenses/by/4.0
Lexical Patterns In The Kapai-Kapai Manuscript By Arifin C. Noer Based On Corpus Through Antconc
The Kapai-Kapai script by Arifin C. Noer occupies a significant position in modern Indonesian theater. It is a work known for its symbolic power and distinctive linguistic expression. The study of lexical patterns in this script is necessary to understand how word choice and connection shape discourse cohesion and support the creation of dramatic effects. This study aims to identify and interpret lexical patterns in Kapai-Kapai through a corpus approach with data processing using Antconc. The script text is converted to plain text format and analyzed using word list, concordance, and collocation features to map word frequency, context of occurrence, and lexical relationships. The results of this study show that lexical repetitions such as abu, iyem, and kau create a poetic rhythm and reinforce the image of destruction and mortality; thematic cohesion is formed through pairs such as iyem–emak and kelam–bulan that unite the interpersonal and atmospheric fields; while symbolic collocations such as Cermin– pintu and mati– sampai deepen the metaphorical landscape of the performance. This finding confirms that the lexical patterns in Kapai-Kapai function dually as cohesive devices and dramaturgical mechanisms that build intentionality while strengthening Arifin C. Noer's distinctive ideological message.
Copyright (c) 2025 Arif Hidayat, Silvia Al Viana https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF A MODULE-BASED DIGITAL LITERACY COURSE LEARNING MODEL: A NEEDS-DRIVEN APPROACH
Rapid technological advances in the 21st century have positioned digital literacy as a fundamental competency for academic and professional success. However, educational institutions often face challenges in implementing structured, effective, and engaging digital literacy instruction. This study addresses this gap by detailing the development of a module-based learning model for a university-level digital literacy course. The study employed a Research and Development (R&D) methodology, employing Dick and Carey’s systematic model to guide the instructional design process. The initial phase involved a thorough needs assessment to identify instructional objectives and analyze learner characteristics, using a survey with 100 students and semi-structured interviews to determine core competency gaps. Findings from the needs assessment directly informed the development of performance objectives, assessment instruments, and student-centered modular learning strategies. The needs assessment results revealed significant demand for practical skills in three key areas: (1) information and data literacy, (2) collaboration and utilization of digital applications, and (3) digital content creation. The product developed was a flexible learning model consisting of ten independent learning activities with project-based assessments. Expert validation by specialists in instructional technology and curriculum design confirmed the high validity, feasibility, and relevance of the model. The study concluded that a needs assessment-driven approach is essential to creating impactful digital literacy education. The resulting module-based model provides a practical, adaptable, and validated framework for higher education institutions aiming to foster essential digital competencies.
Copyright (c) 2025 fatikhatun najikhah najikhah, Moch sukardjo, M Japar https://creativecommons.org/licenses/by/4.0
REFORMULATION OF SEMESTER LEARNING PLANS (RPS) FOR ENGLISH ESSAY WRITING COURSES BASED ON STUDENT AND LECTURER NEEDS ANALYSIS
Many lecturers' RPS still experience a mismatch between the formal curriculum content in the RPS and the real needs in the field, especially in mastering academic essay writing skills. Theoretical material, teaching methods that have not been contextualized, and evaluation that is less measurable become obstacles to achieving learning outcomes. This has an impact on the low achievement of student learning outcomes, especially in the ability to write academic essays. This study aims to analyze the need for the preparation of a Semester Learning Plan (SSP) for Essay Writing courses in the English Education Study Program at Faletehan University of Banten based on student and lecturer needs analysis. The method used is descriptive qualitative with a document study approach and an open questionnaire to 30 students and 4 lecturers. The results showed that the RPS had fulfilled basic components such as identity, learning outcomes, and teaching materials, but was still weak in the aspects of mapping CPL-CPMK-Sub-CPMK, integration of learning technology, as well as clarity of evaluation indicators and up-to-date academic references. The needs analysis also revealed that students and lecturers assessed the need for updated teaching materials, more contextual and digital learning methods, and a more measurable evaluation system. The conclusion of this study is that reformulation of RPS based on actual needs analysis is very important to improve the effectiveness, relevance, and success of academic learning, especially in mastering essay writing skills.
Copyright (c) 2025 Fairus Sintawati, Ratna Dewanti, Nurudin https://creativecommons.org/licenses/by/4.0
THE TRANSFORMATION OF DIGITAL LITERACY IN INDONESIAN LANGUAGE LEARNING FOR PHARMACY STUDENTS: A STUDY ON THE USE OF INSTAGRAM AS A MULTILITERACY EVALUATION MEDIUM"
This study explores the transformation of digital literacy in Indonesian language learning for pharmacy students through the integration of Instagram as a platform for multiliteracy-based evaluation. The research aims to develop an innovative pedagogical approach that aligns with the communicative and professional needs of pharmacy students while fostering their multiliteracy competencies. Employing a qualitative descriptive method, data were collected through observation, interviews, and content analysis of student-generated video assignments uploaded to Instagram. The findings reveal that the use of Instagram not only enhances students’ motivation and engagement but also enables authentic communication practices that bridge academic and digital contexts. Moreover, the platform supports multimodal expression and peer feedback, facilitating deeper reflection and learning. This research contributes to the field of Indonesian Language and Literature Education by proposing a contextual and technology-enhanced evaluation model that responds to the demands of 21st-century literacy practices, particularly in health-related disciplines. The study highlights the pedagogical potential of social media in fostering critical, digital, and disciplinary literacies through meaningful and interactive learning experiences.
Copyright (c) 2025 Verawati, Fathiaty Murtadho, Sintowati Rini Utami https://creativecommons.org/licenses/by/4.0
THE TRANSFORMATIONAL ROLE OF TEACHERS IN ENHANCING STUDENTS’ BIODIVERSITY AWARENESS THROUGH ESD: A SYSTEMATIC LITERATURE REVIEW
The threat to biodiversity is increasing due to human activities that degrade the environment. In this context, education plays a crucial role in raising awareness among younger generations, particularly through the Education for Sustainable Development (ESD) approach. Teachers, as primary agents of education, hold great potential when acting transformationally by inspiring students to contribute to environmental sustainability. This study aims to systematically examine the transformational role of teachers in enhancing students' awareness of biodiversity within the framework of Education for Sustainable Development (ESD). Employing a systematic literature review, 16 relevant scientific articles were thematically analyzed. The study finds that transformational teachers—as inspirators, environmental project facilitators, ecological value shapers, and reflective agents—play a pivotal role in fostering student awareness and action for biodiversity preservation. This research contributes to the literature by emphasizing the pedagogical and moral dimensions of teaching and offers directions for ESD-based teacher training.
Copyright (c) 2025 Fani Akmaliyah Safitri, Achmad Husen, Dwi Atmanto, Eliana Sari , Dian Alfia Purwandari https://creativecommons.org/licenses/by/4.0
EVALUATION OF NARRATIVE WRITING INSTRUCTION IN JUNIOR HIGH SCHOOLS
The evaluation of narrative writing instruction in Junior High Schools plays a crucial role in developing students’ critical thinking and idea-expression skills. This article employs a Systematic Literature Review (SLR) approach to analyze various studies related to the evaluation of narrative writing instruction at the junior secondary level. The purpose of this review is to identify the evaluation methods used, the factors influencing successful evaluation, and the impact of evaluation on students’ writing abilities. The main findings reveal that students often struggle to organize ideas and develop a coherent storyline, even though they understand the basic structure of narrative texts. Additionally, the use of analytical rubrics in assessment has proven effective in improving students’ writing quality. This study also emphasizes the importance of incorporating local wisdom-based approaches in narrative writing instruction, which can enhance students' engagement and the relevance of learning materials. These findings offer insights for educators and researchers in developing more effective evaluation methods for narrative writing instruction in junior high schools. Keywords: learning evaluation, narrative writing, analytical rubric
Copyright (c) 2025 Husnul Khotimah, Endry Boeriswati, Samsi Setiadi https://creativecommons.org/licenses/by/4.0
THE EFFECT OF CONCEPT SENTENCE MODEL BASED ON NEARPOD APPLICATION ON POETRY TEXT WRITING SKILLS IN CLASS VIII
This study aims to determine whether there is an effect of the Concept Sentence model based on the Nearpod application on the poetry writing skills of class VIII students of Diponegoro 1 Jakarta Junior High School. The background of this study is the low poetry writing skills of students due to the lack of application of interactive learning using digital technology integrated with learning models. This research uses a quantitative approach with an experimental method of Pre-Experimental Design with a One Group Pre-test Post-test Design design. The research sample consisted of only one group or class that received learning using the Concept Sentence model based on the Nearpod application. The instrument used is a test instrument in the form of a pretest and posttest test of the ability to write poetry text. The results of data analysis show that learning using the Concept Sentence model based on the Nearpod application has a positive effect on the ability to write poetry text. Posttest results are superior when compared to pretest results.
Copyright (c) 2025 Rakha Satria Rakha, Fathiaty Murtadho, Reni Nur Eriyani https://creativecommons.org/licenses/by/4.0
Hypermedia-Integrated Print Textbooks: Bridging The Traditional and Digital Learning Gap
Digital learning offers flexibility to its users, but its dependence on internet access is a barrier, especially in remote areas that still lack internet facilities. This research aims to identify student learning problems and their causes, as well as identify alternative solutions that can be used to overcome student learning problems. This research is a descriptive study using observation, interview and questionnaire methods. The main problems found were limited practicum facilities and limited textbooks. The analysis shows that there are studies on digital learning and textbooks, but few studies discuss the integration of hypermedia in printed textbooks as an alternative. This research offers an innovation in the form of a printed textbook model integrated with hypermedia that presents interactive elements such as videos, animations, simulations and digital links that can be accessed when students are within the reach of the internet. The printed textbook model integrated with hypermedia is expected to enrich students' learning experience. The conclusion of this research is that the incorporation of hypermedia in printed textbooks can be an effective alternative to bridge between traditional textbook-based learning and digital technology-based learning, and opens up new potential in the development of interactive learning materials in the future.
Copyright (c) 2025 Deomesta Oscar Daeli, Eveline Siregar, Cecep Kustandi https://creativecommons.org/licenses/by/4.0
Early childhood food literacy in the family context
Early childhood food literacy in the family context: A literature review Nilam Kemuning Her Panuluh, Hapidin dan Elindra Yetti Program Studi Magister Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta. Univeritas Negeri Jakarta, Gedung A, Rawamangun, Jakarta Timur Email: nilam.kemuning.her@mhs.unj.ac.id nilamkemuning@gmail.com Abstract Food literacy is a person's competence in obtaining and understanding the basic concepts of food as a whole and in-depth (understanding, nutritional content, benefits, position, access, systems and the impact of food on health, the environment and the economy), skills in choosing, processing, managing food and positive attitudes towards food ingredients which are shown in behavior towards daily food ingredients confidently, responsibly and sustainably. Food literacy is a basic competency that needs to be instilled from an early age to form healthy and nutritious eating habits and responsible consumption behavior for optimal growth and development of children and a bright future for the nation. Family is the first environment that has a strategic role in shaping food literacy in early childhood. This study aims to examine the importance of food literacy in early childhood and the role of families in helping food literacy in early childhood. The method used is a literature review of books, guidelines, reports and articles in research journals relevant to the research objectives within the last 10 years. The results of the study show that food literacy is important to be instilled in early childhood and families have a strategic role in shaping food literacy through instilling values, understanding and habituation of family daily eating practices. The findings in this study recommend the need to strengthen the family approach in nutrition and food education and intervention programs in early childhood education to create a golden generation and a bright future for the nation. Keywords: food literacy, early childhood, family role, nutrition education, feeding practices and eating habits.
Copyright (c) 2025 NILAM KEMUNING HER PANULUH, hapidin, Elindra Yetti https://creativecommons.org/licenses/by/4.0
SELF-DIRECTED LEARNING PRACTICE IN CRITICAL SPEAKING CLASS: CHALLENGES AND SOLUTIONS IN THE HIGHER EDUCATION EFL CONTEXT
In the context of higher education, this qualitative study investigates the implementation of self-directed learning (SDL) in critical speaking class for English as Foreign Language. As the need for critical thinking and fluent English in global communication grows, it is crucial that students be able to take charge of their own learning in speaking classes. The study looks into the coping mechanism, challenges and experiences of EFL university students who participate in SDL for critical speaking assignments. Semi-structured interview and classroom observation were used to gather data. Thematic analysis revealed several challenges including low self confidence, limited linguistic resources, lack of exposure to authentic materials and inadequate instructor scaffolding. Students overcome these challenges by implementing a variety of strategies, including reflective practices, peer collaboration and the use of digital platforms. The results emphasize the need for more supportive learning environment that balances autonomy with guided instruction. This study provides more pedagogical insights for educators who want to improve learner independence in EFL contexts and promote effective SDL in critical speaking instruction.
Copyright (c) 2025 Ika Handayani,M.Pd., Prof.Dr. Muchlas Suseno, M.Pd., Dr. Romdani, M.Pd. https://creativecommons.org/licenses/by/4.0
EARLY CHILDHOOD ENVIRONMENTAL LITERACY PROJECT at TK. CITRA KUSUMA 1
This study aims to examine the implementation of project “Aku Sayang Bumi” at Citra Kusuma Kindergarten using qualitative methods. The qualitative method was chosen to gain an in-depth understanding of the project implementation process and how Pancasila values, especially love and care for the environment, are internalized in early childhood learning activities. Data were collected through participatory observation, interviews with teacher and students, and documentation of learning activities. Data were analyzed descriptively to describe in detail the implementation of the project. The results show that the project is effective in fostering awareness and positive attitudes towards environmental conservation, while strengthening the character of students in accordance with Pancasila student profile. This research provides recommendations for the development of learning programs that integrate Pancasila values and environmental education at the early childhood education level.
Copyright (c) 2025 Hanan Muthiah Hafizhah https://creativecommons.org/licenses/by/4.0
A DESCRIPTIVE WRITING MODULE INTEGRATING BANTEN LOCAL WISDOM THROUGH POWTOON AND FLIPPED CLASSROOM STRATEGIES
This study investigates the effectiveness of audiovisual learning media, specifically instructional videos, in enhancing seventh-grade students’ understanding and ability to write descriptive texts that incorporate Banten local wisdom. The developed product is a Powtoon-based instructional video presenting key concepts of descriptive texts. Implemented through a flipped classroom approach, the video is shared via WhatsApp to allow students to independently explore the material prior to in-class instruction. The research adopts the Research and Development (R&D) method, aimed at designing, testing, and refining educational products. Findings indicate that audiovisual media accommodate diverse student learning styles and promote greater engagement through accessible and relevant content. Moreover, the flipped classroom model fosters student autonomy, allowing them to acquire foundational knowledge before deeper classroom discussion. This approach demonstrates potential for improving both the quality and efficiency of learning descriptive texts in junior high school settings.
Copyright (c) 2025 Litteu Nur El Lailatie, Endry Boeriswati, Samsi Setiadi https://creativecommons.org/licenses/by/4.0
THE EFFECT OF AUGMENTED REALITY-BASED GEOGRAPHY LEARNING MODELS ON HIGH SCHOOL STUDENTS' LEARNING OUTCOMES
This study investigates the impact of augmented reality (AR)-based learning models on the academic achievement of high school students in geography education. As technological advancements continue to influence educational practices, AR offers an innovative approach to enhance students’ understanding of complex geographical concepts through immersive and interactive experiences. This research employs a quasi-experimental design involving two groups: an experimental group taught using AR-based methods and a control group receiving traditional instruction. Data collection includes pre-tests, post-tests, and student engagement questionnaires to assess learning outcomes and motivation levels. The results demonstrate a significant increase in the post-test scores of students taught with AR models compared to those taught through conventional methods, indicating an improvement in spatial understanding and retention of geographical knowledge. Students in the AR group exhibit higher motivation and active participation during lessons, which correlate with their academic performance. These findings suggest that integrating AR into geography instruction can effectively enhance learning outcomes. The study emphasizes the importance of incorporating emerging technologies into the curriculum to foster interactive and meaningful learning experiences that align with 21st-century skills. Overall, AR-based learning models present a promising pedagogical approach to improve learning outcomes and engagement in geography education at the secondary level.
Copyright (c) 2025 Irma Murti Kusuma Anggara, Moch. Sukardjo, Etin Solihatin https://creativecommons.org/licenses/by/4.0
Assessment as Learning as a Strategy for Joyful Learning in Language Education
This literature review aims to describe and analyze the role of Assessment as Learning (AaL) in supporting the creation of Joyful Learning within the language education context. Assessment as Learning emphasizes the active involvement of students in the assessment process, encouraging them to engage in self-reflection, monitor their own learning progress, and develop a sense of responsibility for their learning outcomes. Through this approach, teachers shift from being mere assessors to becoming facilitators and learning partners who guide students in understanding their strengths, challenges, and strategies for continuous improvement. The concept of Joyful Learning, which promotes a positive, inclusive, and motivating learning atmosphere, aligns closely with the practice of AaL, as both position students as active agents in the learning process. This literature study reviews relevant theories, practical implementations, and empirical findings related to AaL in various educational contexts, including supporting factors, implementation challenges, and effective strategies for integration. The findings of this review are expected to provide valuable insights for teachers in designing assessment systems that are more participatory, reflective, and capable of fostering an enjoyable learning experience. Keywords: Assessment as Learning, Joyful Learning, formative assessment, self-reflection, literature review.
Copyright (c) 2025 KINANTI SWASTIKA https://creativecommons.org/licenses/by/4.0
Evaluation of the Use of Canva Media in Learning to Write Anecdotal Texts: A Literature Study
This article aims to assess the use of Canva media as a medium in learning to write anecdote texts. This study was conducted through a literature study of a number of literatures relevant to the topic of using learning media, Canva media, and anecdote text writing skills in the context of Indonesian language learning. Writing anecdote text is a language skill that requires creativity and interesting presentation skills, so it requires learning media that is not only oriented towards delivering material, but also stimulating ideas and student involvement. Through the use of Canva media, teachers can facilitate a more visual, interactive and structured learning process. The results of this study are expected to show that the use of Canva media can increase students' learning motivation, facilitate the preparation of story outlines, and provide an overview of the potential of graphic design technology in supporting writing learning.
Copyright (c) 2025 Cahya Sasmita https://creativecommons.org/licenses/by/4.0
EVALUATING POETRY WRITING INSTRUCTION THROUGH THE PORTOFOLIO APPROACH: A LITERATURE REVIEW
This study explores the effectiveness of the portfolio approach in poetry writing instruction through a comprehensive literature review. The research aims to demonstrate how this formative, process-oriented assessment method aligns with contemporary literacy pedagogy that emphasizes creativity, reflection, and learner autonomy. Drawing on peer-reviewed journal articles, academic books, and conference proceedings published between 1985 and 2024, the study employed qualitative content analysis to synthesize theoretical frameworks and empirical findings. Results indicate that portfolio assessment supports three key aspects of poetry instruction: facilitating the creative writing process, enhancing student engagement through reflective learning, and enabling authentic assessment that fosters self-efficacy. By documenting students’ progress from initial ideas to final drafts, portfolios encourage metacognitive awareness and active involvement in learning. The study contributes to the field of Indonesian Language and Literature Education by proposing a conceptual model and offering practical recommendations for implementing portfolio-based pedagogy in poetry writing classrooms. Ultimately, this paper supports the integration of more holistic and student-centered assessment practices that cultivate literary appreciation and writing competence
Copyright (c) 2025 Ida saidah, Ase Supriyana https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF CRITICAL THINKING TEACHING MATERIALS IN WRITING PROCEDURE TEXTS THROUGH CLASSCRAFT MEDIA FOR GRADE XI STUDENTS OF SMA
This study aims to develop teaching materials for writing procedure texts based on Facione's critical thinking patterns through classcraft media. This study uses a research and development (R&D) method with the ADDIE model consisting of five stages, namely analysis, design, development, implementation, and evaluation. The analysis stage is carried out through observation, interviews, and questionnaires which show low critical thinking skills in writing procedure texts and the unavailability of appropriate teaching materials. At the design stage, a prototype of teaching materials was designed by integrating Facione's six critical thinking indicators. The validation results by material experts and media experts showed a very good score, namely 4.85 for material experts and 4.8 for media experts. Limited trials showed an increase in students' procedural text writing skills from an average of 60.3 to 83.5 after using teaching materials. Meanwhile, the results of the Effectiveness Test scored 0.84 with a high and effective category. The response results showed very positive from students and teachers, both in terms of appearance, ease of use, and the usefulness of teaching materials in learning. Thus, the teaching materials developed are considered feasible and effective for use to improve the ability to write procedural texts with critical thinking patterns through classcraft media
Copyright (c) 2025 Nurul Annisa Aprianti, Endry Boeriswati, Nur Sekhudin https://creativecommons.org/licenses/by/4.0
FORM OF EVALUATION OF NEWS TEXT LEARNING AT SMP NEGERI 2 JAKARTA
This study aims to describe the form of evaluation in learning Indonesian, especially on news text material at SMP Negeri 2 Jakarta. The method used is a quantitative descriptive approach with data collection in the form of closed data collection techniques, observation, and interviews. The results of the study showed that most students understand the elements and structure of news texts and are able to write simple news, although some still have difficulty distinguishing facts and opinions. The learning evaluation carried out by the teacher includes written evaluations, project or performance evaluations and group presentations. This evaluation is considered quite effective in encouraging student involvement, but teachers still need to adjust the evaluation method to the diverse learning styles of students. Therefore, this study will provide a solution regarding the appropriate form of evaluation to be applied to news text learning at the junior high school level.
Copyright (c) 2025 Irena Aprilia Putri, Endry Boeriswati, Asep Supriyana https://creativecommons.org/licenses/by/4.0
Integrating Generative AI in Energy-Efficient Smart Homes to Foster STEM and Technology Literacy in Early Childhood
The advancement of generative artificial intelligence (AI) has opened new opportunities to support early childhood learning through smart home environments. This study aims to explore the integration of generative AI in energy-efficient smart homes as a medium for STEM (Science, Technology, Engineering, Mathematics) education and the enhancement of technology literacy in early childhood. Through automation features such as lighting control, room temperature regulation, and electricity consumption monitoring, children are introduced to energy concepts in a contextual manner while interacting directly with virtual assistants that can explain, respond to questions, and provide learning simulations tailored to their developmental level. A qualitative, literature-based approach is used to examine how this interaction can create interactive, adaptive, and enjoyable learning experiences. The findings suggest that AI-powered smart homes can serve as alternative learning environments that practically introduce young children to STEM concepts while also fostering energy awareness and responsible use of technology from an early age. With appropriate parental guidance, this system has the potential to become a humanistic educational tool aligned with the developmental needs of early childhood learners.
Copyright (c) 2025 Deva Alvyn Budinugraha, Yani https://creativecommons.org/licenses/by/4.0
Is Eco literacy Integration Feasible? Insights from English Language Lecturers on Critical Reading
Indonesia is facing critical environmental challenges such as deforestation, pollution, and climate change that pose serious threats to sustainability and public well-being. In response, education plays a vital role in promoting ecoliteracy and equipping learners to become environmentally responsible citizens. This study explores the integration of ecoliteracy into critical reading instruction in Indonesian higher education by examining English lecturers’ perceptions, teaching practices, and challenges. A qualitative case study approach was employed, involving three lecturers from a private university in Jakarta selected for their experience in teaching critical reading and interest in sustainability. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings reveal that lecturers view ecoliteracy as a transformative process that fosters environmental awareness, ethical responsibility, and critical reflection. Critical reading is seen as a suitable platform due to its focus on analyzing texts and underlying ideologies. However, exam-oriented curricula, a lack of localized materials, and unclear assessment strategies hinder implementation. The study concludes that with institutional support, curriculum flexibility, and targeted teacher training, ecoliteracy can be effectively embedded into English language instruction to enhance sustainability education and foster ecological citizenship among students.
Copyright (c) 2025 Neni Nurkhamidah, Ratna Dewanti, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
The Effect of Appreciation of Work and Work-Life Balance on Elementary Teacher's Mental Health at Kecamatan Pulogadung.
This research aims to know the role of the appreciation of work and work-life balance on elementary teacher’s mental health at Kecamatan Pulogadung. This research uses quantitative methods with survey on Elementary teachers at Kecamatan Pulogadung. Research shows that the appreciation of work and work-life balance has a positive effect on teacher’s mental health. Teachers who are able to get good appreciation and to maintain a balance between work and home life tend to have good mental health. The importance of institutional understanding in giving an appreciation and creating a work environment that supports work-life balance is also an important finding of this study. Supports such as giving the appreciation verbally and physically till changes to workload policies, time flexibility, and time management can help teachers achieve a better mental health. This research concludes that appreciation of work and work-life balance plays an important role in maintain teacher mental health at SD in Kecamatan Pulogadung. Therefore, both appreciation of work and work-life balance have positif role on teacher’s mental health so that giving positive impact on the quality of education as a whole.
Copyright (c) 2025 Enrico Siahaan, Siti Zulaikha, Matin https://creativecommons.org/licenses/by/4.0
EDUCATIONAL MANAGEMENT IN THE DIGITAL ERA: THE ROLE OF TECHNOLOGY-BASED PEDAGOGY IN IMPROVING THE QUALITY OF LEARNING
Rapid development of digital technology has brought fundamental changes in the global education system which triggered a paradigm shift from traditional teaching methods to more innovative and learner-centered approaches. This study aims to explore how technology-based pedagogy can improve the quality of learning in the digital era and its implications for education management. Through a qualitative literature study, this study analyzes various scientific sources in the last decade to identify best practices in the integration of educational technology. The results of the study indicate that the application of digital pedagogy can create an interactive, inclusive, and adaptive learning environment. However, its implementation still faces challenges such as the digital access gap, limited infrastructure, and low digital literacy of teachers. Therefore, strategic efforts are needed to improve educator competence, design digital curriculum, and strengthen education management that supports comprehensive digital transformation. The application of digital pedagogy has been proven to improve the quality of learning by providing an interactive learning environment that supports the development of 21st century skills and expands access to learning resources. This study concludes that technology-based pedagogy plays an important role in improving the quality of learning and supporting adaptive education management in the digital era.
Copyright (c) 2025 Nurcitra Rehulina Br Ginting, I Made Astra, Dwi Atmanto https://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF A TEACHING MODULE FOR READING FOLKLORE TEXTS BASED ON FLIP PDF DIGITAL POCKETBOOK
The implementation of the Merdeka Curriculum in Indonesian language learning requires a text-based approach that emphasizes the ability to analyze and create various text types according to their communicative functions and social contexts. Folklore texts, as learning material for 10th-grade high school students, encounter obstacles in the contemporary students' comprehension process due to their linguistic characteristics, which utilize classical Malay language, and complex narrative structures. The dominance of conventional learning methods and limited learning media result in low student motivation and learning outcomes in understanding folklore texts. This research aims to develop a teaching module for reading folklore texts, which is based on a Flip PDF digital pocketbook, for 10th-grade students and to identify its usability and feasibility in Indonesian language learning. The research method employed a Research and Development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, conducted at MAN 11 Jakarta during the 2023-2025 period. Data collection involved a needs analysis questionnaire administered to 34 students, validation by three experts (instructional design, media, and material), and a limited trial involving 48 students and three Indonesian language teachers. The results showed expert validation achieved an average score of 4.1-4.8, categorized as good to very good, teacher responses reached an average of 4.57 (very good), and student responses reached an average of 4.00 (good). The product proved effective in increasing student participation by 97.1%, who favored digital technology-based learning media. This research successfully created an innovative and interactive teaching module for reading folklore texts that is responsive to digital learning needs. Further development is suggested to conduct experimental research to measure its learning effectiveness and expansion to different text genres.
Copyright (c) 2025 Annisa Sabrina, Reni Nur Eriyani, Siti Ansoriyah https://creativecommons.org/licenses/by/4.0
DESCRIPTIVE WRITING PEDAGOGY THROUGH THE LENS OF LEARNING TO LEARN
This paper examines descriptive writing pedagogy through the lens of learning-to-learn, focusing on English as a Foreign Language (EFL) students in higher education. The main objective is to evaluate the potential of learning-to-learn principles, particularly metacognitive awareness, learner autonomy, and reflective practice, in enhancing creative and student-centered writing instruction. This study adopts a qualitative descriptive method through literature review and document analysis. The findings indicate that integrating these principles improves students' creative and reflective writing abilities and fosters more inclusive, adaptive, and context-sensitive learning environments. This pedagogical approach is seen as highly relevant in supporting the development of critical thinking, language expression, and long-term learning awareness among students. The paper offers a conceptual contribution to the field of Indonesian Language and Literature Education by providing insights into teaching strategies that align with the values of holistic education and equity in language learning. This study may serve as a foundation for future applied research in both academic and creative writing instruction for foreign language learners.
Copyright (c) 2025 Atika Salman Paris, Ilza Mayuni, Muhammad Kamal https://creativecommons.org/licenses/by/4.0
ANALYSIS OF NEED FOR DEVELOPING A POETRY READING TRAINING MODEL THROUGH REFLECTIVE SPEAKING
This study aims to analysis the need for developing a poetry reading training model that integrates a reflective speaking approach as a means of improving the skills of expression, intonation, interpretation, and understanding the meaning of poetry. The reflective speaking approach is a speaking activity that requires the interpretation and reflection of the content and meaning contained in the poem. The method used in this study is qualitative descriptive research with data collection techniques in the form of in-depth interviews, questionnaires, and observations. The subjects of the study consisted of Indonesian language teachers, poetry reading trainers, artists, and students at the adolescent to college level. The results of the analysis showed that participants had difficulty in understanding the meaning of poetry in depth and channel it in the form of expressive reading. These findings indicate the need to develop a poetry reading training model based on a reflective process, with training strategies that involve discussions of meaning, reflective speaking exercises, tone enrichment exercises, and interpretive reading. This model is expected to improve poetry reading skills while forming an appreciative and empathetic character in training participants.
Copyright (c) 2025 Wirani Atqia, Liliana Muliastuti, Zainal Rafli https://creativecommons.org/licenses/by/4.0
Challenges in Implementing Digitally and Interculturally Infused Project-Based Learning for EFL Movie Subtitling
The rapid advancement of technology and the growing importance of intercultural skills in EFL education underscore the necessity for instructional methods that authentically infuse these competencies into practical subtitling projects. Yet, EFL subtitling classes in Indonesia often remain dominated by traditional practices, restricting innovation in project-based learning. This study employs a descriptive qualitative method with three aims: to identify instructional hurdles in applying a digitally and interculturally enhanced PjBL model; to examine specific obstacles experienced during classroom implementation; and to analyze strategies lecturers developed to address these barriers. Data were gathered through interviews, classroom observations, and analysis of student work, and validated using triangulation techniques. Findings indicated that while collaborative activities such as group subtitle analysis and organized project presentations facilitated meaningful interaction among students, issues like uneven material distribution limited opportunities for equal participation. Lecturers responded by incorporating structured scaffolding and adjusting schedules to better accommodate learner needs. Despite the infused PjBL framework enhancing learner engagement and promoting critical reflection, persistent organizational and instructional challenges emerged that require targeted solutions. This research offers valuable insights into how project-based subtitling tasks can operationalize digital and intercultural literacies in Indonesian EFL settings, contributing a practical model for contemporary translation education.
Copyright (c) 2025 Ayu Bandu Retnomurti https://creativecommons.org/licenses/by/4.0
DEVELOPING LITERARY CRITICISM WRITING TEACHING MATERIALS BASED ON INFORMATION PROCESSING USING GOOGLE SITES
This study aims to develop teaching materials for writing literary criticism based on information processing theory using Google Sites for 12th-grade students. The study was motivated by the lack of effective and accessible instructional resources that support students in developing critical thinking and analytical writing skills in literary studies. Using a Research and Development (R&D) approach with the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the research involved needs analysis through questionnaires, interviews, and observations, followed by product design and validation by experts. Findings indicate a strong need for innovative, visually engaging, and internet-based materials to support literary criticism instruction. The resulting product integrates genre-based learning and Robert M. Gagne’s information processing theory within a Google Sites platform. This research contributes to the field of Indonesian Language and Literature Education by offering a digital, pedagogically grounded teaching resource that enhances students’ abilities in analyzing and writing about literary texts critically. The product is expected to bridge the gap in available materials and respond to the learning demands of 21st-century education.
Copyright (c) 2025 Agustinus Suprimanto, Endry Boeriswati, Fathiaty Murtado https://creativecommons.org/licenses/by/4.0
Transformation of the CIRC Learning Model Assisted by Google Sites: A Study of Development and Practicality
This study aims to develop a Cooperative Integrated Reading and Composition (CIRC) learning model supported by Google Sites, proven to be practical in enhancing literacy skills among junior high school students. The research employed a Research and Development (R&D) methodology using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The research subjects included teachers and students representing three literacy proficiency levels (low, medium, and high) in Majene Regency. The practicality of the model was assessed through implementation observations and response questionnaires administered to both teachers and students. Limited testing revealed an implementation rate of 89% (categorized as highly practical), with response scores of 77.40 (students) and 79.80 (teachers). In the extended trial, the implementation rate reached 96.82%, with response scores of 77.54 (students) and 85.43 (teachers). These findings indicate that the Google Sites-assisted CIRC model is highly practical for classroom use and significantly contributes to the development of technology-based pedagogical practices, particularly in improving students’ reading and writing literacy. This study reinforces the role of technology in promoting interactive, collaborative, and contextual learning in Indonesian language and literature education.
Copyright (c) 2025 Murti Darmansyah https://creativecommons.org/licenses/by/4.0
A Practical Model of Urban Theatre Performance for Enhancing Contextual and Site-Specific Artistic Production
Urban theatre performance has emerged as a critical response to the need for socially engaged and spatially grounded artistic practices. Yet, the absence of a structured, replicable model often leaves such performances fragmented and unsustainable. This study aims to develop a practical model of urban theatre performance that integrates the performer’s body, urban space, narrative construction, and ideological engagement as central components. The research employs a practice-based methodology, focusing on iterative creative processes, reflective documentation, and site-specific performance experiments conducted within dense urban environments. The model is structured into four practical stages: bodily exploration of public sites, development of action-based narrative modules, spatial rehearsal techniques, and site-responsive performances. The actor’s body functions as a perceptive and expressive medium, engaging directly with the textures, pressures, and social dynamics of the city. Narratives are not pre-written scripts, but emerge situationally through the body’s interaction with space and audience. Findings indicate that this model fosters performances that are not only aesthetically impactful but also ideologically resonant—revealing tensions, exclusions, and symbolic structures embedded in urban life. The model offers a transferable and context-sensitive framework for community-based artists and theatre practitioners aiming to create grounded, socially relevant performances in contemporary urban contexts
Copyright (c) 2025 Deden Haerudin, Ojang Cahyadi, Fachri Helmanto https://creativecommons.org/licenses/by/4.0
TECHNOLOGY AND METACOGNITIVE AWARENESS IN ENGLISH COMMUNICATION AT THE WORKPLACE
This study investigates the role of metacognitive awareness in language competence among professionals in workplace communication. Metacognition, the ability to monitor and regulate one’s cognitive processes, is increasingly recognized as a critical factor in effective language use, especially in complex professional environments. This research examines how metacognitive strategies—such as planning, monitoring, and evaluating—affect language performance in various professional settings, including corporate meetings, negotiations, and client interactions. The findings reveal that self-regulation and metacognitive strategies play a significant role in enhancing employees' ability to communicate effectively in English, particularly in global business contexts. Participants demonstrated a strong metacognitive awareness, with a mean score of 4.13 for their ability to adjust communication strategies in professional interactions. Similarly, the reflection on task performance and goal-setting yielded mean scores of 4.00 and 4.07, respectively, indicating that employees actively engage in self-regulatory behaviours to improve their English communication skills. Besides, individuals’ metacognitive also maintaining balance and self-regulated in utilizing technology.
Copyright (c) 2025 Muhammad Abduh Almanar, Ilza Mayuni, Fathiaty Murtadho https://creativecommons.org/licenses/by/4.0
THE USE OF SHORT STORIES AS A BIBLIOTHERAPY MEDIA IN IMPROVING SELF-CONFIDENCE OF CHILD VICTIMS OF BULLYING: A LITERARY PSYCHOLOGY STUDY
This study examines the potential of utilizing short stories as a bibliotherapy in increasing the self-confidence of child victims of bullying. Bullying is a social problem that has a negative impact on children's psychology, including decreased self-confidence, anxiety, and other emotional disorders. Through short stories children can identify the characters in the story, gain new insights, and experience emotional release through the cathartic effect. This research used descriptive qualitative with literary psychology approach. Data were collected through a literature study of relevant children's short stories. The data in this study are quotes in short stories that refer to therapeutic values ​​that can help children who are victims of bullying understand themselves, manage their emotions, and rebuild their self-confidence. The results of the study showed that Clara Ng's short stories "A Million Colors of the Rainbow" and "Sharing Stories, Sharing Love" contain values ​​of friendship, empathy, self-acceptance, courage, and problem solving that can help children who are victims of bullying identify and name their feelings and are able to process emotional trauma, develop adaptive strategies to deal with the impact of bullying.
Copyright (c) 2025 Hestiyani Parai, Kania Salsabila, Salwa Hanifah, Shabrina Hanifa, Agustinus Gunawan https://creativecommons.org/licenses/by/4.0
Reimagining Tataluan in Gamelan Pelog-Salendro as a Sonic Memory in Sundanese Wayang Golek Performance
In the contemporary context of the decline of interest in traditional music among millennial and Gen Z audiences, this study reclaims tataluan—a traditional opening in Sundanese wayang golek performance—not merely as a musical opening, but as a cultural memory in sonic codification. This study explores the performative, affective, and mnemonic dimensions of tataluan by reconfiguring gamelan Pelog-Salendro ensemble into a recomposed sequence. Based on fieldwork with master pangrawit, artistic praxis, and cross-cultural practice in Europe and America, the piece "Tatalu Wawayangan" is a hybrid work: neither entirely traditional nor entirely contemporary. In the process, the gamelan is transformed into a contact zone between memory and imagination, where melody and rhythm initiate intergenerational dialogue. The compositional form employed is a synthesis of Pande Made Sukerta's musical composition and Alma Hawkin's Moving From Within practice, in which affective movement, intuition, and listening in are highlighted. The musical narrative thereby created not only resuscitates tataluan as a performance sign but reconfigures it as an audible marker of identity, community ethos, and pedagogical potential for the revival of Sundanese performance arts. This work adds to the literature on intangible heritage by asserting that creativity within tradition is a form of poetic resistance and cultural survival.
Copyright (c) 2025 Ojang Cahyadi, Deden Haerudin, Fachri Helmanto https://creativecommons.org/licenses/by/4.0
The Use of Acronym Strategy to Teach Descriptive-Text Writing toward English-Majored University Students
Writing is often regarded as the most challenging English skill compared to speaking, listening, and reading. Despite students having access to online tips and strategies, writing difficulties—especially in composing descriptive paragraphs—remain unresolved, as reflected in their low scores. This pre-experimental research aims to examine the effectiveness of using acronyms as a guideline in teaching descriptive writing. The study involved English-major university students at Bina Sarana Informatika, Jakarta, Indonesia. Data analysis focused on the frequency and percentage of students’ pre-test and post-test scores. Results revealed that, in the pre-test, 30% (9 students) were in the "poor" category and 43.33% (13 students) in the "fair" category. In the post-test, 60% (18 students) reached the "fairly good" category, while 16.67% (5 students) were in the "good" category. These findings indicate a significant improvement in students’ writing abilities. The t-test result exceeded the t-table value, confirming that the acronym-based writing strategy effectively enhances students' descriptive writing skills.
Copyright (c) 2025 Octa Putra, Endry Boeriswati, Ratna Dewanti https://creativecommons.org/licenses/by/4.0
Description Analysis of Semester Implementation Plan and Teaching Materials for Tolaki Language
Semester implementation plans and teaching materials are important documents in supporting the learning process. This study aims to describe the semester implementation plan and teaching materials for Tolaki language courses currently used in the Indonesian Language and Literature Education study program at Lakidende University. Data were obtained from document studies, interviews and observations. The results of research related to semester implementation plans include aspects of learning objectives, material focus, methods, and evaluation, while the results of teaching material research include interest in teaching materials, validity and reliability of materials, attractiveness, benefits of materials and students' views on teaching materials, ease of use of teaching materials, and flexibility of teaching materials. The results of this study will be a reference for developing semester implementation plans and teaching materials that refer to the needs of lecturers and students as users. For this reason, this research is very important to do to find out the needs of students and lecturers that are relevant to the curriculum and teaching materials.
Copyright (c) 2025 Disa Arliwan, Ilza Mayuni, Muhamad Kamal https://creativecommons.org/licenses/by/4.0
EMPOWERING EARLY CHILDHOOD TEACHERS IN THE DEVELOPMENT OF DIGITAL MEDIA-BASED TEACHING MATERIALS IN BAHAGIA VILLAGE, BABELAN DISTRICT, BEKASI REGENCY
This community service project aims to strengthen the digital competence and creativity of early childhood education (PAUD) teachers in Kelurahan Bahagia, Babelan Subdistrict, Bekasi Regency. The project responds to the growing need for innovative teaching materials that integrate multimedia and digital literacy in early childhood education. Using a participatory approach, the program involves training, mentoring, and practice to equip teachers with the skills to create digital learning content using platforms such as Canva for Education, PowerPoint Interactive, and Adobe Animate. Thirty PAUD teachers took part in the program. The project produced tangible outcomes, including the creation of digital learning modules, interactive media, and classroom videos. The results show a significant improvement in teachers’ ability to design digital materials, increased learner engagement, and greater teacher confidence in applying technology in the classroom. The activity also promotes collaboration between higher education and community education, aligning with the goals of Indonesia’s Merdeka Belajar Kampus Merdeka policy and the Sustainable Development Goal (SDG) 4 on Quality Education.
Copyright (c) 2025 Fathiaty Murtadho Fathiaty, Reni Nur Eriyani, Endry Boeriswati, Hestiyani Parai, Diyo Irawan, Gita Tiara Shandi, Novia Maryulisa, Rakha Satria, Shanty Kusuma Wardhani https://creativecommons.org/licenses/by/4.0
When the Earth Must Change, Where Will Education Go? Integrating Social-Emotional Learning and Green Education for a Sustainable Future
Anthropogenic climate disruption has accelerated planetary instability, driving mass extinction, ecological degradation, and cascading social crises. These irreversible transformations demand not only technological adaptation, but a fundamental reinvention of education. This article argues that a sustainable and humane future—particularly toward the year 2200—requires the integrated development of Green Education and Social-Emotional Learning (SEL) as a unified educational paradigm. Through theoretical synthesis and future-scenario analysis, the paper explores two contrasting trajectories of human civilization: fragmented survival under severe ecological collapse, and regenerative adaptation within planetary boundaries. In both scenarios, the survival and well-being of future generations depend on learners’ capacity to understand complex Earth systems, cultivate ecological ethics, and collaborate across cultures.The proposed educational framework emphasizes (1) deep systems literacy, including climate justice, bioregional regeneration, and anticipatory governance; (2) advanced SEL for ecological grief processing, empathy beyond the human species, and conflict transformation; and (3) language education as a medium for ecolinguistic awareness, intercultural cooperation, and narrative reconstruction toward ecological responsibility. Transforming current education requires structural reform of teacher preparation, curriculum, pedagogy, infrastructure, and policy. The paper concludes that integrated SEL–Green Education is not optional, but urgent. Decisions made today will determine whether education in 2200 shapes a world of technological survivalism or regenerative flourishing. Planting the seeds of transformative education now is essential to empower future generations to live, learn, and thrive on a radically changing Earth
Copyright (c) 2025 Endry Boeriswati https://creativecommons.org/licenses/by/4.0
AUTHORSHIP ATTRIBUTION ON ANONYMOUS DEFAMATORY TEXTS IN SOCIAL MEDIA: A SYSTEMATIC REVIEW
This systematic literature review explores the growing need for accurate authorship attribution in identifying anonymous authors of defamatory texts on social media. As anonymous defamation becomes increasingly prevalent in Indonesia’s digital discourse, this study aims to map out recent advances, challenges, and methodologies in authorship attribution research over the last five years. Using PRISMA guidelines, relevant studies were selected from reputable databases such as Scopus, Web of Science, and ACL Anthology based on inclusion criteria such as publication date (2019–2024), peer-reviewed status, and relevance to anonymous texts and forensic linguistics. The review reveals a shift from traditional stylometric techniques to the integration of machine learning and deep learning models, although the short, informal, and multilingual nature of social media texts poses significant challenges. This paper contributes to the field of Indonesian Language and Literature Education by demonstrating the critical role of computational linguistics in addressing contemporary issues of language abuse, identity, and ethical communication in the digital era. It also provides a research roadmap for applying forensic authorship techniques in educational and legal settings in Indonesia.
Copyright (c) 2025 Muhammad Rayhan, Endry Boeriswati, Ifan Iskandar https://creativecommons.org/licenses/by/4.0
EMPOWERING EARLY CHILDHOOD TEACHERS IN THE DEVELOPMENT OF MULTIMODAL LITERACY-BASED TEACHING MATERIALS IN BAHAGIA VILLAGE, BABELAN DISTRICT, BEKASI REGENCY
This community service initiative aims to enhance the competence of early childhood education (PAUD) teachers in Bahagia Village, Babelan District, Bekasi Regency, in developing multimodal literacy-based teaching materials. Through a participatory approach involving training, workshops, and mentoring, 30 PAUD teachers were equipped with the knowledge and skills to integrate verbal, visual, auditory, and kinesthetic modes into their teaching practices. The program included pre- and post-tests, group discussions, lesson planning, and reflections. Results indicated a significant increase in teachers' understanding and application of multimodal approaches, with average test scores rising from 55 to 84. The program successfully implemented Eriyani's (2022) concept of collaborative mentoring, which emphasizes sustainable partnership between universities and community educators. As emphasized by Jewitt (2008), multimodal approaches recognize that communication in contemporary society involves the integration of multiple modes. The activity also fostered a collaborative learning community among educators and supported the national "Merdeka Belajar Kampus Merdeka" policy. Recommendations include periodic training, digital media integration, and the provision of exemplary teaching modules.
Copyright (c) 2025 Reni Nur Eriyani, Fathiaty Murtadho, Endry Boeriswati, Hestiyani Parai, Diyo Irawan, Rakha Satria https://creativecommons.org/licenses/by/4.0
ANALYSIS OF LITERARY LEARNING AS A MEDIA FOR CULTIVATING ANTI-BULLYING IN EARLY CHILDHOOD EDUCATION TEACHERS
This study aims to analyze the effectiveness of training on the use of literature learning as a medium for instilling anti-bullying in early childhood education teachers in Bahagia Village. The method used is descriptive qualitative. This study involved a series of material delivery activities, interactive workshops, and ongoing evaluation of 25 early childhood education teachers in Bahagia Village, Bekasi Regency. Data were collected through participatory observation, pre-test and post-test questionnaires to measure conceptual understanding, and analysis of the results of the formulation of anti-bullying values ​​in literary works by teachers. The results of the study showed a significant increase in teachers' understanding of the concept of bullying and their ability to identify and formulate anti-bullying values ​​in literary learning. The conclusion of this study is that training on the use of literature learning as a medium for instilling anti-bullying in early childhood education teachers is effective in equipping early childhood teachers with the skills needed to utilize literature as a tool for instilling anti-bullying values ​​and contributing to the creation of a safer and more positive learning environment for early childhood.
Copyright (c) 2025 Hestiyani Parai, Ana Kholifatur Rosyidah, Nisrina Alyaladya, Elis Salsabila, Rifqi Farisyi https://creativecommons.org/licenses/by/4.0
Development of Mandar Language Teaching Materials for Language and Cultural Preservation among High School Students in West Sulawesi
Mandar, a regional language in Indonesia, is classified as "stable but threatened" according to the Language Development and Cultivation Agency (2019). This study aims to analyze the learning needs for Mandar language and develop culture-based teaching materials for high school students in West Sulawesi. Employing the Research and Development (R&D) method by Borg and Gall, this study involved 596 students, three teachers, and two school principals from 13 high schools. Results indicate that 55.8% of students exhibited high interest in learning Mandar, with preferences for listening (45.1%) and reading (37.3%) activities. Teaching materials developed through communicative and contextual approaches demonstrated effectiveness in improving vocabulary comprehension (85%), conversational skills (78%), and learning motivation (82%) during trials conducted from July 26 to August 16, 2025. Sustainable implementation requires curriculum integration, teacher training, and digital media development to ensure the preservation of Mandar language and culture.
Copyright (c) 2025 Liliana Muliastuti, Eva Leiliyanti, Reni Nur Eriyani, Ratna Friyandini, Ajeng Rahmadania Ariestiara, Besse Darmawati https://creativecommons.org/licenses/by/4.0
Transforming Digital Experience into Literacy Practice through Phenomenological Consciousness among Gen Alpha Children
This study explores how digital experiences are transformed into meaningful literacy practices in children of Generation Alpha through the lens of phenomenological consciousness. Anchored in Husserl’s framework of noema and noesis, this research examines how children perceive and internalize digital content, and how these experiences shape their narrative imagination and literacy production. Using a qualitative narrative inquiry, the study involved primary school students from four regions in Indonesia, collecting data through interviews, document analysis, and storytelling outputs. The findings reveal three noetic pathways: (1) digital perception as lived experience, (2) imaginative reconstruction through internalized digital stimuli, and (3) narrative actualization in multimodal literacy forms. This study proposes a synthetic model for integrating digital perception into pedagogical strategies that enhance critical and creative literacy. The implications suggest the need to reposition digital media not merely as learning tools, but as catalysts for cognitive-intentional transformation in young learners. The phenomenological perspective offers a novel orientation in literacy pedagogy amid the rise of digital-native generations.
Copyright (c) 2025 Fachri Helmanto https://creativecommons.org/licenses/by/4.0
Imaginative Consciousness in the Creative Process of Adult Fiction Writers for Understanding the Role of Popular Culture
The creative process of adult fiction writers often unfolds without a clear understanding of how imagination operates—both consciously and unconsciously. Yet storytelling emerges from a complex interplay between personal experiences and the symbolic pressures of surrounding popular culture. This study addresses the need to examine how imaginative consciousness is shaped, activated, and influenced by cultural environments in the writing practices of Indonesian authors. Using a narrative-phenomenological approach, the study explores the lived experiences of six writers active across digital and print platforms. The findings reveal two dynamic modes of imaginative consciousness: reflective and affective. In the reflective mode, writers engage in deliberate planning and narrative structuring; in the affective mode, imagination flows through memories, moods, and unconscious emotional cues. Popular culture consumption—such as online novels, market trends, and digital platforms—serves as both stimulus and narrative resource. This study offers a new understanding of imaginative consciousness as a flexible and adaptive cognitive process, where imagination becomes both a creative instrument and a medium for negotiating between self-identity and cultural symbols. It contributes to the theoretical development of imagination studies in contemporary Indonesian literature.
Copyright (c) 2025 Fachri Helmanto, Endry Boeriswati, Novi Anoegrajekti https://creativecommons.org/licenses/by/4.0
COPYWRITING PATTERNS IN ARTICLES OF TRADITIONAL ISLAMIC BOARDING SCHOOL WEBSITES IN INDONESIA
This study investigates the structure of persuasive religious discourse in articles published on the websites of salafi or traditional pesantren in Indonesia. These texts, while primarily expository, increasingly experiment with elements of digital copywriting. The study applies Victor Schwab’s five-point copywriting formula Get Attention, Show an Advantage, Prove It, Persuade, and Ask for Action as an analytical framework, combined with Moustakas’ social phenomenology to explore the intentionality behind language use. A corpus of 30 articles from five pesantren websites was examined using linguistic-textual analysis focusing on transitivity, modality, theme-rheme structures, and lexical salience. The findings reveal that although traces of Schwab’s persuasive stages are present, their distribution is inconsistent: less than three-quarters of the articles apply the “Get Attention” stage effectively, and fewer than half conclude with a clear “Ask for Action.” Similarly, the stages of “Show an Advantage” and “Prove It” appear only in about half of the dataset, indicating a fragmented adaptation of persuasive techniques. These results suggest that pesantren articles tend to blend theological exposition with partial persuasive strategies, rather than consistently following an established copywriting sequence. This study thus highlights the need for further research to conceptualize a model of Islamic copywriting that reflects the rhetorical particularities of pesantren discourse. By foregrounding both the presence and the gaps in persuasive structures, this research contributes to applied linguistics and Islamic studies by showing that the digital rhetoric of salafi pesantren remains in transition: adopting elements of marketing logic while still anchored in traditional modes of religious instruction.
Copyright (c) 2025 Danang Dwi Harmoko, Ratna Dewanti, Ilza Mayuni https://creativecommons.org/licenses/by/4.0
CREATING A SONG AND MOVEMENT VIDEO AS A MEDIA TO TEACH ENGLISH FOR EARLY CHILDHOOD
Song is widely used for pedagogical tool in teaching English for young learners and such song is still rare in the context of teaching English as a foreign language. Therefore, this research is conducted with an aim to produce an English song in the form of an animation video. Such song is completed with its’ movement based on total physical response. This study used a method of research and development (R&D) and the model was successive approximation model (SAM). The data were collected from the assessment sheets completed by the English experts. The result showed that the animation video of English song and its movement entitled “My Beloved Family” was suitable for early childhood. It was evidenced by the average result of validation data indicating five indicators, i.e. diction, grammar, semantic, pronunciation and recommendation. The result met the criteria of very feasible, 92.0% which implied that such video was proposed to be used in the classroom for teaching English in terms of very young learners.
Copyright (c) 2025 Danti Pudjiati, Ninuk Lustyantie, Herlina https://creativecommons.org/licenses/by/4.0
Contextualizing Parent–School Partnerships: A Comparative Study of Community-Based Collaboration Models in Two Jakarta Kindergartens
This study investigates community-based models of parent–school collaboration within early childhood education (ECE) in urban Jakarta, focusing on two contrasting institutions: TKIT Nurul Iman (East Jakarta) and TK Avicenna (South Jakarta). Using a qualitative case study approach, which includes participant observation, in-depth interviews, and document analysis, the research explores the dynamics, modalities, and contextual factors that facilitate or hinder collaborative practices. Findings reveal that TKIT Nurul Iman exemplifies a symbolic–religious model of collaboration, shaped by emotional, spiritual, and communal ties. In contrast, TK Avicenna represents an administrative–transactional model, characterised by formalised procedures and structured institutional involvement. The study proposes a typology of parent–school collaboration grounded in sociocultural and institutional dimensions, highlighting how localised practices are shaped by urban spatiality, religious orientation, and organisational culture. These insights provide practical implications for designing inclusive and context-sensitive family engagement policies in Early Childhood Education (ECE), particularly in diverse urban settings such as Jakarta. By centring sociocultural factors, this research contributes to the broader discourse on participatory education and localised educational governance.
Copyright (c) 2025 Dede Mardiyah, Bedjo Sutanto, Nurhattati Fuad https://creativecommons.org/licenses/by/4.0
NEEDS ANALYSIS OF GERMAN LANGUAGE STUDENTS FOR A GERMAN-INDONESIAN SLANG DICTIONARY BASED ON CORPUS LINGUISTICS
This study aims to analyze the needs of students in the German Language Education Program regarding a German-Indonesia slang dictionary based on corpus linguistics, intended to enhance their productive language skills. Slang, often neglected in existing German language learning resources, plays a significant role in authentic communication. The research adopts a needs analysis approach, collecting data through surveys and interviews with students, while also performing a corpus analysis to examine the frequency and context of slang usage in German texts. The findings reveal that students seek a slang dictionary that goes beyond mere translation, providing context, usage patterns, and register variations that reflect the socio-cultural aspects of the language. This study contributes to the field of Indonesian Language and Literature Education by addressing a gap in existing resources, offering a tool for more contextualized and relevant language learning, and promoting a deeper understanding of authentic language use among students.
Copyright (c) 2025 Tri Edliani Lestari, ‪Miftahulkhairah Anwar, Prihantoro https://creativecommons.org/licenses/by/4.0
Enhancing Students’ Cultural Awareness through Local Literature-Based Learning Activities in Maluku
Cultural awareness plays a crucial role in education, particularly in culturally rich regions such as Maluku, Indonesia, where local cultural heritage represents an essential component of students’ identity formation. However, the integration of local literature into classroom learning activities remains limited, resulting in insufficient student engagement with their own cultural heritage. This study aims to examine how local literature-based learning activities enhance students’ cultural awareness in Maluku. The research employed a qualitative case study design involving secondary school students in Maluku. Data were collected through classroom observations, student reflections, and semi-structured interviews to explore students’ responses and cultural awareness development during the implementation of local literature-based learning activities. The learning activities included reading and discussing Maluku folklore, identifying cultural values, and engaging in reflective discussions. The findings indicate that the integration of local literature into learning activities significantly enhanced students’ cultural awareness, as reflected in their increased understanding of cultural values, appreciation of local traditions, and strengthened sense of cultural identity. Students demonstrated active engagement and positive responses throughout the learning process, suggesting that local literature provides meaningful and relevant cultural learning experiences. Furthermore, local literature-based learning created opportunities for students to connect academic content with their cultural environment. These findings suggest that incorporating local literature into educational practices can serve as an effective strategy for promoting cultural awareness and preserving cultural heritage among students. This study contributes to the growing body of research on culturally responsive pedagogy and highlights the importance of integrating local cultural resources into formal education
Copyright (c) 2025 A. Yusdianti Tenriawali, Zuriyati, Saifur Rohman https://creativecommons.org/licenses/by/4.0
REVISITING FEMALE WORKERS’ THINKING ON PUBLIC SERVICE ADVERTISEMENT
In the digital era characterized by an overwhelming and interconnected flow of information, individuals are increasingly required to possess critical skills in interpreting visual messages. However, the ongoing crisis in information literacy poses a significant challenge in understanding public messages conveyed through visual media. Public messages presented in the form of public service advertisements (PSAs) hold strategic potential when delivered with communicative and persuasive visual elements. This study revisits the perspectives of female workers toward PSAs to explore how they interpret such public messages. Employing a phenomenological-narrative approach, data were collected through in-depth interviews with female workers from diverse age groups and educational backgrounds. The data were analyzed using Atlas.ti software. The findings reveal that female workers actively engage in visual interpretation through three primary dimensions: active selection, visual symbolic structuring, and contextual emotional resonance. Informants tended to select familiar visual elements, interpret the design structure, and relate them to their lived experiences. This interpretive process reflects a form of critical visual literacy grounded in social and emotional realities. The theoretical contribution of this study lies in enriching the discourse on visual media literacy by foregrounding the often-marginalized voices of female workers in public communication design. Practically, the study highlights the necessity for inclusive and socially sensitive public communication strategies to more effectively engage audiences.
Copyright (c) 2025 Wuwuh Andayani, Endry Boeriswati, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
Anthroponomy of Leader Aro and Sugi in the Governance System of the Muna Ethnic
This research aims to explore the meaning, role and process of granting the titles "Aro" and "Sugi" in the Muna tribal government system, as well as to understand how these titles reflect the social, cultural and political structure of Muna society. This research method used is descriptive qualitative with an ethnographic approach modeled by Miles and Huberman (1984) with anthroponymic studies. Data was collected through in-depth observation, structured and in-depth interviews with traditional leaders or key informants, as well as studying related documents. Data analysis techniques involve data reduction, presenting data in narrative or thematic form, and drawing conclusions. The research results show that the title "Aro" is given to former village heads who are considered to have contributed greatly to village development, and the recognition process is based on collective community agreement. This title reflects social appreciation and recognition of an individual's contributions to the community. Meanwhile, the title "Sugi" was originally given to respected village heads, and along with social developments, this title became a symbol of leaders with good financial and managerial abilities. The process of appointing "Sugi" is carried out democratically based on individual ability, not heredity. This research reveals that changes in the meaning and use of the titles "Aro" and "Sugi" reflect the Muna people's adaptation to social, political and cultural dynamics, and strengthen theories about symbolic evolution and social recognition in cultural anthropology.
Copyright (c) 2025 La Ode Muhammad Idrus Hamid Basri, Endry Boeriswati, Zainal Rafli https://creativecommons.org/licenses/by/4.0
UNRAVELLING TAYLOR SWIFT’S FIGURATIVE LANGUAGE
This descriptive qualitative research delved into the intricate world of figurative expressions within Taylor Swift's album "The Tortured Poets Department." Focusing on selected songs: "Fortnight," "Clara Bow," "I Can Do It with A Broken Heart," and "The Alchemy," the study examined the lyrical contents. The data of this study was examined by employing Kennedy X.J's theory of figurative language. The analysis uncovers underlying patterns of figurative language within the songs. The data was systematically collected and organized into tables, facilitating a comprehensive understanding of the figurative elements present. Through depth analysis, the study identified a total of 35 occurrences of figurative language, with personification emerging as the predominant type. The findings underscore Taylor Swift's adeptness in leveraging linguistic techniques to convey poignant messages and evoke profound emotional responses. This research sheds light on the intricate artistry and expressive nuances embedded within contemporary music lyrics. By unravelling the layers of figurative language, it provides valuable insights into the depth and complexity of Swift's lyrical compositions, enriching our appreciation of her musical narrative.
Copyright (c) 2025 Nina Tiya Hara, Maysarah Siregar https://creativecommons.org/licenses/by/4.0
A SYSTEMATIC LITERATURE REVIEW ON THE INTERSECTION OF CORPUS AND TRANSFORMATIVE LEARNING IN LANGUAGE EDUCATION
Research indicates that the corpus as well as transformative learning involvement in language learning are favorable. Nevertheless, there are few empirical studies investigating the application of these focuses on language classrooms. Moreover, the collaboration of these two focuses are scarce. This systematic literature review analyzes intersection of corpus linguistics and transformative learning. It examined the application of corpus tools and transformative learning in the classroom through analysis of 10 peer-reviewed articles published between 2016 and 2026. Current research indicates that the application of corpus in language learning serves to identify sentence patterns, analyze vocabulary usage in various contexts, and error analysis. Meanwhile, transformative learning was incorporated in activities such as critical reflection, student discussion, and self-assessment. The implementation of these two focuses promotes language learning achievement. However, the empirical integration of corpus and transformative learning is still fragmented and limited. This study highlights conceptual and methodological gaps in the existing research and proposes future investigations that explicitly integrate corpus tools and transformative learning to facilitate the advancement of language learning practices.
Copyright (c) 2025 Purnawati, Ratna Dewanti, Miftahulkhairah Anwar https://creativecommons.org/licenses/by/4.0
ASSESSMENT FOR LEARNING MODEL OF GENRE BASED WRITING SKILLS GRADE VII
This study aims to develop an Assessment for Learning (AfL) model in genre-based writing learning for seventh grade junior high school students. The background of the research is the weak practice of formative assessment, lack of constructive feedback, and limited teacher understanding of genre-based approaches. The method used is Research and Development (R&D) with the ADDIE model. Data were obtained through literature study, survey, observation, and expert validation. The research results produced a model that: (1) integrates assessment into the writing process to provide continuous feedback, and (2) improves students' understanding of the structure and social functions of various genres. The model supports reflective, collaborative, and contextualized writing learning.
Copyright (c) 2025 Audyna Gustia Angre, Endry Boeriswati, Liliana Muliastuti https://creativecommons.org/licenses/by/4.0
Indonesia’s extensive linguistic diversity represents not only a system of communication but also a repository of cultural identity, historical memory, and local knowledge. However, this diversity is increasingly threatened by language shift and extinction. Of the 719 languages identified in Indonesia, several have become extinct, while many others are categorized as endangered or dying, indicating an urgent need for more effective preservation strategies. This paper examines the role of modern technology in documenting, protecting, and preserving endangered languages in Indonesia. Using a descriptive literature-based approach, the discussion compares traditional linguistic documentation—commonly limited to printed grammars, dictionaries, written texts, and physical archives—with documentary linguistics supported by digital technology. The analysis shows that technology transforms language documentation from a relatively restricted research product into a lasting, accessible, searchable, and multipurpose record consisting of audio-video data, metadata, transcription, translation, linguistic annotation, and ethnographic commentary. Digital archives, multimedia resources, electronic dictionaries, computer-assisted language learning, web portals, and online communities expand both the accessibility of linguistic data and the participation of speaker communities. The paper concludes that the preservation of endangered languages requires a shift from traditional documentation toward technology-based documentary linguistics, supported by collaboration among researchers, government institutions, universities, and language communities.
Copyright (c) 2025 Fanny Henry Tondo, Maya Pinkan Warouw, Meilany M. P. Talumewo, Handrini Ardiyanti, Fachri Helmanto https://creativecommons.org/licenses/by/4.0
AI and the Humanities in a Future-Ready Education Phase
Today, our children are born digital natives. But we must still give them more deliberate exposure to AI. This will help them better understand the nuances, limitations and abilities of AI tools. Not everyone may have the inclination to go far in this field. But everyone should have the opportunity to develop a basic understanding and proficiency. With this foundation, they will be able to better harness AI’s innovative potential, and make it a valuable tool in whatever field they choose to pursue later in life.
Copyright (c) 2025 Mohd Aidil Subhan https://creativecommons.org/licenses/by/4.0
The education system in Malaysia is centralized and top-down Overseen by the Ministry of Education (MoE). Each state and federal territory has an Education Department to co-ordinate educational matters. The main legislation governing education is the Education Act of 1996. The Malaysian government provides free education for primary and secondary level11 years for each student
Copyright (c) 2025 Yusri bin Kamin https://creativecommons.org/licenses/by/4.0