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All Journal Dinamika Bahasa dan Budaya JELL (Journal of English Language Learning International Journal of Pedagogical Language, Literature, and Cultural Studies Singular LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Dewi Puspitasari
UIN KH Abdurrahman Wahid Pekalongan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ENVIRONMENTAL LITERACY IN ELEMENTARY EDUCATION THROUGH ECOTHEOLOGY-INTEGRATED MULTIMODAL LEARNING Dewi Puspitasari; Nur Khasanah; ELY MUFIDAH; RAFILA KASAMIRA DEWI ABRORI; CHUSNA MAULIDA; AKHMAD AFRONI; GUNAWAN AJI; AULIA AMINI
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10593

Abstract

Environmental degradation presents an urgent challenge that requires early educational responses grounded not only in knowledge acquisition but also in ethical responsibility toward nature. This study explores how environmental literacy among elementary school students can be fostered through ecotheology-informed multimodal learning. Employing a mini participatory action research design, the study was conducted with fifth-grade students at an elementary school in Indonesia. Students engaged in a multimodal project centered on environmental issues, with drawing used as the primary medium for expressing understanding and reflection. Data were collected through students’ drawings, classroom observations, and oral explanations, and analyzed qualitatively. The findings indicate that multimodal learning supported students’ comprehension of environmental issues such as pollution, deforestation, and climate change while encouraging emotional engagement and a sense of responsibility toward nature. From an ecotheological perspective, students’ representations reflected values of care, stewardship, and moral accountability for the environment, positioning nature as something to be protected rather than exploited. This study demonstrates that ecotheology-informed multimodal learning can provide meaningful learning experiences for young learners and contribute to the development of environmental literacy in elementary education.  
Classroom Interaction Using IRF Pattern Carried Out by Lecturer in English Classrooms: A Discourse Analysis Ria Ariska; Ocid Abdul Rosyid; Dewi Puspitasari
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.9243

Abstract

The most common pattern in classroom interaction is teacher initiates the talk in the class, learners respond to teacher talk, and teacher responds by giving corrective feedback to the learners. From this pattern it explains teacher’s dominance in the classroom interaction. Therefore, the significance of this study on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunities for learners to engage in classroom interaction. The data were taken from observation of a conversation in the classroom. The result of this study is the teaching using IRF pattern can facilitate learner-initiated communication and give opportunities for learners to engage in classroom interaction.
From Anxiety to Adaptation: How EFL Students Cope with Writing Challenges Arini Nabilla Dzulfahmi; Rafila Kasamira Dewi Abrori; Dewi Puspitasari; Bouchra Aboura
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 3 No. 1 (2026): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v3i1.63

Abstract

This study aims to investigate writing anxiety among English Education students at UIN Abdurrahman Wahid Pekalongan. Employing a qualitative approach, data were collected through semi-structured interviews with seven third-semester students and analyzed using thematic analysis. The findings reveal that students experience significant writing anxiety manifested in cognitive, emotional, and physical challenges, including difficulties in generating ideas, organizing content, and fear of making errors. These challenges negatively affect students’ writing performance. Despite these difficulties, students employ various coping strategies, such as extensive reading and regular writing practice, to reduce anxiety and improve their writing skills. The study highlights the importance of addressing both cognitive and affective factors in supporting students’ writing development in EFL contexts.
Academic Pressure and Emotional Well-Being in Higher Education: The Role of Negative Emotions in College Students’ Academic Performance Alfina Lu'luuzzahro; Dewi Puspitasari; Khristianto
Singular: Journal of Pedagogical Language, Literature, and Cultural Studies Vol. 2 No. 2 (2025): Singular: Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/js.v2i2.45

Abstract

This study explores the influence of academic pressure on college students’ emotional well-being and academic performance, with particular attention to the role of negative emotions. Academic pressure often arises from multiple sources, including heavy academic workloads, high parental expectations, strong self-imposed expectations, and limited peer support. These pressures may create challenging learning conditions that affect students’ emotional states and their ability to perform academically. Drawing on students’ narratives as the primary data source, this study examines how academic pressure contributes to stress, anxiety, fear of failure, and tendencies toward social withdrawal. The study aims to examine seven key aspects related to academic pressure, including negative emotional experiences, sources of academic stress, and the relationships between parental expectations, self-expectations, workload demands, and peer support in shaping students’ stress levels. Participants were selected using proportional stratified random sampling to represent diverse student groups. The findings indicate that high parental expectations often encourage perfectionism and fear of failure, while high self-expectations are associated with feelings of inadequacy and frustration. Heavy workloads contribute to academic burnout, reflected in emotional exhaustion, and reduced motivation. Limited peer support further intensifies negative emotions and weakens students’ sense of belonging.
Discourse Patterns and Interaction in English Learning Discussions on Social Media Sofia Nazarani; Dinar Amelia Godina; Diva Aprilia; Khabibatun Najmi Ramadhani; Sofie Amalia Hapsari; Cempaka Amalia Putri; Dewi Puspitasari
Dinamika Bahasa dan Budaya Vol 21 No 2 (2026): Dinamika Bahasa dan Budaya (In Progress)
Publisher : Universitas Stikubank (UNISBANK) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study discusses communication patterns that appear in discussions about learning English on social media, especially on Twitter. Nowadays, social media is often used to share experiences, opinions, and find information, including topics related to learning English. In online discussions, users not only express their ideas but also interact with each other through comments and replies, creating communication patterns that are interesting to study. This research uses a qualitative approach with discourse analysis. The data were taken from three discussion threads focusing on learning English, such as difficulties in speaking, learning methods, and learning experiences from various media. The data were then analyzed to identify the communication patterns, how users start and respond to discussions, and how interactions develop in online conversations. The results show several common patterns, such as problem–solution, sharing experiences, and giving direct advice. Users usually start discussions by asking questions, sharing experiences, or expressing opinions, while the responses vary from suggestions and short opinions to personal experiences. Interactions develop through comment replies and the exchange of ideas, although they are usually brief and casual. This shows that social media can be a supportive space for learning English informally through everyday interactions.
Co-Authors AKHMAD AFRONI Alfina Lu'luuzzahro Arini Nabilla Dzulfahmi AULIA AMINI Bouchra Aboura Cempaka Amalia Putri CHUSNA MAULIDA Dinar Amelia Godina Diva Aprilia ELY MUFIDAH GUNAWAN AJI Khabibatun Najmi Ramadhani Khristianto Khristianto Nur Khasanah Ocid Abdul Rosyid Rafila Kasamira Dewi Abrori Ria Ariska Sofia Nazarani Sofie Amalia Hapsari