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p-Index From 2021 - 2026
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All Journal Culturalistics: Journal of Cultural, Literary, and Linguistic Studies Journal of Language and Literature JoEELE
Eka Nurindah Sari
Universitas Negeri Manado, Minahasa, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Correlation between Personality and Critical Thinking Ability of Junior High School Students Eka Nurindah Sari; Baso Jabu; Kisman Salija
Journal of Excellence in English Language Education Vol 2, No 3, July (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

This study aims to determine: (1) the students’ personalities, (2) the students’ critical thinking ability, and (3) the correlation between students’ personality and their critical thinking ability. The random sampling approach was used to choose the sample of 40 students. The instruments used were questionnaires and tests. Correlational examination with the informative plan is used to figure out the relationship between the factors and the outcome by utilizing a quantitative strategy. The study's findings suggest: (1) The personality profile of students shows a significant number of differences between thinking personality and feeling personality. Where there were more students with type thinking personality (60.5%) than feeling personality (39.5%). (2) The critical thinking ability of the students was at “Good” Level (3) Significantly negative correlations between students' personalities and critical thinking skills were found. (r -.445). The finding indicated that the higher level of personality, the lower of critical thinking ability.
An Investigation of Students’ Ability to Understand Digital Article on Social Platforms Eka Nurindah, Sari; Rae Shella Tivani, Mareta; Erniati, Erniati
Culturalistics: Journal of Cultural, Literary, and Linguistic Studies Vol 9, No 2 (2025): Culturalistics: Journal of Cultural, Literary, and Linguistics Studies (December
Publisher : English Literature Study Program, Faculty of Humanities, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/ca.v9i2.29735

Abstract

AbstractThis research was conducted by taking the theme of digital literacy. This research aimed to evaluate how does students’ digital literacy level affect their ability to critically understand and retell digital articles shared on social media platforms and investigate the factors contributing to students’ difficulties in understanding digital articles on social platforms. Specifically, it seeks to explore digital literacy, cognitive processing, linguistic comprehension, and social media dynamics interact to affect students’ ability to interpret and evaluate digital article critically.This research was conducted using a descriptive quantitative research method. The subjects of this research were students of English Education Department. The research instruments used to collect data were questionnaires to investigate the factors contributing to students’ difficulties in understanding digital articles on social platforms and tests to evaluate how does students’ digital literacy level affect their ability to critically understand and retell digital articles shared on social media platforms. The sampling method used in this study is the total sampling method.The result of the research indicated that the ability to critically understand and retell digital articles shared on social media platforms of English Education Students ranged from good to very poor, with the majority falling into the fair to poor category (17,983). Meanwhile, the factors contributing to students’ difficulties in understanding digital articles on social platforms were attributed to several factors. First, students were not accustomed to read digital articles on social platforms. Second, they struggled with numerous unfamiliar words and sentence structures, particularly in digital article on social platforms texts.
Mobile Microlearning in English as A Foreign Language: Designing Daily Task Cycles for Retention Panji Tanashur; Dimas Pujianto; Eka Nurindah Sari; Rodearta Purba; Rae Shella Tivani Mareta
Humanitatis : Journal of Language and Literature Vol. 12 No. 2 (2026): Humanitatis: Journal of Language and Literature: In-Press
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i2.6010

Abstract

Mobile microlearning has become an increasingly relevant pedagogical approach in the English as a Foreign Language (EFL) context, particularly where learners exhibit fragmented study patterns and rely heavily on mobile devices for academic support. Although microlearning is widely adopted, its mechanisms for supporting long-term retention remain insufficiently theorized. Research tends to emphasize engagement and convenience rather than cognitively grounded task design. This study aims to examine the effects of three mobile microlearning task cycles, called spacing, retrieval practice, and mixed-strategy interleaving, on long-term retention among Indonesian EFL learners at Universitas Negeri Manado (UNIMA). A quasi-experimental pretest-posttest design was conducted with 98 Indonesian EFL learners at Universitas Negeri Manado. Participants were assigned to three treatment groups representing spacing, retrieval practice, and mixed-strategy interleaving task cycles and received daily microlearning activities via WhatsApp for eight weeks. Data were collected through pretests, posttests, delayed retention tests, learning analytics, and semi-structured interviews. Quantitative data were analyzed using inferential statistics, while qualitative interview data were subjected to thematic analysis. The results indicate that mixed-strategy interleaving cycles produced significantly higher long-term retention compared to single-strategy cycles, along with more stable weekly participation. Additionally, the qualitative findings indicate that daily micro tasks reduce cognitive load, foster autonomous learning habits, and increase learners’ willingness to engage in incremental study. These findings suggest that the effectiveness of mobile microlearning depends not merely on brevity but on integrating cognitive learning principles into task design, with important implications for EFL pedagogy, digital task design, and mobile learning integration.
Co-Authors Baso Jabu, Baso Dimas Pujianto Erniati Erniati Kisman Salija, Kisman Panji Tanashur Rae Shella Tivani Mareta Rae Shella Tivani, Mareta Rodearta Purba