Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal ELS Journal On Interdisciplinary Studies in Humanities
Nur Ijabah
Universitas Trunojoyo Madura, Indonesia
Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
An Analysis of Interpersonal Meaning in Madurese Folktale “Mutiara Yang Tersisa” Nur Ijabah; Kurrotu Ainy; Qadrina Lailyn Amrullah
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.32437

Abstract

Interpersonal meaning has an important role in communication. Interpersonal meaning can express social role relationships between communication partners. This research examines the analysis of interpersonal meaning in the Madurese folktale “Mutiara Yang Tersisa”. The purpose of this research is to describe (1) how the interpersonal meaning is realized in this folktale and (2) to find out the dominant type of mood that characterizes the folktale. This research used a qualitative method with a descriptive approach. This research data was taken from the clauses in the folktale. The author collected data by observation and documentation. The findings showed that (1) the use of mood and modality is identified as a realization of interpersonal meaning that complements the linguistic characteristics of folktale with the narrative type of text and (2) the most dominant type of mood is the declarative mood which is used to express and share information to create engagement between writer and reader.
English Teachers’ Perspectives and Understandings Towards Critical Literacy Practice in EFL Context Nur Ijabah; Asdar Asdar
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 2 (2024): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i2.35035

Abstract

The ideology and socio-political viewpoints of writers significantly shape text and language products. Hence, students engaging in literacy tasks, such as reading and writing, should approach them with a critical mindset, considering various perspectives rather than accepting information uncritically. Critical literacy pedagogy addresses these requirements, aiming to cultivate critical literacy skills in students with the guidance of teachers, who themselves must possess critical thinking abilities and literacy. This study explores English teachers' perceptions and grasp of critical literacy pedagogy. Sixty teachers participated, responding to questionnaires comprising both closed and open-ended questions, alongside brief interviews. The data obtained, quantitative and qualitative, were analyzed through mathematical computations and coding techniques respectively, revealing teachers' positive attitudes toward critical literacy pedagogy. However, this enthusiasm wasn't consistently reflected in its implementation due to cultural beliefs and insufficient teacher knowledge. Consequently, the study recommends professional development opportunities for teachers to enhance their understanding and proficiency in incorporating critical literacy pedagogy, particularly within EFL contexts.
Co-Authors Asdar Asdar Kurrotu Ainy Qadrina Lailyn Amrullah