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All Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JEPAL (Journal of English Pedagogy and Applied Linguistics)
Noni Trisna Putri
Universitas Subang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring High School Students' Understanding of Critical Pedagogy in Interpreting English-Language Digital Content on Social Media Noni Trisna Putri; Slamet Wahyudi Yulianto; Muhammad Anjar Nugraha
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 12 No. 1 (2026): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/v12i1.2360

Abstract

This research examines how Indonesian senior high school students engage with English language material on social media, drawing on critical pedagogy principles. Through in-depth interviews with two students, the conversations were analyzed to explore their interpretation of digital texts, encompassing underlying power dynamics and ideologies. Key results indicate that social media serves as an enjoyable platform for English learning, such as via videos and posts, yet linguistic challenges frequently impede thorough comprehension and critical analysis. Factors like apprehension about errors, anxiety, and imbalanced classroom dialogues result in students remaining passive and engaging only superficially with topics. Nonetheless, they are beginning to recognize diverse viewpoints on societal issues, although translating these insights into action proves difficult. The study concludes that fostering critical thinking in English education requires a comprehensive strategy, incorporating language assistance, supportive atmospheres, and inclusive discussions to empower student development. Further research should involve extended periods and wider contexts to advance digital content literacy.
Creating a Canva-Based Approach for Teaching Narrative Text Rani Nurhaliza; Slamet Wahyudi Yulianto; Noni Trisna Putri; Muhammad Anjar Nugraha
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1545

Abstract

Narrative text is an important part of English learning at the junior high school level because it helps students develop their reading, writing, and storyline skills. However, many students have difficulty understanding the structure of the text, the flow of events, and complex linguistic elements, while conventional learning approaches are often unable to accommodate students' needs optimally. This creates a gap between theoretical learning approaches and less interesting and less effective classroom learning practices. This study aims to describe the use of Canva as a creative medium in learning narrative text in junior high school. Canva was chosen because it has attractive and interactive visual elements that are believed to improve students' understanding. This study uses a qualitative descriptive method with data collection techniques in the form of classroom observations and semi-structured questionnaires and involves 10 junior high school students as participants. The results showed the use of Canva had a positive impact on students' understanding of the structure of narrative text, such as orientation, complication, resolution, and reorientation. Attractive visuals, such as images and layouts, also increase students' enthusiasm and creativity in the learning process. Thus, the use of Canva has proven effective in bridging the gap between theory and practice and making learning narrative text more enjoyable and meaningful for junior high school students.
Co-Authors Muhammad Anjar Nugraha Rani Nurhaliza Slamet Wahyudi Yulianto