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All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Tina Sheba Cornelia Sitompul
Universitas Quality Medan
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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INTEGRATING FOLKLORE INTO LITERACY INSTRUCTION TO PROMOTE STUDENTS' CULTURAL AWARENESS IN INDONESIAN SECONDARY SCHOOLS Tina Sheba Cornelia Sitompul; Ulfah Sari Rezeki
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.200

Abstract

Cultural awareness is an essential component of literacy education because students need to understand texts not only as linguistic products but also as cultural expressions that contain values, identities, beliefs, and social meanings. However, literacy instruction in many classrooms still emphasizes decoding, vocabulary, literal comprehension, and written exercises, while students' local cultural knowledge is rarely used as a meaningful resource for reading and interpretation. This study aims to examine the effectiveness of integrating folklore into literacy instruction to promote students' cultural awareness and to explore how students experience folklore-based literacy activities. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 84 Grade VIII students divided into an experimental group and a control group. The experimental group received folklore-based literacy instruction through reading, cultural inquiry, narrative analysis, value reflection, group discussion, and creative response tasks. The control group received conventional literacy instruction using general narrative texts. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that folklore-based literacy instruction significantly improved students' cultural awareness. Students developed stronger cultural knowledge, appreciation of local values, perspective-taking, and identity reflection. The study concludes that folklore can become a powerful literacy resource when cultural meanings are explicitly connected to reading, discussion, reflection, and student response.
DISCOURSE ANALYSIS OF UNDERGRADUATE STUDENTS' ARGUMENTATIVE WRITING IN HIGHER EDUCATION: STRUCTURE, STANCE, AND PERSUASION Dewi Afriany Susanti; Tina Sheba Cornelia Sitompul
Sensei International Journal of Education and Linguistic Vol. 4 No. 3 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i3.214

Abstract

Argumentative writing is an important skill for students in higher education, but many students still find it difficult. This study discusses the discourse of students' argumentative writing in higher education. The study used a qualitative descriptive method with discourse analysis. The data were students' argumentative essays. The essays were analyzed based on argument structure, metadiscourse, and stance. The result shows that students can write claims and reasons, but they are still weak in warrant, backing, and rebuttal. Students also use more boosters than hedges, so their arguments sound too strong. Based on the result, it is suggested that lecturers teach argumentative writing explicitly so that students can write better argumentative essays.
Co-Authors Dewi Afriany Susanti Ulfah Sari Rezeki