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All Journal Parole: Journal of Linguistics and Education PREMISE: Journal of English Education and Applied Linguistics International Journal of Social Learning (IJSL)
Sugianti, Lilik
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Arts Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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HARMONY OF THE PHILOSOPHICAL FOUNDATION OF ENGLISH TEXTBOOKS AND THE 2013 ENGLISH CURRICULUM Sugianti, Lilik; Purwati, Oikurema; Setiawan, Slamet; Anam, Syafi'ul
Premise: Journal of English Education and Applied Linguistics Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i3.5018

Abstract

Philosophy is one of the most important fundamental aspects in developing the 2013 curriculum to determine teaching and learning objectives and processes. Accordingly, textbooks should represent curriculum ideas. It must be developed in line with the philosophical foundation of the curriculum. It is to realize the objectives of teaching and learning that emphasize critical thinking and student character development. This study aimed to reveal the philosophical foundations of LKS (Lembar Kerja Siswa) in English ninth grade and its compatibility with the 2013 curriculum. LKS is an exercise guide for developing cognitive aspects and all learning aspects in the form of an experimental or demonstration guide. This study used inferential content analysis on six units of LKS-English in ninth grade, semester one, publisher by CV. Library Pillar. It examined six philosophical foundations in LKS-English of ninth grade: existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. It also examines six philosophical foundations in the 2013 curriculum, including essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. So, there is a harmony between the philosophical foundation of the LKS-English of ninth grade and the 2013 Curriculum. The LKS-English and the 2013 curriculum focus on developing students' character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.
An Investigation into Indonesian EFL Learners’ First and Second Language Identity Development Sugianti, Lilik
PAROLE: Journal of Linguistics and Education Vol 14, No 1 (2024): Volume 14 Number 1 April 2024
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v14i1.11-20

Abstract

Some researchers have challenged the framework by proposing a poststructuralist model that captured the L2 complication learning and made outcomes of learning difficult to predict. They attempted to maintain that linguistic communities may have diverse and even contradictory opinions. This study investigated the case of two students who joined a student exchange to the UK and the US regarding the impact of learning their L1and L2 experiences and changes in social context on the construction of their L1 and L2 identities. It found that as English learners as a Foreign Language (EFL), the identity advancement of these two students was in line with poststructuralist theory.  Their identity considered fluid, dynamic, and contradictory. The two students negotiated and renegotiated their identities in various social contexts in Indonesia-UK and Indonesia-US, and they were finally accepted into the L2 academic community. This study also analyzed two Indonesian students' experiences in language learning and identity. The paper also highlighted that conflict could be an element of students’ identity construction and encouraged them to be persistent and self-resilient while being able to navigate through negative encounters that take place amid the proses of second language acquisition.
Gadget Addiction and the Students’ Achievement Barotun Mabaroh; Sugianti, Lilik
International Journal of Social Learning (IJSL) Vol. 1 No. 3 (2021): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (791.258 KB) | DOI: 10.47134/ijsl.v1i3.59

Abstract

Using gadgets cannot be avoided in daily life. It becomes more primary for students in higher education since they change to learn online during the covid?19 pandemic period. They should use gadgets focusing on education, but unfortunately, studies had reported that students are addicted to using gadgets to access some entertaining applications. Therefore, it was essential to investigate how the students manage using gadgets and their effects on their achievement. This survey research required the student's responses to a Gadget Scale-Short Version (SAS-SV) Addict item. The researchers collected data using a survey questionnaire on Google Form to determine how using gadgets affects the students' achievement. This research was done from August to December 2020. The results showed that both male and female students were identified as high-risk addicted. Moreover, the gadget addiction had terrible effects on the student's physical and psychological even though it did not significantly impact their academic achievement. However, based on the results, it was hoped that there should be the best management for using gadgets to improve the students’ achievement and prevent the long-term risk of gadget addiction.
Co-Authors Anam, Syafi'ul Barotun Mabaroh OIKUREMA PURWATI SLAMET SETIAWAN