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All Journal Indonesian Journal of English Language Studies (IJELS) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
Yulina, Christina Atika
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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DEVELOPING WEB-BASED LEARNING MODEL BY COMBINING HOT POTATOES AND EDITPLUS TO OPTIMIZE THE INPUT IN ENGLISH LANGUAGE LEARNING Yulina, Christina Atika
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 10, No 1 (2022)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1143.094 KB) | DOI: 10.35194/jj.v10i1.1779

Abstract

Technology, using its ability to reach audience at anytime and anywhere, has emerged as a powerful platform to assist learners in their language learning. This paper aims to discuss generally (1) how to develop web-based learning using Hot Potatoes and Editplus, and (2) how does web-based learning model using hot potatoes optimize English language learning. Krashen claims that real acquisition happens only as a result of exposure to comprehensible and meaningful input is only slightly beyond their current level of competence (i+1). Developing web-based learning model can be one of the strategy for providing comprehensible input for the learners since it can be accessed at anytime and anywhere by anyone. Besides, web-based learning model help the learners exposed by other platforms easily, leading them to unconscious daily input to English language. Little research discusses about the combination use of Hot Potatoes and Editplus in making a web-based learning. This paper discusses the detailed steps to build a web-based learning using HotPotatoes combined with Editplus, in order to make a web-based learning model to optimize the input in English language learning. 
REMODELING BENSON’S LEARNER AUTONOMY FRAMEWORK: A LIBRARY-BASED STUDY Yulina, Christina Atika
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5649

Abstract

Early theorists like Holec (1981) defined autonomy as the ability to take charge of one's own learning, while later scholars such as Little (1991) expanded this concept by adding essential psychological dimension, which covers two key dimensions of autonomy: control over learning management and control over cognitive process which is underlied by psychology of learning. Benson (2013) then added situational aspect of control over learning content and formulated this concept into a three-dimensional model in which learner control can be exercised: learning management (underlied by learning behavior), cognitive processes (underlied by psychology of learning) and learning content (underlied by learning situation). Despite these developments, the visual and conceptual representations of autonomy appear fragmented and may not sufficiently illustrate the interconnections among its dimensions, lacking a visual explanation of how they dynamically interact in autonomous learning and leaving room for a clearer, more integrated framework that helps educators and learners alike understand the interdependence of autonomy's dimensions. This study, conducted as a library-based analysis, critically reviews existing theoretical models and proposes a remodeled framework to address these conceptual gaps. The primary purpose of this paper is to remodel Benson’s framework of control in learning autonomy, without attempting to integrate other theoretical perspectives such as Self-Regulated Learning (SRL) or Self-Directed Learning, nor does it propose new theoretical dimensions beyond Benson’s three control areas.
An Analysis of Speech Acts Performed by A Fitness Influencer, Kayla Itsines, in Her Instagram Captions Handayani, Widi; Yulina, Christina Atika
Indonesian Journal of English Language Studies (IJELS) Vol 10, No 1 (2024): March 2024
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v10i1.5075

Abstract

This study seeks out the speech acts in Kayla Itsines’ Instagram captions. The captions written in the last week of January 2020 were selected as the data. There were 20 captions which consisted of 209 sentences. The results present that representative is the most frequent classification in this study. It only has one type which is claiming. It proves that in her captions, Kayla uses phatic expressions to communicate to her followers since she considers her platform as a community that shares the same interests. Hence, she can express her thoughts or feelings without having to provide the scientific evidence. Further, directive consists of 3 areas in this study; ordering, suggesting, and thanking. Ordering and suggesting have the same occurrence which is 39.75%. It presents that being a fitness influencer means being a role model. Hence, she urges her followers to make suggestions to achieve their goals. Lastly, expressive is used to express liking, congratulating, and thanking. Liking is the highest with 50% total occurrence. It aims to display her excitement towards her followers’ achievement since the goal of an influencer is to influence people to reach their goals.
Co-Authors Handayani, Widi