Articles
<![CDATA[Being Posthuman Through Biopolitics in Neal Shusterman’s Unwind ]]>
<![CDATA[Lingga Gumilang]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 10 No 1 (2022): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v10i1.8932
<![CDATA[This paper explores the concept of posthumanism through biopolitics. Although the goal of biopolitics is to manage the social population, this ideology promotes the oppression of the subject. Shusterman reveals this concept through his novel, Unwind. This novel not only presents the oppression of the subject of the regulation but also shows that the regulation creates a new norm in society that lead them to become posthuman. In other words, the regulation tries to modify humanity into a new form. Using the Foucauldian theory, this paper argues that biopolitics could be a factor for humans to transform into a new type of humanity—posthuman. The result finds that biopolitics in the novel leads to the two types of posthuman; the first is that posthuman emerging human with technology to enhance human being; the second is about reconsideration position of humans. The idea of posthuman might make people resist oppression and embrace other existence as equal beings as humans. This would create better humanity for human beings.]]>
<![CDATA[Improving Students’ Writing Skill Through Project Based Learning For EFLStudents ]]>
<![CDATA[Arik Susanti]]>;
<![CDATA[Nazhrotur Rofidah]]>;
<![CDATA[Anis Trisusana]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ International Journal of English Linguistics, Literature, and Education (IJELLE) Vol 2, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Veteran Bangun Nusantara ]]>
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DOI: 10.32585/ijelle.v2i2.700
<![CDATA[ In the global era, EFL learners must master writing skill in order to communicate and covey their message. Project based learning is used to motivate them to be independent learner. It is expected that students will engage in writing process. The purpose is to investigate whether project based learning can improve the students’ writing ability. It was experimental research to compare between experimental and control group. The samples were 60 students of junior high school. The instrument is writing test. The data was analysed using SPSS. The result shows that the mean score of control class in post-test is 64.60 (SD = 10.87420) and the mean score of experimental class is 84.83 (SD = 10.19494). It means the p value is .00 or less than 0.05. It indicates that there is significant difference on students’ writing skill between experimental group and control group. The results of post-test in experimental class are higher than the control class. It also supported by Eta Squared value 0.48 or classified as large effect. It means that the use of project based learning gave positive effect towards students’ writing skill. It is recommended to use project based learning to improve the English skills. Keywords : Writing, Project Based Learning, Descriptive Text, and Mini Magazine]]>
<![CDATA[Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure ]]>
<![CDATA[Ermawati Zulikhatin Nuroh]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.1145
<![CDATA[The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning. HIGHLIGHTS: The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.]]>
<![CDATA[Critical Framing: How Indonesian EFL Students Criticize Texts and Reconstruct Gender Equality in EFL Reading Class ]]>
<![CDATA[Intan Nuvitasari]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1208
<![CDATA[This study was proposed to reveal how students criticize text and reconstruct gender equality through critical framing provided by the teacher. To conduct the research, field notes, recording on audio and video, and also students’ artifact (the result of discussion) were used. The text used in this research was the synopsis of Mustang (2015). The data was analyzed using critical discourse by looking at the influence of the linguistic used by the teacher and the text. The result showed that in criticizing text, female and male group is influenced by the linguistic used by the teacher and text and the power of the text and teacher can empower student to reconstruct gender equality and reject gender inequality, while male’s group was only influenced by the teacher. In addition, the linguistic used by the teacher also may lead them to relate with their society. In conclusion, female and males students are influenced by linguistic used in criticizing text. Keywords: Critical Framing, Gender Equality, Gender Inequality.]]>
<![CDATA[Critical Discourse Analysis: The Knowledge Power Presented by Scholar in Creating Research Article ]]>
<![CDATA[Tisa Arum Wardani]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 1 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v4i1.1367
<![CDATA[This study was aimed to analyse the background study on research article and put the argumentation based on the theory about critical discourse analysis related to social cognition theory. Furthermore, the researcher wanted to compare 2 article in critical discourse analysis approach. This method on this study is descriptive qualitative which is presented in the positivist views. Then the result was generalized in the relation on finding and discussion with the theory. In summary, the result showed the different ways in giving the power of the argumentation and explanation between RA1 and RA2. In conclusion, the power of argument used will lead the reader to ignore or accept on how it is become valid statement or not. Keywords: Social Cognition, Critical Discourse Analysis, Background Study]]>
<![CDATA[Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy ]]>
<![CDATA[Yuslimu Ilmi]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 1 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v4i1.1416
<![CDATA[This study investigates EFL students’ composition of digital multimodal text. There were forty-four students recruited from tenth grade of a private senior high school in Sidoarjo. All of them were divided into seven groups and given authority to choose their own topic for the digital multimodal project; advertisement video. Based on the theory of multimodal analysis, this study examines both students’ processes and products. Qualitative case study was chosen as the design of the study and document analysis was chosen as the data collection technique. Through qualitative case study, the finding of this research shows that all the students’ groups used multimodal modes in creating their advertisement videos. Additionally, this study revealed that the qualities of the students’ project depend on two important things: the ability of the group members and the collaboration of the members in doing the project. Keywords: Multimodal Text, Multiliteracies Pedagogy, Transformed Practice, EFL Classroom, Senior High School.]]>
<![CDATA[Teachers’ TPACK Practice of English Blended Learning Course in the Midst of COVID-19 Pandemic ]]>
<![CDATA[Yatun Yatun]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v5i1.2754
<![CDATA[This study aims to examine teachers’ TPACK knowledge in practice that used in blended-learning course. This study employs a qualitative descriptive research design to analyze phenomena in the teaching and learning process. The observation focused on the three components of TPACK in practice included technological tool, content material, and learning activity. Furthermore, the finding shows that teachers promoted 22 and 24 of the 33 TPACK criteria in practice, which represented the TPACK knowledge. This means teachers have achieved more than 50 % of criteria which representing the TPACK knowledge in practice. In conclusion, the TPACK knowledge help teachers conducted an effective teaching with technology as teachers were able to apply the framework of TPACK in practice during the blended learning activity. Keywords: Blended-learning, Content Knowledge, Pedagogical knowledge Teachers’ Knowledge, Technological Knowledge, Technology Integration TPACK]]>
<![CDATA[THE STUDENTS' MENTAL PROCESS OF CRITICAL THINKING SKILL ANALYZING LITERARY WORK ]]>
<![CDATA[Moh. Hafidz]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ali Mustofa]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Oikurema Purwati]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 2 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v8i2.2175
<![CDATA[Purposive behavior directly convey the students' mental process of critical thinking skill in analyzing literary work and producing composition. There is a theoretical and practical gap between the critical thinking process and products. This research descriptively designs to answer research problems. The previous study investigates the students’ written products and claims that they have a good critical thinking when they have multi references. In contrast, critical thinking is process of mental which students not only finding new information from some resources but also realizing their learning objective, identifying problems to motivate themselves to write a composition. As the results, the students who have a low level of critical thinking skill and they strongly aware of their gaps will analyze the literary work well, and a high level of critical thinking makes a power of analysis, an accurate and precise composition. Student’s mental process of critical thinking appears on the students’ process to read and cite a number of literacies, detect self-problem, encourage themselves to make a written texts based on the learning outcomes.]]>
<![CDATA[Natural Destruction in Steven Soderbergh's Erin Brockovich ]]>
<![CDATA[Laveliea Dinda Ramadhanty]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3098
<![CDATA[The study is to analyze natural destruction and determine the causes of thedestruction in Steven Soderbergh’s Erin Brockovich (2000). The study aims to examine how natural destruction and its causes are portrayed. The study employs an ecocritical approach toliterature to reveal apocalyptic aspects in the film and mix it with Giannetti’s cinematography theory. The result of the study reveals the issues of water pollution and drought as caused bywater exploitation by industry and the company interest for land ownership. Humans overexploit nature and it leads to a bad impact on living things.Keywords: drought, ecocriticism approach, industrial activity, natural destruction, waterpollution]]>
<![CDATA[USING FILM IN FOSTERING INTERCULTURAL AWARENESS FOR HIGH SCHOOL STUDENTS IN THE EFL CLASSROOM ]]>
<![CDATA[Yeni Dyah Nur Kartikasari]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ali Musthofa]]>
<![CDATA[ Jurnal Education and Development Vol 7 No 2 (2019): Vol.7.No.2.2019 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v7i2.871
<![CDATA[Abstract: As foreign language learners and non-native speakers, high school students require to know other different cultures from their own to be actively involved in the process of acculturation and acquisition: social norms and cultural aspects, are inevitably. Intercultural awareness should be implemented in teaching and learning process. This paper aims at investigating techniques to develop students’ intercultural awareness in the EFL classroom. This is based on the research question: How is intercultural awareness through film in the EFL classroom? It is also argued that using film has much contributed in educational setting. This study used descriptive qualitative research design. The data were gained from the observation of students’ feedback through writing their responses after watching ‘Freedom Writers Diary’ as their journal writing. The findings showed that students found film was very beneficial. Firstly, films provided entertainment value. Secondly, they were well-thought of a reward that could carry students to a next higher step in target topic than traditional textbooks would. Thirdly, films might strengthen students’ emotions and lastly encourage them to deal with the topics, especially to gain intercultural awareness than their textbooks. Further research needs to examine aspects of intercultural awareness students elicit from the film. Keywords: film; intercultural awareness; high school students, EFL classroom; journal writing]]>
