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E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings Yohannes Telaumbanua; Yalmiadi Yalmiadi; Martini Martini; Hasbi Hasbi
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

Text Linguistics of â€œTextualityâ€: Making a Sequence of Sentences Communicative English Written Texts Yalmiadi Yalmiadi; Yohannes Telaumbanua
Jurnal Ilmiah Pendidikan Scholastic Vol. 7 No. 2 (2023): Jurnal Ilmiah Pendidikan Scholastic
Publisher : Fakultas Sastra Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36057/jips.v7i2.595

Textuality makes a sequence of sentences a communicative English written text. It, nonetheless, hardly becomes a major theme of foreign language learning in the Indonesian English Writing Classes/context nowadays. This study, therefore, aimed at diagnosing the â€œincorrect/missing uses of the seven elements of the textuality in the studentsâ€™ cause and effect essay. Qualitatively, Politeknik Negeri Padang was the locus of the study. The 2nd-year ED students (n=32) were the research participants selected through the convenience sampling techniques. The documentation and observation were the techniques of data collection while the 1967 Corderâ€™s Clinical elicitation was exercised as ways of analysing the data. The findings disclosed that the students missed using nominal substitution and lexical cohesion of repetition and synonym along with incorrectly used verbal and clausal substitution, nominal, verbal and clausal ellipsis, anaphoric and cataphoric references, and lexical cohesion of grammatical and lexical collocations. They, however, succeeded in correctly using three different types of conjunctions and coherence though they flopped to utilise the acceptable phrases of drawing a conclusion. Hyponymy, metonymy and antonymy were ignored. In conclusion, the deficiencies made the studentsâ€™ sequences of sentences flawed and characterless. It, therefore, encourages EFL teacher to place emphasis on teaching textuality in the English Writing Classes.

E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings Yohannes Telaumbanua; Yalmiadi Yalmiadi; Martini Martini; Hasbi Hasbi
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16492

This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

PENINGKATAN VISIBILITAS DAN PROMOSI DIGITAL KAMPUNG ADAT KURANJI Irsyad Shabri; Rahmadianti Aulia; Yalmiadi Yalmiadi; Rahma Yanti; Widya Fhitri; Thiska Septa Maiza; Rabbi Antaridha; Emil Eka Putra; Allya Azzara Malsy Yudri; Bunga Fazilah Adelaide
Journal of Social Outreach Vol 2, No 2 (2023): Journal of Social Outreach
Publisher : Fakultas Sains dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jso.v2i2.5863

Kuranji Traditional Village has the potential to become a cultural tourism object that can represent and introduce Minangkabau culture well at the national and international levels. Even so, Kuranji Traditional Village is still constrained by several crucial issues such as infrastructure, amenities and ancillary services, human resources, promotion (visibility in cyberspace), and strategic development plans. The purpose of this activity is to increase the visibility and digital promotion of the Kuranji Traditional Village in cyberspace. This activity was carried out using the workshop method; first, participants are given materials and directions; second, participants work on or practice the material that has been delivered; the three presenters and participants held discussions to resolve situational problems that were not covered in the material previously presented. The results of the activity showed positive things where managers and cultural activists in the Kuranji Traditional Village for development felt that this activity was very useful for improving the Kuranji Traditional Village as a cultural tourism object as well as an effort to increase the financial strength of the Kuranji Traditional Village community to achieve its main goal, maintenance of Minangkabau culture, through this digital promotion. Keywords: Visibility, Digital promotion, Kampung Adat Kuranji

THE MODERN SOCRATIC METHOD: A STRATEGY TO ENHANCE INDONESIAN POLYTECHNIC STUDENTS’ ACTIVE LEARNING IN ENGLISH SPEAKING COURSE Yohannes Telaumbanua; Yalmiadi Yalmiadi; Kotrini Kotrini
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.4996

Lack of engagement, weak critical thinking skills, disfluency, limited vocabulary, timidity, and a preference for individual learning often lead to inactive participation in English-speaking classes. This study investigated the qualitative impacts of the Modern Socratic Method (MSM) on Indonesian Polytechnic students’ active learning in an English-speaking course. Data were collected through complete participant observation and unstructured interviews, and analyzed using the Miles and Huberman interactive model. Credibility and transferability procedures ensured trustworthiness. The study was conducted over two semesters at Padang State Polytechnic with 54 students from two classes. Before the intervention, Class A and Class B obtained mean speaking performance scores of 50 and 60, respectively, both categorized as low. After the MSM was implemented, the means increased substantially to 85 (Class A) and 88 (Class B). The improvement was linked to MSM’s emphasis on continuous questioning, interactive discussion, logical argumentation, risk-taking in expressing opinions, and peer collaboration. These activities enhanced students’ fluency, expanded their vocabulary, strengthened critical thinking, built self-confidence, and fostered collaborative learning. The findings suggest that MSM can reduce reliance on lecture-based instruction in polytechnic English classes and improve students’ self-efficacy in managing speaking anxiety. This method holds promise for broader application in higher education contexts where active participation is essential.

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