Article Per Year (5 Year)
p-Index From 2020 - 2025
1.376
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT LLT Journal: A Journal on Language and Language Teaching Voices of English Language Education Society Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Multidisiplin (JUKIM) Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Kelola: Jurnal Manajemen Pendidikan
Joseph Ernest Mambu
Universitas Kristen Satya Wacana
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
CORPUS-INFORMED AND CRITICAL APPROACHES TO ADDRESSING SUSTAINABLE DEVELOPMENT GOALS (SDGS) Mambu, Joseph Ernest
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12023

Abstract

This paper showcases how a do-it-yourself (DIY) corpus on the United Nations’ Sustainable Development Goals (SDGs) can be used to increase corpus users’ language awareness (at word, phrase, sentence, and discourse levels) and criticality. To this end, the author justifies the close link between corpus linguistics, various critical approaches, and SDGs in the applied linguistics/ELT literature. Subsequently, the author provides an overview of principles for creating a specialized DIY corpus containing around 700,000 words/tokens based on 882 articles of The Jakarta Post from 2012 to mid-2024. In view of critical discourse analysis in corpus linguistics, SDG-related key word(s) in context (KWIC) were analyzed in four stages to examine their (1) frequencies and collocates, (2) concordance lines, (3) larger contexts within or across texts in the corpus (or beyond), and (4) potential to stimulate questions aiming at social transformation. In the findings, the four-stage analyses explore two of the most frequent SDGs in the corpus – “gender” (SDG 5) and “clean water and sanitation” (SDG 6) – to illustrate poststructuralist and Marxist criticality, respectively. The decolonial criticality is demonstrated through a corpus analysis of the word “indigenous” and its collocates. Possible pedagogical applications of the corpus-informed approach are also discussed.
Analyzing Gender Inequality and Stereotypes in Foreign-Sourced ELT Textbooks at an Indonesian School: A Mixed-Methods Content Analysis Swara, Sanditya Jati; Mambu, Joseph Ernest
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25344

Abstract

This study investigates gender stereotypes in two ELT textbooks, "My Pals Are Here! English 1A" and "My Pals Are Here! English 2A," used at a school in Indonesia. Through content analysis, the study assesses the visual representations in these textbooks to identify gender stereotypes. A semi-structured interview was conducted with a teacher who uses these textbooks, focusing on her perceptions of gender-related issues. The findings reveal persistent gender inequality and stereotypes, with the textbooks frequently assigning unequal household roles and associating specific jobs with specific genders. Men are predominantly depicted in physically demanding roles, such as firefighters, farmers, astronauts, and pilots. In contrast, women are portrayed in roles that are suggested to require patience and perseverance, such as teachers, hairdressers, and nurses. The interview with the teacher indicated an awareness of gender equality issues; however, this awareness was not actively integrated into her teaching practices. This study highlights the need for more equitable gender representations in educational materials.
Co-Authors Anggun And Joy Nenohai Debora Tri Ragawanti Geovani Marstumikhe Glesia Listyani Listyani Neny Isharyanti Novriest Umbu Walangara Nau Pattiwael, Athriyana Santye Sulistyowardani, Margaretha Swara, Sanditya Jati Yustinus Calvin Gai mali