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All Journal Jurnal Ilmu Sosial dan Humaniora EDULITE: Journal of English Education, Literature and Culture Indonesian Journal of English Teaching
Zulidyana Dwi Rusnalasari
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Problem-based learning and 21st-century skills: Are they compatible? Ni Komang Arie Suwastini; Ni Wayan Nilam Puspawati; Ni Luh Putu Sri Adnyani; Gede Rasben Dantes; Zulidyana Dwi Rusnalasari
EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.466 KB) | DOI: 10.30659/e.6.2.326-340

Abstract

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 – 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.
Youtube Videos As Learning Media:A Review In EFL Contexts Ira Putri Audina; Ni Komang Arie Suwastini; I Gusti Agung Sri Rwa Jayantini; Gede Rasben Dantes; Zulidyana Dwi Rusnalasari
IJET (Indonesian Journal of English Teaching) Vol. 11 No. 2 (2022): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2022.11.2.220-232

Abstract

YouTube has become one of the most visited social media globally. Its saturation in students' lives has triggered experiments and observations on the use of YouTube as learning media. This article discusses the use of YouTube videos to teach English language skills using George's literature review model. The databases for selecting the articles used as the data source in this study were Google scholar and ERIC. The relevant articles were published in reputable international journals and nationally accredited journals in the past ten years. Studies on the use of YouTube videos as a teaching medium indicate that using YouTube videos can improve students' listening, reading, speaking, and writing skills and solve their problems in mastering the skills. Furthermore, YouTube videos have been proven to help students solve their grammar difficulties and increase their vocabulary. YouTube videos are also agreed to have kept the students more interested, motivated, and enthusiastic towards English language learning. These results imply that relevant YouTube videos can provide good learning media for supporting students' learning of English as a Foreign Language.
Binary Oppositions in the Visual Characterizations of the English Textbook for Indonesian Junior High School Students Gede Wisma Krisna Ari Aditya Blangsinga; Ni Komang Arie Suwastini; Made Hery Santosa; Zulidyana Dwi Rusnalasari
Jurnal Ilmu Sosial dan Humaniora Vol 15 No 1 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish.v15i1.105982

Abstract

Textbooks could be used to sustain or destabilize patriarchal binary oppositions, which associate women with inferior traits and roles to men. The present study aims to evaluate the visual images of the characters in an English textbook used by Indonesian ninth-grade students in junior high school, focusing on the possibility of deconstructive characterizations in these images. This study adopted interactive data analysis from Miles, Huberman, and Saldana (2014), and Millet's (2000) conception of patriarchal binary oppositions. It was revealed that the textbook's visual images assign stereotypical feminine traits and characterizations to female characters, such as grace, domesticity, passivity, caring, and fearfulness. On the other hand, the male character was portrayed as masculine, with traits such as handsome, proud, manly, active, and strong. However, some feminine traits are also attributed to male characters, while some masculine traits are assigned to female characters. Thus, despite the pervasiveness of gendered stereotypes in the visual images analyzed, a partial and  constrained shift in deconstructing gender stereotypes is present.
Co-Authors Adnyani, Ni Luh Putu Sri Gede Rasben Dantes Gede Wisma Krisna Ari Aditya Blangsinga I Gusti Agung Sri Rwa Jayantini Ira Putri Audina Made Hery Santosa Ni Komang Arie Suwastini Ni Wayan Nilam Puspawati