Article Per Year (5 Year)
p-Index From 2021 - 2026
8.259
P-Index
This Author published in this journals
All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Pendidikan Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics Mozaik Humaniora English and Literature Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Klasikal: Journal of Education, Language Teaching and Science International Journal of English and Applied Linguistics (IJEAL) JoTELL: Journal of Teaching English, Linguistics, and Literature Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues Journal of International Conference Proceedings JELLT (Journal of English Language and Literature Teaching) JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education ELITE: Journal of English Language and Literature Jurnal Abdimas Maduma E-CLUE Journal of English Culture, Language, Literature and Education Edumaspul: Jurnal Pendidikan
Olga Rorintulus
Universitas Negeri Manado
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 66 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 66 Documents
Search

 3   4   5   6   7 
POWER DYNAMICS THROUGH POLITENESS STRATEGIES IN STEVEN UNIVERSE: THE MOVIE (2019) Villareal Mamengko; Olga A. Rorintulus; Imelda Lolowang
SoCul: International Journal of Research in Social Cultural Issues Vol. 5 No. 1 (2025): SoCul: International Journal of Research in Social Cultural Issues
Publisher : Faculty of Language and Arts (Fakultas Bahasa dan Seni) Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/w79cx263

Abstract

Politeness strategies play an important role in shaping communication, especially in media where characters’ interactions reflect broader social values. While much research has examined politeness in everyday conversations, limited attention has been given to animated films, particularly non-Disney productions like Steven Universe: The Movie. This study investigates how politeness strategies and power dynamics are employed by the two central characters, Steven and Spinel, based on Brown and Levinson’s (1987) theory of politeness. Using a qualitative method (Creswell & Creswell, 2018), the researcher analyzed the movie’s transcript and identified 76 utterances containing different politeness strategies. The findings indicate that, within Brown and Levinson’s framework, Off-record strategies were used most frequently (27 occurrences), reflecting the characters’ tendency to express emotional conflict through indirectness and implied meaning. Positive Politeness (19 occurrences) appeared when the characters attempted to build solidarity and maintain relationships, while Negative Politeness and Bald-on-record strategies (15 occurrences each) were employed in situations requiring caution or direct confrontation. These patterns show how Steven’s empathy-driven language and Spinel’s insecurity-driven responses shape their power negotiation throughout the film. Overall, the study demonstrates that politeness strategies not only reveal character traits but also reinforce the movie’s themes of reconciliation, forgiveness, and personal growth.
REFINING SCHOLARLY ARGUMENTS: THE ROLE OF TOULMIN’S QUALIFIERS AND REBUTTALS IN MASTER’S STUDENTS’ RESEARCH ARTICLES IN SINTA JOURNALS Frisca Clara Wilar; Swita Wulan Kumaat; Olga Rorintulus
Premise: Journal of English Education and Applied Linguistics Vol 15, No 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.15358

Abstract

Academic writing requires argumentative patterns to make it strongly appeal to readers. One argumentative pattern frequently used by writers is the Toulmin Argument Pattern. Some basic elements of the Toulmin Argument Pattern, such as Claim, Data, and Warrant, are often found in academic writing and articles, but many also neglect additional elements, such as qualifiers and rebuttals, so that the writing is not balanced. This article analyzes how Toulmin's additional elements, such as qualifications and rebuttals, strengthen the structure of an article, making it more complete, balanced, and complete, and thus more widely accepted by readers. Using a descriptive qualitative design, this study analyzed three articles written by Indonesian master's students in the 4-indexed Sinta Journal, using the Toulmin Argument Pattern (TAP) as a diagnostic framework. The results revealed and demonstrated that 100% of the articles analyzed by master's students successfully integrated qualifications and rebuttals. The use of these elements correlated significantly with higher quality argumentation, indicating greater rhetorical precision and dialectical balance. The study concludes that master's students demonstrate a developed awareness of rhetorical precision, utilizing qualifiers to limit overgeneralization and rebuttals to anticipate counter-arguments. These results suggest that Toulmin’s model is an effective diagnostic tool and should be explicitly integrated into academic writing curricula to bridge the gap between undergraduate and master's student writing proficiency.
Authentic Assessment in Higher Education to Increase Critical Thinking and Develop Metacognitive Awareness Muhammad Ilham Ali; Noldy - Pelenkahu; Herlina - Usman; Olga Anneke Rorintulus
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study highlights the effectiveness of authentic assessment in evaluating higher-order cognitive competencies, including problem-solving, reasoning, analytical thinking, creativity, and the development of metacognitive awareness. Through authentic assessment, students can apply their knowledge and skills in real-world contexts by constructing responses based on critical analysis, identifying cause-and-effect relationships with supporting evidence, and solving problems through logical reasoning. The research employed a descriptive qualitative analysis method, utilizing tests, surveys, and document analysis as instruments. The study involved 40 fifth-semester students from the English Education Department enrolled in an Advanced Writing course. Authentic assessment was implemented in the context of expository writing, specifically problem-solution essays, with a focus on (1) formulating relevant and critical issues and arguments, (2) establishing clear and logical connections between ideas, and (3) presenting multiple solutions supported by sound reasoning. The findings indicate that students' average performance in writing expository texts reached a score of 78, classified as high or good. Given its advantages, authentic assessment is strongly recommended in teaching and learning. It offers several benefits, including (a) promoting students creative and critical thinking abilities, (b) enabling them to construct meaningful learning experiences by selecting and organizing relevant responses through situational analysis, and (c) integrating instructional, learning, and assessment activities. Furthermore, for students, authentic assessment significantly enhances academic writing proficiency and productivity, equipping them with essential skills for handling more complex tasks in real-world contexts.
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Noldy Pelenkahu; Muhammad Ilham Ali; Devilito Prasetyo Tatipang; Ceisy Nita Wuntu; Olga Anneke Rorintulus
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35832

Abstract

This study utilized Kemmis et al.s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.
REFINING SCHOLARLY ARGUMENTS: THE ROLE OF TOULMIN’S QUALIFIERS AND REBUTTALS IN MASTER’S STUDENTS’ RESEARCH ARTICLES IN SINTA JOURNALS Frisca Clara Wilar; Swita Wulan Kumaat; Olga Rorintulus
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.15358

Abstract

Academic writing requires argumentative patterns to make it strongly appeal to readers. One argumentative pattern frequently used by writers is the Toulmin Argument Pattern. Some basic elements of the Toulmin Argument Pattern, such as Claim, Data, and Warrant, are often found in academic writing and articles, but many also neglect additional elements, such as qualifiers and rebuttals, so that the writing is not balanced. This article analyzes how Toulmin's additional elements, such as qualifications and rebuttals, strengthen the structure of an article, making it more complete, balanced, and complete, and thus more widely accepted by readers. Using a descriptive qualitative design, this study analyzed three articles written by Indonesian master's students in the 4-indexed Sinta Journal, using the Toulmin Argument Pattern (TAP) as a diagnostic framework. The results revealed and demonstrated that 100% of the articles analyzed by master's students successfully integrated qualifications and rebuttals. The use of these elements correlated significantly with higher quality argumentation, indicating greater rhetorical precision and dialectical balance. The study concludes that master's students demonstrate a developed awareness of rhetorical precision, utilizing qualifiers to limit overgeneralization and rebuttals to anticipate counter-arguments. These results suggest that Toulmin’s model is an effective diagnostic tool and should be explicitly integrated into academic writing curricula to bridge the gap between undergraduate and master's student writing proficiency.
Pengajaran Bahasa Inggris melalui Role Playing pada Siswa-Siswa SMP Negeri 1 Kauditan Olga Rorintulus; Sabrina Wardatul Jannah Husain; Rae Shella Tivani Mareta
JURNAL ABDIMAS MADUMA Vol. 4 No. 3 (2025): Oktober, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jam.v4i3.536

Abstract

Modifikasi dalam pendidikan bahasa Inggris di Indonesia membutuhkan pendekatan komunikatif yang meningkatkan kepercayaan diri dalam keterampilan berbicara. Namun demikian, pembelajar bahasa asing, khususnya remaja sering menghadapi tantangan dalam keterampilan berbicara akibat kecemasan, keterbatasan kosakata, dan kurangnya kesempatan untuk berinteraksi. Tujuan dari kegiatan Pengabdian Masyarakat ini adalah untuk meningkatkan kelancaran berbicara, meningkatkan kepercayaan diri dalam berkomunikasi, menguasai kosakata fungsional, meningkatkan kejelasan pengucapan dan intonasi, serta mengurangi kecemasan berbicara di kalangan siswa SMP Negeri 1 Kauditan melalui penerapan ‘Role Playing’. Intervensi dilakukan dalam tiga siklus (teater pembaca, simulasi terfokus, dan pertunjukan mini) menggunakan desain kualitatif dengan observasi partisipan, catatn refleksi, diskusi kelompok, dan wawancara guru. Hasilnya menunjukkan bahwa sujaran siswa lebih Panjang dan lancer, kepercayaan diri meningkat, penggunaan kosakata fungsional menjadi lebih konsisten, dan menurunnya.  kecemasan berbicara pengucapan dan intonasi membaik terutama pada item leksikal yang sering didaur ulang, meskipun sesi lanjutan masih diperlukan. Keluaran konkret meliputi naskah permainan peran, rubrik penilaian lisan, panduan refleksi, kartu bahasa, dan video kinerja. Kesimpulannya, ‘Role Playing’ yang dirancang secara kolaboratif berdasarkan narasi klasik menunjukkan efektivitas dalam mencapai tujuan pembelajaran komunikatif dan dapat direplikasi dengan penekanan yang lebih besar pada pelatihan pelafalan, kalibrasi penilai, dan meminimalkan ketergantungan pada kartu Bahasa. Kata Kunci : Pengabdian kepada Masyarakat; Role Playing; Keterampilan Berbicara
Co-Authors Ade Sulfaida Suaib Ladia Aditya Brayen Maramis Agustinus Nai Aki Ali, Muhammad Ilham Aprillya Alwien Suoth Aprillya Alwien Suoth Bandu, Magtira Blessy Wilar BR Surbakti, Jastri Yani Ceisy Nita Wuntu Dai, Kevin Delli Sabudu Devilito Prasetyo Tatipang Elsinta C. Lumi Elsinta Cristiani Lumi Ermilaty Silya Runtukahu Feibriany Fabiola Valenchia Mewoh Fitra, Muh. Al Fachrizah Fivy Andries Frendly N. W Wantah Frisca Clara Wilar Gabriel Frans Wagey Geral Pratasik Gloria Aprilli Makalew Herlina - Usman Ignatius Javier C. Tuerah Imelda Lolowang Imelda Lolowang Injili Aruperes Jean Motoh Jeksen Fillan Nani Jenie Posumah JESSICA K TUNGKA, juliana Ilyas Juniva J. Mangundap Juniva J. Mangundap Karwur, Vieren Gloryan Keren Walanda Kevin Dai Lengkoan, Fergina Lolowang, Imelda S. Lumi, Elsinta C. Maissy Jearmita Manuas Maissy Jearmita Manuas Mamahani, Serafim Mangundap, Juniva J. Manuas, Maissy Manuas, Maissy J. Merlin M. Maukar Merlin M. Maukar Michelle Rachel Lontaan Misgter Gidion Maru Muh. Al Fachrizah Fitra Muhammad Ilham Ali Nanlohy, Olivia Noldy - Pelenkahu Noldy Pelenkahu Noldy Pelenkahu Nurmaisyah Nurmaisyah Nurmaisyah, Nurmaisyah Nurmin Samola Olivia Nanlohy Onibala, Ralf Paputungan, Vennalizha S. Pendong, Richard Pingkan Windy Runtukahu Prawidya Y. Sigar Pritania Mokalu Rae Shella Tivani Mareta Sabrina Wardatul Jannah Husain Sanerita T. Olii Sarah Kamagi Subhan Rahmat Sulfany Tineh Swita Wulan Kumaat Thesalonika G P Kumaunang Thesalonika Kumaunang Tini Mogea Utari Onthoni Villareal Mamengko Y. Sigar , Prawidya Yolanda Singal Zendy Talumepa