Garuda - Garba Rujukan Digital

Dwelling Into the Realm of Self-Regulated Learning within Students Stories in Extensive Reading Activities Bimo Teguh Prasetyanto; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3256

This research aimed to discover students’ choice of actions of self-regulated learning in doing Extensive Reading (ER) activities. It also attempted to describe students’ experiences from their perspective on their self-regulated learning capability. Three students in English Education Department aged early 20s who had finished their ER course were interviewed, and their narratives were taken as the data of the research. Their stories were garnered to provide insights on how they regulated themselves in the ER activities and how they perceiveed their the experiences. The findings of this study showed that students with different levels of self-regulated learning capability chose different actions in response to the ER activities. Overlaps and development of action choices could occur among students despite their unique and different self-regulated learning capabilities. The last phase of self-regulated learning also had crucial effects on the students’ self-regulated learning capability.

A Pre-Service Teacher's Voice on the Challenges of Google Docs-Based Collaborative Writing Ilaisya Zanua Terry; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4152

The present study recollected a pre-service teacher’s experience in bringing a Web 2.0 tool, Google Docs, for the first time to teach eight junior high school students to write a descriptive text collaboratively in an online environment with the objective of digging in its challenges and eventually reported them in the form of an autobiographical narrative research. Self-study was adopted to gain better understanding about ourselves as educators. The author of this study was a pre-service teacher who is also an English tutor. She is a native speaker of Indonesia and a non-native speaker of English. The data was drawn from various sources to address the trustworthiness of this study. The main data was taken from journal entries the author kept for a period of two months when planning, implementing, and evaluating Google Docs-Based collaborative writing (CW). The other data was derived from artefacts that the pre-service teacher collected during the online teaching and learning process such as a video recording when she explained the lesson, screenshots of casual chatting between her and her students, screenshots of students’ collaborative writing process on Google Docs, and students’ works. The data was examined to identify recurring and salient themes. The results revealed seven challenges found by a pre-service teacher when teaching with Google Docs-based collaborative writing.

Exploring Student’s Learning Enjoyment and Vocabulary Mastery in Digital Game-Based Learning Experience: A Narrative Inquiry Anisa Pratiwi; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.4743

Digital Game-Based Learning has gained numerous attentions among researchers and educators for its fun-learning concept that promotes learners’ enjoyment. The present study explicates two things: the learning enjoyment reported by EFL learners based on Fu et al., (2009) ’s EGameFlow and the impacts on EFL learners’ vocabulary mastery based on Nation’s (2001) concept, while playing games. This study involved an Indonesian EFL learner who is also an active digital game player. Narrative Inquiry methods were applied to present the findings. Thus, observations, learner’s reflection diary, interviews, and artifacts are involved in the data analysis. The results showed that 6 out of 8 dimensions of EGameFlow emerged, and vocabulary mastery was achieved through Nation’s (2001) concept—along with 78 new words and phrases learned. Furthermore, by looking deep into the participant’s stories, the findings also generate meaningful implications for vocabulary learning and learning enjoyment in digital game-based learning.

Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review Nur Arifah Drajati; Dewi Rochsantiningsih; Dewi Cahyaningrum; Ellisa Indriyani Putri Handayani; Endah Kurtianti
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2872

This review of the literature gives an overview of how technology has been incorporated into ESL/EFL peer review over the last two decades. Eight peer-reviewed articles contextualized in L2 writing classes were reviewed, capitalizing on Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2010 procedures. This study applied Lai's (2010) three dimensions (perception, process, and product) to classify constructs in research papers. Students favoured integrating technology into peer review as they recognized the significance of giving and receiving peer reviews. Since their teachers did not actively intervene during their interactions, it was convenient for them to exchange and negotiate the reviews. Peer review could therefore encourage their autonomous learning. Concerning the results of the review, they made more comments that were revision-oriented and addressed global issues. The implications for future research are twofold. Pedagogically, teachers should thoroughly prepare their students for integrating new technology into peer-review writing instruction. Effective computerized peer interaction can only occur with teachers' guidance and supervision and the technology's user-friendliness. Practically, teachers can show students proper response rhetoric examples and instruct them on how to create the most valuable, pertinent, and use peer reviews to inform the next revision and useful online comments. Further, the ability to generate qualified feedback is a crucial graduate skill, and as such, higher education curricula should devote far more attention.

Unveiling Multidimensional Meanings: A Critical Analysis of Jungkook's "3D" Lyrics Using Fairclough's CDA Theory and Butler's Sexual Performativity Theory Ellisa Indriyani Putri Handayani; Dewi Cahyaningrum; Sumarlam Sumarlam
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3635

This article offers a in depth study of the lyrics of BTS's song "3D," employing Judith Butler's theory of gender performativity and Norman Fairclough's Critical Discourse Analysis as the research’s approaches. The study investigates how the song deviates from traditional masculine narratives by integrating components of worry and compassion into its portrayal of masculinity, offering an alternative conceptual framework for understanding gender roles. The findings highlight the role of the song in both support and questioning established gender standards, so illustrating the significant influence of media on the formation of masculinity. This study is limited to single song lyrics. It is necessary for further exploration into the portrayal of gender in media through diverse methodologies and active engagement with fan perspectives. This piece holds significant academic value as it contributes to the understanding of gender portrayal in media and its impact on societal gender norms.

The Evolution of English Morphemes: Sociocultural Perspectives and Future Trajectories Ellisa Indriyani Putri Handayani; Agus Hari Wibowo
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3872

This research observes at how English morphology changes over time, focused on the changes that happen because of new technologies and social upheavals. This study looks at some important issues related to how cultural changes can affect certain morphological patterns and what might happen in the future with the origins of English words. In this project, a qualitative study method is used to look into language data from academic discourse, digital media, and patterns of communication around the world. The results make clear three important events: the rise of neologisms caused by new technologies; the spread of digital communication morphemes; and the effect of global English on morphological structures. As part of this discussion, these facts are looked at, and it is shown that globalization and digitization encourage morphological innovation, which finally leads to the fast adoption of new morphemes. Another thing it looks at is how these changes affect and show the users' linguistic and cultural traits. The paper comes to the conclusion that English grammatical rules are changing because of how language and social interactions work together. It stresses the need for more research into how important this is for teaching languages and making policy, as well as how computer linguistics can be used to track changes in language in real time.

Syntax Acquisition in Children: Developmental Patterns and Cognitive Processes Ellisa Indriyani Putri Handayani; Agus Hari Wibowo
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4223

This research looks into the complicated steps kids take to learn grammar, focusing on how socioeconomic status (SES), being bilingual, and getting help early on affect this process. The introduction shows how important it is to understand how syntax develops in order to make educational practices more effective and open to everyone. To test syntactic learning, the method uses a mix of experimental, quasi-experimental, and naturalistic observation methods. Structured experiments and longitudinal studies are two important ways to study language development over time. Structured experiments control variables and measure syntactic knowledge and production. The results show that SES has a big effect on how syntax develops, with environments with higher SES giving stronger linguistic input. When learning grammar, being bilingual can be both hard and helpful, depending on how old you are when you start learning and how often you use the language. Children who are at risk of language delays gain a lot from early interventions, especially those that focus on improving phonological awareness and vocabulary. The talk makes it clear that early and focused interventions are needed to reduce differences in outcomes based on socioeconomic status and improve the development of syntax in both bilingual and monolingual children. The results support using research-based linguistic knowledge in the classroom to help all students do better with language, but especially those who have developmental language problems.

Gender Representation In The English Textbook: “My Next Words” For Fourth-Grade Students Reviana Azzahra Karsena; Ellisa Indriyani Putri Handayani
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4443

This study was aimed to investigate gender representation in an English Textbook entitled Student’s Book My Next Words for Elementary School which published by The Republic of Indonesia’s Ministry of Education and Culture in 2021 and students opinion related gender equality. This study used a qualitative research with content analysis design. Porecca’ (1984) framework was adopted for analyzing the female and male representation in the English textbook: omission (the ratio of females to males) in texts and illustrations, firstness, occupational visibility, noun, masculine generic construction, and adjective. The result of gender omission is not too high with the average ratio of females to male 1:1.03. For social dominance was not found in the textbook. The result of this study from the variants of firstness, occupation, noun, and masculine generic for males are varier than for females. Some stereotypes were found such as cooking for females’ activity and the breadwinner role for males. A limitation of the study is this research focuses on one textbook only. Thus, this study can’t be generalized. For this purpose, another study with a larger sample would be required a deeper analysis of the picture of the EFL textbook.

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