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All Journal Lingua Scientia Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Englisia Journal English and Literature Journal Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Ilmiah Lingua Idea Linguistic, English Education and Art (LEEA) Journal Globish: An English-Indonesian Journal for English, Education, and Culture Research and Innovation in Language Learning JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Language Teaching Innovations and Materials (Jeltim) REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies Klasikal: Journal of Education, Language Teaching and Science UTAMAX : Journal of Ultimate Research and Trends in Education Journal of English Education Program (JEEP) Metafora: Jurnal Pembelajaran Bahasa Dan Sastra LETS: Journal of Linguistics and English Teaching Studies Linguistic, English Education and Art (LEEA) Journal Kompetensi: Jurnal Bahasa Dan Seni JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education Metonimia: Jurnal Sastra dan Pendidikan Kesusastraan E-CLUE Journal of English Culture, Language, Literature and Education Edumaspul: Jurnal Pendidikan
Devilito Prasetyo Tatipang
Univeristas Negeri Manado
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Moral and Democratic Society System in Twain’s The Man Who Corrupted Hadleyburg Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo
Jurnal Lingua Idea Vol 14 No 2 (2023): December 2023
Publisher : Faculty of Humanities, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jli.2023.14.2.8560

Abstract

This article sought to explore moral and democratic society systems within Mark Twain's short story "The Man That Corrupted Hadleyburg" using a descriptive methodology. The source of data in this research was the text of the short story itself, while to support the data, the writers encompassed relevant information related to the research, including literary theory and sociological perspectives on literature. The data collection process involved in-depth reading, transcription of pertinent quotations from the story to support the research, and systematic categorization. Through genetic structuralism as the analytical framework, this study revealed the moral criticism and democratic society system as the central themes, manifesting through key characters such as Edward Richard, Reverend Burgess, and other supporting figures. In Twain's "The Man Who Corrupted Hadleyburg," a profound exploration of moral criticism and democratic societal systems unfolds. The narrative delves into the intricacies of character morality, exposing the vulnerabilities of individuals and the democratic decision-making processes within the framework of Hadleyburg's society. The reactions of Hadleyburg's residents to the sudden influx of gold served as a noteworthy concluding point, shedding light on the broader societal implications within the narrative. In essence, this research illuminates the multifaceted layers of social criticism embedded in "The Man That Corrupted Hadleyburg," offering a nuanced understanding of the moral, societal, and individual dimensions explored by Mark Twain in this literary work.
Unraveling Disillusionment: An Examination of Ernest Hemingway’s The Sun Also Rises Ali, Muhammad Ilham; Wuntu, Ceisy Nita; Tatipang, Devilito Prasetyo
Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Vol 11, No 1 (2024): April
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/mtf.v11i1.21334

Abstract

This research aims to analyze the disappointment felt by the characters in the novel using an objective approach with a qualitative descriptive method. In this method, the researcher collects data from the novel in the form of quotations in the novel by summarizing accurate data, such as facts in the story and character depictions that describe disappointment. After the data is analyzed, the discussion of this journal includes the characters in The Sun Also Rises and how they experience disappointment due to war and socio-political upheaval at that time. The results of this study show that the concept of disillusionment in The Sun Also Rises can be well understood, it is the researcher's finding that the expression of a deep sense of disillusionment that permeates the lives of the characters, stemming from the impact of World War I and the Lost Generation's search for meaning and purpose. The researchers also have uncovered the profound sense of disillusionment that pervades the characters' lives, stemming from the aftermath of World War I and the Lost Generation's search for meaning and purpose.
Easing the rules of health protocols: A critical discourse analysis of Indonesian president’s speech on Covid-19 handling in 2022 Liando, Nihta V. F.; Tatipang, Devilito Prasetyo; Rorimpandey, Rinny; Karisi, Yofri
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.13755

Abstract

The president is the icon of the number one person in a country, and the position of president is the highest position that allows him to always communicate with the public, namely making public speeches. The understanding of the listeners or the public towards the speech delivered by the president allows misunderstandings to arise in interpreting the meaning it contains, both implied and expressed. Therefore, it is very necessary to have a critical discourse analysis of what the president conveys in general. For this reason, the purpose of this research is to analyze the macro structure, superstructure, and micro structure contained in the text of the president's speech, as well as to reveal the implied intent of the president who put forward a statement in relation to action, context, history, power, and ideology. In addition, because the essence of the research is to describe in detail, the method used is qualitative with the principle of critical discourse analysis from Van Djik. Furthermore, the speech delivered by President Joko Widodo, which was delivered online on the metrotvnews youtube channel on May 19, 2022, was used as the object of this research. By applying the techniques of documentation, observation, systematic recording, literature study and listening to the data and research objects, the results show that the researcher found three dimensions of critical discourse analysis in speech texts, namely macro structure, supra structure, and micro structure. The characteristics of critical discourse analysis found in news texts are action, context, history, power, and ideology. In addition, five implied intentions were also found in the video that was shown online
The Interplay Among AI, Language Research, and Academic Publishing: A Systematic Review of Trends and Future Directions Tatipang, Devilito P.; Pontillas, Marlon S.; Alrajafi, Gali; Rovikasari, Mala; Ndruru, Falentinus
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.4602

Abstract

The transformative role of Artificial Intelligence (AI) in language research and academic publishing has garnered significant attention in recent years. This systematic review explores the interplay among AI, language research, and academic publishing, focusing on trends, challenges, opportunities, and future directions. A total of 30 peer-reviewed articles published between 2020 to 2024 were analyzed using PRISMA guidelines to ensure comprehensive coverage. Findings reveal that AI technologies such as Natural Language Processing (NLP), machine translation, and automated peer-review systems are revolutionizing methodologies in linguistic studies and scholarly dissemination. While the adoption of AI presents numerous opportunities such as enhanced accessibility, increased efficiency, and advanced linguistic analysis it also raises challenges. Key concerns include ethical issues, data privacy, biases in AI algorithms, and resistance to adoption due to fears of over-reliance on automation. Additionally, the future of AI in these domains points to exciting possibilities, including ethical AI development, generative AI’s role in redefining authorship, and the integration of AI literacy into academic training. This review contributes to the growing discourse by mapping current trends and identifying gaps in research, offering actionable recommendations for stakeholders. It underscores the need for responsible and inclusive AI practices to harness its potential fully, ensuring sustainable advancements in language research and academic publishing.
Graduate Students Perceptions Toward the Integration of Heutagogy Approach in Material Development Class Tatipang, Devilito Prasetyo; Fitra, Muh. Al Fachrizah; Nur, Sahril
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.4597

Abstract

This study investigates graduate students' perspectives on integrating the heutagogical approach in a Material Development course, emphasizing its effects on engagement, critical thinking, skill acquisition, and real-world applicability. Heutagogy, or self-determined learning, prioritizes learner autonomy, critical reflection, and the flexibility to tailor learning strategies to individual needs. The research employs a descriptive qualitative design, utilizing Likert-scale questionnaires and interviews to collect data from 15 doctoral students, with five selected for in-depth discussions. Findings indicate that most participants consider heutagogy highly effective in promoting self-directed learning and creativity in material development. Notably, 73% strongly believe this approach will benefit their academic and professional futures, demonstrating its relevance to evolving trends in educational material creation. Additionally, 67% feel confident in their ability to innovate and adapt, while 53% recognize its role in developing transferable skills for interdisciplinary projects. Furthermore, 80% affirm that heutagogy is well-suited for doctoral-level education, reinforcing its value in advanced academic settings. Despite these positive outcomes, challenges remain, particularly regarding students' confidence in mentoring others through heutagogical methods. This underscores the need for further investigation into peer-learning and mentorship strategies within this framework. Overall, the study highlights heutagogy’s effectiveness in fostering critical thinking and adaptability in higher education.
EFL Students’ Perceptions of the Effective English Teacher Characteristics Tatipang, Devilito Prasetyo; Manuas, Maissy J.; Wuntu, Ceisy Nita; Rorintulus, Olga A.; Lengkoan, Fergina
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 1 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.45709

Abstract

This study aimed to analyze EFL students' perceptions of the characteristics of the English language teachers and find out whether there is any difference in the student perceptions of the characteristics of effective English teachers based on gender. This study is quantitative. The research design used in this study is the descriptive and comparative research design. The descriptive design was used because the purpose is to examine and describe the students' perceptions of the characteristics of effective English language teachers. The questionnaires also consist of the respondents' profiles such as gender and 24 modified items of questions regarding students' perceptions of the characteristics of effective English teachers.  This study involved 120 respondents from grade 11 of science, social, and Language class. The results of this study showed that students' perceptions of the characteristics of effective English teachers were found to be high involvement since the mean score was 3.08. The result of this study also found that there was no significant difference in the EFL Students' perceptions of the characteristics of effective English teachers based on gender since the result got p= 0.018. Another result of this study found that socio-affective skills are the distinctive characteristic that teachers must have to call an effective English teacher since the mean score was 3.45.
Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing: English Ratu, Donal Matheos; Nurhayati , Nurhayati; Ratni, Ni Putu; Nurmaisyah, Nurmaisyah; Rantung, Ruly; Kojongian, Prilimercy Lingkan; Tatipang, Devilito Prasetyo
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.25037

Abstract

In response to the pedagogical shift toward more authentic and student-centered learning in higher education, this study investigates the integration of Project-Based Learning (PjBL) in teaching academic writing to English education students in Indonesia. While PjBL has been recognized for fostering collaboration and critical thinking, limited research has explored how students behaviorally, emotionally, and cognitively respond to its implementation in writing instruction. Addressing this gap, a qualitative case study was conducted involving twenty university students who participated in a semester-long PjBL-based writing course. Drawing on data from observations, interviews, and document analysis involving twenty English education students, this study reveals three key findings. Behaviorally, students demonstrated active participation, leadership, and collaborative responsibility, supported by structured peer roles and group accountability mechanisms, although a few exhibited passive involvements due to unequal workload distribution. Emotionally, most students experienced enthusiasm and a sense of accomplishment, particularly during topic selection and final submission, but some expressed anxiety related to public presentation and frustration over imbalanced team contributions. Cognitively, students showed marked improvements in brainstorming, organizing arguments, and revising drafts, guided by visual tools, feedback, and reflective journaling, which enhanced their critical thinking and writing cohesion. These findings highlight PjBL as a transformative pedagogy that fosters technical skills, autonomy, emotional resilience, and cognitive engagement. By offering an integrated view of students’ experiences, the study advocates for strategies that support collaboration, emotional support, and metacognitive awareness in academic writing, with broader implications for advancing student-centered learning in higher education.  
Mobile Assisted-Based Learning in Teaching Literature: Raising Students’ Environmental Awareness and Appreciation in EFL Classroom Wuntu, Ceisy Nita; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Rorintulus, Olga A.; Manuas, Maissy
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.34335

Abstract

Teaching literature enhances sensitivity to life's values across diverse cultural expressions, while culturally grounded English aims to instill an appreciation for these values. Environmental themes in literary works underscore safety and sustainability and promote public awareness and appreciation for environmental preservation. The article explores how mobile-assisted learning can enhance students' understanding and appreciation of environmental themes in literature within the context of English as a Foreign Language (EFL) classrooms. This study is qualitative research, using semi-structured interviews and questionnaires as the instruments by which the data were collected. Involving 32 English Education Department students, this study presents information about mobile-assisted learning (MAL) applications in teaching literature. As a result, through the MAL model, students engage in various activities in the classroom, such as reading, writing, discussing, and presenting ideas. Students' enthusiasm indicates their deep understanding of the effectiveness of the MAL learning model for visual attraction and clarity. It provides visual information about the dangerous effects of environmental damage. This could be seen in their responses to sadness, worry, anxiety, and anger. Further research could use this finding as a new starting point to explore specific mobile apps' effectiveness, long-term impacts on literary awareness and appreciation, comparative studies across different age groups, and the role of teacher facilitation in mobile-assisted EFL literature instruction.
Curriculum Reform Meets Classroom Realities: Selected Indonesian Teachers’ Perspectives on the Merdeka Curriculum Kumayas, Tirza; Luntungan, Grace Shirley; Arsai, Alfons Napoleon; Tatipang, Devilito Prasetyo
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 1 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/5x19dj04

Abstract

The introduction of the Merdeka Curriculum marks a transformative shift in Indonesia’s English Language Teaching (ELT) landscape by promoting flexibility, student-centered learning, and project-based approaches. However, the success of such curriculum reform relies heavily on how teachers, as frontline implementers, perceive, adapt, and navigate its complexities in diverse classroom realities. Addressing a critical gap in existing research that predominantly focuses on policy-level analysis, this qualitative case study investigates the lived experiences, perceptions, and coping strategies of Indonesian ELT educators amidst the early stages of Merdeka Curriculum implementation. Drawing on Fullan’s theory of educational change, data were gathered through semi-structured interviews, classroom observations, and document analysis involving 20 English teachers, 30 students, and 10 administrators across rural, suburban, and urban settings. Thematic analysis revealed that while the curriculum fosters innovation and autonomy, teachers face significant constraints including insufficient training, technological inequity, and excessive administrative demands. Despite these challenges, educators expressed strong support for student-centered instruction, multimedia integration, and skill development emphasizing communication and critical thinking. This study contributes uniquely by offering context-specific insights into teacher agency within systemic constraints, advocating for equitable resource allocation, professional development, and collaborative policy feedback mechanisms. By amplifying teacher voices, this research not only informs national curriculum design but also engages in broader global conversations on curriculum autonomy, pedagogical reform, and the essential role of teachers in enacting meaningful educational transformation.
AI-DRIVEN EDUCATIONAL INTERVENTIONS: HARNESSING ARTIFICIAL INTELLIGENT TO FOSTER LIFELONG LEARNING (A SYSTEMATIC INVESTIGATION) Liando, Nihta V. F.; Tatipang, Devilito Prasetyo; Budiman, Jeihn N. C.; Ganap, Nindy N.; Lengkoan, Fergina
Lingua Scientia Vol. 32 No. 1 (2025)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v32i1.97633

Abstract

This systematic investigation delves into the integration of artificial intelligence (AI) into educational interventions with the aim of fostering lifelong learning. The study examines the efficacy of AI-driven educational interventions, addressing key challenges and ethical considerations associated with their implementation, and proposing mitigation strategies. Drawing insights from a systematic review, the research highlights the transformative potential of AI technologies in promoting lifelong learning outcomes, including increased learner engagement, enhanced knowledge retention, and improved skill acquisition. However, the investigation also uncovers challenges such as disparities in access to AI-powered learning tools, algorithmic bias and discrimination, concerns about data privacy and security, and the potential depersonalization of education. Mitigation strategies are proposed to address these challenges, including investing in infrastructure and resources for equitable access, implementing transparent data collection and reporting practices, and fostering a human-centered approach to AI in education. By prioritizing ethical principles and values, stakeholders can harness the benefits of AI-driven educational interventions while safeguarding learners' privacy, autonomy, and well-being. The findings of this investigation contribute to the ongoing discourse on the responsible integration of AI into lifelong learning frameworks, providing insights and recommendations for educators, policymakers, and technology developers striving to create inclusive and equitable learning environments in the digital age.
Co-Authors Adolfina M. S. Moybeka Ali, Muhammad I. Ali, Muhammad Ilham Alrajafi, Gali Andreas Lalogiroth Andreas Lalogiroth Aprillya A. Suoth Aprillya Alwien Suoth Arsai, Alfons Napoleon Asrifan, Andi Aswat, Fajar Blessy Wilar Budiman, Jeihn N. C. Ceisy Nita Wuntu Ceisy Nita Wuntu Dallyono, Ruswan Dina Amaliyah Mushthoza Donal Mateos Ratu Elizabeth Z. Oroh Fergina Lengkoan Fergina Lengkoan Fergina Lengkoan Fitra, Muh. Al Fachrizah Fivy Andries Geminastiti Sakkir Geral Pratasik Grace Shirley Luntungan Grandy Tamboto Herminus Efrando Pabur Imelda Lolowang Imelda S. Lolowang Irwan, Anas Ishak Iskandar Iskandar Iskandar ISMAIL ,, ISMAIL Ismail Ismail Jeihn Novita Jein, Maniku Kandati, Susi P. Karisi, Yofri Khalifatun Saudah Lengkoan, Fergina Liando, Nihta Vera Frelly Maissy J. Manuas Maissy Jearmita Manuas Maissy Manuas Manuas, Maissy Manuas, Maissy J. Manuas, Maissy Jearmita Maria Poluan Merlin M. Maukar Moybeka, Adolfina M. S. Muhammad Ilham Ali Murni Mahmud Mushthoza, Dina Amaliyah Nasution, Riandry Fadilah Ndruru, Falentinus Ni Putu Juliani Lestari Dewi Nihta Vera Frelly Liando Nindy N. Ganap Noldy Pelenkahu Nur Syariatin Nurhayati Nurhayati Nurmaisyah, Nurmaisyah Olga Anneke Rorintulus Olga Rorintulus Pontillas, Marlon S Pontillas, Marlon S. Pratasik, Geral Prilimercy E. Kojongian Pritania Mokalu Ratni, Ni Putu Riandry Fadilah Nasution Rinny Rorimpandey Rinny Rorimpandey Rovikasari, Mala Ruly Rantung Sabrina Wardatul Jannah Husain Sahril Nur Sukardi Weda, Sukardi Sulfany Tineh Susi P. Kandati Syahrullah Syahrullah Syariatin, Nur Syarifuddin Dollah Tineh, Sulfany Tirza A Kumayas Triesye A. Laloan Yapi Henri Wongkar