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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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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 Vol 10 No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry 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
Toward AI"‘Infused ELT in the Indonesian Context: A Needs Analysis for a Digital"‘Literacy Course Tatipang, Devilito Prasetyo; Iskandar, Iskandar; Alrajafi, Gali; Liando, Nihta Vera Frelly; Wuntu, Ceisy Nita; Budiman, Jeihn; Ganap, Nindy Nource
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93783

Abstract

This study explores the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) and its impact on enhancing students"™ digital skills, specifically within the context of digital literacy. Utilizing a questionnaire and interviews with students, the research examines perceptions regarding the necessity and relevance of AI in digital literacy learning. Findings indicate that a significant majority of students recognize the benefits of AI, including improved digital literacy, increased confidence in understanding technology, enhanced critical thinking skills, and greater creativity. Specifically, 64% of respondents reported that AI usage helps them improve their digital literacy skills, while 60% expressed heightened confidence in navigating digital technologies. However, challenges remain, with many students noting difficulties in adjusting to AI tools, emphasizing the need for adequate support and training. The results align with existing literature that highlights the potential of AI to personalize learning experiences and foster critical analysis among students. Despite the positive feedback, it is crucial to address the challenges associated with AI integration to ensure that all students can fully benefit from these advancements. Recommendations for educators include developing comprehensive training programs, providing ongoing support, and fostering a learning environment that encourages exploration of AI technologies. Overall, this study underscores the transformative potential of AI in ELT, offering insights into its role in preparing students for the demands of the digital age while highlighting the importance of supportive frameworks for effective implementation.
I am well aware of it, Yet, my Students have to Learn in comfort way: Translanguaging as Mediated English Language Pedagogy Tatipang, Devilito P.; Dollah, Syarifuddin; Weda, Sukardi; Sakkir, Geminastiti; Liando, Nihta V. F.; Lengkoan, Fergina
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (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.v13i2.4598

Abstract

This study examines the practice of translanguaging in English language learning in one of the secondary schools in Manado, which is a multilingual environment with the use of the local language of Manado, Indonesian, and English. The main objective of the study was to understand teachers' beliefs and their translanguaging practices as language mediation strategies that support concept understanding, social interaction, and student motivation. The method used was a case study with three English teachers as participants, collecting data through interviews, observations, and documentation, then analyzed thematically. The findings suggest that translanguaging serves as a cultural and cognitive bridge that facilitates students to understand the material more deeply and strengthen their linguistic identity. Despite concerns about reduced exposure to English due to the use of local languages and Indonesian, teachers use translanguaging strategically to balance learning. The main obstacles found are the limitations of school policies and teacher training that support the implementation of translanguaging. In addition, translanguaging has been shown to increase students' motivation to learn and active participation. This research recommends the development of teacher education and training policies that are responsive to language diversity, as well as the development of a curriculum that accommodates translanguaging as a legitimate learning strategy. This study makes an important contribution to the development of inclusive and contextual English language pedagogy in multilingual classrooms in Indonesia
Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development Rorimpandey, Rinny Suryani; Wongkar, Yapi Henri; Lengkoan, Fergina; Jein, Maniku; Tatipang, Devilito Prasetyo
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/191ac619

Abstract

Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.
What are they exactly? Are they similar or different? A Conceptual and Contextual Insights of Multilingualism and Plurilingualism from Indonesian EFL Classrooms Tatipang, Devilito Prasetyo; Irwan, Anas; Syahrullah, Syahrullah; Aswat, Fajar
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i2.12777

Abstract

This systematic literature review aims to clarify the conceptual distinctions and contextual applications of multilingualism and plurilingualism in Indonesian English as a Foreign Language (EFL) classrooms. The study addresses widespread confusion among educators and policymakers by analyzing 25 high-quality, peer-reviewed studies published between 2021 to 2025. Using rigorous selection criteria and thematic analysis, the review found that multilingualism is typically understood as the coexistence of multiple languages within societies or institutions, while plurilingualism highlights an individual's integrated and dynamic use of multiple languages. Despite Indonesia’s rich linguistic diversity, national policies and curricula have yet to fully adopt plurilingual principles, often favoring strict language separations. Classroom research reveals that language practices are more fluid, with teachers and students frequently combining languages for comprehension and engagement. However, varying teacher beliefs and insufficient training hinder the implementation of effective plurilingual pedagogy. This study underscores the need for clear, shared definitions and improved professional development to bridge the gap between theory, policy, and practice. The findings advocate for policies and teaching approaches that recognize and harness the full linguistic repertoires of learners. Ultimately, this review provides a critical foundation for advancing multilingual education in Indonesia and contributes to global discussions on language pedagogy in multilingual contexts
Project based-injected learning for reading development: A classroom action research in senior EFL classes Liando, Nihta Vera Frelly; Tatipang, Devilito Prasetyo; Ismail, Ismail
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.98983

Abstract

This study investigates the impact of Project-Based Learning (PBL) on enhancing senior high school students’ reading aloud and narrative writing skills in an English as a Foreign Language (EFL) context. Conducted through Classroom Action Research (CAR) over two cycles with 50 students in North Sulawesi, Indonesia, the research applied a randomized class sampling technique. Data were collected using reading aloud assessments, narrative text rubrics, observations, and documentation. Quantitative analysis revealed significant improvements in students’ reading performance across categories including pronunciation, fluidity, volume, and intonation, with the proportion of students rated Excellent increasing notably from Cycle I to Cycle II (e.g., pronunciation from 14% to 34%). Narrative writing scores also rose substantially, with most students achieving mastery-level performance in the second cycle. Qualitative findings indicated heightened student engagement, motivation, and collaboration as a result of the PBL implementation. Challenges remained for a small subset of students with persistent low performance, potentially influenced by individual motivation and linguistic background. The study confirms that PBL effectively promotes active learning and measurable gains in English reading skills, supporting the integration of project-centered activities in EFL classrooms. Pedagogical implications include the need for teachers to design project tasks that foster student autonomy and provide opportunities for meaningful language practice. Future research should explore digital PBL platforms and broader, cross-institutional studies to validate and extend these findings. This research contributes original evidence of PBL’s value in developing both oral and written reading proficiency, offering practical insights for Indonesian EFL education. How to cite this article: Liando, N. F., Tatipang, D. P., & Ismail. (2025). Project based-injected learning for reading development: A classroom action research in senior EFL classes. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 106-130. http://dx.doi.org/10.26418/jeltim.v7i2.98983
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.
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.
The Use of Literature in English as a Foreign Language Teaching and Learning Process: The Relationship and Suggested Techniques to be Used in EFL Classrooms Herminus Efrando Pabur; Ismail ,; Muhammad Ilham Ali; Devilito Prasetyo Tatipang
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6159

Abstract

Literature, in a broad definition, can be defined as a term that denotes works such as drama, poetry, novel, and short story. From an educational point of view, literature can be utilized as a medium for teaching English as a foreign language. This study attempts to suggest the activities that can be used to maximize the prominent role of literature in teaching English skills and describe the relationship between literature and the English teaching and learning process. This study employs the qualitative approach with a library research technique. The data are collected from books and articles in various academic journals. The findings show that the relationship between literature and English teaching and learning is symbiotic and inseparable. Literature does have a really important role in teaching English as a foreign language: literature can be used in developing students’ language skills: listening, speaking, reading, and writing. However, the use of literature in English classes can be fully optimized when accurate methods or techniques are used. This study suggests that the use of literature to enhance students’ language skills has to be done in integration.
TPACK Framework Towards 21st Century’s Pre-Service English Teachers: Opportunities and Challenges in Application Nihta Vera Frelly Liando; Devilito Prasetyo Tatipang; Ceisy Nita Wuntu
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.6479

Abstract

Learning in the 21st century integrates various technological devices in carrying out a whole series of interaction processes between students and teachers with learning resources in a learning environment. Pre-service English teachers in 21st century must have knowledge as well as skills in using various technologies, both traditional and modern to facilitate learning and improve learning outcomes. This article aims to examine, explain and review the development of technological pedagogical and content knowledge (TPACK) for Pre-service English teachers in 21st century, in order to obtain an overview of the opportunities and challenges in implementing TPACK itself in the 21st Century Learning. This article using a systematic review method of books, journal articles, and other documents related to the topic of discussion. All sources were selected based on the publication year that was set, namely 2017-2022 so that accurate and up-to-date data could be obtained. The results of the study found that, TPACK is a new type of knowledge that must be mastered by pre-service English teachers to be able to integrate technology well in learning. TPACK can be used as a framework for designing teacher education curricula that are more in line with the era and demands of 21st century learning
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