Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Paradigm: Journal of Language and Literary Studies LILICS
Mira Shartika
UIN Maulana Malik Ibrahim Malang
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
THE INTEGRATION OF ISLAMIC VALUES IN THE DEVELOPMENT OF LISTENING COURSE MATERIALS Mazroatul Ishlahiyah; Mira Shartika
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 4 No 01 (2020): Klausa Vol. 4 No. 1 Year 2020
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (784.209 KB) | DOI: 10.33479/klausa.v4i01.291

Abstract

Despite the fact that material development has been widely discussed and reported in the area of English Language Teaching, there is not much empirical evidence available so far that addresses material development in listening, especially in Indonesian context. To fill this gap, the writers examined the result of material development that includes the integration of Islamic values in some units of Nunan’s Listen in 1 book. Employing Dick, Carey, & Carey model of Research and Development design, the article exhibits the integration of Islamic values in the activities of warming up, main, and reflective, and game. The result of the study requires further research on material development, particularly on the creation of further material and audio developments.
TEXTUAL ENHANCEMENT: THE EFFICACY OF PROMOTING NOUN PHRASE ACQUISITION Mira Shartika; Mazroatul Ishlahiyah
PARADIGM: Journal of Language and Literary Studies Vol 1, No 2 (2018): Paradigm: Journal of Language and Literary Studies
Publisher : English Letter Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v1i2.10100

Abstract

This study investigated the improvement of students' abilities in identifying forms of noun phrases through textual enhancement, the difference in results between the high and low achievers in identifying forms of noun phrases through textual enhancement, and the relationship between textual enhancement and the ability of students who have high and low grades in identifying forms of noun phrases. The quantitative design was applied in order to obtain information. The project involved 44 EFL learners taking Intermediate English Grammar subject in one of Islamic universities in Malang, Indonesia. The participants were divided into 2 classes consisting of high and low achievers. The high achievers were the experiment group, and the low achievers were the control group. The results revealed that there was significant difference in the students’ achievement in noun phrase acquisition between those who were taught by using textual enhancement (experimental group) and those who were taught by not using textual enhancement (control group). Second, there was significant different achievement between the high achievers and the low achievers of control and experimental group in learning noun phrase. Finally, there was an interaction found between Textual Enhancement (TE) and students’ initial abilities (high achievers and low achievers).
Metadiscourse Analysis in Essays on the Hagia Sophia Reconversion Wikasmara, Pranata; Shartika, Mira
Journal of Literature, Linguistics, & Cultural Studies Vol 3 No 2 (2024): Journal of Literature, Linguistics, and Cultural Studies (LILICS)
Publisher : English Literature Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lilics.v3i2.9960

Abstract

This study investigated the use of metadiscourse markers in essays discussing the reconversion of Hagia Sophia from a museum to a mosque. By analyzing various essays, the research aimed to identify the most commonly used metadiscourse markers to understand how they contribute to the clarity and strength of the arguments presented using the qualitative method and Hyland's metadiscourse markers (2005). The findings revealed that interactive markers, such as transitions and frame markers, were widely used and effectively helped organize discourse in the essays. Meanwhile, interactional markers, such as hedging and boosters, were frequently employed to engage readers and emphasize key points. Additionally, the study found that authors supporting the reconversion of Hagia Sophia used metadiscourse to reinforce historical and religious narratives, while opponents focused on cultural heritage and secularism. The analysis of this study showed that metadiscourse shaped public discourse on controversial issues. The study also highlighted the significant role of metadiscourse in enhancing academic writing and suggests further research into multilingual and digital discourse contexts. Such research could provide more comprehensive insights into effective communication strategies, especially in discussions of globally significant and controversial issues. The study concluded that metadiscourse is essential for strengthening arguments and clarifying the author's position in sensitive and complex public debates, making it highly relevant in modern communication.
Co-Authors Mazroatul Ishlahiyah Wikasmara, Pranata