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All Journal Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Jurnal CULTURE (Culture, Language, and Literature Review) Journal of Language and Health Indonesian Research Journal on Education Journal of Research in English Language Teaching and Linguistics
khudlori, amin
Universitas Aki
Religion Arts Humanities Chemistry Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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Cultural and Moral Values in Cinderella and Bawang Merah Bawang Putih Budiman, Muhammad Arief; Khudlori, Amin
Indonesian Research Journal on Education Vol. 5 No. 6 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3710

Abstract

Children’s literature plays a crucial role in shaping moral values and reflecting cultural norms. Although many studies have examined individual folktales, limited research directly compares Western and Eastern narratives to understand how cultural contexts shape moral instruction. This study compares the Western folktale Cinderella and the Eastern folktale Bawang Merah Bawang Putih to examine how each story teaches ethics and virtues to children. Using a qualitative comparative analysis, data were collected through textual analysis and a review of relevant literature. Results show that Cinderella emphasizes individual virtue rewarded through external assistance, reflecting Western ideals of personal achievement, while Bawang Merah Bawang Putih highlights moral integrity and the consequences of actions, reflecting Eastern values of communal harmony. By offering a cross-cultural comparison, this study contributes to a deeper understanding of how folktales function as culturally embedded tools for moral education and provides insights for educators and researchers on integrating cultural narratives into ethical instruction.
Item analysis in a psycholinguistics course based on classical test theory using ITEMAN 4.0.2 Putri, Siska Adinda Prabowo; Hariadi, Lucy; Khudlori, Amin
Jurnal CULTURE (Culture, Language, and Literature Review) Vol. 12 No. 2 (2025): Jurnal CULTURE (Culture, Language, and Literature Review)
Publisher : Universitas Aki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53873/culture.v12i2.779

Abstract

This study aims to analyze the quality of test items in a psycholinguistics course using the Classical Test Theory. The data used consisted of 30 students’ responses to 20 multiple-choice test items, which were analyzed using several indicators: difficulty level, discriminatory power, item-total correlation, and instrument reliability. The results showed that most items were in the moderate difficulty category (p = 0.46–0.56), with one item categorized as easy (p = 0.73) and two items as difficult (p = 0.26). The discriminatory power of the majority of items was in the very good category (87.5%–100%), while three items showed lower discriminatory power and required revision. The item-total correlation was generally very high (r = 0.88–0.99), indicating consistency among items, but several items with lower correlations (r < 0.70) suggested possible wording inaccuracies or content inconsistencies. The test’s reliability reached 0.99, indicating very high internal consistency, although this value was influenced by the quite extreme response patterns between the upper and lower groups. Overall, the test instrument was considered good, but several items needed revision, particularly in terms of distractors, difficulty level, and item functionality, to ensure more accurate and representative learning evaluations.
Investigating communicative language teaching through meaning-based tasks and processing strategies to strengthen learners’ oral performance Ahmad Tauchid; Ahmad Muhid; Amin Khudlori; Nenin Astiti Ayunda; Aaron Lee; Choi Jisoo
Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i2.30

Abstract

Developing learners’ oral proficiency remains a persistent issue in EFL settings, where limited opportunities for authentic communication restrict students’ ability to express ideas fluently and confidently. This study investigates how meaning-based communicative tasks, together with learners’ processing tendencies, contribute to measurable improvements in spoken performance. Using a structured pre-test–post-test design, the research involved 30 first-year vocational college students who completed a six-week instructional program consisting of role-plays, information-gap activities, picture-based narratives, and guided opinion exchanges. Data were gathered through standardized oral performance tests administered before and after the intervention and evaluated by trained raters using a rubric assessing fluency, pronunciation, vocabulary, and grammar; instructional logs were maintained to ensure consistency in task delivery. All numerical data were analyzed using SPSS to compare pre-test and post-test scores and to determine the magnitude and significance of performance changes. The findings reveal a clear increase in learners’ oral performance, reflected in smoother delivery, more accurate and varied language use, and stronger coherence in expressing ideas, with learners who demonstrated stronger meaning-focused processing tendencies showing comparatively greater improvement. The study concludes that aligning meaning-based communicative tasks with learners’ natural processing strengths creates instructional conditions that effectively accelerate oral proficiency development, implying that pedagogical planning should integrate communicative tasks that stimulate meaningful interaction while supporting learners’ processing preferences to enhance spoken language learning outcomes.
Co-Authors Aaron Lee Achmad Bahtiar Efendi Achmad Bahtiar Efendi Ahmad Tauchid Ayunda, Nenin Astiti Choi Jisoo Didit Kurniadi Efendi, Achmad Bahtiar Eko Heriyanto Hana Theresya Nisa Jutono Gondohanindijo Lucy Hariadi, Lucy Muhammad Arief Budiman muhid, ahmad Putri, Siska Adinda Prabowo