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The Grief and Loss Influence on Personality Changes in the Children's Book "The Heart and The Bottle" by Oliver Jeffers Maharani, Kharien Puspa; Sutrisno, Djoko
JELLE Vol. 6 No. 01 (2025): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2025
Publisher : LPPM Universitas Pekalongan

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Abstract

The Heart and The Bottle is a children's book that tells the story of a girl who has a lot of curiosity. She often spends her time exploring the world with her father. However, she suddenly has to face the grief of her father's death. The objective of this research is to find out how grief affects the main character's personality change. This research will be studied by using the descriptive qualitative method. The main data source is from the narrative in the book The Heart and The Bottle. Based on the findings, it is known that the personality change of the main character occurs gradually. At first, she began to lose interest in what she liked all this time due to the feelings of grief that still lingered over her. At the end of the story, the girl finally begins to open herself up and return to her true self again.
Analysis of Symbolism and Hidden Meaning in The Little Prince by Antoine de Saint-Exupery Raihani, Shaheila; Sutrisno, Djoko
JELLE Vol. 6 No. 01 (2025): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2025
Publisher : LPPM Universitas Pekalongan

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Abstract

The Little Prince by Antoine de Saint-Exupéry is a children’s book that talks about the little prince, who comes from another planet that is also known as Asteroid B 612. One day, the little prince decided to leave his planet to learn about the meanings of life. Antoine de Saint-Exupéry wrote this book to show the young readers about the importance of love, friendships, the matter of consequence, and to express his experience on life.  The research method that will be used in this research is the descriptive qualitative method and the approach with the theory of symbolism by Charles Baudeliare. In the result and discussion, the researcher will talk about the hidden meanings behind the story of The Little Prince. In this novel, the author represents several kinds of people in adulthood through the six characters that the little prince met in his adventure, they are the king, the conceited man, the businessman, the drinker, the lamplighter, and the geographer. The novel also explains the importance of friendship represented by the character of fox. In addition, the author also describes the relationship between him and his wife which is represented by the relationship between the little prince and his rose. Finally, the author expresses his trauma of grief through the melancholy relationship between the narrator and the little prince.
Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment Sutrisno, Djoko; Zainal Abidin , Noor Azlinda
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.434

Abstract

In the past two decades, the world has witnessed an exponential rise in the use of digital games, thanks to the widespread availability of Personal Computers (PCs) and mobile devices. These games have not only provided entertainment but have also demonstrated both positive and negative effects on players. While numerous studies have explored the impact of digital games on attention span, concentration, and addiction, little attention has been given to their influence on incidental Foreign Language acquisition. To bridge this research gap, the researcher embarked on a three-month longitudinal observational study during the post Covid-19 pandemic in 2022. The goal was to explore how digital games, which young learners played for leisure at home, affected their unintentional acquisition of English as foreign language. Participants in the study ranged from 8 to 14 years old, and three popular games, namely Free Fire, Minecraft, and Among Us, were included in the experiment. The results of our study shed light on the significant impact of digital gaming on participants' vocabulary development, highlighting gaming as a valuable asset for foreign language acquisition. Moreover, the players displayed a remarkable ability to retain the newly acquired vocabulary. However, we did identify two drawbacks. Firstly, the prolonged screen time associated with gaming raised concerns. Secondly, we observed that the vocabulary acquired was often specific to certain areas within a particular game, limiting its transferability to broader language contexts. This study serves as a catalyst for further research, encouraging an exploration of the benefits and drawbacks of employing digital games for targeted aspects of foreign language acquisition, such as cognitive skill development and enhanced comprehension. By delving deeper into these areas, researchers can better understand how digital games can be optimized to foster effective language learning experiences. Ultimately, this knowledge will contribute to the design of educational games that leverage the potential of digital technologies to facilitate language acquisition and promote a holistic learning experience for young learners
The Impact of Scratch Programming on Improving Students English Skills Yayang Ariawan; Djoko Sutrisno
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.5381

Abstract

This study examines the influence of Scratch programming on enhancing students' proficiency in the English language. The research was carried out for a duration of two years in five primary schools. It employed a quantitative descriptive approach, gathering data using online surveys from a total of 18 instructors. The findings suggest that the use of Scratch programming has a substantial positive impact on different facets of English competence, such as the acquisition of vocabulary, comprehension of instructional material, reading and writing abilities, and grammar skills. Teachers expressed a strong understanding of Scratch and noticed significant enhancements in their pupils' linguistic skills. The results endorse the incorporation of visual programming languages such as Scratch into school curriculum as a means to successfully augment English language education. Additional research is advised to investigate the long-term effects and optimal methods for incorporating Scratch into language learning environments
Role-reversal and discussion-oriented models for flipping digital vocabulary achievement in English classrooms for Electronic Engineering learners Sutrisno, Djoko; Annury , Muhammad Nafi
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.165

Abstract

This research aims to verify whether two classroom models, discussion-oriented and role-reversal, have an effective strategy for teaching vocabulary achievement to English language learners. The proposed models were examined as a successful method for teaching and learning vocabulary. A quasi-experimental strategy was used with three intact classes: one control (Electronic Engineering Learners A class) and two experimental (B and C class) (Electronic Engineering Learners B and C class). Using pre- and post-test writings, the effectiveness of the two models, which incorporated two digital applications, was determined. Additionally, a questionnaire created by the researcher and a semi- structured interview was used to assess vocabulary achievement. Covariance analysis revealed that classrooms that emphasized discussion and role reversal were more effective than those that did not. In terms of vocabulary growth in post-test expository writing, the role-reversal group also outperformed the discussion-oriented group. Further analyses revealed the positive perceptions and experiences surrounding flipped classrooms, highlighting four themes: instructor support, personal sentiment, peer support, and activities beyond the classroom. This report concludes by emphasizing the need for further research into this potential technology-based pedagogy across diverse language skills and the incorporation of technology in Vocabulary Achievement.
Fostering student's critical reading through technology integrated instruction Sutrisno, Djoko
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.215

Abstract

Students today grow up with technology devices at home and school, which transform how they study. Future education technology will alter teaching and learning by making new gadgets available to teachers and students. Thus, the study was meant to explore the impact of multimedia technology-integrated instruction on upper primary students' critical reading learning in one of Indonesia's private schools. To further comprehend the outcomes, a mixed methods study was conducted. Purposive sampling was used to choose 30 pupils as research samples. For three months, the participants were taught at least three science sessions per week utilizing multimedia technology. Instruments such as open-ended questions and questionnaires were used to collect data. The quantitative results from the questionnaire were examined and inferred using an inferential statistical t-test and descriptive statistical mean and standard deviation with a significance level of p 0.05. The qualitative data from open-ended questions were analyzed using the grounded theory coding technique. According to the findings, students were incredibly satisfied with learning science through multimedia technology because it made the lessons easier to grasp and more likely to engage, easy, and interesting. As a result, the researchers concluded that introducing multimedia technology into education had a considerable positive influence on raising student learning satisfaction and improving critical reading skills The post-test scores in the group that utilized multimedia technology are noticeably higher when the two groups are compared.
Enhancing Student Learning Autonomously: Exploring the Global Impact of Artificial Intelligence Djoko Sutrisno; Inawati, Iin; Hermanto, Hermanto
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.9100

Abstract

This study investigates the global impact of Artificial Intelligence (AI) on enhancing student learning autonomously through a mixed-method approach. By combining both qualitative and quantitative data collection and analysis methods, this research provides a comprehensive understanding of the role of AI in autonomous learning as perceived by teachers. The study involves 25 teachers from SD Muhammadiyah Kebumen as participants, representing a diverse educational context. The qualitative analysis delves into the rich tapestry of educators' experiences and perspectives, shedding light on the multifaceted nature of their interactions with AI in the classroom. This qualitative component allows for an in-depth exploration of how teachers perceive and engage with AI in their teaching practices. Additionally, the quantitative analysis quantifies teachers' perceptions and offers statistical evidence of the impact of AI on student learning outcomes. Through surveys and data-driven analysis, the study assesses the extent to which AI influences student learning autonomously. The triangulation of these findings validates and complements each other, reinforcing the positive perception of AI's role in education. However, the research also highlights the need for addressing ethical concerns surrounding AI implementation and the importance of providing comprehensive support mechanisms for teachers navigating the integration of AI in the classroom. These findings contribute to the ongoing discourse on AI in education, offering insights into its potential benefits and challenges while emphasizing the importance of teacher training and ethical considerations in leveraging AI for autonomous student learning.
Exploring the Relationship between Teacher Attitudes towards Technology Integration in the Classroom Mufida Yasin, Amalia; Sutrisno, Djoko; Fauzia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5709

Abstract

Technology integration in education has become a major concern in modern curriculum development. English teachers play an important role in the successful implementation of technology in the classroom, and their attitude towards technology is a key factor influencing how well it is integrated. This study was conducted to explore the relationship between English teachers' attitudes towards technology and the level of technology integration in teaching, focusing on English teachers in 17 schools spread across four districts. The study utilized a mixed method approach involving both qualitative and quantitative data collection. Qualitative data was collected through in-depth interviews with English teachers, while quantitative data was obtained through a questionnaire distributed to all English teachers in the schools. Data analysis was conducted using triangulation techniques to ensure the reliability and validity of the research results. In addition, this study also measured how English teachers' attitudes towards technology relate to the use of technology in daily teaching. The results show that there is a significant relationship between English teachers' attitudes towards technology and the level of technology integration in the classroom. English teachers who have positive attitudes towards technology tend to be more active in integrating technology into their teaching, while English teachers with more skeptical attitudes tend to make less effective use of technology. The study concludes that in order to improve technology integration in teaching, efforts need to be made to change English teachers' negative attitudes towards technology through adequate training and support.
EXPLORING THE BENEFITS OF MULTIMODAL LITERACY IN ENGLISH TEACHING: ENGAGING STUDENTS THROUGH VISUAL, AUDITORY, AND DIGITAL MODES Sutrisno, Djoko; Noor Azlinda Zainal Abidin; Nanda Pambudi; Aydawati, Emilia; Sulfikar Sallu
Global Synthesis in Education Journal Vol. 1 No. 2 (2023): Volume 1 Number 2, November 2023, Pages 01-63
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/xh184f41

Abstract

This research paper investigates the benefits of integrating multimodal literacy into English teaching practices. Multimodal literacy refers to the ability to comprehend and create meaning using multiple modes of communication, such as visuals, auditory elements, and digital technologies. The study aims to explore how incorporating multimodal approaches can enhance student engagement and learning outcomes in English classrooms. Drawing on recent research and educational theories, this paper examines the theoretical underpinnings of multimodal literacy and its potential impact on language acquisition. The research employs a qualitative approach, including classroom observations, interviews, and student feedback, to gather data and provide insights into the effectiveness of multimodal literacy strategies. The findings contribute to the understanding of innovative teaching practices that promote student engagement, critical thinking, and communication skills in English language learning contexts.
Integrating AI Technology to Optimize Learning for SD Muhammadiyah Kebumen Djoko Sutrisno; Ani Susanti; Hermanto
Global Synthesis in Education Journal Vol. 1 No. 3 (2024): March 2024, Pages 01-49
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/g0x3ak63

Abstract

Artificial intelligence has the potential to revolutionize education by enhancing teaching and learning experiences. By integrating AI technology, SD Muhammadiyah Kebumen can optimize its teaching methods and improve the overall learning outcomes for students. However, successfully integrating AI technology into education requires addressing specific challenges and considerations. These challenges include the profit-oriented nature of current AI applications in education, the lack of pedagogical knowledge among AI developers, and the need for teachers' input and collaboration in the development process. This paper explores the potential of integrating AI technology to optimize SD Muhammadiyah Kebumen's learning. The method of this research is a mix of methods, combining both quantitative and qualitative approaches. The quantitative approach will involve analyzing data on the current teaching methods and learning outcomes of SD Muhammadiyah Kebumen. The qualitative approach will include conducting interviews and surveys to gather insights and perceptions from teachers regarding the use and effectiveness of AI technology in their classrooms. The results show that integrating AI technology in teaching can improve the quality and effectiveness of instruction, enhance student engagement and personalized learning experiences, and provide teachers with valuable insights and data to inform their teaching practices. The score is approximately 3.78, suggesting a somewhat positive attitude towards AI among the respondents. Current use of technological tools: This category scored the highest, with a mean score of around 4.12, indicating that the current use of technological tools is favorable among the participants. Perceived benefits of AI integration include improved student outcomes, increased efficiency in teaching, personalized learning experiences, enhanced engagement, and access to valuable data for informed decision-making. The study found that integrating AI technology in teaching can potentially optimize learning for SD Muhammadiyah Kebumen