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ENGAGING STUDENTS IN ONLINE READING GAMES: A STUDENT-CENTERED LEARNING PERSPECTIVE Prima Purbasari; Iffatunnida Iffatunnida; Urwatus Silvia Rahmah Silvia Rahmah
Journal of English for Academic and Specific Purposes Vol 4, No 1 (2021)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v4i1.12619

2020 might be unforgettable for teachers since they need to face the challenging teaching situation in the ruinous Covid-19 pandemic. To deliver the lesson, teachers need varied online applications to reach their students. Furthermore, they need more online media to ensure the students grasp what they need to achieve as a learning outcome. Online games are used in this study as the supportive learning tool after lecturing session about Reading Strategies. Furthermore, it is the tool to engage students to practice the student-centered learning so that they will be autonomous learners. There are four games used in this study i.e. Main Idea Millionaire, Main Idea Storm, Context Clues, and Scanning Skimming games, which are provided in three different websites. This is a qualitative phenomenological study expecting to capture details and experience of students and then to describe the meaning of the findings based on the subjects’ individual experience. The study was conducted in Universitas Islam Negeri Maulana Malik Ibrahim Malang, exactly at Architectural Engineering Department. Based on the findings, students thought that online reading games helped them to visualize the context of particular texts because of its good animation and sound effects. Students, in teacher’s evaluation, became more active in engaging themselves in the class discussion after having several activities of playing the online reading games. They said that they could easily play the games over and over anytime. This study proves that the employed online games can boost students’ confidence and encourage them to be active in the teaching and learning situation.

ENGAGING STUDENTS IN ONLINE READING GAMES: A STUDENT-CENTERED LEARNING PERSPECTIVE Prima Purbasari; Iffatunnida Iffatunnida; Urwatus Silvia Rahmah Silvia Rahmah
Journal of English for Academic and Specific Purposes (JEASP) Vol 4, No 1 (2021)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v4i1.12619

2020 might be unforgettable for teachers since they need to face the challenging teaching situation in the ruinous Covid-19 pandemic. To deliver the lesson, teachers need varied online applications to reach their students. Furthermore, they need more online media to ensure the students grasp what they need to achieve as a learning outcome. Online games are used in this study as the supportive learning tool after lecturing session about Reading Strategies. Furthermore, it is the tool to engage students to practice the student-centered learning so that they will be autonomous learners. There are four games used in this study i.e. Main Idea Millionaire, Main Idea Storm, Context Clues, and Scanning Skimming games, which are provided in three different websites. This is a qualitative phenomenological study expecting to capture details and experience of students and then to describe the meaning of the findings based on the subjects’ individual experience. The study was conducted in Universitas Islam Negeri Maulana Malik Ibrahim Malang, exactly at Architectural Engineering Department. Based on the findings, students thought that online reading games helped them to visualize the context of particular texts because of its good animation and sound effects. Students, in teacher’s evaluation, became more active in engaging themselves in the class discussion after having several activities of playing the online reading games. They said that they could easily play the games over and over anytime. This study proves that the employed online games can boost students’ confidence and encourage them to be active in the teaching and learning situation.

Implementing Question-Answer Relationship (QAR) Strategy in Teaching Reading on Practical English Course Wiranegara, Dian Arsitades; Purbasari, Prima; Hairi, Sohibul
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i1.26526

Reading is one of the four language skills that should be mastered in language learning. It is usually taught in integration with one of the other language skills (listening speaking, and writing) in the new trends of language instruction. Generally, the teaching of reading as a foreign language (EFL reading) in PTKIN aims at enabling students to read and comprehend texts and other materials written in English. The study is conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The strategy offers four levels of questions (i.e., Right There, Think and Search, Author and Me, and On My Own) to help students answer each level of questions. This strategy comprises three phases: prereading, during-reading, and post reading activities. It is applicable for teaching reading comprehension since it can help and guide the students in comprehending a text well based on the levels of questions.

METAPHORICAL SPACES IN MARDI LUHUNG’S POETRY: A HERMENEUTIC AND SEMIOTIC APPROACH TO INDONESIAN LITERARY IDENTITY Wiranegara, Dian Arsitades; Basori, Muchamad Adam; Purbasari, Prima
ASMARALOKA: Jurnal Bidang Pendidikan, Linguistik, dan Sastra Indonesia Vol. 4 No. 1 (2026): Volume 4 Nomer 1 Februari 2026
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/asmaraloka.v4i1.654

Metaphors are essential in shaping meaning in poetry, particularly regarding identity, culture, and philosophy. This study analyzes metaphorical expressions in Mardi Luhung’s poetry through Michael Halley’s metaphorical space theory and semiotic-hermeneutic analysis. It reveals that Luhung employs human, nature-based, and mythological metaphors, each with distinct functions: human metaphors reflect identity struggles, natural metaphors highlight environmental consciousness, and mythological metaphors offer insights into cultural heritage. The research underscores the integration of ethos, logos, and pathos in his work and contributes to understanding contemporary Indonesian poetry's socio-political and philosophical dimensions, suggesting future cross-cultural comparisons in Southeast Asian poetry.

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