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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Language and Literature Modality Journal: International Journal of Linguistics and Literature Studies in English Language and Education International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Delvi Wahyuni
Sekolah Tinggi Agama Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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A State of Technology Use in English Language Learning at SMAN 1 Suliki Novianti, Anggi; Wahyuni, Delvi
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.126462

Abstract

The lack of the technology use is one of the crucial aspects that form two camps of students who have privilege and expertise in using technology and students who have less opportunity to use technology in English language learning environment. This study aimed to find out student students’ perception on digital divide in English language learning at SMAN 1 Suliki. Furthermore, this research conducted by using descriptive method. There were 91 students of SMAN 1 Suliki that were chosen as the sample by using simple random sampling technique. Quantitative analyses were employed in this research using liker scale approach to measure the questionnaire and calculated the mean score. From the data analysis of the questionnaire, the writer found that the mean score of the students’ perception on digital divide was in a good or positive perception category which means that most all of the students get the beneficial of the use of the technology in English language learning. In addition, almost all of the students agree that the use of the technology is beneficial in English language learning.Keywords: Technology, ICT, English Language Learning
An Investigation on Teaching Approaches in Teaching English Speaking Skill at Harau Valley English School Ibrahim, Fajar; Wahyuni, Delvi
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127509

Abstract

This study aimed to investigate the teaching approaches used to enhance English speaking skills at Harau Valley English School. This studay was used qualitative research method to gather data through observation and interviews with tutors and students at the school. The analysis used direct approach theory adapted by Bean (2011) and indirect approach theory adapted by Woolfolk (2018). The findings revealed that Harau Valley English School employs teaching approaches that incorporate strategies used in direct approach such as emphasizes clear learning objectives, guided practice, reinforcement and review, and structured lesson plans. This approach ensures a focused learning environment with specific goals communicated to students, active participation in structured activities, and opportunities for consolidation of learning through reinforcement and review activities. In addition, in indirect approach such as Socratic questioning and problem-based learning to empower students in their learning process. These findings highlighted the strengths of various teaching approaches in the context of English language learning. Thus, this study provided valuable insights into effective teaching practices in a specific educational setting and can serve as a basis for the development of improved teaching approaches in the future. These approaches created a dynamic and participatory learning environment at Harau Valley English School. Tutors employ a student-centered approach that not only develops language skills but also nurtures critical thinking, creativity, and practical application of knowledge
Female Agency in Suzanne Collins’ The Hunger Games (2008) Marlina, Leni; Wahyuni, Delvi; Aufa, Fauzul; Ulya, Ridha Hasnul; Z, Elviza M.
International Journal of Multidisciplinary Research of Higher Education Vol 7 No 4 (2024): (October) Theme Education, Language, Technology, Social Sciences, Economics, Engi
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v7i4.240

Abstract

The study aims to contribute to the understanding of female agency in literary works and its significance in the broader societal context. This study examines how Suzanne Collins' 2008 novel, The Hunger Games, addresses female autonomy. This study adopts a descriptive research approach. The data collection technique employed in this research is observation, conducted by reading the text of The Hunger Games by Suzanne Collins (2008). Furthermore, the data analysis technique utilized in this study is thematic analysis. Thematic analysis is used to identify patterns and overarching themes within the novel. The steps of this research include familiarizing oneself with the novel’s text, generating initial codes, identifying themes, reviewing and naming themes, and presenting the analysis results. The study extracts data from the text and contextual elements, employing known theories to decipher the novel's layers of meaning. The findings offer a multidimensional view of how The Hunger Games empowers its female characters within the fabric of agency against societal inequalities. Additionally, through a qualitative inquiry informed by Freudian theory, the study enriches scholarly discourse on self-injury behavior in literature, providing insights into human nature and the relevance of psychological theory in understanding literary representations of the human condition.
Disability as a Romantic Attraction in Jojo Moyes' Novel Me Before You Suhermen, Retno; Wahyuni, Delvi
English Language and Literature Vol 13, No 4 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ell.v13i4.130645

Abstract

This study is an analysis of Jojo Moyes’ novel “Me Before You” (2012). The purpose of this study is to examine how disability is depicted as a romantic attraction in the novel. This study uses a descriptive-qualitative approach by utilizing feminist disability theory to analyze the novel, and is supported by feminist theory and patriarchal ideology. The results of the study show that the disability depicted in the novel actually becomes a romantic attraction, because physical limitations create a sense of dependence and strength in the relationship. This novel also illustrates that besides disability, there are other aspects that becomes romantic attractions, such as personality, emotional connections, feeling of being appreciated and needed, and sharing experiences. These findings indicate that disability is not a barrier for someone to feel romantic attraction in a relationship, even disability itself can be a source of attraction.
Italian Women’s Resistance to Oppression in the Novel My Brilliant Friend by Elena Ferrante (2011) Fernando, Harif; Wahyuni, Delvi
English Language and Literature Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ell.v13i3.130632

Abstract

This research discusses resistance to oppression carried out by female characters in the novel My Brilliant Friend (2011) by Elena Ferrante. This research focuses on the types of oppression and resistance that female characters accept and carry out to face male domination. This research uses feminist literary theory with the support of two other theories, namely oppression theory and resistance theory to analyze the novel. The method used in this research is descriptive qualitative. Results of this research divided into 2. First, 3 types of oppression such as marginalization, exploitation, and violence. Second, 2 types of resistance such as open resistance and hidden resistance. The two things above are represented by several characters. First, Lila’s father who represents marginalization, physical violence and psychological violence. Second, Rino, Lila’s brother, represents marginalization and physical violence. Third, Enzo represents physical violence. Fourth, gino represents sexual violence. Fifth, Donato Sarratore, who represents sexual violence and psychological violence. Sixth, the stranger represents marginalization, exploitation and sexual violence. Seventh, Lila which represents open resistance and hidden resistance. Eighth, Lenu represents open resistance and hidden resistance.
Investigating students needs for TPACK elements in listening materials for an English for economics and business e-book Zaim, M; Serly, Vanica; Al Hafizh, Muhd.; Rosita, Nur; Wahyuni, Delvi; Marlina, Leni; Zakiyah, Muflihatuz
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38423

Abstract

Developing an English e-book for Economics and Business with sufficient and proper content, pedagogical approaches, and integrated technology is required. This research analyzed Economics and Business faculty students need for TPACK elements of listening materials in an e-book for learning English for Economics and Business. Listening material is highlighted because it is the most challenging skill to acquire among many non-English major students. This needs analysis can provide more focused and practical listening materials in English for Economics and Business, facilitating students acquisition of the necessary abilities to improve their listening skills and for their future careers. Accordingly, descriptive research was conducted, and the questionnaire was used to collect data related to the students needs, which were analyzed from five aspects: target situations, discourse, deficiency, present situations, and TPACK elements (technology, pedagogy, content, technological pedagogy, technological content, pedagogical content, and technological pedagogical content). From an ESP perspective, the data were analyzed descriptively. The study reveals that students require technology such as audio, short clips, and songs with engaging and meaningful listening materials, namely, business ethics, job interviews, business meetings, negotiations, and discussions. This study provides insights for English for Economics and Business e-book authors to design and develop e-books based on students need for TPACK elements for listening materials.
“I Had Changed My Name … To Break With The Past”: Identity Crisis Of African Americans In Maurice C. Ruffin’s Novel Entitled We Cast A Shadow (2019) Marlina, Leni; Handayani, Rika; Wahyuni, Delvi; Ritma, Ritma
Modality Journal: International Journal of Linguistics and Literature Vol. 4 No. 1 (2024): June 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/mj.v4i1.8426

Abstract

This study explores identity crisis in Maurice Carlos Ruffin's We Cast A Shadow (2019), focusing on African Americans' struggles for societal acceptance and personal fulfillment. Anchored in Franz Fanon's postcolonial theory (2008), the analysis examines the protagonist's negotiation of identity against a backdrop of historical oppression and systemic racism. The study employs a detailed literary analysis of the novel's prose to reveal how the protagonist's journey from childhood adversity to adulthood reflects a broader quest for self-actualization amid prejudice and inequality. Central to this exploration is the protagonist's aspiration to transcend their Blackness and assimilate into the dominant White American paradigm, highlighting the impact of internalized racism and societal pressures. The narrative poignantly depicts the erosion of the protagonist's agency as they resort to drastic measures to conform to an idealized standard of beauty and acceptance. This transformation into a semblance of Whiteness serves as a powerful allegory for the existential struggles of marginalized individuals navigating identity politics. Through a nuanced analysis of textual motifs and character dynamics, this study underscores the ongoing relevance of identity crises in contemporary discourse and emphasizes the need for societal introspection and transformation toward racial equity and inclusion. Abstrak   Studi ini mengeksplorasi krisis identitas dalam novel We Cast A Shadow (2019) karya Maurice Carlos Ruffin, dengan fokus pada perjuangan orang Afrika-Amerika untuk diterima oleh masyarakat dan memenuhi kebutuhan pribadi. Berdasarkan teori postkolonial Franz Fanon (2008), analisis ini meneliti negosiasi identitas protagonis dalam konteks penindasan sejarah dan rasisme sistemik. Studi ini menggunakan analisis sastra yang mendetail dari prosa novel untuk mengungkap bagaimana perjalanan protagonis dari masa kanak-kanak yang penuh kesulitan hingga dewasa mencerminkan pencarian jati diri yang lebih luas di tengah prasangka dan ketidakadilan. Pusat dari eksplorasi ini adalah aspirasi protagonis untuk melampaui kulit hitam mereka dan berasimilasi ke dalam paradigma Dominan Kulit Putih Amerika, menyoroti dampak rasisme internal dan tekanan masyarakat. Narasi ini secara menyentuh menggambarkan pengikisan agensi protagonis ketika mereka resorting pada langkah drastis untuk menyesuaikan diri dengan standar kecantikan dan penerimaan ideal. Transformasi ini menjadi kesamaan dengan kulit Putih berfungsi sebagai alegori yang kuat untuk perjuangan eksistensial individu terpinggirkan dalam politik identitas. Melalui analisis mendalam terhadap motif tekstual dan dinamika karakter, studi ini menekankan relevansi berkelanjutan dari krisis identitas dalam wacana kontemporer dan menekankan perlunya introspeksi masyarakat dan transformasi menuju kesetaraan dan inklusi rasial. Kata Kunci: Identitas Afrika-Amerika, Krisis Identitas, Pascakolonial.
Co-Authors Al Hafizh, Muhd. Anastasya, Citra Fauzul Aufa, Fauzul Fernando, Harif Fitri, Rahma Annisa Frianda, Septian Handayani, Rika Ibrahim, Fajar Leni Marlina Masriani, Elsa Mukhaiyar Mukhaiyar Novianti, Anggi Nur Rosita Rafiyan, Rayhan Ritma, Ritma Sakti, Andhika Dwi Sasria, Siwi Serly, Vanica Suhermen, Retno Syahrin, Nada Alfi Yulianti, Deni Friska Z, Elviza M. Zaim, M Zakiyah, Muflihatuz