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All Journal ELS Journal On Interdisciplinary Studies in Humanities Journal of English Language and Education Kode : Jurnal Bahasa
Anjar Nur Cholifah
Institut Teknologi Sumatera
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Rumah Daging Dan Pikiran Karya Malkan Junaidi: Kritik Sastra Mimetik Doni Alfaruqy; Tefur Nur Rohman; Anjar Nur Cholifah
Kode : Jurnal Bahasa Vol 12, No 1 (2023): Kode: Edisi Maret 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/kjb.v12i1.44361

Abstract

Sastra merupakan suatu karya seni ekspresif yang berbentuk lisan atau tulisan yang memiliki ciri khas seperti keindahan, keaslian, bersifat imajinatif dan bernilai positif bagi manusia. Pencipta dan penikmat karya sastra dapat berasal dari orang dewasa dan anak-anak tergantung dari tingkat pemahamannya. Terdapat permasalahan sendiri dalam sastra yaitu dalam menghadirkan imajinasi, mimpi, dan realitas. Penggunaan kritik sastra dapat mempermudah dalam menganalisis dan menginterpretasi kaitan antar karya sastra dengan realita. Pendekatan mimetis dipilih untuk melihat hubungan antara isi karya sastra dengan kehidupan nyata. Penelitian ini menggunakan analisis isi dalam mengkaji data. Peneliti mencoba memahami beberapa puisi dalam buku “Rumah Daging dan Pikiran” karya Malkan Junaidi. Oleh karena itu, suatu karya sastra dapat mewakili aspirasi dan dinamika dalam kehidupan di masyarakat.
ESP Academic Writing Hurdles: A Case Study of Technological Institute Freshmen Anjar Nur Cholifah; Yuspik Yuspik; Irawansyah Irawansyah
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2392

Abstract

This study explores ESP academic writing hurdles and coping strategies among freshmen at a technological institute. While previous research focuses on general EFL writing, studies specifically addressing the technical demands of engineering freshmen are limited. Using a qualitative case study, three students were interviewed for in-depth data. The data were analyzed using thematic analysis to categorize both writing hurdles and coping mechanisms. Results indicate that students face significant difficulties in lexical choices, grammar, text structure, and plagiarism, primarily due to limited academic vocabulary and the gap between high school and university standards. To cope, students combine course modules with peer discussions and digital resources. Findings suggest that lecturers should provide flexible feedback and support independent learning strategies. Ultimately, understanding these specific hurdles is crucial to help freshmen adapt to the demanding professional standards of technical academic writing.
Teacher’s Perceives on the Implementation of Genre-Based Approach in Teaching Writing Anjar Nur Cholifah; Reza Pustika; Ardesia Winanta
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 3 (2022): September
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.992 KB) | DOI: 10.34050/elsjish.v5i3.23198

Abstract

The present study was focused on the teacher’s perceives on the implementation of genre-based approach (GBA) in teaching writing in one of senior high schools in Surakarta, Central Java, Indonesia. The objectives of this study are to explain; 1) The teacher’s perceptions on the practice of the genre-based approach in teaching writing, 2) the matters faced by English teacher, 3) the solutions regarding the problems faced by the teacher. This research was qualitative. The data were collected by implementing questionnaire and interview. The sample of this study was one teacher in Surakarta by using purposive sampling technique. Writers used a model of triangulation process consisting of data reduction, data display, and conclusion to collect and analyze the data. The results showed that; 1) the teacher had positive perception using GBA in teaching writing, 2) there were problems faced by the teacher such as the ease of internet access so that the students could not show their own ideas, and 3) the teachers’ suggestion was that the teacher should be up to date with the newest topic and give motivation to the students to express their own ideas.
Exploring Multimodality in Teaching Writing: A Narrative Inquiry of an English Teacher in an Indonesian Senior High School Anjar Nur Cholifah; Doni Alfaruqy; Harits Setyawan
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.49865

Abstract

Using multimodality in teaching second language writing allows English teachers to creatively combine two or modes in describing what goes on at each stage of the writing process. Studies confirmed that multimodality in teaching English as a foreign language could help to activate classroom atmosphere and inspiring students’ motivation. However, studies focusing on multimodality in teaching writing are still limited. Thus, this study aims at exploring the modes employed by the teacher in teaching writing and investigating how the teacher combined those methods in describing each stage of the writing process. By using narrative inquiry, the researchers obtained the data mainly by using the semi-structured interview. The participant of this study was an English teacher in a high school. The findings stated that a teacher employed modes like visual display, classroom layout, voice quality, gesture, and body movement in teaching writing. The teacher then combined those modes in describing stages of the writing process by designing some activities involving students’ active participation and group work. This study has implications for teachers and researchers interested in exploring multimodality in teaching English particularly in writing and generally in other skills, listening, speaking, and reading.
Co-Authors Ardesia Winanta Doni Alfaruqy Harits Setyawan Irawansyah Irawansyah Reza Pustika Tefur Nur Rohman Yuspik Yuspik