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All Journal Journal of Education and Learning (EduLearn) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language, Literature, and Teaching (J-ELLiT) Tell : Teaching of English Language and Literature Journal Edulitics (Education, Literature, and Linguistics) Journal English Language and Literature International Conference (ELLiC) Proceedings Journal of Pragmatics Research ELITE Journal: Journal of English Linguistics, Literature, and Education International Journal for Educational and Vocational Studies Jurnal Litbang Provinsi Jawa Tengah Indonesian Journal of English Teaching Edukasia: Jurnal Pendidikan dan Pembelajaran Edulitics (Education, Literature, and Linguistics) Journal Acitya Wisesa: Journal of Multidisciplinary Research Community Empowerment Journal NextGen Education Review Journal EduInovasi: Journal of Basic Educational Studies Jurnal Komunikasi Indonesia ABISATYA: Journal of Community Engagement
Pratiwi Retnaningdyah, Pratiwi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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The Impact of Extensive Reading on Vocabulary Acquisition in Junior High School Fitrah, Ayunda; Retnaningdyah, Pratiwi; Mustofa, Ali
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6100

Abstract

This essay explores the impact of Extensive Reading (ER) on vocabulary acquisition among junior high school students, highlighting its potential as an effective and engaging language-learning strategy. ER emphasizes reading a variety of texts chosen based on personal interests, creating a natural and immersive environment for students to encounter new words in meaningful contexts. Unlike traditional vocabulary instruction, ER fosters incidental learning, encouraging students to develop language skills through enjoyable and authentic reading experiences. To assess its effectiveness, this study analyzed the pre- and post-ER vocabulary scores of 21 junior high school students. The results revealed a statistically significant improvement in their vocabulary knowledge, underscoring the effectiveness of ER in promoting language growth. These findings not only validate the role of ER in enhancing vocabulary acquisition but also shed light on its broader potential for improving overall language proficiency. By incorporating ER into language curricula, educators can offer a more holistic and student-centered approach to language learning. This research highlights the importance of integrating ER into educational frameworks to cultivate lifelong reading habits while simultaneously boosting linguistic competence. As such, this study provides valuable insights for educators, policymakers, and researchers aiming to enhance language instruction for junior high school learners.
Innovation in ELT: Multiliteracies Pedagogy for Enhancing Critical Thinking Skills in the 21st Century Nuroh, Ermawati Zulikhatin; Munir, Ahmad; Retnaningdyah, Pratiwi; Purwati, Oikurema
Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v8i2.5001

Abstract

The problem with this research is the lack of skills and thinking skills of humane education in the twenty-first century, especially of critical thinking and problem-solving. It is caused by several factors, one of the main factors is, learning that has not been oriented to the development of the twenty-first-century thinking skills and still only focuses on achieving partial-textual knowledge and not on the integrative-contextual understanding of the knowledge learned. In line with this, it takes an effort to improve the critical thinking skills of Indonesian education. The effort should be initiated by engineering the appropriate education model and on target, one of which is multiliteracies pedagogy. This research was conducted using the literature study discussing multiliteracies pedagogy to enhancing critical thinking skills in the twenty-first century. Literature review refers to a written synthesis of journal articles, books, and other documents that summarizes and critiques the past and current state of information about a topic, organizes the literature into sub-topics, and documents the background for a study. It can be concluded that the implementation of the multiliteracies pedagogy models is one of the alternative learning models that can improve critical thinking and problem-solving students in the university effectively in the areas of study taught compared to the most direct models used in English Language Teaching (ELT). Therefore, it is advisable to implement multiliteracies pedagogy in the practice of learning activities. Also, the application of multiliteracies pedagogy should be supported by the cooperation of all elements, both between teachers, management, and parents. This needs to be done to realize the effectiveness of quality learning, thus giving implications on the growth of potential students.
Violence against Women in Eka Kurniawan's Vengeance Is Mine, All Others Pay Cash Febriyanti, Dian; Retnaningdyah, Pratiwi
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v9i2.8272

Abstract

The aim of this article is to analyze the types of violence against women depicted in Eka Kurniawan's Vengeance Is Mine, All Others Pay Cash also to reveal the process of several female characters from being disempowered (after received violence by men) to empowering themselves. Those are global and common issues that society would face every day. This study uses thematic analysis on the basis of Gender-based Violence (GBV) to categorize the type of violence based on a theory of feminist by Beauvoir and also using Naila Kabeer's perspective to reveal that violence affect women in empower and disempower ways. The female characters that receive violence are Scarlet Blush, Iteung, Young Widow, and Jelita. The types of violence that occurred are sexual violence, physical violence, verbal violence, and psychological violence. However, the result of women's empowerment only causes Iteung itself, she is the only one who can survive and be empowered after fighting against patriarchal culture, while Scarlet Blush is the opposite.
Katara's Authenticity in Avatar: The Last Airbender Yohanna, Klarissa; Retnaningdyah, Pratiwi
Tell : Teaching of English Language and Literature Journal Vol 10 No 2 (2022): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i2.13440

Abstract

Authenticity is an important quality every individual should have as it reflects self-understanding and healthy functioning. However, due to the societal norms, such as gender stereotypes, the idea of being authentic has become a challenge. Oftentimes, when it comes to gender stereotypes, women get the short end of the stick—underestimated, ignored, and sexualized. The uprising feminism movement indeed makes a great impact to how women are viewed, but the media is still lacking of authentic representation of a female character who isn’t trying to fit into a certain role. Avatar: The Last Airbender is able to provide that through Katara character despite it being a children’s TV series. Using the theory by Kernis and Goldman, this paper explores the four multicomponent of authenticity—awareness, unbiased processing, behaviour, relational orientation—which are all possessed by Katara; furthermore, proving her authenticity. This paper argues that Katara is able to maintain her authenticity by acting in accordance with her internal values, particularly in terms of equality and justice. In so doing, she manages to fight sexism and empower the oppressed.
Flouting Maxim in “The Hundred-Foot Journey Movie”: An Opportunity to Improve Students’ Intercultural Literacy Yustika, Leilya Sari; Setiawan, Slamet; Retnaningdyah, Pratiwi
Journal of Pragmatics Research Vol 4, No 2 (2022): Journal of Pragmatics Research
Publisher : State institute of islamic studies salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v4i2.137-151

Abstract

Facing the advancement of the technology era, there is increasing awareness about integrating intercultural communicative competence in the English language teaching process. Because many people from diverse cultural backgrounds talk in English, students should acquire that competence to compete globally. To produce appropriate conversation, Grice proposes four maxims that should be obeyed, called cooperative principles. However, because of a cross-cultural situation, someone can flout the maxim as part of communication. Therefore, the present study discusses the type and the reason for flouting maxims done by the characters in a movie which is a good learning medium to teach in a classroom. Furthermore, this study wanted to explore the cause of why the movie could be an opportunity for the teacher to increase students’ intercultural literacy through the English teaching and learning process. The data gathered from the movie script and the character’s behavior in a cross-cultural situation will be analyzed through content and thematic analysis. The result showed the figures of the movie flouted the maxim of quantity, quality, relevance, and manner. Humor intention, conviviality, enmity, elaborate explanation, prestige, mocking, and stating opinion were found in the movie as the characters’ motivation why they flout the maxim. The movie had an opportunity to improve students’ intercultural literacy by studying the characters’ communication and behavior. It contained understanding, competence, attitude, participation, and language that could equip students in improving their intercultural literacy.Keywords: Flouting maxim, Intercultural literacy, Movie Study
Being Posthuman Through Biopolitics in Neal Shusterman's Unwind Gumilang, Lingga; Retnaningdyah, Pratiwi
Tell : Teaching of English Language and Literature Journal Vol 10 No 1 (2022): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i1.8932

Abstract

This paper explores the concept of posthumanism through biopolitics. Although the goal of biopolitics is to manage the social population, this ideology promotes the oppression of the subject. Shusterman reveals this concept through his novel, Unwind. This novel not only presents the oppression of the subject of the regulation but also shows that the regulation creates a new norm in society that lead them to become posthuman. In other words, the regulation tries to modify humanity into a new form. Using the Foucauldian theory, this paper argues that biopolitics could be a factor for humans to transform into a new type of humanity—posthuman. The result finds that biopolitics in the novel leads to the two types of posthuman; the first is that posthuman emerging human with technology to enhance human being; the second is about reconsideration position of humans. The idea of posthuman might make people resist oppression and embrace other existence as equal beings as humans. This would create better humanity for human beings.
Membangun Literasi Reflektif bagi Komunitas Penulis di Sekolah Jawa Timur melalui Kegiatan Bedah Buku dan Workshop Puisi Bertema Kartini Kusumaningtyas, Dwi Nur Cahyani Sri; Rusnalasari, Zulidya; Retnaningdyah, Pratiwi; Saraswati, Ayu; Umayfa, Suyanti; Titaley, Audrey; Fauzia, Revalina; Pakerti, Brillyan
ABISATYA : Journal of Community Engagement Vol. 3 No. 2 (2025): ABISATYA: Journal of Community Engagement
Publisher : Center for Community Service and Science and Technology Marketing - The Institute for Research and Community Service Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The community service program entitled Building Reflective Literacy for the Writer Community in East Java Schools through Book Review Activities and Kartini-Themed Poetry Workshops aims to improve reflective literacy and creative expression skills among educators and literacy practitioners. This program is motivated by the limited space for teachers and the writing community in schools to develop reflective literacy practices that integrate cultural values and gender awareness. The main purpose of this activity is to strengthen participants' understanding of Kartini's emancipation spirit through literary exploration, especially by associating historical reflection with the context of today's education. The implementation of the program includes two main activities: a book review of Kartini's Trilogy which presents authors and academic speakers, and a workshop on writing reflective poems inspired by Kartini's values of struggle. The methods used include participatory dialogue, collaborative learning, and creative writing practices, which allow participants to interact critically with the text while expressing personal reflection through literary works. The results of the activity showed an increase in participants' awareness of gender equality issues, literary appreciation, and creative writing skills. In addition, this activity encourages collaboration between schools, teachers, students, and literacy communities in East Java, forming a sustainable network for future literacy development. The novelty of this program lies in the integration of cultural heritage, reflective pedagogy, and creative expression as a means of community empowerment. Overall, this activity shows that reflective literacy can be an effective forum to strengthen the value of education, cultural understanding, and social cohesion within the framework of sustainable community development.
Stereotype Construction in Disney's Retellings of Grimms' Fairy Tales: An Intertextual and Discursive Inquiry Rusnalasari, Zulidyana D.; Retnaningdyah, Pratiwi; Mustofa, Ali
Acitya Wisesa: Journal of Multidisciplinary Research Vol. 2 Issue 2 (2023)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v2i2.975

Abstract

through Disney's animated adaptations of three canonical Grimm fairy tales, namely Snow White and the Seven Dwarfs (1937), Cinderella (1950), and Sleeping Beauty (1959). Employing intertextual analysis, critical discourse analysis, and reader-response inquiry, the study pursues a twofold aim: to identify the narrative and discursive strategies through which Disney transforms its Grimm source texts, and to investigate how these adapted representations are received and retained by non-Western audiences. Textual analysis reveals that Disney's hypertextual adaptations systematically excise moral complexity, punitive justice, and female agency from the Grimm originals, replacing them with romantic resolution, passive femininity, and Eurocentric beauty ideals that equate physical appearance with moral worth. Semi-structured interviews with 164 undergraduate students at an Islamic university in Indonesia demonstrate that Disney's versions have effectively displaced the Grimm originals from participants' cultural memory, with nearly all respondents referencing the Disney adaptations as their sole point of narrative familiarity. Participants consistently described Disney through affective rather than critical frameworks, reflecting the studio's capacity to embed normative gender and moral ideologies within emotional and mnemonic structures that persist into adulthood. These findings extend prior Western-centered reception studies into a non-Western context and contribute to ongoing scholarly discourse on media imperialism, critical media literacy, and the pedagogical implications of globalised children's entertainment.
Co-Authors AHMAD MUNIR Ali Mustofa Ali Mustopa, Ali Ambar Andayani Anam, Syafi’ul Anfas, Muhammad Taufiqurrohman Asmin, Arny Irhani Ayu Saraswati Darma, Diana Budi Ermawati Zulikhatin Nuroh Fauzia, Revalina Febriyanti, Dian Fitrah, Ayunda Fitriyah, Umi Gumilang, Lingga Hakim, M. Farkhi Faishol Hamani, Imara Al Imroatul Mufidah, Imroatul Kartikasari, Yeni Dyah Nur Kholidah, Uci Elly Kusumaningtyas, Dwi Nur Cahyani Sri LIES AMIN LESTARI Mufidati, Afifah Nugroho, Him'mawan Adi Nugroho, Him’mawan Adi OIKUREMA PURWATI Pakerti, Brillyan Rizqi, Satria Dyan Rusnalasari, Zulidya Rusnalasari, Zulidyana D. Saifulloh, Ahmad Iklil SLAMET SETIAWAN Solihah, Bakiyatus Suhartono Syafiul Anam, Syafiul Titaley, Audrey Umayfa, Suyanti Widyastuti Widyastuti Yohanna, Klarissa Yustika, Leilya Sari Yusuf, Achmad Zayyana, Anis