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All Journal Jurnal Visi Ilmu Pendidikan Jurnal Celtic Jurnal Terapan Abdimas Journal of Language and Literature Language Literacy: Journal of Linguistics, Literature, and Language Teaching Lectura : Jurnal Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JCER (Journal of Chemistry Education Research) Ethical Lingua: Journal of Language Teaching and Literature Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies)
Nanang Zubaidi
Universitas Negeri Malang
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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“Message in A Bottle”: Discovering Fanilect within Taylor Swift’s Fandom Khoirunnisa, Dinda; Yannuar, Nurenzia; Basthomi, Yazid; Zubaidi, Nanang
Journal of Language and Literature Vol 25, No 1 (2025): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i1.10042

Abstract

This study delves into the use and impact of fanilect, a specialized form of language, within Taylor Swift’s fandom on TikTok. By employing discourse analysis, it examines the various forms and functions of fanilect in this digital community. The findings reveal four key types of fanilect: jargon, which consists of specific terms and phrases used only within the fan group; intertextual references, where fans incorporate Taylor Swift's lyrics or cultural references into their interactions; routine interactions, such as repeated behaviors or phrases during events or online discussions; and multimodal communication where fans express themselves through a combination of text, images, and videos. Furthermore, the study identifies fanilect's roles in shaping the dynamics within the Swiftie fandom. First, it contributes to identity formation, helping fans identify themselves as part of the community. Second, it establishes power structures, where knowledge of fanilect signifies status within the fandom. Third, fanilect fosters community building by encouraging emotional connections and shared experiences. Lastly, it enhances creative expression, allowing fans to engage with the fandom in varied and artistic ways. This research provides critical insights into how fanilect influences community interactions and identity within Taylor Swift’s fanbase, offering broader implications for understanding linguistic practices in digital fan cultures.
Bridging Identities, Weaving Words: Exploring the Complex Tapestry of Learner Identity in Blended Learning through Collaborative Writing Moh Ruzin; Nanang Zubaidi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.841

Abstract

In blended learning environments, learner identity construction and the factors influencing it have received less attention than the extensive study on language learner identity in face-to-face classroom settings. This critical review paper critically summarizes and reviews a qualitative case study on learner identity construction in blended learning environments through collaborative writing presented in Chen et al.’s (2022) study. Their research addresses a significant gap in second language acquisition by exploring identity construction across online and offline contexts. Through class observations, recordings, platform logs, and interviews, the researchers identified distinct learner identities in face-to-face sessions (Group Leader, Spokesperson, Summarizer, and Follower) and online writing (Industrious Contributor, Prudent Reader, Procrastinator, and Cooperative Writer). The study reveals that identity construction stems from interactions between personal factors (language proficiency, personality traits) and contextual elements (peer dynamics, assigned roles, teacher supervision). In this critical review paper, the researchers analyse the study's methodological approach, findings, and theoretical contributions, highlighting strengths (comprehensive exploration, data triangulation) and limitations (small sample size, lack of demographic diversity). Chen et al.'s study contributes valuable insights into the dynamic nature of learner identity in contemporary educational settings and offers practical implications for curriculum design in blended environments.
CODE-SWITCHING AND CODE-MIXING USED BY INDONESIAN EFL STUDENTS ACROSS DIFFERENT AGES Putri, Elsa Desi; Cahyono, Bambang Yudi; Zubaidi, Nanang; Anugerahwati, Mirjam
Jurnal Visi Ilmu Pendidikan Vol 17, No 3 (2025): Oktober 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i3.78586

Abstract

The phenomena of code-switching and code-mixing were inevitably in EFL classroom. Several studies have been conducted to investigate those issues, meanwhile this research was significant to seek for the kind of code-switching and code-mixing used by EFL students across different age and how this affected their English proficiency level. Therefore, a descriptive-qualitative study through observation was conducted to investigate what kinds of code-switching and code-mixing used. The observation was conducted during the online classes by analysing the recording utterances used by the three EFL students with different age and background. Then, it was found that the code-switching and code-mixing used by the students were varied, such as code-mixing in the form of word, inter-sentential code-switching, and intra-sentential code-switching. Indeed, the kind of code-switching and code-mixing used by the students would show their English proficiency level
The The Implementation of Digital Multimodal Composing for Speaking and 21st-Century Skills in Vocational High School Rizka Fahma Sabila Haque; Francisca Maria Ivone; Nanang Zubaidi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 4 (2025): Penulis dari 3 negara (Indonesia, Jerman dan Turki)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i4.6772

Abstract

English speaking skills and 21st-century competencies are crucial for vocational high school graduates, yet they remain low in Indonesia. Digital Multimodal Composing (DMC) strategies, especially when combined with a task-based approach, offer the potential to enhance both skills. Unfortunately, the implementation of DMC in this context remains rarely explored. This research aimed to explore the implementation of DMC on English-speaking and 21st-century skills in vocational high school. This is a qualitative case study, using observation and interview as data collection techniques. This study involved a class with 17 students majoring in Visual Communication Design and an English teacher. The finding revealed that the implementation of DMC followed the steps of Willis (1996) and had a great potential in developing speaking and 21st-century skills. However, the post-task stage was absent, which caused the learners to lose the opportunity to engage in linguistic review and language focus.
Boosting EFL Speaking Skills Through Think Pair Share Strategy in The Digital Era: Integrating the Reallife App for Eleventh Grade Students Nabila Humaira; Francisca Maria Ivone; Nanang Zubaidi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 4 (2025): Penulis dari 3 negara (Indonesia, Jerman dan Turki)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i4.6776

Abstract

In an era where English proficiency opens global doors, speaking fluency remains the Achilles' heel for many language learners. Initial observations at a senior high school in Kota Malang Grade XI students struggled with speaking, lacked confidence, and had low motivation to improve their speaking ability. Teachers also faced constraints in applying effective speaking strategies due to limited instructional time. To address these issues, this study integrated the Think-Pair-Share (TPS) strategy with the RealLife English application, focusing on the “Pair” phase to maximize interaction and authentic communication. This Classroom Action Research (CAR), following Kemmis & McTaggart’s model, involved 36 eleventh-grade students over eight meetings. Data were collected through speaking tests, questionnaires, classroom observations, and interviews. Students’ speaking performance was assessed using an analytical scoring rubric covering fluency, lexical resource, grammar, and pronunciation. Findings indicate a significant improvement in speaking fluency, supported by notable gains in other criteria. Students reported enhanced vocabulary, greater confidence, and deeper cultural awareness through interactions with international peers on RealLife. Analysis of perceptions revealed three key outcomes: meaningful learning through cultural exchange, effective synergy between a classical cooperative strategy and digital tools, and improved learning efficiency when integrating flipped learning with TPS. This research demonstrates that TPS combined with RealLife offers a powerful, innovative approach to fostering speaking proficiency in EFL contexts. However, there are some shortcomings that should be noted, including the connection issue during the action phase. Some suggestion is also taken into this study.
Pengembangan Bahan Ajar Digital dan Non-Digital Pelajaran Bahasa Inggris Untuk Guru MI Miftahul Ulum 02 Putat Lor Kabupaten Malang Nasihah, Durotun; Cahyanto, Bagus; Zubaidi, Nanang; Satsuki, Takizawa; Nafi’ah, Nida
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 10 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2q6r1a80

Abstract

Saat ini guru dituntut untuk selalu kreatif dan inovatif dalam mengembangkan bahan ajar bahasa Inggris karena banyak siswa sekolah dasar yang memiliki kemampuan bahasa Inggris yang masih rendah. Guru kelas diwajibkan menguasai semua mata pelajaran termasuk bahasa Inggris, tetapi sebagian besar dari mereka masih bergantung pada lembar kerja siswa (LKS) sebagai bahan ajar utama. Masalah yang dihadapi di sekolah wilayah urban adalah minimnya akses kegiatan-kegiatan penunjang yang terkait penggunaan teknologi dalam pembelajaran dan menciptakan bahan ajar yang kreatif dan inovatif.  Oleh karena itu, guru perlu mendapatkan kegiatan pelatihan dan pendampingan dalam menciptakan bahan ajar baik digital maupun non-digital. Bahan ajar digital dirancang sebagai bentuk adaptasi terhadap kemajuan teknologi yang pesat, sedangkan bahan ajar non-digital dimaksudkan untuk mendukung praktik pembelajaran yang berlangsung saat ini. Peserta dalam pelatihan ini berjumlah 20 orang guru dan tenaga kependidikan MI Miftahul Ulum 02, kabupaten Malang, Indonesia. Metode yang digunakan meliputi pelatihan, pendampingan, implementasi dan evaluasi. Hasil kegiatan menunjukkan bahwa 52,9 % peserta yang awalnya belum pernah mengikuti pelatihan pengembangan bahan ajar baik digital dan non-digital, kini 75 % peserta merasa mendapat pengetahuan terkait pembuatan bahan ajar. Selain itu, 82,4% peserta fokus menggunakan LKS dalam pembelajaran, kini 100% peserta mempunyai satu bahan ajar digital, satu bahan ajar non-digital. Pellatihan ini menunjung pembeljaran yang kontekstual berbasis teknologi di sekolah dasar wilayah rural. Development of English Lesson Digital and Non-Digital Teaching Materials for Teachers at MI Miftahul Ulum 02 Putat Lor, Malang Regency Abstract Currently, teachers are required to be creative and innovative in developing English language teaching materials because many elementary school students have low English skills. Classroom teachers are required to master all subjects, including English, but most of them still rely on student worksheets (LKS) as the main teaching material. A problem faced in urban schools is the limited access to supporting activities related to the use of technology in learning and creating creative and innovative teaching materials. Therefore, teachers need training and mentoring in creating both digital and non-digital teaching materials. Digital teaching materials are designed as a form of adaptation to rapid technological advances, while non-digital teaching materials are intended to support current learning practices. Participants in this training were 20 teachers and educational staff from MI Miftahul Ulum 02, Malang Regency, Indonesia. The methods used included training, mentoring, implementation, and evaluation. The results of the activity showed that 52.9% of participants who had not previously participated in training on developing digital and non-digital teaching materials, now 75% of participants felt they had gained knowledge related to creating teaching materials. In addition, 82.4% of participants focused on using LKS in learning, now 100% of participants have one digital teaching material, one non-digital teaching material. This training supports technology-based contextual learning in elementary schools in rural areas.
Co-Authors Amar Atus Sholikah Anugerahwati, Mirijam Atika Kumala Dewi, Atika Kumala Bambang Yudi Cahyono Cahyanto, Bagus Dalopo, Firslady Francisca Maria Ivone Hillary Mayor Husnawadi khoirunnisa, dinda Kukuh Prayitno Subagyo Lalu Naufaldi Amri Lestari Setyowati Metaria Mirjam Anugerahwati Moh Ruzin Nabila Humaira Nafi’ah, Nida Nasihah, Durotun Nurenzia Yannuar Puspitasari, Titik Putri, Elsa Desi Rizka Fahma Sabila Haque Sari Karmina Satsuki, Takizawa Sholikah, Amar Atus Siti Muniroh Yazid Basthomi Yek Amin Aziz Yusnita Febrianti