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All Journal JOURNAL OF ENGLISH FOR ACADEMIC EDUTREND: Journal of Emerging Issues and Trends in Education
Syalshabillah, Aura
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Education Languange, Linguistic, Communication & Media Other

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Students’ Perception: Students’ Digital Literacy Skill in Senior High School kasriyati, destina; Andriani, Refika; Kurniawan, Kurniawan; Syalshabillah, Aura
J-SHMIC : Journal of English for Academic Vol. 11 No. 2 (2024): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2024.vol11(2).18364

Abstract

Technology is currently developing rapidly, all elements including the world of education are also experiencing this development. There is no doubt that digital-based technology has been enjoyed by educators and students in school learning as an information medium for exploring knowledge. This study is aimed to identify the students’ perception towards digital literacy. This research used quantitative  with survey approach. The instrumen of this research is questionnaire. Questionnaire was distributed to the students by google form.  In other words, the results of this research are students’ perception of digital literacy can be categorized moderate level with score 2,94. It can be concluded that the internet is a very important  for students, especially for searching information and doing school assignments. The implication of this research that considering the importance of the internet for students, there needs to be education about online security, privacy and ethics of internet use so that students can be wiser in searching for information.
Principles and Applications of Generative and Cognitive Grammar: A Systematic Literature Riview Syalshabillah, Aura; Kasriyati, Destina; Andriani, Refika
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 1 No. 3 (2024): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.462

Abstract

This study investigates the principles and applications of generative and cognitive grammar, focusing on their influence on language acquisition, literacy development, and second language learning. Spanning from 2020 to 2024, Databases such as Google Scholar and Crossref were used for the initial search, utilizing tools like Zotero and Publish or Perish. Keywords such as "generative grammar," "cognitive grammar," "applications," and "principles" An initial 1,200 articles were identified across Crossref and Google Scholar were employed. After applying rigorous inclusion and exclusion criteria, including the removal of duplicates and non-English articles, 35 articles were selected for in-depth analysis. Key findings highlight the positive impact of generative and cognitive grammar principles on engagement and outcomes in language learning, particularly for young and second language learners. Systematic and explicit instruction in these grammatical frameworks significantly improves syntactic and semantic skills. However, the review underscores the need for more empirical studies to establish standardized methodologies and assess long-term effects. The implications for practice, particularly in curriculum design and educational policy, are significant. Educators should integrate systematic instruction in generative and cognitive grammar into language learning programs, especially for young and second language learners. While grammatical skills are crucial for language development, instructional methods must be standardized to achieve lasting improvements. Additionally, the research indicates that early grammatical processing is a significant predictor of later language proficiency, emphasizing the need for early intervention and consistent instructional methods. Future research should continue exploring the most effective methods for teaching generative and cognitive grammar in diverse linguistic contexts, ensuring that all learners have the opportunity to develop strong language skills. This comprehensive understanding will aid in crafting educational policies and curricula that support robust language development across various learning environments.
Co-Authors andriani, Refika Kasriyati, Destina Kurniawan Kurniawan