Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Indonesian Journal of English Language Studies (IJELS) DINAMIKA ILMU: Jurnal Pendidikan
Rouabhia, Ridha
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Exploring A Pocket Guide to Writing through Cultural-Historical Activity Theory: Implications for Multicultural Education Rouabhia, Ridha
Dinamika Ilmu Vol 24 No 1 (2024): Dinamika Ilmu, 24(1), June 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i1.7456

Abstract

Mainstream writing instruction risks marginalising non-dominant voices if not consciously adapted using critical multicultural frameworks. This study analyses Mary Lynn Rampolla's widely used A Pocket Guide to Writing in History through a Cultural-Historical Activity Theory (CHAT) lens, taking notes on voice, power dynamics, and participation elements. The analysis uncovered alignments like the focus on active reading and argumentation. However, tensions emerged regarding the lack of collaborative learning and critical framing of academic conventions. Findings suggest that relying solely on mainstream writing advice risks student empowerment and critical consciousness deficiencies. Writing instructors should supplement individual skill-building with critical perspectives and participatory activities. While conventional guides provide useful starting points, realising the transformative goals of critical multicultural education requires balancing mainstream approaches with conscious efforts to incorporate collaboration, student voice, and critical framing. Further research should build on this study to strengthen writing pedagogy for diversity and equity. It could involve collaborative ethnographic studies in diverse classrooms to examine real-world applications, affordances and limitations. Additionally, studies comparing findings across guides using critical frameworks like CHAT, Critical Race Theory and Critical Discourse Analysis could offer a deeper analysis of patterns and equity implications.
Using Duolingo in Teaching and Learning Vocabulary: A Systematic Review Rouabhia, Ridha; Kheder, Khalefa
Indonesian Journal of English Language Studies (IJELS) Vol 10, No 2 (2024): September 2024
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v10i2.8873

Abstract

This systematic review examines the extant literature on the efficacy of the Duolingo application for vocabulary development in instructed second language (L2) contexts. Drawing on several empirical studies, the review synthesises findings related to (a) the comparative effectiveness of Duolingo versus traditional pedagogies, (b) the impact of Duolingo on learner motivation and engagement, and (c) practical implications for classroom integration. While the majority of evidence attests to measurable gains in receptive vocabulary knowledge, the findings must be interpreted with caution due to methodological limitations, including small sample sizes, short intervention periods, and construct underrepresentation. The motivational appeal of Duolingo's gamified interface emerges as a prominent theme, corroborated by self-report data. However, the limited research employing psychometrically robust motivational measures precludes definitive conclusions about the temporal stability and transferability of this motivational effect. Theoretically, the provision of individualised feedback aligns with interactionist theories, yet the restricted opportunities for the negotiation of meaning raise doubts about the depth of lexical engagement. Pedagogically, the reviewed studies advocate the careful integration of Duolingo as a supplementary tool within formal instructional contexts. However, optimal implementation strategies remain unspecified, necessitating further classroom-based research employing mixed-methods designs. Significant gaps are identified, including the lack of investigations into the differential impacts of Duolingo's features, vocabulary transfer to authentic communication, and the development of self-regulated learning strategies.
Exploring Trauma, Memory, and Identity Formation in ‘The School for Good Mothers’ by Jessamine Chan Rouabhia, Ridha; Makhlouf, Amro
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11305

Abstract

This article examines the links between trauma and memory and implications for identity in Jessamine Chan's novel, The School for Good Mothers. It describes how intergenerational trauma impacts Frida (the protagonist) and her interactions with Harriet from the respective perspectives of psychoanalytic trauma theory and pluralistic trauma models. Based on the analysis, Frida's identity and behaviours are significantly shaped by unresolved childhood trauma and social expectations related to motherhood. Hence, the novel critiques institutional approaches to dealing with trauma that rely on surveillance and standardisation as opposed to identifying and resolving deeper psychological issues. For example, the continued monitoring presented in the novel is a form of ongoing traumatisation and mirrors contemporary concerns about privacy, autonomy, and mental health. This research contributes to the field of trauma studies by focusing on trauma as a complexity of experiences based on individual experiences, traumatic experiences within family systems, and external societal pressures, particularly in the experiences of mothers. Lastly, this research illustrates, through multiple lenses, why trauma should be treated individually and how universalised approaches to trauma are limited at best when addressing complex trauma in institutional contexts.
Cultural Identity and Intertextual Discourse: A Study of Paper Menagerie by Ken Liu Rouabhia, Ridha
Indonesian Journal of English Language Studies (IJELS) Vol 10, No 1 (2024): March 2024
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v10i1.7615

Abstract

This study investigates the intricate interplay between intertextuality and discourse in Ken Liu’s evocative short story Paper Menagerie, focusing on cultural identity negotiation and heritage language dynamics. Through qualitative literary analysis involving multiple close readings, thematic coding, comparative contextualization, and detailed interpretation, the interplay between Liu’s masterful integration of multifaceted cultural allusions and the discourse patterns surrounding generational language divides and struggles with self-concept is examined. The analysis reveals how Liu adeptly employs intertextuality through origins, Qingming festivities, and other symbols to create resonance and authenticity in exploring assimilationist tensions, while patterns in the text reinforce acculturative pressures and resulting linguistic barriers faced by immigrants. Ultimately, these layers synergize to reflect deeply on the preservation of identity tensions. As with textual analysis, subjective interpretive constraints persist, limiting generalizability. Further exploration through intertextual threads in Liu’s broader writings could enrich the understanding of his versatile identity while revealing philosophical evolution. The intricate symbiosis between intertextuality and discourse breathes life into this narrative, crystallizing universally relatable experiences through a culturally specific lens. While bittersweet, Liu’s artistry is a poignant reminder that interweaving past and present fosters empathy across paper menageries.
Co-Authors Kheder, Khalefa Makhlouf, Amro