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All Journal J-REaLL International Journal of Contemporary Studies in Education
Salsabila, Hanania
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Critical Discourse Analysis on Controversial Case of Death Penalty for Mental Disability in Online News Nabillah, Muchamad Rifqi Nabillah; Triyono, Sulis; Salsabila, Hanania
International Journal of Contemporary Studies in Education Vol. 3 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v3i1.888

Abstract

This research aimed to find out the linguistics aspects that were used by each media in presenting the news about the controversial case of death penalty for man with mental disability and to discover the practice discourse, linguistics aspect produced and social practice that underlie the linguistics aspects used in issuing the discourse. The data of this study was the online news that was published by Detiknews, Okenews, Sindonews.com, Tribunnews, Tempo.com, merdeka.com. The method used in this study was a qualitative research method to approach critical discourse analysis. This study applied the critical discourse analysis theory of Norman Fairclough encompassing text analysis (microstructure), discourse practice (mesostructured) and sociocultural practice (macrostructure). From the result, we found that each media has different linguistics, aspect such as in selecting the dictions or phrases due to each media has each view, ideology and general description. In social view shows that society was disappointed to the Singapore government in doing the despicable and cruel action to the disabled people who need to be protected and does not consider the law of human right .
Assessing translanguaging as a strategy for enhancing students’ classroom activity participations in a rural vocational high school: A case study Karima, Kauna; Windianto, Nur Eko; Machfudi, Moch. Imam; Salsabila, Hanania; Purnawan, Ari; Sukarno, Sukarno; Yulia, Yuyun
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23479

Abstract

Translanguaging (TL) has been recognized for its potential to enhance students’ understanding and participation in English as a foreign language (EFL) classroom, particularly in speaking, reading, writing, and listening. This is especially relevant for vocational high school students in rural settings, where limited English proficiency and resource constraints present challenges. TL allows students to engage more actively by flexibly using their native language alongside English. However, its effectiveness depends on various contextual factors, including teachers’ implementation strategies and students’ language proficiency. This case study investigates how teachers and students perceive the effectiveness of TL in supporting comprehension within the context of English for specific purposes (ESP) in a rural school setting. The data were collected through teacher interviews, student focus group discussions, and classroom observations. Findings indicate positive perceptions of TL from both teachers and students, with teachers using it strategically to explain complex ideas and foster language skills. However, its effectiveness varies based on language familiarity, with a noted preference for mixing English with Bahasa Indonesia over Javanese. Despite TL's benefits in building confidence and comprehension, challenges such as balancing native languages with English, managing limited vocabulary, and ensuring consistent practice remain. Overall, while TL strategies could enhance comprehension and confidence in speaking English, the success depends on strategic implementation and alignment with students' proficiency levels. Future studies could explore the efficacy of TL in improving students’ comprehension across diverse educational settings.
Co-Authors Ari Purnawan Karima, Kauna M. Sukarno Moch. Imam Machfudi Nabillah, Muchamad Rifqi Nabillah Sulis Triyono Windianto, Nur Eko Yuyun Yulia