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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Datokarama English Education Journal (deejournal)
Rengur, Zul Aini
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Humanities Education Languange, Linguistic, Communication & Media Other

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Journal : Datokarama English Education Journal (deejournal)

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A Canvas of Similes: Unveiling Thematic Richness in Graham Greene's “The Power and The Glory” Zulfikri, Zulfikri; Mansur, Nurfauziah; Rengur, Zul Aini
Datokarama English Education Journal Vol. 4 No. 2 (2023): December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v4i2.77

Abstract

This research delves into the profound narrative artistry of Graham Greene's "The Power and The Glory" by analyzing 10 selected similes representing five types based on XuoGuo's classification. The simile types include Descriptive, Illuminative, Illustrative, Open, and Closed Similes, each contributing uniquely to the novel's thematic tapestry. Utilizing a qualitative method, the research systematically categorizes and scrutinizes similes, identifying prevalent types, and unraveling their patterns and thematic implications. Descriptive similes, comparing a shark's fin to a periscope, enhance vivid imagery and introduce concealed dangers. Illuminative similes, equating knowledge to a dark explicable spot in an X-ray photograph, provide nuanced insights into character understanding and thematic depth. Illustrative similes, likening a gold bangle to a padlock, introduce visual metaphors and layers of meaning. Open similes, like having golden shoes, infuse imaginative qualities into actions, while closed similes, comparing a man to Prometheus, draw explicit parallels, enriching characterizations with mythological undertones. This research identifies a total of 47 similes within the novel. By shedding light on the intricate use of similes in "The Power and The Glory," this research contributes significantly to understanding Greene's stylistic choices, serving as a valuable resource for scholars, literary enthusiasts, and those exploring the depths of figurative language in Greene's masterful storytelling.
THE ANALYSIS OF SCHIZOPHRENIA SYNDROME IN JOANNE GREENBERG’S “I NEVER PROMISED YOU A ROSE GARDEN” Fatima, Fatima; Zulfikri, Zulfikri; Rengur, Zul Aini; Mansur, Nurfauziah; Putri, Prisna Aswarita
Datokarama English Education Journal Vol. 5 No. 2 (2024): December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i2.105

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This research aimed to discover the reflection of schizophrenia syndrome in Joanne Greenberg’s I Never Promised You a Rose Garden and the reasons why Joanne Greenberg wrote the novel. The research used a descriptive method. The data were divided into two categories: primary data and secondary data. The primary data consisted of the main information taken from the novel I Never Promised You a Rose Garden. The secondary data included the biography of the author and related literature, such as books and online sources, to support the analysis. The data were collected by reading the novel several times, analyzing its dialogue and themes, noting dialogues related to schizophrenia syndrome, and studying the historical background of the author, Joanne Greenberg. In analyzing the data, the researcher applied a genetic structuralism approach, focusing on both the intrinsic and extrinsic elements of the novel. The results of this analysis showed that Deborah Blau, the main character, suffered from schizophrenia syndrome due to her environment. She experienced hallucinations and delusions, which indicated paranoid schizophrenia. She received treatment through psychotherapy administered by her doctor in a mental hospital. Joanne Greenberg wrote the novel to depict the reality of life for people with mental illness. Additionally, the novel was inspired by her personal experiences, which she transformed into the story.
Code-Switching in EFL Classrooms: A Tool for Comprehension or a Hindrance in Fluency Rengur, Zul Aini; Putri, Prisna Aswarita; Fatima, Fatima; Mansur, Nurfauziah; Zulfikri, Zulfikri; Kuliahana, Ana; Fatimawali, Fatimawali
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.121

Abstract

This study explored the dual role of code-switching in English as a Foreign Language (EFL) classrooms, examining whether it functioned more as a tool to support comprehension or as a hindrance to fluency development. Employing a qualitative descriptive design, the research involved three English teachers and ten intermediate-level students in a bilingual educational context. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analysed thematically. Findings revealed that when used strategically and sparingly, code-switching served as an effective pedagogical scaffold, enhancing comprehension, reducing learners’ anxiety, and fostering confidence—particularly among lower-proficiency students. Teachers reported that occasional use of the students’ first language (L1) maintained lesson flow and facilitated understanding of complex material. However, excessive reliance on code-switching was found to limit students’ opportunities to practice English, foster dependency on L1, and impede the development of fluency and communicative competence. These findings underscored the need for a balanced and principled approach to code-switching, where teachers used L1 judiciously to support learning while progressively increasing English use to promote fluency. The study contributed to the ongoing debate on the pedagogical value of code-switching, highlighting its potential as a flexible instructional strategy when applied thoughtfully within learners’ sociocultural and linguistic contexts.
Co-Authors Fajrin, Maghfiroh Fatima Fatima Fatimawali . Kuliahana, Ana Kumala, Shofa Aulia Mansur, Nurfauziah Putri, Prisna Aswarita Zulfikri Zulfikri, Zulfikri