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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

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

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

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.

English Language Learning Strategies Integrated with Technology to Improve the Learning Outcomes of Junior High School Students in Palu City Rengur, Zul Aini; Kumala, Shofa Aulia; Fajrin, Maghfiroh
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 2 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i2.519

This study investigates how English language learning strategies integrated with technology impact the learning outcomes of junior high school students in Palu City. The research employs a mixed-methods approach, combining quantitative surveys, pre- and post-tests, qualitative interviews with teachers, and classroom observations. A total of 150 students from three schools participated, providing data on their perceptions of technology in learning English and their proficiency in reading, writing, speaking, and listening skills. Quantitative analysis revealed significant improvements in all tested skills following the implementation of technology-integrated strategies, supported by statistical findings (p < 0.05). Surveys indicated positive student attitudes towards technology, citing increased understanding, motivation, and enjoyment in learning English. However, challenges such as limited digital access outside school hours were identified. Qualitative insights from teacher interviews highlighted benefits like enhanced student engagement but also underscored the need for ongoing professional development and equitable access to digital resources. Classroom observations illustrated varied implementation and student engagement levels, emphasizing the importance of pedagogical alignment and effective use of technology in language teaching. This study contributes to the discourse on technology-enhanced education in diverse contexts, offering practical recommendations for improving English language learning outcomes in Palu City's junior high schools.

Implementation of Flipped Classroom in Increasing Students’ Grammar Ability of Islamic Economic Department Student in UIN Datokarama Palu Mansur, Nurfauziah; Fatima, Fatima; Rengur, Zul Aini
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 2 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i2.529

The aim of this research was to describe the effect of the flipped classroom on increasing students’ ability in grammar. This research belonged to quasi-experimental research with a group pre-post-test design involving 50 bachelor degree students from the Islamic Economic Department at UIN Datokarama Palu as the sample. The sampling technique was total sampling with the experimental group (25 students) and control group (25 students). To assess the students’ ability in grammar, four components were measured: accuracy in tense usage, consistency, understanding of tense form, and contextual appropriateness. The students’ scores were classified into five categories: very good, good, medium, low, and failed. After treatment, the grammar ability scores increased for the experimental group. The percentage increased in all aspects: accuracy in tense usage increased by 45%, consistency by 40.6%, understanding of tense form by 31%, and contextual appropriateness by 32.8% from the pre-test scores. The Flipped Classroom model revolutionized the teaching of English grammar, offering practical strategies for implementation, and emphasizing the need for collaborative and independent learning experiences to enhance students' language proficiency and overall learning outcomes.

Students’ Perception towards Collaborative Learning’s Contribution to Students’ Active Participation in ELT Class Fatima, Fatima; Rengur, Zul Aini; Mansur, Nurfauziah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 2 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i2.534

Collaborative Learning replacing the passive learning paradigm with a proactive and interactive model. It is has been implemented in the learning process by educators, starting from beginner level to the university level. This research intended to explore the students’ perception toward collaborative learning’ contribution to their active participation in the learning process. A mixed method approach was employed in this research with the explanatory sequential mixed methods design. The quantitative data were gathered from the questionnaire that was distributed to 74 students of English Tadris Study Program at UIN Datokarama Palu, while the qualitative data were gathered from the interview. The findings revealed that the students give a positive reaction to the contribution of CL implementation in promoting their active engagement in the learning process. The students’ active participation in the learning process was demonstrated in three points. First, collaborative learning enhanced the students’ interaction with their peers in the learning process. Second, collaborative learning encouraged the students’ engagement. Finally, collaborative activities promoted students to generate ideas.

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