Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of English and Education Studies in English Language and Education
Safrina, Raden
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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Is the throne still for the people? A sociocultural linguistic analysis of Menanam adalah Melawan Safrina, Raden; Novianti, Nita; Rahayu, Lina Meilinawati
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.40890

Abstract

Tahta untuk Rakyat Throne for the People, which is the principle that the highly respected Hamengkubuwono IX lived by as a democratic and nationalist King of Kesultanan Ngayogyakarta Hadiningrat, embodies the concept of the people, by the people, for the people. Under his rule, Kesultanan Ngayogyakarta Hadiningrat (Yogyakarta Sultanate in Indonesia) was committed to placing the people first. Nevertheless, the book Menanam adalah Melawan, or Planting is Resisting, challenges the very principle and questions the commitment of the present-day sultanate. The article explores the activist book, which contains the notes of an activist farmer who reflected on and wrote about his journeys and experiences as a farmer-turned-activist after the village where he farmed was claimed by the authorities, including the sultanate, and was planned to be made into a mining site. Faircloughs sociocultural linguistics frames the analysis, and more specifically through Critical Discourse Analysis (CDA). The results indicate that at the micro level, Widodos writing uses emotive and technical language to construct a collective identity of marginalized farmers, opposing powerful entities like the sultanate and corporations. At the meso-level, the text challenges dominant power structures and neoliberal policies, advocating for social justice and a responsive monarchy, while emphasizing the need for transparency and genuine community partnership. The article indicates that the concern about the marginalized should take into account non-mainstream texts such as those produced by the marginalized so that social injustice can be minimized.
Exploratory practice in action: EFL teachers’ and students’ collaborative engagement in intensive reading activities Sri, Melisa; Emilia, Emi; Safrina, Raden
Journal of English and Education (JEE) Vol. 12 No. 1 (2026): VOLUME 12 NO 1 MAY 2026 (In Progress)
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v12i1.42601

Abstract

This qualitative case study investigates how EFL teachers and students collaboratively enact Exploratory Practice (EP) principles in intensive reading instruction at an Indonesian university. Drawing on classroom observations, semi-structured interviews, and reflective journals, the research explores the pedagogical integration of EP’s seven key principles, including puzzle-posing, mutual development, and reflective inquiry. Findings reveal that EP transforms the reading classroom into a space for shared exploration, where both teachers and learners co-construct meaning, deepen engagement with texts, and foster a supportive learning community. Teachers shifted from delivering fixed content to facilitating dialogic discussions around learner puzzles, while students became more reflective and agentive in their reading practices. The enactment of EP led to improved teacher-student relationships, enhanced metacognition, and greater emotional investment in learning. However, challenges emerged, including time constraints, discomfort with open-ended inquiry, and misalignment with standardized assessments. Despite these tensions, the study underscores the potential of EP to humanize reading instruction by centering learner voice, inquiry, and well-being. This research contributes to the growing literature on practitioner research in language education, offering insights into the enactment of EP in skill-specific domains and advocating for more inclusive, inquiry-driven pedagogy in EFL contexts.
Co-Authors Emi Emilia Lina Meilinawati Rahayu Melisa Sri, Melisa Nita Novianti, Nita