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All Journal Pamomong: Journal of Islamic Educational Counseling LIER: Language Inquiry & Exploration Review
Zakiyah, Tasya Amin
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Education Languange, Linguistic, Communication & Media

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PERAN SPIRITUALITAS DENGAN KESADARAN EMOSI DAN COPING REMAJA Muarifah, Alif; Diponegoro, Ahmad Muhammad; Naini, Rohmatus; Suadirman, Siti Partini; Zakiyah, Tasya Amin; Herdiansyah, Diki
Pamomong: Journal of Islamic Educational Counseling Vol. 5 No. 1 (2024)
Publisher : State Islamic University (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/pamomong.v5i1.1530

Abstract

Adolescence is a period that has a very unique development. Spirituality is core to the individual's process of becoming holistically healthy. This study aims to determine the relationship between spirituality, emotional awareness, and coping among adolescents in Yogyakarta. The research method used was correlational with a direct survey of 525 students aged 14-18 years at the high school level. The research instrument used was the Wellness Evaluation of Lifestyle inventory, which Naini (2013) adopted through back translation and adaptation to the Indonesian language and culture. The data analysis technique used is Pearson correlation. The research results show spirituality with emotional awareness and coping with a Pearson correlation of .325 and p = .000 (p<.05). This study concludes that there is a relationship between spirituality, emotional awareness, and coping in adolescents.
Reconceptualizing Language Acquisition through Embodiment and Materiality Marcella, Eka; Zakiyah, Tasya Amin
LIER: Language Inquiry & Exploration Review Vol. 1 No. 2 (2024): LIER: Language Inquiry & Exploration Review
Publisher : Pemuda Peduli Publikasi Insan Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/

Abstract

Purpose: This study aims to reconceptualize language acquisition by exploring how embodiment and materiality influence the processes of learning and meaning-making. It challenges traditional cognitive perspectives that separate mind and body by examining how gestures, sensory experience, spatial arrangements, and material objects actively shape linguistic understanding. Subjects and Methods: The study employed a qualitative interpretive design grounded in phenomenology and post humanist theory. Data were collected through participant observation, semi-structured interviews, and artifact analysis in two multilingual classrooms involving twenty-four learners aged ten to fourteen and four language teachers. Thematic and multimodal analyses were conducted to identify patterns of bodily engagement, material mediation, and sensory interaction in language learning. Results: Findings reveal that language acquisition unfolds as an embodied and materially mediated process. Gestures extend linguistic thought, materials such as objects and digital tools act as cognitive mediators, and spatial as well as sensory environments shape learners’ affective and cognitive engagement. The body functions as a site of memory and meaning, where linguistic recall and comprehension are enacted through movement, rhythm, and emotion. Conclusions: Language learning is a multisensory, relational, and embodied experience that integrates cognition, emotion, and material interaction. Pedagogical practices should therefore promote movement, touch, and sensory engagement to enhance comprehension and retention. The study contributes to theoretical and practical understandings of language as a distributed phenomenon emerging through the interplay of human and material agency.
Co-Authors Alif Muarifah Herdiansyah, Diki Marcella, Eka Rohmatus Isnaini Suadirman, Siti Partini