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All Journal Litera Tadris: Jurnal keguruan dan Ilmu Tarbiyah INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS
Zuleika, Tika
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Enhancing French Reading Comprehension by Implementing a Project Based-Learning Rosita, Diana; Rini, Setia; Trisna, Indah Nevira; Zuleika, Tika
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 1 (2024): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v9i1.19181

Abstract

This study aims to determine and describe the comparison before and after the implementation of Project-Based Learning (PjBL) on the French reading comprehension abilities of students in the French Education Study Program, measured by reading level indicators equivalent to the B2 level in the CEFR. The method used is quantitative, with a quasi-experimental research design. The population consisted of all students in this study program, totaling 186 students in the odd semester of the 2023/2024 Academic Year. The sample was selected through purposive sampling, comprising 20 students at the B2 level. The highest score obtained during the pretest was 77.5, while the highest posttest score was 75. The average student score during the pretest was 54, but it dropped to 50 in the posttest. The t-test results showed a 2-tailed significance value of more than 0.05, indicating no significant influence on the ability to understand French text after implementing PjBL. Based on the questionnaire, students reported increased motivation to read French texts, better understanding of sentences, and improved ability to find the main idea. They also noted enhancements in teamwork, creativity, and critical thinking, although they still required guidance from lecturers. Despite the positive reception and impact of the PjBL model on learning, there was no significant effect on students' French reading comprehension abilities after its implementation. Further research should investigate the factors that influence students' reading comprehension results.
Student’s Student’s Reception about La Parure, an Ironical Short Story by Guy de Maupassant Zuleika, Tika
International Journal of Education, Information Technology, and Others Vol 8 No 3.A (2025): International Journal of Education, information technology   and others (On Pro
Publisher : Peneliti.net

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Abstract

This study explores students’ reception of La Parure, an ironic short story by Guy de Maupassant, focusing on how they interpret its themes, characters, and moral messages. Employing a reception theory framework, the research analyses responses from students with diverse cultural and academic backgrounds. Data were collected through questionnaires, interviews, and textual analysis to understand how readers perceive the story’s critique of social class, materialism, and the consequences of appearances. Findings reveal varying receptions based on cultural and temporal contexts. Students often empathize with the protagonist, Mathilde Loisel, while simultaneously critiquing her obsession with social status. The study also highlights the relevance of La Parure in modern contexts, particularly in addressing materialism and the pursuit of superficial appearances, akin to contemporary phenomena like social media lifestyles. Additionally, the analysis examines students’ perceptions of adaptations of La Parure into films and graphic novels, revealing how different media influence their understanding of the story's irony and moral lessons.
Students’ Perceptions of the Use of Social Media in French Languages Learning Lesmana, Sandy; Zuleika, Tika; Kusumaningtyas, Vita
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Rapid technological advancements, coupled with developments in science, have made knowledge easier to access and search for. One example of this ease of accessing and seeking knowledge in the world of education is the use of digitalisation. Digitalisation can support the learning process through digital media. One form of digitalisation in education involves the use of social media by students in the learning process, particularly in the context of learning French. This study aims to analyse the opinions of third-semester students on the French Language Programme at the Faculty of Languages, Arts and Culture, Yogyakarta State University, regarding the use of social media in the French language learning process. The object of this study is questionnaire data regarding the perceptions of students in the French Language Study Programme regarding the use of social media in the learning process. The data collection method used in this study is the TAM (Technology Acceptance Model) method. The five indicators within the TAM method used in this study are ACU (Actual System Usage), PU (Perceived Usefulness), PEOU (Perceived Ease of Use), ATU (Attitude Toward Use), and BI (Behavioural Intention to Use). The research instrument used was a Likert scale with five response levels: 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Agree, 4 = Agree, 5 = Strongly Agree. The results of this study indicate that the highest percentage for the ACU (Actual System Usage) indicator was “Agree” at 46.4%, for PU (Perceived Usefulness) it was “Agree” at 51.47%, PEOU (Perceived Ease of Use) was “Agree” at 42.40%, ATU (Attitude Toward Use) was “Agree” at 45.7%, and BI (Behavioural Intention to Use) was “Agree” at 50%. Respondents agreed that the use of media in the French language learning process can help students develop their French language skills. This study can contribute to understanding the use of social media to assist students in the French language learning process and can provide insights into the utilisation of technology in foreign language learning, particularly French.
Forms and functions of nonverbal communication in native and non-native French lecturers’ classrooms Rohali, Rohali; Tobing, Roswita Lumban; Rahayu, Siti Perdi; Zuleika, Tika
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.94342

Abstract

This study explores the categories and pedagogic functions of nonverbal communication used by native-speaker and non-native-speaker French teachers teaching French as a Foreign Language (FLE). This study used descriptive qualitative method through room-talk analysis to be observed in Yogyakarta State University. There were two non-native lecturers, a man and a woman, the participants. The data were collected from non-participating classes by means of observations, field notes, and audio-visual recordings. The discussion was limited to the following are nine forms of nonverbal communications: body language, facial expressions, eye contact, posture, proxemics, silence, touch, paralanguage, visual-aids and demonstrations. The results argue that these nine lecture delivery modes are key pedagogic resources through which lecturers shape meaning-making, manage class interaction, and develop lecturer-student relational intimacy. The non-native lecturer displays an increased desire for instruction clarity manifested in a more controlled body language, strategically employed silences, and minimized paralanguage. Conversely, the native speaker prefers interactional dynamism, readily employing hand gestures, spatial dynamics, engaging friendly facial expressions and a variety of paralanguage signals. Overall, the findings highlight the importance of nonverbal communication and its role in the co-construction of a multimodal, interactional-based pedagogic context in teaching French at university. Eye contact, posture, touch and visual illustrations are other communicative resources that help to reinforce the dynamics of the classroom interactions.
Co-Authors Kusumaningtyas, Vita Rohali Rohali Rosita, Diana Roswita Lumban Tobing Sandy Lesmana Setia Rini, Setia Siti Perdi Rahayu Trisna, Indah Nevira