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All Journal Jurnal SOLMA DIDAKTIKA : Jurnal Kependidikan FOSTER: Journal of English Language Teaching Journal of English Language and Education
Dellis Pratika
Universitas Palangka Raya
Education Languange, Linguistic, Communication & Media Other

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Optimalisasi Literasi Digital Guru dalam Penulisan Artikel Promosi Potensi Daerah Berbasis SEO Richard Ferry Nugraha; Bahing; Ristati; Muhammad Subhan Fikri; Emeral; Novika Amalia; Dellis Pratika; Cendikia Flory Aristia; Tutik Haryani; Sovia Rahmaniah; Basir Hidayatullah; Rafi
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22772

Abstract

Background: Program pengabdian kepada masyarakat ini dilaksanakan untuk mengoptimalkan literasi digital guru melalui pengenalan konsep dan praktik Search Engine Optimization (SEO) dalam penulisan artikel promosi potensi daerah di Kalimantan Tengah. Kegiatan ini dilatarbelakangi oleh kebutuhan untuk memperkuat peran guru tidak hanya sebagai fasilitator pembelajaran di kelas, tetapi juga sebagai agen literasi digital yang mampu berkontribusi pada pembangunan daerah melalui karya tulis kreatif berbasis teknologi. Metode: Program dirancang dalam bentuk workshop yang terdiri atas pemaparan materi, diskusi, serta praktik langsung menulis artikel berbasis SEO dalam bahasa Inggris. Sebanyak 17 guru berpartisipasi aktif dalam kegiatan ini dan memberikan umpan balik melalui kuesioner. Hasil: Temuan menunjukkan bahwa mayoritas peserta menunjukkan persepsi positif terhadap aspek penyampaian materi (100%), kepuasan terhadap workshop (82%), alokasi waktu (94%), motivasi (94%) dan kepercayaan diri (100%). Selain itu, artikel peserta yang dipublikasi memiliki visibilitas yang cukup baik dengan 226 impresi dan pembaca dari mancanegara. Kesimpulan: Secara keseluruhan, program ini berhasil meningkatkan pemahaman dan keterampilan guru dalam penulisan artikel berbasis SEO sekaligus menumbuhkan motivasi mereka sebagai agen literasi digital. Di masa mendatang, kegiatan serupa perlu menyediakan waktu lebih panjang dan pendampingan berkelanjutan agar dampaknya lebih optimal.
AI-Generated Transcripts for EFL Listening Monitoring, Regulation, and Reshaping Process Development Cendikia Flory Aristia; Dellis Pratika; Niwayan Sukraini
DIDAKTIKA Vol 20 No 01 (2026): DIDAKTIKA : JURNAL KEPENDIDIKAN
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v20i01.11684

Abstract

This qualitative case study investigates how 31 intermediate EFL learners used AI-generated transcripts to monitor, regulate, and reshape their listening comprehension during seven weeks of structured listening activities. Data from open-ended questionnaires and focus group discussions were analyzed thematically. The findings show that learners used transcripts as metacognitive scaffolds to compare spoken input with written text, identify misheard words and unfamiliar vocabulary, confirm interpretations, and revise misunderstandings. Rather than passively relying on transcripts, learners used them to verify unclear parts and reflect on comprehension gaps. Transcript use also helped learners shift from word-level decoding to a gist-oriented understanding by making unclear acoustic input more visible. The study suggests that guided use of AI transcripts can promote more reflective, strategic, and autonomous EFL listening.
Constructing Male Immaturity through Figurative Language: A Stylistic Analysis of Sabrina Carpenter’s “Manchild” Yasin Ali Rogas; Ristati Ristati; Dellis Pratika
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2848

Abstract

This study examines how figurative language constructs male immaturity in Sabrina Carpenter’s Manchild. The song was selected because it has attracted widespread public attention for its critical portrayal of male behavior through rich figurative expressions, making it an appropriate text for stylistic analysis. Using a qualitative descriptive design, the study applies Perrine’s and Rozakis’ classifications of figurative language alongside Leech and Short’s stylistic theory to analyze both the types and functions of figurative expressions. The data consist of lyric lines collected through documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that irony is the dominant device (36.8%), followed by hyperbole (31.6%) and sarcasm (15.8%), while metaphor, paradox, and ambiguity occur less frequently. Rather than functioning independently, these devices interact to construct a critical representation of male immaturity. Irony serves as the primary evaluative strategy, whereas hyperbole and sarcasm intensify criticism through exaggeration and ridicule. This study contributes to stylistic and linguistic research by integrating figurative language classification with functional analysis and demonstrating how figurative language constructs gendered meaning and social criticism in contemporary popular music.
Exploring EFL Teachers’ TPACK Implementation in Rural Indonesia: Insights from Central Kalimantan Dellis Pratika; Emeral Emeral; Novika Amalia; Tampung Nias Saman; Julianthi Zefana Silitonga; Misericordias Domini
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.281

Abstract

This study investigates Indonesian EFL teachers’ perceptions and implementation of Technological Pedagogical Content Knowledge (TPACK) in rural Central Kalimantan. Using a qualitative design with semi-structured interviews, it explores how teachers integrate content, pedagogy, and technology in their classroom practices. The findings show that teachers demonstrate strong confidence in content and technological knowledge, adapting instruction to students’ needs and displaying positive attitudes toward technology integration. However, challenges persist in pedagogical domains, particularly in fostering collaboration, and are compounded by infrastructural limitations, digital inequities, and restrictive institutional policies. This study highlights rural teachers’ adaptive strategies under constrained conditions, expanding TPACK beyond urban settings. The implications call for teacher training that emphasizes pedagogically grounded and context-sensitive approaches, and for policies that strengthen rural digital infrastructure and promote equitable access. Future research should broaden the extent to a broader rural context, include learner perspectives, and examine teachers’ sustainable TPACK development.
Co-Authors Bahing Basir Hidayatullah Cendikia Flory Aristia Emeral Emeral Emeral Julianthi Zefana Silitonga Misericordias Domini Muhammad Subhan Fikri Niwayan Sukraini Novika Amalia Rafi Richard Ferry Nugraha Ristati, Ristati Sovia Rahmaniah Tampung Nias Saman Tutik Haryani Yasin Ali Rogas