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All Journal Eduvest - Journal of Universal Studies DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA
Sastri Br Rajaguk-guk
Universitas Negeri Jakarta
Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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METODOLOGI PENELITIAN BAHASA DENGAN KAJIAN POSITIVISME Endry Boeriswati; Saifur Rohman; Ahmad Zaki Munibi; Saiyidinal Firdaus; Erfi Firmansyah; Hendrawanto CH; Sastri Br Rajaguk-guk
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 11 No. 2 (2024): Desember
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v11i2.6441

Abstract

penelitian yang menggunakan positivisme telah secara efektif menerangi keterkaitan antara variabel sosial dan variasi linguistik, sebagaimana dibuktikan oleh studi Labov, (1971) tentang variasi fonologis di Philadelphia. berfokus pada fakta empiris yang dapat diamati, diukur, dan diverifikasi, dan sangat mendasari metodologi kuantitatif dalam penelitian. positivisme memungkinkan peneliti untuk mengumpulkan data kuantitatif yang dapat dianalisis secara statistik, seperti frekuensi penggunaan struktur sintaksis tertentu dalam bahasa kedua (L2). Tiga pendekatan utama yang sering digunakan dalam studi Bahasa adalah positivisme, neo-positivisme, dan fenomenologi. Ketiga pendekatan ini memiliki asumsi dasar yang berbeda tentang metode memahami bahasa, tetapi semuanya menawarkan pandangan penting tentang bagaimana studi Bahasa dapat dilakukan secara empiris dan analitis.
Cognitive and affective roles in language and literature learning at the secondary school level (a literature study) Ninuk Lustiyantie; Uwes Anis Chaeruman; Sastri Br Rajaguk-guk
Eduvest - Journal of Universal Studies Vol. 5 No. 5 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i5.49940

Abstract

Cognitive and affective factors play a crucial role in language learning, influencing the acquisition process and outcomes for learners. The cognitive aspect, such as working memory and metalinguistic awareness, is particularly important in processing and understanding language structures. Additionally, the cognitive load theory suggests that when learners are overwhelmed with information, their language processing abilities are reduced, highlighting the importance of a well-structured learning environment. The research methodology employed in this article is a literature review, involving steps such as topic identification, source gathering, source analysis, classification of findings, synthesis, report writing, and evaluation. The cognitive role in language learning includes various processes, including working memory, cognitive flexibility, attention, metacognition, and cognitive load management. Understanding these cognitive mechanisms is crucial for developing effective language learning strategies and interventions. Furthermore, factors such as self-esteem, language ego, cultural background, emotional involvement, and teacher-student relationships also significantly influence language learning. Therefore, educators must create supportive and engaging learning environments that recognize and respond to students' emotional needs, ultimately facilitating more effective language learning experiences for secondary school students.
Empowering Mothers as an Alternative to Learning Reading and Interpreting Meaning in Me Tribe Students of Elementary School Age Sastri Br Rajaguk-guk; Zainal Rafli; Fathiaty Murtadho
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.49941

Abstract

This study examines the empowerment strategies of Mee tribe mothers in Papua in teaching reading to primary school-aged children. The study uses the literature review method to analyse the challenges Mee students face in learning to read and identify effective approaches to improve their literacy skills. The results show that Mee students face various barriers, including limited access to education and language differences. Effective learning strategies include the use of syllable card media, game-based methods and the utilisation of educational technology. The involvement of parents, especially mothers, was found to be very important in supporting the development of children's reading skills. Creating a supportive learning environment at home and empowering mothers as educators can be an effective alternative in improving the reading skills of Mee children. This study recommends the development of a special training programme for Mee mothers, the provision of culturally appropriate learning resources, increased access to educational technology and collaboration between various stakeholders in developing a sustainable literacy programme. The implementation of these recommendations is expected to improve the reading skills of primary school-aged Mee students and empower mothers as important partners in their children's learning process.
The Role of Non-Indigenous Papuan Teachers in Understanding Literacy in Cultural Diversity for Identity, Power and Social Justice of Indigenous Papuan Students in Senior High School Sastri Br Rajaguk-guk; Ilza Mayumi; Liliana Muliastuti
Eduvest - Journal of Universal Studies Vol. 5 No. 7 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i7.51632

Abstract

Papua, with its cultural and linguistic diversity, faces unique challenges in the field of education, particularly at the senior high school level. This study aims to analyze the role of non-Papuan teachers or migrant teachers in understanding literacy, cultural diversity, and its impact on the identity, power dynamics, and social justice of local Papuan students. The findings indicate that the obstacles faced by teachers include a lack of understanding of local culture, language differences, and minimal institutional support. As a result, many local Papuan students feel alienated, less motivated, and marginalized in the learning process.  Migrant teachers have the potential to play a crucial role in creating an inclusive educational environment by employing culturally responsive pedagogical approaches. Collaborating with local communities and developing curricula that reflect local values can enhance the sense of belonging and engagement among local students. With strengthened ongoing professional training, teachers can be more effective in addressing cultural diversity and promoting social justice in the classroom. This research recommends the development of culturally-based curricula, intensive teacher training, and the use of technology as tools to bridge cultural gaps. These steps are expected to create a more inclusive education system, empower local Papuan students, and improve the quality of education in the region.
Co-Authors Ahmad Zaki Munibi Chaeruman, Uwes Anis Endry Boeriswati Erfi Firmansyah Fathiaty Murtadho Hendrawanto Ch Ilza Mayumi Liliana Muliastuti Ninuk Lustiyantie Saifur Rohman Saiyidinal Firdaus Zainal Rafli, Zainal