Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Indonesian Journal Education Journal of Innovative and Creativity International Journal of Educational Narratives
Lia Khalisa
Universitas Muhammadiyah Sumatera Utara
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis Of Adjectives In Joyce Carol Oates “Where Are You Going Where Have You Been” Lia Khalisa
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3088

Abstract

The purpose of this study is to analyze the adjectives in Joyce Carol Oates’ short story ’Where Are You Going Where Have You Been’. The analysis was focused on What kind of adjectives that are widely used found in Joyce Carol Oates’ Where Are You Going Where Have You Been adjectives and the positions of adjectives. This research study was conducted by using descriptive qualitative design. The results of the study showed that there were four kinds of adjectives found in Joyce Carol Oates’ Where Are You Going Where Have You Been. They were descriptive adjectives, predicative adjectives, attributive adjectives and limiting adjectives. The positions of adjectives found in Joyce Carol Oates’ Where Are You Going Where Have You Been were before a noun and after a verb.
Artificial intelligence-driven innovation in English language education: a thematic literature review and conceptual framework for Indonesian EFL context Imelda Darmayanti Manurung; Faisal Rahman Dongoran; Tengku Winona Emelia; Lia Khalisa
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1662

Abstract

The use of Artificial Intelligence (AI) in English as a Foreign Language (EFL) education has expanded rapidly, transforming learning, assessment, teacher professional development, and educational governance. However, existing studies predominantly examine these dimensions independently, leaving a lack of an integrated conceptual framework to explain AI implementation as a comprehensive educational ecosystem. This study aims to synthesize recent research on AI in EFL education, identify emerging themes, and propose the AI-Integrated EFL Innovation Framework (AIEIF). A Thematic Literature Review was conducted on twelve peer-reviewed international articles published between 2024 and 2025. Data were analyzed through open coding, category development, and thematic synthesis to identify recurring conceptual patterns across studies. The analysis generated five interrelated themes: AI-Supported Student Learning, AI for Teacher Professional Development, AI-Based Assessment Innovation, AI Leadership and Educational Governance, and Challenges and Future Directions. The findings indicate that effective AI implementation depends on the integration of adaptive learning, teacher capacity building, data-driven assessment, institutional leadership, and governance while addressing ethical, technological, policy, and cultural considerations. The proposed AIEIF offers a human-centered conceptual framework that advances AI integration in EFL education and provides a foundation for future empirical research, educational policy, and sustainable AI implementation, particularly in the Indonesian context.
Local Wisdom and Oral History in Education: Storytelling as a Bridge for Cultural Sustainabilit Hasmiza Hasmiza; Lia Khalisa; Adam Idris; Sitti Agustina
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2606

Abstract

Background. The erosion of local wisdom and oral traditions in modern education threatens cultural continuity and identity among younger generations. The study explores storytelling as a pedagogical bridge to sustain cultural values through education. Purpose. The research aims to examine how oral history and indigenous narratives can be integrated into formal learning to promote cultural awareness, moral development, and intergenerational connection. Method. Using a qualitative descriptive design, the study employed interviews, classroom observations, and content analysis in selected elementary schools in Central Java and Bali. Teachers, students, and community elders were involved as participants to document and interpret local narratives used in classroom instruction. Results. The findings reveal that storytelling serves as a dynamic learning medium that enhances students’ empathy, creativity, and understanding of local identity. The integration of oral history into the curriculum also strengthens social cohesion by positioning traditional knowledge as a living source of moral and environmental education. Conclusion. The research concludes that incorporating local narratives within pedagogical frameworks revitalizes indigenous wisdom while enriching 21st-century education. The study recommends teacher training and curriculum reform emphasizing community-based storytelling as a tool for sustainable cultural education.  
Co-Authors Adam Idris Faisal Rahman Dongoran Hasmiza Hasmiza Manurung, Imelda Darmayanti Sitti Agustina Tengku Winona Emelia