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All Journal Stairs: English Language Education Journal DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA
Nurrahma Restia Fatkhiyati
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Recycling Words, Repairing Talk: A Corpus-Conversation Analysis of Active Learning in Papua Rizdika Mardiana; Nurrahma Restia Fatkhiyati; Mukhamdanah Mukhamdanah; Bambang Nur Alamsyah Lubis; Sri Sumarni; Sudarya Permana
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.2

Abstract

This study examines student discourse in an English classroom at a senior high school in Papua, Indonesia, through an integrated framework combining corpus linguistics and Conversation Analysis (CA). The research aims to (1) characterize students’ spoken output in active learning settings, (2) examine the extent to which their utterances reflect communicative English use, and (3) provide corpus-informed pedagogical insights tailored to learners’ linguistic needs. Data were collected via classroom observations, audio–video recordings, transcriptions of teacher–student interactions, and semi-structured interviews. A mini spoken corpus was developed to analyze lexical frequency, collocational tendencies, and formulaic expressions, while CA was employed to examine sequential organization, turn-taking, adjacency pairs, and repair mechanisms. The analysis revealed that student utterances were largely short, formulaic, and lexically concentrated around thematic items such as invitation, party, and birthday. Frequent formulaic sequences, including I would like… and I hope you are coming to my birthday party, provided recurring linguistic resources for students’ participation. CA findings further indicated that teacher-controlled turn-taking and repair sequences shaped the organization of student participation and interaction. Overall, the integration of corpus and CA methodologies illuminates the relationship between recurrent lexical patterns and sequential organization in classroom discourse. The study concludes that active learning environments, when coupled with data-driven insights, can provide useful insights and offer valuable implications for EFL pedagogy in under-researched contexts such as Papua.
DESIGNING A COLLABORATIVE MULTILINGUAL DIGITAL STORYBOOK FOR INTERCULTURAL LEARNING THROUGH INDONESIAN AND JAPANESE FOLKTALES Nurrahma Restia Fatkhiyati; Rizdika Mardiana; Muhammad Ali Hamdi; David Moeljadi; Tesaannisa Tesaannisa; Diyantari Diyantari; Eva Leiliyanti; Sauqi Maisan; Rafi Afzal Nawfal
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 13 No. 1 (2026): JUNI
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v13i1.7904

Abstract

In the globalization era, the qualified education requires literacy mastery, intercultural competence, and foreign language skills as essential 21st‑century competencies. However, the persistence of low reading competence and limited intercultural awareness remains a significant challenge in both Indonesia and Japan. In response to those challenges, this research aims to develop a multilingual digital storybook based on multimodality as a learning medium to enhance intercultural competence through the Indonesian and Japanese folktales. The study employs a creative-based research methodology approach through the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. The resulting product is an interactive digital e-book entitled Indonesia–Japan Folktales: Timun Mas & Momotaro, presented in three languages, Indonesian, English, and Japanese, combining textual content, visual illustrations, and audio narration. The experiment of the product was conducted with Japanese students from Kanda University of International Studies (KUIS) enrolled in an intermediate-level Indonesian language course, involving such activities as interactive reading, discussion, reflection, and questionnaires. The findings indicate that the multimodal digital storybook effectively fosters student engagement, promotes reading motivation, and strengthens cross‑cultural understanding. Such effectiveness is reinforced by the integration of visual and audio elements that alleviate linguistic cognitive load, while the cross‑cultural narrative content fosters reflection and critical cultural awareness. Consequently, the multilingual and multimodal digital storybook serves as an effective medium for intercultural learning and contributes to the advancement of cultural literacy and the orientation of global education in the digital age.
Co-Authors Bambang Nur Alamsyah Lubis David Moeljadi Diyantari Eva Leiliyanti, Eva Muhammad Ali Hamdi Mukhamdanah Mukhamdanah Rafi Afzal Nawfal Rizdika Mardiana Sauqi Maisan Sri Sumarni Sudarya Permana Tesaannisa, Tesaannisa