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Sintuwu Maroso Journal of English Teaching
Published by Universitas Sintuwu Maroso
ISSN : 24603759     EISSN : 28299426     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Sintuwu Maroso Journal of English Teaching (SintuwuMarosoJET) is published annually in August. This journal is devoted to the teaching and learning of English as a foreign or second language, and committed to finding the solutions to problems in English teaching and learning practice as well as sharing ideas related to the study of English. This journal focuses on language education, language teaching, and literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 105 Documents
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Teacher’s Experience on Using English as Medium of Instruction for Science in Islamic Educational Context Ramadhana, Diba
Sintuwu Maroso Journal of English Teaching Vol 11, No 1 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71127/2829-9426.734

Abstract

This study explores the lived experiences of a science teacher implementing English Medium Instruction (EMI) in an Indonesian Islamic elementary school. Amid the global push for EMI, it examines the often-overlooked intersection of pedagogical, linguistic, and cultural-religious pressures faced by educators in such unique contexts. Using a qualitative phenomenological approach, the study analyzes data from a semi-structured interview to understand the teacher’s challenges and meaning-making processes. Findings reveal three key themes: (1) the teacher’s daily experience as a constant balancing act between delivering science content and teaching in English; (2) the navigation of significant linguistic, pedagogical, and emotional challenges; and (3) the intentional effort to reconcile English instruction with Islamic values, framing EMI as a means to cultivate a “Global Muslim” identity. The study argues that the teacher functions as an intuitive, culturally responsive agent, employing strategies like translanguaging to bridge global educational demands and local cultural values. The study concludes that effective EMI implementation in culturally diverse settings must go beyond focusing solely on language proficiency. It calls for policies and professional development that support teachers in their complex roles as cultural mediators. These insights have implications for designing context-sensitive educational programs that empower teachers working at the intersection of global and local educational expectations.
Exploring Shamanic and Blackmagic Practices in the Movie Santet Segoro Pitu Safitri, Anggun Anis; Sulistyo, Teguh; Sari, Nara
Sintuwu Maroso Journal of English Teaching Vol 11, No 1 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71127/2829-9426.748

Abstract

This report presents a semiotic analysis of the Indonesian horror film “Santet Segoro Pitu” using Roland Barthes' framework, which includes denotation, connotation, and myth. This study adopts a descriptive-qualitative method, with the film “Santet Segoro Pitu” as the main object. The primary research instrument is Roland Barthes' semiotic approach, which is used to uncover the meaning of signs in the film through three levels of signification: denotation, connotation, and myth. Data collection techniques include watching the entire film on Netflix, using screenshots as documentation, conducting in-depth observations of symbols, and applying triangulation methods. By examining seven key symbols—the black magic “Santet Segoro Pitu,” the mysterious package, the seven seas, the shaman, the Suanggi ghost, the Ruwatan ritual, the offerings, and the antagonist shaman's altar—this study aims to uncover the deeper cultural, social, and ideological messages embedded in the film. This analysis demonstrates how the film leverages traditional Indonesian beliefs about shamans and black magic to construct a narrative that reflects societal anxieties, the enduring power of local folklore, and the tension between traditional and modern practices.
Students’ Perception on the Use of Code-Switching Instructional Activities Yaya, Nurdiana; Tungka, Novalita Fransisca; Macora, Yuliana Dg
Sintuwu Maroso Journal of English Teaching Vol 10, No 2 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract : This study investigates the perceptions of English Language Education Study Program students at Universitas Sintuwu Maroso Poso toward the use of code-switching in English learning. A survey was conducted using a questionnaire distributed via Google Forms to 33 students from the 2023–2024 cohorts. Data were analyzed using the Chi-Square test. The mean analysis revealed an overall score of 75.6% on a 1– 4 scale, indicating that students generally hold positive views of code-switching in English learning. The findings conclude that the students expressed a positive view of code-switching in English language learning, perceiving it as a practical strategy that supports comprehension. Accordingly, lecturersare encouraged to incorporate code-switching strategically in their instructional practices.
The Use of Songs as a Medium for English Learning: A Case Study at SDN Maliwuko Rawung, Ingriyani Yohana; Fitriawati, Sitti
Sintuwu Maroso Journal of English Teaching Vol 10, No 2 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71127/2829-9426.791

Abstract

This study investigates the use of songs as a medium for English language learning among fourth- and fifth- grade students at SDN Maliwuko, Poso Regency, Indonesia. Conducted over a two-month period (January–February2025), the research employed a descriptive qualitative case study approach. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation of lesson plans and learning modules. The findings reveal that songs were integrated into all stages of the learning process: preliminary, core, andfinal act  vities. During preliminary activities, songs functioned as ice-breakers to motivate students and prepare them psychologically for learning. In core activities, songs were used to introduce and reinforce vocabulary, improve pronunciation, and associate words with physical movements, thereby integrating cognitive, affective, and psychomotor domains. In final activities, songs served as closing exercises and informal evaluation tools. Interviews with the teacheremphasized  the  importance  of  creativity  in  selecting  and  implementing  songs,  highlighting  their  effectiveness  in increasing student motivation, maintaining concentration, and creating a lively classroom atmosphere. Student interviews confirmed these benefits, with most students reporting that songs made learning enjoyable and helped them memorize vocabulary more easily. However, challenges were noted when song lyrics were too long, underscoring the need forcareful song selection. Overall, the study concludes that songs are an effective pedagogical medium for English language learning in  Indonesian  elementary schools. They foster  motivation, concentration, and  enjoyment while supporting vocabulary acquisition and pronunciation practice. The integration of songs into English learning reflects an innovative and responsive approach aligned with the principles of the Merdeka Curriculum.
Integration of Gender, Disability, and Social Inclusion Principles in Merdeka Curriculum English Textbooks Macora, Yuliana Dg; Tungka, Novalita Fransisca
Sintuwu Maroso Journal of English Teaching Vol 11, No 1 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71127/2829-9426.784

Abstract

This study aims to explain how the interaction between images and texts constructs meanings related to gender equality, disability, and social inclusion (GEDSI) in English textbooks for Senior High School/Islamic Senior High school (SMA/MA) of the Merdeka Curriculum, for instance Life Today and Train of Thoughts. A mixed-methods explanatory sequential design was applied by combining quantitative and qualitative data. The data of GEDSI-oriented are analyzed by using Visual Grammar theory of Kress and van Leeuwen (2020). The findings reveal that the English textbooks partially reflect GEDSI principles. While the visual representations demonstrate some awareness of gender and disability inclusion. They predominantly reproduce traditional gender roles, such as female character are still more strongly associated with domestic and caregiving roles, while male characters are positioned lie outside the home, and present disability as marginal rather than integral to the narratives. As a result, although the textbooks include certain inclusive elements, their multimodal design provides only limited opportunities for senior high school students to develop a critical understanding of GEDSI-related issues.

Page 11 of 11 | Total Record : 105

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