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TRANS-KATA: Journal of Language, Literature, Culture, and Education
Published by TRANSBAHASA
ISSN : -     EISSN : 27470555     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus Trans-Kata: Journal of Language, Literature, Culture and Education is a peer-reviewed international journal published by Transbahasa. Trans-Kata aims to bring together research and academic works from the fields of arts and humanities especially in the areas of language, literature, culture and education. Scopes The journal welcomes contributions in such areas of current analysis in: Language education Translation studies Applied linguistics Multilingual and multicultural education Literary scholarship and literary education Cultural education and cultural studies (including culture and tourism) Arts education Teacher Education Education Management Educational studies
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 117 Documents
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Empowering Identity among English Teachers in the 4.0 Industrial Revolution: Perspectives from Tomini Bay Basalama, Nonny; Achmad, Syarifuddin
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v2i2.40

Abstract

This paper discusses the issue of foreign English language teachers in the Tomini Bay area in Indonesia. Utilizing several theories such as the theory of empowerment and agency as well as teachers' identity development, this qualitative research presents a study with the interview data from 10 teachers who live and teach in the Tomini Bay area. The data were analyzed by coding the interview materials into several main areas of interest. From this, several themes emerged for discussion that seemed to be influential and contribute to understanding teachers and their experiences in the language teaching context. The study reveals that teachers' views of their remuneration, their views of teaching in this technology era and pandemic situation, and their views of local potential teaching resources are significantly different from teachers who are classified as 'empowered identity' than those who are not in the category. However, the necessity of government intervention in English language teaching success in their area emerges as a crucial factor viewed by all the 10 teachers' recollections. It is hoped that this paper discussion can reveal factors that should be considered in a model offered to develop EFL teachers and their identity development in the Tomini Bay area, which later affects the success of English teaching in the surroundings and subsequently impacts English language teaching success in Indonesia.
Measuring Intercultural Sensitivity of English Language Students at a Higher Education Institution in Indonesia Weda, Sukardi; Atmowardoyo, Haryanto; Samad, Iskandar Abdul; Fitriani, Siti Sarah; Sakti, Andi Elsa Fadhilah
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v2i2.41

Abstract

This study aims at measuring the intercultural sensitivity of English language students at a higher education institution in Makassar, Indonesia. The participants of the study were the first semester students of the English Literature Study Program from the Faculty of Languages and Literature, Universitas Negeri Makassar, who enrolled in the English Phonology course (N = 73, female = 61 (83.56%) and male = 12 (16.44%). The participants of the study were from the English Phonology course because the participants were from various ethnic group backgrounds. The instrument used for the study was Chen and Starosta’s Intercultural Sensitivity Scale (ISS) to explore the intercultural sensitivity of English language students. The findings reveal that the subjects enjoy interacting with people from different cultures. It was also found that: 1) The participants respected the values of people from different cultures, 2) They felt confident when interacting with people from different cultures, 3) They are pretty sure of themselves in interacting with people from different cultures, 4) They respect the values of people from different cultures, 5) They often give positive responses to their culturally different counterpart during their interaction.
Ethno-Cultural Identity of Northeast India with Reference to Temsula Ao’s Select Poems Chandrasekaran, Saranya; Sheela P Karthick; Rajakumar Guduru
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v3i1.42

Abstract

Northeast part of India is known for its ethnogenic significance which has many roots of civilization, and it is distinct from the other part of the country. Therefore, the culture of Northeast India faces tremendous challenges due to its vast ethnographic diversity. Temsula Ao, is one of the most widely read and studied women writers of North-East India. She has been the recipient of many awards including the Padma Shri in 2007 and the Sahitya Akademi award in 2013. She is also a pioneer writer from Nagaland. The main aim of this study is to explore ethno-cultural aesthetics of the Northeast Indian region which exists in Temsula Ao’s poetry. For that purpose, fifteen of her poems are selected from her anthology titled Books of Songs. The select poems were analysed qualitatively. This descriptive qualitative research methodology deals how Ao-Naga regional people know about human values, beliefs, behavious, and social conditions within their own environmental contexts. The major finding of this paper is in what way Temsula Ao revitalizes Ao-Naga culture and tradition by picturising her region, history and condition of women relating them with nature through her poems. Implications were identified for the people of diverse cultural backgrounds. And, it is concluded that the beauty of a region is retained by the people who have a staunch belief in their traditional cultural values and ethics.
Pre-Service Teachers’ Reflective Practices on Teaching Positive Psychology-Driven English Lessons Pomat Nipapat; Wilang, Jeffrey Dawala
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v3i1.43

Abstract

Positive psychology has flourished in English language education to support students' well-being. This article aims two-fold – to examine how pre-service English teachers integrated positive psychology in their English language lessons and explore their reflective practices after the lesson implementation. Thirteen pre-service teachers were asked to individually prepare a lesson plan to demonstrate how positive psychology and language (English) are integrated. After teaching the lesson to the students, they were told to submit a journal to investigate their reflective practices. The lesson plans were grouped according to themes, while deductive coding was used to analyze the reflective journals. Fives themes were derived from their integrated lesson plans, including positive and negative emotions, negative and positive emotions, individual strengths, and character strengths and weaknesses. Concerning the second aim of the study, higher-order reflective practices were deduced on teaching (i.e., instructional awareness act), students (i.e., student’s knowledge awareness act), and self (i.e., teacher’s feeling awareness act). The findings could help teachers create lesson plans fostering positive emotions in their English classes.
Psychological Manipulation in Political Discourse: A Case Study of Facebook Posts on Urhobo Language Curriculum Darah, Eyankuaire Moses; Philip Oghenesuowho Ekiugbo
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v3i1.44

Abstract

Texts, either written or spoken, are of varying types and serve different functions, including serving as a means of socially influencing people through underhanded tactics. In the present study, patterns of how the language used in social media-based political discourse reflects psychological manipulation tendencies on the part of netizens are examined. The goal is to investigate the psychological manipulation types and functions embedded in the texts. The study draws on insights from the perceived role that Facebook posts, comments, replies, and reactions had in the approval of the Urhobo Language Curriculum (UCL). The data for the study was collected from Facebook posts on the subject matter of the Urhobo language curriculum (ULC) made between 2015 and 2016. The discussion in the study is descriptive and leans on inference from addresses’ (evaluative) responses to the identified posts. These responses include comments, replies, and reactions. The approach adopted is based on the assumption that “... the perlocutionary effect of the addresser’s statement is represented in the addressee’s statement” (Boboshko 2015:64). It is argued that the texts used in social-media-based political discourses serve two functions: (i) informing; and (ii) brandishing emotions with the intention of manipulating a target into doing what one wants.
The Integration of Cultural Content in English Textbook When English Rings a Bell for 7th Graders of Junior High School Nurlaila Husain; Hilda Adrin; Sri Rumiyatiningsih Luwiti
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v3i1.45

Abstract

This research investigates the culture in the English textbook "When English Rings a Bell" for VII Grade Junior High School, written by Siti Wachidah et al. The present work relied on a content-analyzed documentary study. Furthermore, this research used documentary analysis by categorizing the findings into four types based on theory of Moran (2001) about language learning cultural functions as a tool of content analysis: language for participating in culture, language to describe culture, language to interpret culture, and language to respond to culture. A descriptive analysis was applied to read, identify, and display data by culture. According to the result, all chapters in the book incorporate the four cultural knowing frameworks. Cultural content is used 43 times to refer to description, knowing about; 21 times to refer to cultural participation, knowing how; 19 times to refer to interpretation, knowing why; and 10 times to refer to response, knowing oneself. In conclusion, the textbook is compatible in the cultural context. This is shown by the fact that the textbook uses names, actions, places, and characters from the source culture, i.e., the Indonesian culture.
Digital Novels: A Recycled Advertisement about the Old Social Construction of Women’s Identity Baga, Magdalena
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 2 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v3i2.46

Abstract

21st-century digital novels, accessible through mobile apps like Webnovel, Dreame, and Play Books, commonly depict women characters as powerless, impoverished stepdaughters or illegitimate children. These prevalent themes in digital novels often reinforce patriarchal norms and present themes of fathers' financial struggles and indebtedness to wealthy families resulted to contract marriage or planned marriage. Employing the approach of feminist literary criticism, this study aims to examine how these novels uphold antiquated perceptions of women's identity. Through the reading strategy of feminist literary criticism is revealed that these digital novels represented the old construction about women identity, perpetuating the idea that women are powerless and financially dependent on men. From the setting of the novel, we know that the offered themes were not only occurred in eastern culture but also in western culture. They depict women as inanimate objects, lacking agency and voice. The narratives promote patriarchy by portraying male power and oppression as protection, often emphasizing material wealth. This notion is strategically disseminated through digital novels, targeting the millennial generation who have easy access to digital media. Consequently, younger women may internalize these ideas and accept their subjugated role. Instead, digital novels should empower women to navigate patriarchal constraints and depict men who respect and support women's autonomy, challenging traditional gender norms. While the study employs feminist literary criticism as the reading strategy, it's important to acknowledge that different theoretical frameworks or approaches may provide alternative interpretations of the novels. Recognizing the limitations and potential biases of the chosen methodology could lead to a more balanced analysis.
The Concept Of Mimicry In The God Of Small Things Hashim, Sattar; Alahmad, Sarmad
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v4i1.55

Abstract

This study intends to examine the impact of mimicry on India’s citizens in The God of Small Things by Arundhati Roy, with a focus on the Post-colonial approach. The significance of this study is dedicated to present the overlapping influence of both the East-West, in the customs, language, garments, and extended to incorporate their manners. Thus, the imitation in aforementioned text is reflected and explored throughout the characters’ demeanors within the remarkable framework of Post-colonial theory. The findings of the study indicate that there are several mimicking hints in the novel, which raises the topic of identity throughout the lifestyles of India’s citizens.
The Use of English as Medium of Instruction: Exploring the Perceptions of ESL Learners at Mindanao State University H. Said, Haninah; Omar, Aisha
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v4i1.57

Abstract

The purpose of this study was to investigate ESL learners’ attitudes toward the use of English as a medium of instruction at Mindanao State University, Marawi, Lanao del Sur, Philippines. Furthermore, it tried to examine the challenges they encountered in the use of English as a medium of instruction. This study is guided by two different frameworks: the ABC Model of Attitudes of Eagly & Chaiken (1998) and the Problems of English as a Medium of Instruction (EMI) by Tanveer (2007). Thirty (30) undergraduate students from the College of Education majoring in English took part in the study by completing a survey questionnaire based on Ghani’s (2015), using convenience sampling. This study further utilized a descriptive qualitative research design to explore their perceptions. The data from the Likert scale questionnaire were tabulated and computed, specifically the mean and standard deviation, as well as direct content analysis for the open-ended question. The major findings of this study were as follows: (1) the majority of participants had positive affective, behavioral, and cognitive attitudes toward English as a medium of instruction; (2) some of the challenges encountered were self-related cognition challenges, linguistic challenges, and challenges associated with the role of language instructor. Finally, this provided significant implications and recommendations for educators and curriculum planners by revealing the challenges encountered by students when using EMI, thereby suggesting that they must carefully plan and design curriculum in alignment with the students' needs and interests so as to enhance learning using the target language. Keywords: English as a medium of instruction (EMI); Attitudes; Learning Anxiety
A Documentary Study of the Integration of Intercultural Communicative Competence in Bhutan’s English Curriculum Lhamo, Sonam; Wangchuk, Tashi
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v4i1.61

Abstract

This study aimed to analyze the integration of Intercultural Communicative Competence (hereby ICC) in Bhutan’s English curriculum for key stage II. ICC is defined in this study as a set of skills that allows one to engage effectively and appropriately with others who are linguistically and culturally different. Bhutan’s English curriculum for key stage II refers to students in grades IV, V, and VI in Bhutan. A documentary research design was employed to analyze one hundred eighteen numbers of classroom activities suggested in the curriculum for students. A Thematic Analysis method was used to analyze the data, which involved deriving codes and categories. The findings of the study revealed the amount of classroom activities related to ICC in Bhutan’s English curriculum is minimal. According to the findings, there is no clear mention of any classroom activity that involves students in understanding various cultures. Based on the findings, the present study discusses Bhutan's English curriculum for key stage II should include a variety of activities in the curriculum that would let students compare different cultures.

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