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TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL)
Published by Transpublika Publisher
ISSN : -     EISSN : 2828397X     DOI : https://doi.org/10.55047/transtool
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) is an international peer reviewed and open access journal in literature and language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, language teachers, researchers, practitioners, graduate students and policy makers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts. All articles published in this journal should be in English. The scope of journal covers assessment and testing in language learning and education; applied linguistics methodologies and issues; classroom language teaching issues; culture and power in language education; language curriculum development and implementation; effective methods for language teaching; diversity, multiculturalism and language education; gender, language and higher education; language skills, development, and issues; language learning and identity; literacy, bilingualism and bilingual education; and teacher training, gender and equality in language education, also discussing topics on the area of language for specific purposes.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 3 (2025): MAY" : 5 Documents clear
Learning to Write News Texts in Grade VII of SMP Negeri 11 Pontianak City (A Case Study) Fitriani Fitriani; Muhammad Lahir; Mericrise Antonia
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2021

Abstract

Writing skills are an essential component of language learning that enable students to express ideas and communicate effectively through written form. However, in many schools, students still experience difficulties in producing structured and coherent writing, particularly in composing news texts that require accuracy and factual presentation. This study aims to describe how the learning process of writing news texts takes place, the obstacles faced by students in the activity, and the steps taken by teachers to overcome student learning difficulties in grade VII of SMP Negeri 11 Pontianak City in the 2024/2025 academic year. The method used in this study is a descriptive case study with a qualitative approach. Data collection was carried out through observation, direct communication, indirect communication, and document analysis. The research instruments included observation guidelines, interview guidelines, questionnaire guidelines, and supporting documents. To maintain data validity, source triangulation techniques were used, while data analysis was carried out using an interactive model. The results of the study revealed that learning to write news texts in grade VII of SMP Negeri 11 Pontianak City was implemented through three stages: the pre-instructional stage, the instructional stage, and the evaluation and follow-up stage. Obstacles experienced by students came from both internal and external factors. Teachers’ efforts to overcome student learning difficulties were carried out by providing additional assignments, building effective communication with students, and utilizing devices in the learning process.
Lexicon of Verbal Bullying (Ijime) in Japanese and Its Cultural Implications: An Ethnolinguistic Study of Degrading Diction Sohi Bhatul Hamdi; Teguh Santoso
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2027

Abstract

The phenomenon of ijime (bullying) remains a persistent social issue in Japanese society, exerting serious psychological effects on its victims. Among its most subtle yet pernicious forms are verbal ijime, or bullying through language, ridicule, and verbal humiliation intended to degrade an individual’s dignity. This study aims to identify the lexical forms employed in verbal ijime and examine their underlying cultural implications through a qualitative ethnolinguistic approach. Data were collected through in-depth interviews with native Japanese speakers, field observations in the Tokai region (Aichi, Gifu, and Mie), and analysis of documentation and field notes related to cases of verbal ijime. Research participants included victims and former victims of ijime, teachers, counselors, coworkers, and native speakers familiar with linguistic expressions of verbal bullying. Data analysis followed descriptive qualitative procedures, including transcription, reduction, classification of degrading lexicons, and interpretation of cultural meanings based on Duranti’s linguistic anthropology theory and Brown and Levinson’s politeness and speech act theories. Findings reveal that the lexical patterns of verbal ijime reflect Japan’s collective value system emphasizing wa (harmony), meiyo (honor), and social conformity. Derogatory expressions serve not only as emotional outlets but also as mechanisms that reproduce cultural norms reinforcing social hierarchy. Thus, language in verbal ijime functions as both a mirror of cultural ideology and an instrument of social control in Japanese society.
Guided Inquiry Based Teaching Module to Improve Students’ Learning Outcomes and Curiosity: A Literature Review Pioka Anggara; Tri Ariani
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2046

Abstract

Physics learning in schools often remains dominated by conventional, teacher-centered approaches, limiting students’ opportunities to explore concepts and develop curiosity. This condition contributes to low learning outcomes and weak conceptual understanding. This study aims to analyze how guided inquiry-based learning modules can improve students’ curiosity and learning outcomes. The method used was a literature review by examining 50 Sinta 2-5 indexed articles published between 2017 and 2025. Then, 10 of the most relevant articles were selected for in-depth analysis. The results of the study indicate that the steps of inquiry observing, asking, formulating hypotheses, exploring, and concluding consistently foster students’ curiosity and increase their engagement in the learning process. In addition, all articles reported significant improvements in learning outcomes, demonstrated by increases in grades, conceptual understanding, and moderate to high n-gain. In conclusion, inquiry-based learning modules are valid, practical, and highly effective teaching materials in improving students’ curiosity and learning outcomes.
Guided Inquiry Based Physics E-Module to Enhance Students’ Conceptual Understanding and Learning Attitudes: A Literature Review Edo Juniarsyah; Tri Ariani
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2047

Abstract

This study aims to review the quality of guided inquiry-based learning module development and its contribution to students’ scientific literacy, academic language use, and discourse-based conceptual understanding in Physics learning. The method employed was a literature review examining 50 articles on guided inquiry-based learning material development published between 2018 and 2025. From these, 10 of the most relevant articles were selected using the PRISMA procedure for in-depth analysis through content analysis techniques. The results indicate that various learning products, including modules, e-modules, worksheets, digital comics, and interactive learning media, achieved very valid and very practical categories based on evaluations by experts, teachers, and students. Furthermore, guided inquiry-based learning consistently supports the development of students’ conceptual understanding as reflected in their ability to interpret scientific texts, construct explanations, use scientific terminology appropriately, and engage in argumentation, as well as fostering positive learning attitudes manifested through increased engagement, collaborative communication, and reflective discourse during learning activities. In conclusion, guided inquiry-based learning modules are feasible for implementation and demonstrate strong potential in enhancing the quality of Physics learning, particularly in promoting students’ scientific literacy and language-mediated learning processes across various educational levels.
Literature Review of Sets-Based Practical Guidelines (Science, Environment, Technology and Society) to Improve Concept Understanding and Scientific Process Skills Salsabilla Rahmadhani; Tri Ariani
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 3 (2025): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i3.2061

Abstract

Concept understanding and science process skills are essential abilities that students must possess to achieve success in science learning. These abilities help students understand scientific phenomena, think logically, and apply concepts in everyday life. However, several studies show that students’ concept understanding and science process skills are still relatively low. This issue arises because the teaching materials used in schools have not fully connected scientific concepts with real-life contexts, making learning tend to be theoretical and less meaningful. One solution to address this problem is to develop SETS-based teaching materials (Science, Environment, Technology, and Society) that can link scientific concepts with environmental, technological, and social aspects. This study uses a literature review method by analyzing previous studies indexed in Sinta 2-4 from 2015 to 2025 that are relevant to the theme and research questions. Based on the review of 50 selected articles, it was found that the development of SETS-based teaching materials can significantly improve students’ concept understanding and science process skills, making learning more contextual and meaningful.

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