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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 83 Documents
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MATERIALS ANALYSIS OF THE ENGLISH TEXTBOOK FOR THE TENTH GRADE STUDENTS IN INDONESIAN ELT CONTEXT Setyawati, Yulia Fida; Fitriani, Ulwi Ajeng
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 3 No. 1 (2023): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v3i1.1345

Abstract

Selecting course books involves matching the material with course objectives and learners' needs. This study examined the “Bahasa Inggris SMA/MA/SMK/SMAK Kelas X Semester 1 English” textbook material using the McGrath, Cunningsworth, and National Education Standards Agency (BNSP) guidelines to develop an appropriate standard for a textbook evaluation. The blueprint of material evaluation consists of three major stages: pre-evaluation, evaluation, and post-evaluation. The level of compliance was divided into three categories: Yes (= 2 points), No (= 0 points), and Partly (1 point) for the purposes of tabulation and statistical data analysis. This simplified the discussion of the results by allowing a raw score of 0 to 2 for each of the categories examined. The research demonstrates that the textbook is appropriate for use as a teaching tool.  The results suggest that there are some highlights for the material evaluation. The provided activities ought to be well-rounded enough to grab the students' interests. Incorporating genuine texts from actual settings can offer students a true immersion in authentic spoken language, aiding them in effectively practicing language skills for real-life communication. It is important to include representations of gender equality and diverse ethnic groups to cater to the needs of students from various cultural and linguistic backgrounds.
CHALLENGES AND OPPORTUNITIES FOR THE APPLICATION OF AI IN LANGUAGE LEARNING IN INDONESIA Syarifudin, Albitar Septian
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 3 No. 1 (2023): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v3i1.1351

Abstract

Advances in artificial intelligence (AI) technology have had a significant impact across various sectors, including language education. In Indonesia, the implementation of AI in language learning presents substantial opportunities, such as personalized learning and innovative assessment methods. However, there are significant challenges, including infrastructure limitations, technology access gaps, and a lack of teacher training. This research aims to analyze the challenges and opportunities of implementing AI in language learning in Indonesia. The study uses a descriptive qualitative method that combines in-depth interviews with education practitioners, language teachers, and technology experts, as well as document analysis from related literature. The results show that while AI can enhance the quality of learning through adaptive and interactive experiences, its implementation is still hindered by uneven infrastructure, especially in remote areas, and the need for more inclusive language processing models. In conclusion, collaboration among the government, educational institutions, and technology developers is crucial to addressing these challenges and maximizing the potential of AI in language education in Indonesia.
THE IMPACT OF USING AI-BASED LANGUAGE LEARNING PLATFORMS ON ENGLISH SPEAKING SKILLS OF COLLEGE STUDENTS Cahyono, Agus Eko; Rosita, Ria
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i2.1352

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities to enhance the quality and personalization of educational experiences. This study aims to explore the impact of using AI-based language learning platforms on the English-speaking skills of college students. The research employs a quasi-experimental design with two groups: a control class using conventional learning methods and an experimental class using AI-based learning platforms. The research population consists of students from University X, with a sample of 32 students in the experimental class and 34 students in the control class. Data were collected through pre-tests, treatment, and post-tests. The results indicate a significant improvement in English speaking skills in the experimental group compared to the control group. Data analysis shows that AI-based learning platforms are effective in enhancing speaking skills, particularly due to the interactive features and adaptive feedback provided by the platforms. These findings suggest that the use of AI technology in language learning can yield better results compared to traditional methods, supporting further integration of this technology in language education.
OVERCOMING AFFECTIVE FACTORS IN LANGUAGE LEARNING: THE ROLE OF MOTIVATION, ANXIETY, AND SELF-CONFIDENCE Mubarok, Ahsin Fahmi; Nurindah, Siti
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i2.1353

Abstract

Language learning often encounters challenges stemming from affective factors such as anxiety, low motivation, and a lack of self-confidence in using the target language. These factors can hinder the optimal achievement of language skills. This study aims to analyze various strategies that can be used to address affective factors in language learning. The research employs a literature review method, examining various relevant sources including journals, books, and scientific articles that discuss affective factors in language learning. This approach allows the researcher to identify and summarize existing findings on effective strategies for overcoming affective barriers. The results of the study indicate that strategies focusing on enhancing motivation, reducing anxiety, and developing self-confidence in using the target language can significantly help address affective barriers. The implementation of these strategies also contributes to the improvement of students' language skills.
THE EFFECT OF USING AI ON STUDENTS' MOTIVATION AND ANXIETY IN LEARNING ENGLISH Syifauddin, Muhammad; Yuliansyah, Ardian Ridho
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i2.1354

Abstract

The background of this research focuses on the growing use of artificial intelligence (AI) in the learning process, particularly in English language learning. The use of AI is expected to have a positive impact on students' motivation and anxiety. However, there are concerns that the application of this technology can also pose new challenges for students, such as increased anxiety in learning. This study aims to analyze the effect of AI on students' motivation and anxiety in learning English. This study used a quantitative method with a survey approach. Data were collected through questionnaires distributed to students involved in learning English using AI. The data analysis technique used was regression analysis to examine the relationship between the use of AI and students' motivation and anxiety levels. The results showed that the use of AI in English language learning significantly increased students' motivation. However, the study also found that the use of AI can lead to increased anxiety levels among students, especially for those who are less familiar with the technology. These findings indicate the need for a balanced approach in the implementation of AI in learning, so as to maximize the benefits without causing adverse side effects.
THE ROLE OF TECHNOLOGY IN APPLIED LINGUISTICS RESEARCH: OPPORTUNITIES AND CHALLENGES Wirentake, Wirentake
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 3 (2022): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v1i3.1355

Abstract

This study explores the role of technology in applied linguistics research, focusing on both the opportunities and challenges it presents. Employing a descriptive qualitative approach combined with a comprehensive literature review, the research provides an in-depth analysis of how technological advancements, particularly artificial intelligence and machine learning, are shaping language learning and research. The study identifies key themes, including the potential benefits of technology in personalizing language education and the ethical concerns related to data privacy and algorithmic bias. Additionally, it highlights the digital divide and the need for continuous teacher training to effectively integrate these tools into educational contexts. The findings emphasize the importance of balancing technological innovation with the preservation of the human element in language learning, ensuring that technological integration is both effective and equitable.
ADDRESSING THE NEEDS OF ENGLISH LANGUAGE LEARNERS: STRATEGIES FOR ACADEMIC SUCCESS Yuliasari, Ulfa; Usman, Usman
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i2.1356

Abstract

This study aims to identify and understand the needs of English Language Learners (ELL) in elementary schools, as well as to explore effective teaching strategies to support their academic success. Using a qualitative approach with a case study method, data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that ELL students' needs encompass linguistic, cognitive, and affective aspects, requiring a holistic approach to learning. The study also highlights the critical role of teachers in creating an inclusive learning environment through differentiated instruction, the use of technology, and family engagement. However, challenges such as limited resources and inadequate teacher training pose barriers to the implementation of these strategies. The study concludes that comprehensive support from the educational environment is essential to help ELL students reach their academic potential. Recommendations for further research include exploring educational policies and more in-depth teacher training.
INTEGRATING AI IN LANGUAGE LEARNING: A CASE STUDY ON THE USE OF VIRTUAL ASSISTANTS FOR MANDARIN CHINESE INSTRUCTION Astutiningtyas, Dessy; Rosyida, Desy Anindia
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i2.1357

Abstract

This paper discusses artificial intelligence-powered virtual assistants in the teaching of Mandarin as a second language at elementary level; they are analyzed with respect to their influence on learners’ linguistic knack, and cultural appreciation. The study adopts a qualitative research design using methods such as observation, interview and survey that will help examine how these AI tools facilitate learning processes and enhance interest through an ongoing form of learning that seeks to achieve thorough context-based cultural understanding. Results instructed us about major improvements realized in both language acquisition and cultural awareness; this research also raised a concern regarding the potential dangers resulting from excessive reliance on AI technologies in educational spheres. Therefore, this research advocates for use of artificial intelligence based devices that complement conventional teaching techniques so as to offer language instruction comprehensively without leaving out any aspect of the target culture.
EFFECTIVENESS OF COOPERATIVE LEARNING STRATEGIES IN IMPROVING L2 COMMUNICATION SKILLS Madjid, Abdul; Bahiroh, Siti
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 1 No. 3 (2022): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v1i3.1359

Abstract

Communication ability in a second language (L2) is becoming one of the most important skills in this era of globalization, as it supports cross-cultural interactions and increases opportunities in various professional contexts. Nevertheless, many learners experience difficulties in achieving an adequate level of fluency in L2, mainly due to challenges related to the learning environment and the lack of opportunities for active communication practice. Therefore, this study aims to examine the effectiveness of implementing cooperative learning strategies in an effort to improve second language (L2) communication skills among students. This study used a quasi-experimental method with a quantitative approach, where data were obtained through a series of tests and observations to measure the development of students' abilities. The results of the data analysis showed that the implementation of cooperative learning strategies was significantly able to improve L2 communication skills compared to conventional learning methods which were more individualistic and passive. In addition, this study also highlights the importance of the role of interaction between students in the learning process as a factor that supports the improvement of communication skills more effectively.
CREATING INCLUSIVE LANGUAGE LEARNING ENVIRONMENTS: ADDRESSING THE NEEDS OF DIVERSE LEARNERS Aswad, Muhammad; Wirentake, Wirentake
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 3 (2023): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v2i3.1360

Abstract

In today's diverse educational landscape, there is a growing need to create inclusive language learning environments that cater to the diverse needs of learners. This requires an understanding of various instructional design frameworks and practices that promote inclusivity, such as differentiated instruction and Universal Design for Learning, which can significantly enhance engagement and support for all students, particularly those from culturally and linguistically diverse backgrounds. To achieve this, educators must implement strategies that recognize and celebrate diversity, fostering a learning atmosphere where all students feel valued and capable of succeeding, thereby enhancing overall learning outcomes and experiences for everyone involved. The purpose of this research is to explore strategies for creating inclusive language learning environments that address the diverse needs of learners. This study employed a qualitative research approach, conducting a comprehensive review of relevant literature to identify and analyze the key factors and strategies for creating inclusive language learning environments.

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