TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL)
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.
Articles
83 Documents
<![CDATA[DEVELOPING L2 WRITING PROFICIENCY: FROM SENTENCE-LEVEL TO DISCOURSE-LEVEL ]]>
<![CDATA[Syifauddin, Muhammad]]>;
<![CDATA[Sopari, Sopari]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 3 (2023): MAY ]]>
Publisher : <![CDATA[Transpublika Publisher ]]>
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DOI: 10.55047/transtool.v2i3.1373
<![CDATA[Kemahiran menulis dalam bahasa kedua (L2) merupakan keterampilan yang penting namun penuh tantangan, terutama bagi pelajar yang memiliki latar belakang literasi yang beragam. Penelitian ini bertujuan untuk menganalisis strategi-strategi yang efektif dalam pengembangan kemahiran menulis L2 dari tingkat kalimat ke tingkat wacana, dengan fokus pada integrasi umpan balik kontekstual, kolaborasi antara teman sebaya, dan teknologi berbasis AI. Penelitian ini menggunakan metode tinjauan literatur komprehensif yang mencakup analisis studi empiris serta pendekatan pedagogis yang ada. Hasil penelitian menunjukkan bahwa penggunaan umpan balik terstruktur dan alat bantu AI dapat secara signifikan meningkatkan motivasi dan keterampilan menulis pelajar L2, terutama dalam hal akurasi linguistik dan penerapan struktur retorika yang tepat. Temuan ini menggarisbawahi pentingnya pendekatan multifaset dalam pengajaran menulis yang tidak hanya mendukung keakuratan linguistik tetapi juga mendorong keterlibatan kognitif yang lebih mendalam. Integrasi teknologi dalam kerangka pengajaran tradisional membuka peluang untuk menciptakan lingkungan belajar yang lebih interaktif dan efektif, mendukung pengembangan keterampilan menulis yang berkelanjutan dan bermakna.]]>
<![CDATA[USING AUTHENTIC MATERIALS TO ENHANCE LANGUAGE LEARNING: BENEFITS AND PRACTICAL CONSIDERATIONS ]]>
<![CDATA[Dja'far, Veri Hardinansyah]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 1 (2022): NOVEMBER ]]>
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DOI: 10.55047/transtool.v2i1.1374
<![CDATA[The use of authentic materials has long been recognized as a valuable approach in language teaching and learning. This method not only aids in the development of learners' language skills but also helps them apply these skills to real-world situations, thereby enhancing their overall communicative competence. Incorporating authentic texts and tasks fosters an engaging and motivating learning environment, allowing learners to connect with the language in a meaningful way and improve both their autonomy and communicative ability. Moreover, the design of authentic materials can bridge the gap between theory and practice in language education by providing learners with motivating and relevant tasks that align with real-life applications, thereby enriching their overall learning experience. The present study aims to examine the benefits and practical considerations of using authentic materials to enhance language learning. This study is conducted at a junior high school in Central Java, Indonesia, which has been using authentic materials in English Learning. The study reveals that the teacher and the students feel that authentic material is helpful to be applied in classroom learning.]]>
<![CDATA[THE ROLE OF TECHNOLOGY IN CREATING ENGAGING AND EFFECTIVE LANGUAGE LEARNING EXPERIENCES ]]>
<![CDATA[Sylvia, Sylvia]]>;
<![CDATA[Pratiwi, Yessi Anissa]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 1 (2022): NOVEMBER ]]>
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DOI: 10.55047/transtool.v2i1.1376
<![CDATA[Language instruction is one of the areas that have been radically altered by including technology into education; this has resulted in new learning instruments that maintain the attention of students and make it simple for them to learn. This work examines how technology creates effective language learning environments that are inviting to learners by focusing on the type of technologies used in such contexts as well as their effect on student involvement, encouragement, and achievement. Using mixed methods including qualitative interviews and focus groups in addition to quantitative questionnaires, this research provides a detailed analysis on how technological instruments affect language acquisition. It showed that using technology not only aids understanding with varied interactive tasks but also enables unique experiences based on personal preferences. This indicates an need for strategic integration of technology within language education if improved mastery of a language is desired along with higher student interest and better comprehension of it’s cultural contexts.]]>
<![CDATA[GENDER AND LANGUAGE USE IN ACADEMIC DISCOURSE: EMPOWERING WOMEN'S VOICES ]]>
<![CDATA[Sylvia, Sylvia]]>;
<![CDATA[Syarifudin, Albitar Septian]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 3 (2023): MAY ]]>
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DOI: 10.55047/transtool.v2i3.1377
<![CDATA[This research paper explores the complex relationship between gender and language use within the context of academic discourse. By examining the ways in which language both reflects and shapes gender dynamics, this study highlights the potential of language as a tool for cultural change, particularly in empowering women's voices in academic settings. In particular, it investigates the role of feminist language reform in challenging traditional patriarchal narratives that often marginalize female perspectives and contributions in scholarly environments. This paper aims to demonstrate how adopting gender-sensitive language practices can facilitate a more inclusive academic discourse, thereby dismantling stereotypes around femininity and establishing a more equitable platform for women's voices in the academic realm. The findings of this study indicate that the implementation of gender-sensitive language guidelines has led to a significant increase in women's participation and visibility within academic publications and conferences.]]>
<![CDATA[THE IMPACT OF INTEGRATING AUTHENTIC MATERIALS ON LEARNER ENGAGEMENT AND LANGUAGE DEVELOPMENT ]]>
<![CDATA[Faiz, Ahmad]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 4 (2023): AUGUST ]]>
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DOI: 10.55047/transtool.v2i4.1378
<![CDATA[The use of authentic materials in language learning has been recognized to have a positive impact on students' engagement and language development. Authentic materials provide relevant and meaningful learning contexts, which can increase students' motivation and participation and help them develop better communicative and linguistic skills. This study aims to evaluate the impact of integrating authentic materials on learners' engagement and their language development, focusing on improving speaking, listening, reading and writing skills. This study used a quasi-experimental method involving 90 students from three randomly selected classes. The research was conducted by measuring students' language skills before and after the application of authentic materials for six weeks. Measurements were made through initial and final tests, with data analyzed using descriptive statistics. The results showed a significant improvement in students' language skills after the application of authentic materials. The average improvement in speaking was 23.8%, listening was 28.2%, reading was 24.4%, and writing was 15.5%. The findings indicate that the use of authentic materials can effectively increase students' engagement and their language skills in a more relevant and meaningful context. This research shows that integrating authentic materials in language learning not only improves language skills but also students' motivation and engagement, which is essential for more effective and meaningful language learning.]]>
<![CDATA[THE IMPACT OF SOCIAL MEDIA ON THE IDENTITY CONSTRUCTION OF MULTILINGUAL STUDENTS ]]>
<![CDATA[Fadillah, Ahmad Arif]]>;
<![CDATA[Gumilar, Gugum]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 3 (2023): MAY ]]>
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DOI: 10.55047/transtool.v2i3.1381
<![CDATA[Social media has become an integral part of the lives of students, particularly those from multilingual backgrounds. This study examines the influence of social media on the identity construction of multilingual students. Adopting a qualitative approach, the researchers interviewed high school students in Indonesia to gain insights into the key factors driving their engagement with mainstream culture through social media use, as well as the subsequent impact on their investment in learning the language of the dominant culture. The findings reveal that the perceived ideologies of social media, the validation of linguistic and cultural capital, and the representation of desired identities are the primary motivational forces behind the students' multilingual social media engagement. Interestingly, the study also found that the students' multilingual social media engagement reshaped their acculturation expectations, attitudes, and access to resources, which in turn influenced their investment in learning and using foreign language, both on social media and in their daily lives.]]>
<![CDATA[THE IMPACT OF FIRST LANGUAGE ON SECOND LANGUAGE ACQUISITION: TRANSFER AND INTERFERENCE ]]>
<![CDATA[Fitri, Raisa]]>;
<![CDATA[Alawiyah, Tuti]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 4 (2023): AUGUST ]]>
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DOI: 10.55047/transtool.v2i4.1382
<![CDATA[This study aims to explore the impact of first language (L1) on second language (L2) acquisition, focusing on the phenomena of transfer and interference. The background of the problem shows that second language learning is often a complex process, influenced by similarities and differences between the first and second languages. Positive transfer occurs when first language elements facilitate second language learning, while negative interference arises when language differences cause errors or difficulties in the learning process. The research method used is a qualitative descriptive design, with data collected from various relevant academic literature, such as journals, books, and research articles. The results show that transfer from the first language to the second language can have both positive and negative impacts depending on the similarities between the two languages. In addition, social, cultural and psychological factors such as age, anxiety and motivation also affect the level of first language interference. Older learners tend to experience greater interference compared to younger learners. These findings emphasize the importance of teaching strategies that can capitalize on the positive transfer and minimize the negative impact of first language interference in the second language learning process.]]>
<![CDATA[DEVELOPING STRATEGIC LEARNING COMPETENCIES: EQUIPPING STUDENTS FOR SUCCESSFUL LANGUAGE LEARNING ]]>
<![CDATA[Sopari, Sopari]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 4 (2023): AUGUST ]]>
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DOI: 10.55047/transtool.v2i4.1384
<![CDATA[Developing students' cognitive and communicative skills is crucial for their success in language learning. This paper explores the role of strategic learning competencies in enhancing language learners' abilities. The paper examines the pertinence of teaching strategic learning skills at the postgraduate level, highlighting the perspectives of both students and instructors. Additionally, it discusses the benefits of incorporating social cognitive learning strategies to support students' language development and communicative competence. This study conducted a literature review to investigate the development of strategic learning competencies in language learners. The review explored how the cultivation of strategic learning skills can empower students to take an active role in their language acquisition and ultimately achieve greater proficiency.]]>
<![CDATA[GENDER REPRESENTATION IN LANGUAGE TEXTBOOKS: A CRITICAL ANALYSIS ]]>
<![CDATA[Kristiyawan, Firda Agus]]>;
<![CDATA[Rarasati, Ida Putri]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 4 (2023): AUGUST ]]>
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DOI: 10.55047/transtool.v2i4.1385
<![CDATA[The representation of gender in educational materials, particularly textbooks, has been a subject of ongoing research and discussion. Research indicates that these materials often reflect and perpetuate societal norms and biases, which can significantly influence students' perceptions of gender roles and identities. This concern is particularly relevant in language textbooks, where the portrayal of characters and scenarios can shape young learners' understanding of gender dynamics and contribute to either the reinforcement or challenge of existing stereotypes. By adopting a critical lens, educators and policymakers can work towards creating more inclusive and empowering educational resources that foster gender equity and social justice within the classroom and beyond. The analysis of the textbook images revealed a stark gender imbalance, with male characters featured significantly more often than female characters and often depicted in positions of authority, leadership, and high-status occupations, while female characters were frequently shown in domestic or supportive roles.]]>
<![CDATA[CURRICULUM INNOVATION IN LANGUAGE INSTRUCTION: ADAPTING TO CHANGING LEARNER NEEDS ]]>
<![CDATA[Rozak, Dinda Luthfiana]]>;
<![CDATA[Ayaz, Maria]]>
<![CDATA[ TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 2 No. 4 (2023): AUGUST ]]>
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DOI: 10.55047/transtool.v2i4.1387
<![CDATA[This study aims to explore curriculum innovation in language teaching, focusing on the integration of language development and academic content, and to assess its impact on student engagement and learning outcomes. The research employs a literature review method, analyzing various academic sources that discuss curriculum innovation in language teaching. These sources include peer-reviewed articles that focus on issues related to curriculum design, language integration, and cultural considerations. The findings of the study indicate that an integrated approach that combines language development with academic content can enhance student engagement and overall learning outcomes. The integration of culture into the curriculum is also found to be crucial for building linguistic and cultural awareness among students. However, implementing curriculum changes requires careful planning and ongoing support for educators and students. The study emphasizes the need for a balance between innovation and stability in language teaching to ensure that the changes made genuinely improve the student learning experience and prepare them for the challenges of an increasingly complex world.]]>
