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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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Guided Inquiry Based Physics E-Module to Enhance Students’ Conceptual Understanding and Learning Attitudes: A Literature Review Juniarsyah, Edo; Ariani, Tri
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 Rahmadhani, Salsabilla; Ariani, Tri
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.
Colonial Echoes in Digital Spaces: A Critical Discourse Analysis of English Teaching on Instagram Husniyah, Af’idatul; Indrianti, Titien
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i4.2156

Abstract

The global spread of English has long been entangled with colonialism, imperialism, and unequal power relations. Although English is now spoken predominantly by multilingual users outside traditionally Anglophone nations, dominant norms continue to privilege so-called “native” speakers from the Global North. This study critically analyzes how English Language Teaching (ELT) materials on Instagram reproduce or resist colonial ideologies through digital discourse. Drawing on Critical Discourse Analysis (CDA) and a decolonial framework, the research examines the linguistic, visual, and ideological dimensions of ELT content produced by teachers, influencers, and language schools on Instagram. The analysis focuses on how English is represented, commodified, and associated with modernity, prestige, success, and global citizenship. Using Fairclough’s three-dimensional model (text, discursive practice, and social practice) and Kress and van Leeuwen’s multimodal discourse analysis, the study examines how colonial discourses position “native” English as the norm and Global South learners as aspirational subjects requiring linguistic correction despite Anglophone users no longer constituting the majority of English speakers. The study reveals Instagram as a site of digital colonialism where English operates as both symbolic capital and cultural commodity. Findings identified clear colonial echoes in ELT content, including the use of “bule” as a benchmark, the promotion of white accents and accent hierarchy, and the Westernization of “global.” These practices reinforce racial and cultural hierarchies by positioning Western identities, languages, and aesthetics as the standard for English proficiency and global modernity.

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