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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 87 Documents
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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.
Colonial Echoes in Digital Spaces: A Critical Discourse Analysis of English Teaching on Instagram Af’idatul Husniyah; Titien Indrianti
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.
A Morphological Analysis of Derivational Suffix in the Short Story “How to Become a Writer” by Lorrie Moore Hutasoit, Mikhael Parlindungan
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 5 No. 1 (2025): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v5i1.2158

Abstract

The limited understanding of English word formation processes among language learners constitutes a persistent impediment to vocabulary acquisition and textual comprehension. This study examines the deployment of derivational suffixes in Lorrie Moore's short story "How to Become a Writer." As a fundamental component of English morphological processes, derivational suffixes generate novel lexical items while simultaneously effectuating transformations in the grammatical categorization and semantic properties of base forms, thereby augmenting learners' lexical repertoire and interpretive proficiency. Employing a descriptive qualitative paradigm, the corpus was systematically extracted from the aforementioned literary work and subsequently categorized according to their morphosyntactic transitions, encompassing verbal to nominal, adjectival to nominal, nominal to verbal, nominal to adjectival, verbal to adjectival, and adjectival to adverbial conversions. The analysis endeavors to elucidate how derivational suffixes instigate modifications in both the morphological configuration and semantic orientation of words within the textual context. The results show that derivational suffixes are frequently used in the short story and play an important role in forming new words that support the meaning of the narrative. The use of derivational suffixes helps express actions, qualities, and situations more clearly in the story. This study also shows that literary texts can be useful sources for learning morphology because they provide real examples of word formation in context. It is expected that this research can help students better understand derivational suffixes and improve their English vocabulary learning.
Assessing Polytechnic Students’ Dependency on AI Tools in ESP Writing Nouval, Alvin; Kartikasari, Prima Beauty
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 5 No. 1 (2025): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v5i1.2183

Abstract

The rapid integration of Artificial Intelligence (AI) tools in language education has reshaped writing practices, particularly in English for Specific Purposes (ESP) contexts. This study investigates Polytechnic students’ dependency on AI tools in Business English writing, focusing on how AI use influences writing self-efficacy and perceived autonomy. A qualitative research design was employed involving 25 undergraduate students enrolled in a Business English course. Data were collected through open-ended questionnaires and analyzed using thematic analysis to identify recurring patterns related to AI use, confidence, dependency, and feedback perceptions. The findings reveal that students primarily perceive AI as a language enhancement tool that improves vocabulary, grammar, translation accuracy, and writing efficiency. However, strong functional dependency emerged, particularly at the lexical and sentence levels, with several students reporting reduced confidence when writing without AI assistance. While AI-generated feedback was valued for clarity and immediacy, human feedback from lecturers and peers was considered more contextually meaningful and pedagogically authoritative. Students also expressed awareness of risks such as overreliance, reduced effort, and ethical concerns. The study concludes that AI serves as both a supportive scaffold and a potential source of dependency. Effective and structured pedagogical integration is essential to ensure that AI enhances rather than replaces students’ independent writing competence.
The Effect of Using the iPusnas App (Digital Library) on Literacy Skills and Learning Outcomes of Year 11 Economics Students at SMA Negeri 8 Kupang Hartati Luhur, Yosinta; Data, Ari; Yewang, Markus U. K.
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 5 No. 2 (2026): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v5i2.2206

Abstract

This investigation was precipitated by the deficient literacy competencies and suboptimal academic attainment observed among eleventh-grade students in Economics at SMA Negeri 8 Kupang. The study sought to ascertain the magnitude of influence exerted by the utilization of the iPusnas application on students' literacy proficiencies and scholastic outcomes in Economics at the aforementioned institution. The inquiry employed a quantitative paradigm underpinned by a survey-based design. The aggregate population encompassed 105 eleventh-grade students, from which a cohort of 83 respondents was delineated through proportional random sampling. Empirical data were garnered via systematic observation, structured questionnaire dissemination, and documentary corroboration. Analytical procedures were executed through Structural Equation Modeling Partial Least Squares (SEM-PLS), operationalized through SmartPLS 4 software, encompassing the rigorous appraisal of both the outer and inner measurement constructs. The findings substantiated that the deployment of the iPusnas application exerted a positive and statistically consequential influence on students' literacy competencies. Concomitantly, literacy proficiency was found to bear a positive and significant bearing on academic attainment. Moreover, the utilization of the iPusnas application was independently corroborated to yield a positive and significant bearing on scholastic outcomes. Collectively, these findings affirm that the integration of the iPusnas application constitutes a demonstrably efficacious intervention in augmenting both literacy competencies and academic performance in the domain of Economics.
Improving the Poetry Writing Skills of Year 10 Culinary Students Through the Imaginative Suggestion Method at SMKN 1 Bojonegoro Rosmita, Elviana Diah; Subandiyah, Heny
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 5 No. 2 (2026): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v5i2.2247

Abstract

The skills of writing poetry is one of the basic competencies of Indonesian language taught in vocational schools. Based on observations and interviews conducted during the SFI at SMKN 1 Bojonegoro, students have difficulty writing poetry in terms of structural aspects, due to the use of methods and media that are less engaging, which leads to limitations in ideas and imagination. As a result, the average student score remains below the MPM of 75.  This study aims to: (1) describe the application of the suggestion-imagination method, (2) examine the improvement of poetry writing skills, and (3) analyze student responses toward poetry writing learning, all conducted in Class X-Culinary 1 at SMKN 1 Bojonegoro through the suggestion-imagination method using song video clips by Moch. Arifin. This study uses the design of Kemmis and Mc. Taggart CAR models in two cycles with the subject of students X-Culinary 1 SMKN 1 Bojonegoro. The data collected consists of the activities of teacher and students, the value of poetry writing skills, and responses of students. The results showed that the activity of teacher increased from cycle I (75) to Cycle II (89), while students increased from cycle I (74) to Cycle II (88). The value of students increased from cycle I (72.84) to Cycle II (83.20) with a percentage of 80% completeness. Students give a positive response 90% with the category of strongly agree. This study concluded that the method of imagination suggestion with video clips of songs can improve students ' poetry writing skills.

Page 9 of 9 | Total Record : 87

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