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Academic Journal Perspective : Education, Language, and Literature
Published by Universitas Swadaya Gunung Jati
ISSN : 23547340     EISSN : 26216981     DOI : https://doi.org/10.33603/ef8wqz06
Core Subject : Education,
Languange, Linguistic, Communication & Media
Academic Journal Perspective Education Language and Literature e ISSN 2621 6981 and p ISSN 2354 7340 is a biannual journal published by Lembaga Penelitian The Institute of Research University of Swadaya Gunung Jati in Cirebon and in collaboration with AsiaCall Vietnam. The journal publishes twice a year in May and November. This journal published manuscripts in the areas of English Language Teaching ELT and Literature. The journal publishes both conceptual and research based articles on the areas of teaching English as a second or foreign language English language teaching and learning and English language teachers training and education including English Literature. The scope of scientific articles that can be published in this journal are as follows 1 English learning model 2 English learning media and multimedia 3 Curriculum of English learning 4 Assessment and evaluation of English learning 5 Teacher professional development 6 Lesson study in English learning 7 Studies in English Literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
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Search results for , issue "Vol 12 No 1 (2024)" : 7 Documents clear
STRESS FACTORS IN IN-SERVICE TEACHER TRAINING PROGRAMS Yeni Afrida; Iswantir; Fadhilla Yusri; Sabarrudin
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9010

Abstract

In-service teacher education has an important role in facing the challenges posed by the COVID-19 pandemic, including helping teachers prepare to face new challenges arising from the pandemic, improving the quality of learning, building online teaching skills, supporting students with ideals and hopes and building communities Study. This allows students to get access to quality education even though they are at home. Understanding the impact of the transition from blended learning to online learning is critical to seeing how this change affects in-service teacher training program students, particularly in terms of their stress levels. This research aims to reveal the phenomenon of stress experienced by students while undergoing a professional teacher training program as well as the indications and causes in terms of class, age, gender and place of origin. The type of research is quantitative comparative, the population consists of 418 people and 180 people as research samples were taken using purposive sampling. The results of the research show that Madrasah and PPG PAI, there is no significant difference in stress, nor in terms of age, no significant difference, the 43–49-year age group has a higher average stress score compared to others, with the average stress score was 71.10. Judging from the place of origin, there are differences in the stress felt by students. The average stress score for students in West Sumatra is higher than in the provinces of North Sumatra, Riau, Jambi, Aceh, Central Java and South Sulawesi, as well as in terms of gender.
STUDENTS’ PERCEPTIONS OF IMPLEMENTATION MERDEKA CURRICULUM IN SENIOR HIGH SCHOOL Perangin Angin, Laili Rahma Dewi; Endang Mastuti Rahayu
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9163

Abstract

This research was conducted because students have not been able to utilize The Merdeka Curriculum optimally, this is due to the lack of information that students know about The Merdeka Curriculum. The Merdeka Curriculum Program is an important topic in the development of education in Indonesia. Meanwhile, the benefits and challenges of implementing this program continue. From the statement above, researcher interested in knowing students' perceptions of what they felt, especially regarding the benefits and challenges of this curriculum. This study used a qualitative method. This research used data collection took the form of audio recordings of interviews which were then transcribed. The resource data in this research were class XI consist of 5 students for the 2022/2023 academic year. To analyze the data, researcher used thematic analysis. Researcher used content validity to support research. The research results showed that the Merdeka Curriculum made students more motivated in learning, because the Merdeka Curriculum supported students to determine what they want to prepare for in the future, this is also done in choosing elective subjects that they choose according to their interests. The Merdeka Curriculum challenges students to continue to develop and learn new things in order to be able to keep up with the times. Researcher also hope that this research can be a reference for readers to improve the curriculum in the future so that it is better and of better quality for students. and teachers also continue to guide students, and students must be more active in studying.
UNVEILING SYMBOLS OF EMPOWERMENT AND SELF-ENCOURAGEMENT IN AMANDA LOVELACE'S BREAK YOUR GLASS SLIPPERS Dian Susanti, Erlina; Nuristama, Ramadhina Ulfa; Ikrima Sa’adah, Sufi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9164

Abstract

Amanda Lovelace's Break Your Glass Slippers employs symbols such as the mirror, fairy godmother, sword, and lipstick to portray themes of strength and self-discovery. This study uses qualitative research methodologies and symbolic theory to investigate Lovelace's usage of these symbols. The mirror reflects self-perception, questioning society conventions and personal fears, whereas the fairy godmother deconstructs classic fairytale roles to provide empowerment and direction. Readers are encouraged to face obstacles confidently and assertively by the sword, which stands for strength and perseverance. Lipstick highlights the harmony between strength and sensitivity in the feminine experience, embodying femininity and agency. Lovelace's poetry promotes women's emancipation and the acceptance of unique stories via these symbols. This research attempts to improve readers' comprehension of Lovelace's writing and the ideas she presents by dissecting her use of imagery and figurative language. Through her poems, Lovelace offers people a method to face and overcome challenges in their own lives by creating a literary place for introspection and resiliency. The research emphasises how Lovelace's precise symbolism encourages readers to interact with themes of perseverance, self-discovery, and empowerment.
INDONESIAN EFL STUDENTS’ PERCEPTION OF GOOGLE TRANSLATE UTILIZATION AS A TRANSLINGUAL TOOL IN WRITING CLASS Azima, Rizki; Fithriani, Rahmah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9165

Abstract

This study aims to determine how students feel about utilizing Google Translate as a Translating tool when writing in EFL classes. Ten English education majors in their seventh semester participated in this phenomenological case study. data was collected from three participants who were specially chosen based on their responses to the online questionnaires, as well as an online questionnaire distributed to all participants. The data analysis showed that using Google Translate for EFL writing was favorably received. furthermore, they thought Google Translate was helpful since it helped them translate their writing and enhance their vocabulary. it appears that utilizing artificial intelligence (AI) in the form of online translation their written work. According to this study, incorporating AI-based technology into EFL writing will be beneficial in various ways. However, further research is needed to determine the relative impact of each element influencing students' use of AI-based translation tools, particularly Google Translate. 
PEER-ASSESSMENT THROUGH PADLET TO EVALUATE STUDENTS’ WRITING SKILL Aisyah, Aisyah; Lustiyantie, Ninuk; Murtadho, Fathiaty
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9472

Abstract

Peer-assessment is an effective way to improve the quality of student learning. The aim of this research is to find students' perceptions of using Padlet in peer assessment in writing English language learning process. This research uses a qualitative descriptive method with data collection techniques using questionnaires. The questionnaire used contained 10 questions to gather information regarding the perception of students regarding the use of Padlet. It is hoped that the results of this study will provide benefits in various aspects, namely, (1) theoretical benefits, this study is expected to provide a deeper understanding of the application of peer assessment with technology to learning, (2) practical benefits, and (3) for the learning process of both students and teachers. Based on the research results, it can be concluded that English is one of the most important skills for students to learn because it will greatly influence students' skills in acquiring new knowledge.
EXPLORING THE IMPACT OF MIND MAPPING AND CLUSTERING TECHNIQUES ON RECOUNT TEXT LEARNING FOR 10TH GRADE STUDENTS AT SMK NEGERI 1 DHARMA CARAKA Harefa, Febriwan; Tampubolon, Sahlan; Pasaribu, Arsen Nahum
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9473

Abstract

This research aimed to determine the effectiveness of clustering and mind mapping techniques in enhancing the writing abilities of 10th-grade students at SMK Negeri 1 Dharma Caraka, Gunungsitoli Selatan, specifically in Recount text learning. The quasi-experimental study involved 231 students across seven classes, with a sample of 93 students divided into three groups: 31 students using the mind mapping technique, 31 using the clustering technique, and 31 using conventional methods. Data were analyzed using SPSS 29.00. The findings revealed significant improvements in the students' writing abilities with both techniques. The mind mapping group's post-test mean score was 84.51, up from a pre-test mean of 51.451. The clustering group's post-test mean was 89.482, compared to a pre-test mean of 54.838. An ANOVA analysis showed average scores of 84.51 for the mind mapping technique, 89.48 for the clustering technique, and 78.09 for the conventional technique. Overall, the clustering technique proved to be more effective than the mind mapping technique in improving the students' writing skills in Recount text learning. Thus, clustering is recommended for enhancing writing abilities in this context.
EMPOWERING READING COMPREHENCY UNLEASHING HIGH-ORDER THINKING SKILL (HOTS) STRATEGIES IN KURIKULUM MERDEKA FOR ELEVENTH GRADERS AT SMA SWASTA PEMBDA 1 GUNUNGSITOLI Marunduri, Suci Wahyuni; Sipayung, Kammer Tuahman; Sinambela, Erika
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i1.9474

Abstract

The purpose of this study aims to explore (1) the implementation of HOTS strategies in teaching reading comprehension on Kurikulum Merdeka and (2) to know the students’ responses towards the implementation of HOTS in the eleventh grade of SMA Swasta Pembda 1 Gunungsitoli. This research is a descriptive qualitative with 76 eleventh-grade students and two EFL teachers as subjects of the research. Data was collected from observation, interviews, and questionnaires Two teachers were interviewed and students in two classes each received a questionnaire. The collected data was processed and analysed to provide answers to the research questions. Following that, a descriptive data interpretation is given. Despite the improvements needed, both fostered positive learning environments. Questionnaire analysis revealed 68% of students' positivity towards HOTS strategies, calling for varied problem-solving approaches and alignment of teaching strategies with student interests and motivation. Students favoured group projects and reading analysis but highlighted motivation, learning facility, and reading material adequacy. The implementation of HOTS in teaching reading comprehension at SMA Swasta Pembda 1 Gunungsitoli reflects the efforts by both teachers to integrate critical thinking, collaboration, and creativity by (1) choosing suitable texts, (2) questioning the students, (3) asking the author’s point of view from the texts, (4) gathering information, (5) mind mapping, (6) group discussion, and (7) guessing inferring meaning. Teacher 1 emphasized comprehensive HOTS integration, while Teacher 2 showed mastery of the material with management challenges. A collaborated effort between teachers and students is pivotal for optimizing HOTS and enhancing student outcomes. However, challenges related to students' motivation for reading, the utilization of school facilities, and the need for appropriate reading materials remain areas for improvement in enhancing students' engagement and comprehension in reading comprehension activities under the HOTS framework.

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