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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 6 Documents
 1 
Search results for , issue "Vol 13 No 1 (2025)" : 6 Documents clear
EXPLORING THE EFFECTIVENESS OF GAME-BASED LEARNING (GBL) FOR ENHANCING STUDENTS’ CREATIVITY IN WRITING CLASS Darma, Virga Putra; Solihah, Yuni Awalaturrohmah; Kartika, Viar Dwi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
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.v13i1.9942

Abstract

This study investigates the efficacy of game-based learning (GBL) in the context of writing instruction, specifically examining its influence on students' creativity in Institut Prima Bangsa. The aim of this study is to ascertain whether GBL can foster enhanced creative writing abilities for the students. By analyzing the relative effectiveness of these pedagogical strategies, the study aspires to yield significant insights into the ways in which GBL affects students' writing competencies and creative expression. An experimental research design was utilized, comprising two distinct student groups: an experimental group engaged in writing instruction through GBL and a control group receiving traditional writing education. To evaluate the effectiveness of the instructional approaches, both groups underwent pre-tests and post-tests, which measured various dimensions of writing proficiency and creativity prior to and following the instructional phase. Subsequent statistical analyses were conducted to compare the outcomes of the two groups, with the objective of identifying any notable differences in results. The findings indicated that the experimental group, which participated in GBL, exhibited a marked enhancement in both writing skills and creativity relative to the control group that adhered to traditional instructional practices. This finding underscores the significant implications of the research for educational environments, particularly in the realms of language instruction and curriculum development. The findings highlight the novelty of this study in demonstrating how the integration of game-based learning strategies not only enhances student engagement but also introduces a creative pedagogical framework that stimulates students’ imaginative thinking in ways that traditional methods may not achieve.
CHILDHOOD NEGLECT AND OBSESSION: A PSYCHOANALYTIC LENS ON THE ROCKING HORSE WINNER BY D.H LAWRENCE Ali, Muhammad Ilham
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
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.v13i1.10034

Abstract

The short story "The Rocking-Horse Winner" by D.H. Lawrence offers a profound exploration of human psychology, focusing on desire, obsession, and the consequences of unbridled ambition. This study employs a psychoanalytic approach to analyze the uncontrollable obsession of the main character, Paul, particularly through the lens of Freud's Oedipus Complex theory. This research aims to explore the underlying factors that drive Paul’s obsession with luck and money in D.H. Lawrence’s “The Rocking-Horse Winner,” with a particular focus on the psychological and emotional influences stemming from his relationship with his mother. It also seeks to examine how these motivations shape the narrative and contribute to the story’s broader themes of materialism, identity, and emotional neglect. This article also highlights the potent symbolism within the story, including the rocking horse and the house of whispers, which symbolize Paul's inner turmoil and the tragic outcomes of his obsession. Comparative analysis with Jung’s and Lacan’s theories further enriches the understanding of Paul's psychological complexity, providing insights into how his obsession influenced his mental state and family relationships. The findings contribute to a deeper understanding of the story's psychological and symbolic dimensions, offering valuable insights into the impact of parental influence on a child's mental health and behavior.
EXPLORING THE 4CS IN PRACTICE: A STUDY OF CLIL IMPLEMENTATION IN A PRIMARY CLASSROOM Marshalina, Afifah; Suryati, Nunung; Zen, Evynurul Laily
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
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.v13i1.10096

Abstract

In recent years, Content and Language Integrated Learning (CLIL) has gained increasing prominence as a pedagogical trend in many educational systems. The centerpiece of CLIL is the 4C framework- Content, Communication, Cognition, and Culture, which provides a foundation for conducting lessons that support language and subject learning. This study examined how the 4C was integrated into a science class that used English as the language of instruction among first-grade primary school students. The teacher’s lesson plan and classroom observations were used to gather data for this qualitative study design. Findings revealed that teachers were integrating the 4C into classroom teaching. Visual aids, language simplification, and repetition were provided to support content learning. Communication was fostered with the active use of language through classroom activities such as group work and hands-on experiments that could also engage students in cultivating thinking skills. Lastly, global examples that were pertinent to the subject matter were used to introduce cultural features. This study highlighted the potential of the 4C framework to be actualized among young learners. The implications of this study suggested the significance of deliberate planning to realize the CLIL principles in an integrated manner. Furthermore, this study showed that young learners can actively participate in cognitively and linguistically rich learning environments if provided with adequate support from teachers.
TEACHERS’ PERCEPTIONS OF GRAMMARLY FOR WRITING ASSESSMENT: QUANTITATIVE STUDY Damashola, Alfina; Sulistyanto, Irwan; Prasongko, Angga
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
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.v13i1.10206

Abstract

In the era of globalization, proficiency in English writing has become a crucial skill for academic and professional success. Digital tools such as Grammarly have emerged as valuable aids in enhancing teachers’ writing assessment accuracy and quality. This study explores English teachers’ perceptions of Grammarly as a writing assessment tool at a Public High School. Employing a quantitative descriptive research design, data were collected from English teachers through a structured questionnaire using a Likert scale. The study examines four key indicators: effectiveness, usability, limitations, and challenges. The findings reveal that teachers generally perceive Grammarly as an effective and user-friendly tool for writing assessments. However, they also recognize its limitations and challenges, particularly in areas such as contextual accuracy and teacher dependency on automated corrections. The results provide significant insights into the role of AI-based writing tools in educational settings and offer recommendations for their optimal integration into writing instruction and assessment.
Pengajaran Bahasa Inggris Bagi Mahasiswa Berkebutuhan Khusus Di Kelas Inklusif: Analisis Kebijakan, Tantangan Dan Strategi Di Perguruan Tinggi Tefa, Antonia; Ati, Serafina Natalia Ili
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
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.v13i1.10210

Abstract

Teaching English to students with Special Educational Needs (SEN) in inclusive classrooms is a challenge for lecturers as they must take into account a variety of factors, including the type of disability students have, students’ English proficiency level, and effective learning strategies. Educational institutions may not provide adequate resources to support the teaching process, including adapted textbooks, learning software, or other instructional aids. Although there are several books and articles that focus on teaching English to students with SEN, most of the resources are not available to teachers who do not have institutional access to academic literature or funds to purchase them. Therefore, there is a need for adequate literature and preparation programs that provide lecturers with practices and strategies to teach English to SEN students. This qualitative study aims to analyze the practice of teaching English in inclusive classrooms at the university level by exploring the policies and challenges faced by lecturers who teach students with SEN. In addition, this study also aims to explore the approaches or strategies used to overcome the challenges that arise. Data were collected through interviews, observations, and documentation. The results of the study indicate that although inclusive policies have been generally adopted, their implementation still faces various obstacles, such as limited resources, lack of lecturer training, and minimal adaptation of the curriculum and teaching materials. On the other hand, various strategies have been developed, including differentiated learning approaches, the use of adaptive media, and active involvement of lecturers in designing learning strategies that suit students' needs. This study concludes that effective and inclusive English teaching requires synergy between institutional policies, lecturers’ readiness, and ongoing support systems.
SOUND GRAMMAR, FLAWED REASONING: RHETORICAL FALLACIES IN ARGUMENTATIVE WRITING OF ENGLISH EDUCATION THESES Stevani, Margaret; Alexander Adrian Saragi; Happy Kusuma Wardani
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
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.v13i1.10212

Abstract

This study investigated the prevalence and types of rhetorical fallacies in the argumentative sections of English education theses, despite overall grammatical accuracy. Drawing on Toulmin’s argument model, cognitive reasoning theories, and nexus-juncture analysis, three-fifty undergraduate theses from three universities in Indonesia were analyzed qualitatively. Common fallacies such as hasty generalization, false cause, strawman, circular reasoning, and either/or reasoning were identified and mapped onto Toulmin’s components (claims, warrants, backing, rebuttals). Findings revealed that students demonstrated competency in grammatical structures but often lacked logical consistency in their arguments which led to flawed reasoning that undermined their thesis statements. The findings recommended that integrating rhetorical fallacy identification into writing instruction could improve both the clarity and validity of student arguments. This study highlighted the need for focused pedagogical strategies to address both grammar and reasoning skills in argumentative writing to promote effective and persuasive academic communication in English education.

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