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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 5 Documents
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Search results for , issue "Vol 13 No 2 (2025)" : 5 Documents clear
COMPARATIVE STUDY ON THE INTEGRATION OF TPACK IN TEACHING PRACTICES Mola, Manusetus; Santosa, Made Hery; Tenda, Priska Ernestina
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (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.v13i2.10252

Abstract

This study aims to compare the levels of mastery and implementation of Technological Pedagogical Content Knowledge (TPACK) in three study programs at San Pedro University (UNISAP): English Language Education (PBI), Primary School Teacher Education (PGSD), and Physical Education, Health, and Recreation (PJKR). The background of this study is the need to strengthen the integration of technology, pedagogy, and content in digital-based higher education. The research uses a comparative quantitative approach involving 30 lecturers (10 per Study Program) selected through purposive sampling. Data were collected using a TPACK questionnaire based on seven dimensions and analyzed with descriptive statistics and one-way ANOVA to determine differences between programs. Results show that PBI lecturers have the highest TPACK scores (average 4.61), followed by PGSD (4.18) and PJKR (3.93). ANOVA tests indicate significant differences (F (2,27) = 7.932, p < 0.01). Further Tukey HSD tests reveal significant differences between PBI and PJKR (p = 0.004) and between PBI and PGSD (p = 0.026), while the difference between PGSD and PJKR is not significant (p = 0.111). These results indicate the influence of factors such as disciplinary characteristics, technological readiness, and institutional support on variations in TPACK mastery. This study recommends the development of lecturer training tailored to the needs of each study program as a strategy to enhance professional capacity in technology integration in teaching.
Representati Lima Nilai Utama dalam Karakter Miguel Rivera dalam Coco (2017) Produksi Disney Artini, Ni Nyoman; Suwastini, Ni Komang Arie; Utami, IGA Lokita Purnamika; Sanjaya, Komang Angga Surya
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (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.v13i2.10268

Abstract

Character education values are frequently presented in animated movies. While many values can be identified from one character in a movie, the present study highlights the five core values proposed by the Ministry of National Education in the characterization of Miguel Rivera from Disney’s Coco (2017). The present study employed textual analysis to identify the representation of character education values. Data analysis was conducted simultaneously with the data collection, data reduction, data display and conclusion drawing. The analysis revealed that Miguel Rivera’s characterizations reflect the traits of religiosity, nationalism, independence, integrity, and mutual cooperation. Because the movie is centered around the conflict of Miguel Rivera’s passion to sing and play Mexican guitar and set around the Mexican celebration of Day of the Dead, Miguel Rivera’s adherence to the ritual of the Dead, his pride in the Mexican music and food strongly reflects his religious and nationalist values. His struggle about lying to his family, Ernesto de la Cruz, and Enrique Rivera shows his integrity. Furthermore, his kindness in helping others and his handwork to achieve his goal presented his cooperative values. These findings imply that children’s movies could give examples of character values by presenting visual images of how the characters’ actions.
ENHANCING ENGLISH TEACHERS’ PEDAGOGICAL COMPETENCE THROUGH “REAL ACTION” FEATURES ON THE MERDEKA MENGAJAR PLATFORM (PMM) Yulanda, Dwistri; Irawan, Nico; Rahayu, Endah Yulia
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (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.v13i2.10584

Abstract

The “Real Action” features within the PMM are designed to bridge the gap between theory and practice. These features encourage teachers to engage in reflective practices, collaborative learning, and continuous professional development. This study employs a descriptive qualitative-methods research design to explore the implementation of “realaction” features in Merdeka Mengajar Platform (PMM) aimed at enhancing English teachers’ pedagogical competence. The qualitative data from interviews and focus group discussions. The participants in this study were English teachers from various educational institutions across East Java, specifically those who are active users of the PMM platform. A total of 200 teachers were selected through a stratified random sampling technique to ensure representation from different areas, school types (public and private), and teaching experience levels. The results of this study indicate that the implementation of “real action” features in Merdeka Mengajar Platform has had a profound impact on enhancing English teachers’ pedagogical competence.
AN INVESTIGATION INTO THE IMPACT OF COGNITIVE STRATEGIES ON IRANIAN FEMALE HIGH SCHOOL STUDENTS’ READING COMPREHENSION Sharifi, Asma
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (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.v13i2.11072

Abstract

This study explored the impact of cognitive strategies on reading comprehension among pre-intermediate English as Foreign Language (EFL) learners. A total of fifty female students, aged 17-18, from Esteghamat High School in Khoramshahr City, Iran, participated in the study. Participants were selected based on their performance on the Oxford Quick Placement Test (OQPT) and were randomly assigned to either an experimental group (n=25) or a control group (n=25). The experimental group was trained to use cognitive strategies, including summarizing, predicting, and making inferences during reading activities, while the control group continued with conventional reading methods. Data were collected through pre- and post-test assessments of reading comprehension. The results indicated that the experimental group significantly outperformed the control group, demonstrating improved reading comprehension skills. The findings suggest that the use of cognitive strategies, such as summarizing, predicting, and making inferences, can enhance EFL learners' ability to understand and retain reading material. The study concludes by discussing the implications for teaching practices, material development, and future research in the area of cognitive strategy training for reading comprehension.
ARTIFICIAL INTELLIGENCE (AI) USE IN ACADEMIC WRITING FOR EFL/ESL STUDENTS IN HIGHER EDUCATION: A SYSTEMATIC REVIEW Atya Nur Ramadhanti; Agung Ginanjar Anjaniputra
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (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.v13i2.11142

Abstract

The emergence of Artificial Intelligence (AI) as a large language model (LLM) gives new hopes for addressing challenges faced by higher education students who learn English as Foreign Language (EFL) and Second Language (ESL) in writing scientific papers. However, assuming AI as a new hope in education is imprudent since its advancement could give both challenges and affordances in students’ academic writing. To date, studies that mainly focused on this area are limited, highlighting a need for further exploration. Hence, this study aims to examine to what extent AI could enhance EFL and ESL students in academic writing and its impacts to their writing. Systematic literature review was conducted, following the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) 2020 guidelines to synthesize studies over the past year (2023-2025). The findings revealed that AI can significantly assist students particularly in offering personalized feedback, facilitating ideas and content development, as well as providing automated tools. However, it also gives challenges such as plagiarism and disengagement. Therefore, AI integration should be followed by ethical regulations that are updated and dynamics following the fast-moving AI systems and are monitored regularly for its implementation. It is also important to build students’ academic integrity by positioning students’ critical thinking and commitment in academic principles and ethics as a central role in research.

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