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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 212 Documents
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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.
ASSESSING ENGLISH TEACHING PROGRAM AT THE PRIMA SELECTA LAMPUNG: GRADUATES’ VOICE: mengukur efektifitas program pembelajaran bahasa inggris di Prima Selekta lampung Mahmud, Mahmud; Suseno, Muchlas; Setiadi, Syamsi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 2 (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.v12i2.10051

Abstract

This research aims to measure the effectiveness of English teaching program at the PRIMA Selecta Lampung based on student satisfaction responses. The subjects of this research are students who have completed English teaching Program at the PRIMA Selecta Lampung. The research instrument adopted from the Student Outcome Questionnaire (SOQ) which covers (1) Teaching, (2) Assessment (4) Generic skills, (4) learning experiences, and (5) Overall satisfaction. Data quantitative data were analyzed statistically by using a Likert scale and interpreted based on the four standard effectiveness criteria from Mardapi (2008) while the qualitative data were analyzed descriptively. The results of this research indicate that Teaching is categorized as Effective, Generic Skills is categorized as less effective, Learning Experience is categorized as quite effective, and Assessment is categorized as quite effective. Overall, learning English at the PRIMA Selecta Lampung educational institution is quite effective.
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.
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.

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