Adjektiva: Educational Languages and Literature Studies
Jurnal Adjektiva: Educational Languages and Literature Studies (2622-6022) well-known as Adjektiva is an forum for original research on linguistics, literature, eduaction an international forum for original research focused on identities as local contexts, like an identity in linguistics, identity in literature, and identity in language education in global and local contexts, especially in Indonesia. These may include but are not limited to various fields, such as we are interested in interdisciplinary studies examining how issues of linguistics, literature, and education in language influence individual and community identities. In order to publish in Adjektiva, a study must have an overview of previous research or theoretical concepts that are packaged to justify the novelty/uniqueness of this study and central focus on local, foreign, minority, heritage, or indigenous languages (or non-standard dialects) and their intersection with either identity and/or education in language, linguistics and literature. We welcome a variety of topics, theoretical orientations, and methodological approaches (both qualitative and quantitative). Studies that highlight the potential of Linguistics and Applied Linguistics (e.g. Phonology, Morphology, Syntax, Sociolinguistics, Psycholinguistics, Anthropolinguistics, Ethnolinguistics, Stylistics, Dialectology, LHK, Psychopragmatics, etc.). Critical studies of Literature (e.g. Digitizing literature, new literary theories, applied literature). Identity in language and literature(e.g. Ethnic Identity, vocational identity, job identity, religious identity, moral identity, political identity, etc.). Research on innovations or on the effectiveness of various language education program models (e.g. Learning Curriculum, Learning Strategies, Learning Assessment, BIPA, International Language Coaching).
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<![CDATA[Strategi Literasi Anak Berbasis Sastra dalam Pengembangan Nilai Interkultural ]]>
<![CDATA[Umamy, Etty]]>;
<![CDATA[Kustyarini]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
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DOI: 10.30872/adjektiva.v8i1.4700
<![CDATA[In the era of globalization, education plays a crucial role in instilling intercultural values in children; however, the lack of systematic approaches remains a major challenge. This study aims to formulate effective literature-based literacy strategies for developing intercultural values, evaluate their impact, and identify challenges and opportunities in their implementation. Using a qualitative approach with a case study method, this research analyzes the implementation of literature-based literacy strategies through semi-structured interviews, classroom observations, document analysis, and questionnaires involving students, teachers, and literary materials used in learning. The findings indicate that this strategy is effective in enhancing students' understanding and appreciation of cultural diversity, improving social interactions, and fostering empathy toward different cultural perspectives. The analysis of questionnaire data using a Likert scale reveals a significant increase in students’ attitudes toward intercultural values after participating in the program. Additionally, selecting relevant literary materials and providing adequate teacher training are key factors in the successful implementation of this strategy. Therefore, this study recommends integrating literature-based literacy into children's educational curricula to foster a more inclusive and tolerant cultural understanding.]]>
<![CDATA[Student Perceptions On Reading English Economic Texts ]]>
<![CDATA[Adys, Himaya Praptani]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
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DOI: 10.30872/adjektiva.v8i1.4929
<![CDATA[This study investigates the perceptions of Development Economics students regarding their experiences reading English economic texts. The research examined attitudes, challenges, and strategies of 109 first-semester students (31 males, 78 females) enrolled in an English for Economics course. Using a mixed-methods approach, data was collected through a comprehensive perception survey and analyzed using both quantitative and qualitative methods. Results reveal that students perceive economic texts as highly challenging primarily due to specialized terminology, complex sentence structures, and the dual difficulty of mastering both language and content simultaneously. While students acknowledge the importance of English economic texts for their professional development, they report moderate confidence in their reading abilities. The study provides practical implications for English for Specific Purposes (ESP) instruction in economics programs and suggests approaches to enhance students' engagement with English economic texts.]]>
<![CDATA[Nilai Marxisme dalam Novel Ronggeng Dukuh Paruk Karya Ahmad Tohari ]]>
<![CDATA[Sari, Septi Kartika]]>;
<![CDATA[Yanuar, Agregat Illah Nur]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
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DOI: 10.30872/adjektiva.v8i1.5015
<![CDATA[Social inequality is a persistent phenomenon that continues to draw attention across various academic disciplines. This inequality manifests in different forms of social mobility, such as disparities in education, employment, healthcare access, and political power—none of which are evenly distributed across societal groups. To understand the dynamics of social inequality, it is essential to employ a theoretical framework that can elucidate the structure of social stratification. One such framework is Marxist theory, which critically examines class disparities within society. This study aims to explore Marxist values as reflected in Ahmad Tohari’s novel Ronggeng Dukuh Paruk, focusing on three key aspects: (1) social and economic inequality, (2) alienation, and (3) ideological domination. Employing a qualitative approach, this research adopts a literary study method. The primary data source is the novel Ronggeng Dukuh Paruk by Ahmad Tohari, with data collected in the form of relevant textual excerpts. The data collection technique involved close reading and note-taking. The findings reveal that the novel presents several elements of social and economic inequality, including poverty and underdevelopment in Dukuh Paruk, limited life choices, the exploitation of women, and the commodification of women as economic tools. The theme of alienation is evident in the character Srintil, particularly through her identity crisis and sense of estrangement. Meanwhile, the analysis of ideological domination highlights the influence of traditional beliefs, ancestral worship, and imposed social ideologies within the community depicted in the novel.]]>
<![CDATA[Analisis Penggunaan Frame Markers, Transitions, dan Sequence Markers dalam Penulisan Ilmiah Mahasiswa ]]>
<![CDATA[Elyana, Kukuh]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
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DOI: 10.30872/adjektiva.v8i1.5181
<![CDATA[This study investigates the use of interactive metadiscourse in the background sections of academic papers written by 38 undergraduate students enrolled in the General Compulsory Indonesian Language Course at Universitas Mulawarman in 2025. Grounded in Hyland’s (2005) metadiscourse framework, the research focuses on three key subcategories: frame markers, transitions, and sequence markers. A qualitative descriptive method was employed through document analysis to examine how students deploy these rhetorical strategies to construct coherence and guide readers through their arguments. Each student paper was manually analyzed for the presence and frequency of metadiscourse markers, with findings triangulated by course instructors for validation. The results reveal that most students utilized more than one type of interactive marker in their writing, with 29 students using frame markers and 28 students applying transitions. However, only one student incorporated sequence markers, indicating a limited awareness of this rhetorical device. The intensity of usage varied across individuals, ranging from 6 to 20 occurrences, suggesting differing levels of rhetorical competence and text organization. Students who used metadiscourse more frequently demonstrated stronger cohesion, while those with lower usage tended to produce less structured and more descriptive texts. This study highlights the importance of explicit instruction in academic writing, particularly in metadiscourse, to support students in developing effective rhetorical strategies. The findings offer practical implications for language instruction at the tertiary level and contribute to the broader understanding of how metadiscourse functions in the early stages of academic literacy development in non-English speaking contexts.]]>
<![CDATA[Eksplorasi Fenomenologis Persepsi dan Pengalaman Mahasiswa Terhadap Hasil Uji Kemahiran Berbahasa Indonesia (UKBI) di Universitas PGRI Wiranegara (Studi Kulitatif) ]]>
<![CDATA[Sugianti, Sugianti]]>;
<![CDATA[Rosidah, Ilmiyatur]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
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DOI: 10.30872/adjektiva.v8i1.5443
<![CDATA[Penelitian ini mengeksporasi secara fenomenologis persepsi dan pengalaman mashasiswa Universitas PGRI Woranegara terkait hasil Uji Kemahiran Berbahasa Indonesia (UKBI). UKBI sendiri merupakan standar pengukuran kemahiran berbahasa Indonesia yang ditetapkan oleh Badan Pengembangan dan Pembinaan Bahasa. Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara mendalam yang menghasilkan data berupa teks persepsi dan pengalaman mahasiswa setelah mengkuti tes UKBI. Fokus penelitian ini adalah memahami makna subjektif yang diberikan mahasiswa terhadap skor UKBI yang diperolehnya. Bagaimana persepsi ini terbentuk serta dampak pengalaman mahasiswa dalam proses tes UKBI terhadap pandangan mereka tentang kemahiran berbahasa Indonesia. Hasil penelitian ini menunjukkan keragaman persepsi mahasiswa Universitas PGRI Wiranegara terhadap hasil Uji Kemahiran Berbahasa Indonesia (UKBI). Sebanyak 79% dari 40 mahasiswa sebagai peserta tes UKBI menyatakan penerimaan positif sebagai tolok ukur kompetensi berbahasa. Pengalaman personal selama pelaksaan tes, seperti kesulitan soal, kondisi lingkungan tes terkait dengan ruangan yang terlalu sempit, jaringan, dan persiapan lain yang dilakukan turut membentuk persepsi mahasiswa. Selain persepsi tentang pengalaman saat pelaksanaan, penelitian ini juga mengidentifikasi bagaimana hasil UKBI memengaruhi motivasi belajar dan kepercayaan diri mahasiswa dalam menggunakan bahasa Indonesia dalam lingkup akademik maupun sosial. Hasil penelitian ini diharapkan dapat memeberikan wawasan berharga bagi dosen, perguruan tinggi, dan pengembang UKBI untuk meningkatkan efektivitas dan penerimaan tes sebagai alat evaluasi kemahiran berbahasa]]>
