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).
Articles
81 Documents
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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]]>
<![CDATA[Penerapan Pembelajaran Berdiferensiasi Melalui Media Interaktif untuk Meningkatkan Motivasi Belajar: Implementation of Differentiated Learning Through Interactive Media to Enhance Learning Motivation ]]>
<![CDATA[Nadhiroh, Khoirun]]>;
<![CDATA[Farida, Umi]]>;
<![CDATA[Maretiana Mawadah, Ilma]]>;
<![CDATA[Umamy, Etty]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30872/adjektiva.v8i2.5037
<![CDATA[Penelitian ini bertujuan untuk meningkatkan motivasi belajar siswa dalam pembelajaran teks puisi melalui penerapan strategi pembelajaran berdiferensiasi yang dilengkapi dengan penggunaan media interaktif. Latar belakang dari penelitian ini adalah rendahnya minat dan motivasi siswa terhadap materi teks puisi dalam pelajaran Bahasa Indonesia pada siswa kelas VIII SMP Negeri 11 Malang. Pendekatan yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart, yang mencakup empat tahap: perencanaan, pelaksanaan, observasi, dan refleksi, yang dilakukan dalam dua siklus. Subjek penelitian berjumlah 30 siswa kelas VIII. Data dikumpulkan melalui observasi, angket motivasi belajar, wawancara, dan dokumentasi, lalu dianalisis secara deskriptif dengan pendekatan kualitatif dan kuantitatif. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam motivasi belajar siswa, yang tercermin dari peningkatan partisipasi aktif dari 55% di siklus I menjadi 85% di siklus II, serta peningkatan skor rata-rata angket motivasi belajar dari kategori sedang (68) menjadi tinggi (84). Selain itu, 87% siswa menyatakan bahwa media interaktif membantu mereka memahami materi puisi dengan lebih baik. Oleh karena itu, strategi pembelajaran berdiferensiasi yang didukung media interaktif terbukti efektif dalam menciptakan suasana belajar yang adaptif, kolaboratif, dan mampu meningkatkan motivasi belajar siswa.]]>
<![CDATA[Code-Switching sebagai Representasi Identitas Remaja di Media Sosial: Tinjauan Psikolinguistik Sosial: Code-Switching as a Representation of Adolescent Identity on Social Media: A Social Psycholinguistic Perspective ]]>
<![CDATA[Maziyah, Elif Nashikhatul]]>;
<![CDATA[Hari Windu Asrini]]>;
<![CDATA[Widodo, Joko]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30872/adjektiva.v8i2.5474
<![CDATA[Penelitian ini bertujuan untuk mengeksplorasi praktik code-switching dalam komunikasi digital remaja serta bagaimana fenomena tersebut merefleksikan dan membentuk identitas diri mereka. Dengan menggunakan pendekatan psikolinguistik sosial dan metode kualitatif studi kasus, data diperoleh melalui observasi unggahan media sosial (WhatsApp, Instagram, TikTok) dan wawancara mendalam dengan sepuluh remaja berusia 15–18 tahun. Hasil penelitian menunjukkan bahwa alih kode tidak hanya merupakan fenomena linguistik semata, melainkan juga sarana strategis dalam menegosiasikan persona sosial, menunjukkan afiliasi kelompok, serta mengekspresikan emosi dan nilai budaya. Remaja menggunakan alih kode untuk menunjukkan kedekatan, membangun kepercayaan, hingga menciptakan gaya bahasa yang khas di ruang digital. Temuan ini menegaskan bahwa code-switching berfungsi sebagai praktik identitas yang sadar konteks dan sarat makna simbolik. Penelitian ini berkontribusi pada pemahaman tentang dinamika bahasa dan identitas remaja dalam era digital, serta membuka ruang refleksi tentang pentingnya literasi bahasa dan budaya dalam pendidikan.]]>
<![CDATA[Performatif Gender dalam Fitur Bahasa oleh Tokoh Nimona: Analisis Pragmatik Berdasarkan Teori Judith Butler: Gender Performance In Language Features By Nimona: A Pragmatic Analysis Based On Judith Butler's Theory ]]>
<![CDATA[Kencana, Dwi Sekar Sari]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini bertujuan untuk menganalisis penggunaan fitur bahasa laki-laki dan perempuan oleh tokoh Nimona dalam film animasi Nimona (2023), serta menjelaskan bagaimana bahasa digunakan sebagai sarana performatif gender berdasarkan teori yang dikemukakan oleh Judith Butler. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui transkripsi tuturan karakter Nimona. Data dianalisis menggunakan teori fitur bahasa perempuan oleh Lakoff dan fitur bahasa laki-laki oleh Coates. Kemudian, data-data tersebut dikaji melalui perspektif performativitas gender. Hasil penelitian menunjukkan bahwa Nimona lebih dominan menggunakan fitur bahasa laki-laki (59,54%) dibandingkan fitur bahasa perempuan (40,46%). Fitur yang paling sering digunakan antara lain perintah dan arahan, pertanyaan langsung, serta respons minimal. Fitur khas bahasa perempuan seperti bentuk super sopan, penggunaan istilah warna spesifik, dan penghindaran penggunaan kata umpatan yang kuat sama sekali tidak muncul. Temuan ini menunjukkan bahwa bahasa digunakan oleh Nimona sebagai alat untuk menegosiasikan identitas gendernya secara subversif.]]>
<![CDATA[Pengembangan Model Pembelajaran Bahasa Berbasis AI Gemini untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa: Development of an AI Gemini-Based Language Learning Model to Enhance Students’ Critical Thinking Skills ]]>
<![CDATA[Rizky, Rizky Hidayatullah]]>;
<![CDATA[Rina Mida Hayati]]>;
<![CDATA[Wiwied Pratiwi]]>;
<![CDATA[Esa Eka Saputra]]>;
<![CDATA[Ajeng Khori Alfani]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30872/adjektiva.v8i2.5492
<![CDATA[Tujuan dari Penelitian ini bertujuan untuk mengembangkan model pembelajaran berbasis Gemini AI yang dapat secara efektif meningkatkan keterampilan berpikir kritis siswa. Dengan menggabungkan kekuatan AI dengan pendekatan pedagogis yang efektif, model ini dapat memberikan pengalaman belajar yang lebih menarik, dipersonalisasi, dan efektif bagi siswa. Untuk mengembangkan model pembelajaran berbasis AI Gemini. Penelitian ini menggunakan pendekatan campuran (mixed-methods), menggabungkan data kualitatif dan kuantitatif untuk mendapatkan pemahaman yang komprehensif mengenai dampak model pembelajaran berbasis AI Gemini terhadap keterampilan berpikir kritis mahasiswa. Hasil dari penelitian ini adalah Gemini, sebagai alat multitugas, memiliki kemampuan untuk menyediakan elemen pembelajaran interaktif yang dapat meningkatkan keterlibatan dalam waktu yang lebih singkat. Oleh karena itu, penelitian ini mendorong guru untuk menggunakan Gemini untuk mengembangkan tugas dan pekerjaan kelas harian. Ini dapat membantu dalam mengembangkan simulasi, kuis, atau fitur interaktif lainnya untuk membuat materi pembelajaran lebih menarik dan dinamis]]>
<![CDATA[Implementasi Media Pembelajaran Word Square dalam Meningkatkan Minat Baca Peserta Didik: Implementation of Word Square Learning Media to Enhance Students’ Reading Interest ]]>
<![CDATA[Sukmawaty]]>;
<![CDATA[Ramadhani, Amalia]]>;
<![CDATA[Nursyamsi]]>
<![CDATA[ Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30872/adjektiva.v8i2.5495
<![CDATA[Education plays a crucial role in developing students' potential, with reading being a fundamental skill. However, the current teaching methods in elementary schools, often dominated by monotonous lectures, lead to a lack of interest in reading. This study investigates the use of Word Square as a learning media to enhance reading interest among fourth-grade students at SDN 51 Sumarambu. The research follows a Classroom Action Research (CAR) method with a qualitative approach, conducted in two cycles. The findings reveal that the application of Word Square media significantly improved students' reading interest. In the first cycle, the average reading interest score was 64.28%, which increased to 88.33% in the second cycle. This demonstrates that the Word Square media effectively fosters students’ engagement in reading activities, making learning more active, enjoyable, and interactive. The study concludes that Word Square is an effective tool for improving reading interest in elementary school students, contributing to a more engaging and dynamic classroom environment.]]>
