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
84 Documents
QuillBot Use in Student Writing: A Technology Acceptance Model Analysis
Devian Try Gustary;
Silvia Putri Anjani;
Anggit Laesa Oktaviani
Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025)
Publisher : Universitas Mulawarman
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DOI: 10.30872/adjektiva.v8i2.5985
The purpose of this study is to determine the extent to which the use of Quillbot, an artificial intelligence-based writing tool, influences students' academic writing skills. This study examines the experiences, perceptions, and impact of Quillbot use on the quality of students' writing, employing a mixed-methods approach. The research respondents were students who actively used Quillbot to complete various academic tasks, such as essays and research reports. The results of the study indicate that students consider Quillbot to be a useful tool for enhancing the clarity and neatness of their writing, as well as correcting grammatical errors. The main indicators of the Technology Acceptance Model (TAM), Perceived Usefulness and Perceived Ease of Use, indicate positive perceptions of technology use and encourage its continued use. This study confirms that perceived utility and perceived ease of use have a considerable impact on students’ attitudes and behavioural intentions, supporting the theoretical assumptions of TAM. In addition to being a technological tool, QuillBot serves as a teaching tool that encourages students' self-assurance and independence in academic writing.
Development of Digital Storytelling Based on Local Wisdom for Strengthening the Pancasila Student Profile in High Schools throughout Kediri Regency
Ganes Tegar Derana;
Angellia Ratna Putri Yurita
Adjektiva: Educational Languages and Literature Studies Vol. 9 No. 1 (2026)
Publisher : Universitas Mulawarman
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DOI: 10.30872/adjektiva.v9i1.6450
This research is motivated by the urgency of moral value degradation among Generation Z amidst the massive wave of digitalization, as well as the need for learning media innovations that are aligned to strengthen the achievement of the Pancasila Student Profile (P5) in Senior High Schools (SMA). This study aims to develop, test the feasibility, and evaluate the effectiveness of Digital Storytelling (DST) media based on local wisdom, specifically the Panji Kediri Story Cycle. The approach used is Research and Development (R&D) with the ADDIE model framework (Analysis, Design, Development, Implementation, Evaluation). Data collection was conducted comprehensively through expert validation sheets, practicality response questionnaires, as well as observation and self-assessment rubrics to measure the dimensions of Critical Thinking and Global Diversity. The validation results showed a feasibility level predicated as "Very Valid" from content experts (89%) and media experts (92%), accompanied by the practicality level from users as much as 91%. Field effectiveness tests confirmed a significant shift in the achievement of affective character; the percentage of students in the categories 'Developing as Expected' and 'Highly Developed' sharply increased from 35% to 82% post-intervention. This study concludes that integrating local wisdom into Digital Storytelling media successfully deconstructed dogmatic moral learning into reflective visual experiences. This innovation has been proven effective as a pedagogical instrument that bridges the noble values of the nation with the psychological characteristics of students in the digital era.
Metacognitive Strategies for Enhancing Literal Reading Comprehension in ESP among Indonesian Civic Education Students
Himala Praptami Adys;
Himaya Praptani Adys
Adjektiva: Educational Languages and Literature Studies Vol. 9 No. 1 (2026)
Publisher : Universitas Mulawarman
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DOI: 10.30872/adjektiva.v9i1.6534
This quasi-experimental study examined whether explicit instruction in metacognitive reading strategies improves literal reading comprehension among Indonesian ESP learners. Eighty-five second-semester civic education students at the State University of Makassar participated in either an experimental group (n=43) receiving four sessions of planning, monitoring, and evaluating strategy instruction or a control group (n=42) receiving conventional instruction without metacognitive training. Both groups completed parallel pretests and posttests of literal comprehension using authentic ESP texts on human rights and government structures. ANCOVA results revealed a significant main effect of the intervention, F(1,82)=8.94, p=.004, with a medium-to-large effect size (Cohen's d=0.68). While the control group gained 4 points (76 to 80), the experimental group improved by 10 points (75 to 85). Findings demonstrate that explicit metacognitive strategy instruction significantly enhances ESP students' ability to locate and recall explicitly stated information. The study contributes empirical evidence from the under-researched Indonesian civic education ESP context and suggests that embedding low-cost, high-impact metacognitive practices into early-semester ESP courses can transform passive reading into active, self-regulated comprehension.
Pola Tindak Tutur Ilokusi Dosen dalam Umpan Balik Presentasi Mahasiswa: Kajian Pragmatik pada Program Studi Pendidikan Bahasa dan Sastra Indonesia
Septi Kartika Sari;
Sujarno
Adjektiva: Educational Languages and Literature Studies Vol. 9 No. 1 (2026)
Publisher : Universitas Mulawarman
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DOI: 10.30872/adjektiva.v9i1.6625
This study aims to describe the types of lecturers’ illocutionary speech acts and identify the dominant speech act patterns in feedback during student presentations in the Indonesian Language and Literature Education Study Program. The research employed a qualitative approach with a descriptive-interpretative design. The data consisted of lecturers’ spoken utterances during feedback sessions, collected through non-participant observation, audio recording, verbatim transcription, and documentation. Data analysis was conducted through utterance segmentation, illocutionary coding based on Searle’s classification, frequency calculation, and speech act pattern identification. The findings revealed five types of illocutionary speech acts used by lecturers, namely directive, representative, declarative, expressive, and commissive acts. Directive speech acts were the most dominant type, accounting for 44.44%, followed by representative acts (29.63%), declarative acts (14.81%), expressive acts (7.41%), and commissive acts (3.70%). The dominance of directive speech acts indicates that lecturers’ feedback was primarily aimed at encouraging student participation, responses, and reflective thinking processes. In addition, two main sequential patterns were identified, namely the expressive–directive pattern characterized as appreciative-corrective and the representative–directive–expressive pattern characterized as clarification-reinforcement. These findings demonstrate that lecturers’ feedback functions not only as academic evaluation but also as a pedagogical strategy that fosters communicative, dialogic, and reflective classroom interaction.