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Transform : Journal of English Language Teaching and Learning
Published by Universitas Negeri Medan
ISSN : 23015225     EISSN : 29859441     DOI : -
Core Subject : Humanities, Education, Engineering,
Humanities Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Other
Transform Journal is an open-access electronic journal that supports research in the field of Linguistics, Literature, and English Language Teaching. The aim of the journal is to publish academic research on applied linguistics relevant to actual issues and to be a publication platform for original research from academics, researchers, and practitioners. Transform journal is issued four times annually, in March, June, September and December. The focus and scope of this journal include areas of analysis: Linguistics Literature English Language Teaching
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 469 Documents
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Students’ Perceptions on The Implementation of Problem-Based Learning at SMKN 8 Medan Afifah Zahra Atamy
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67361

Abstract

This study is aimed to analyze students’ perceptions on the implementation of Problem-Based Learning (PBL) in writing procedural texts at Grade X Culinary Arts 5 at SMKN 8 Medan. Employing a qualitative approach, the data were obtained through questionnaire, classroom observation, and semi-structured interview. Thirty-five students from X Culinary Arts 5 served as the source of the data. The questionnaire consisted of eight closed-ended statements adapted from Zahra and Baa (2021), which measured students’ perceptions based on key indicators such as curiosity and independent learning, organization and writing process, collaboration and communication, and vocabulary and writing skills development. Classroom observations documented real-time engagement and interactions during PBL activities, while semi-structured interview captured students’ experiences and thoughts on PBL implementation. The findings revealed that students generally perceived PBL positively, noting its effectiveness in enhancing writing skills, particularly in structuring procedural texts and expanding vocabulary. This study highlights that PBL is more effective when students possess a practical orientation and a collaborative mindset, as seen in Culinary Arts students who connected procedural texts with real-world applications. Although some students faced challenges in adapting to problem-solving tasks, PBL fostered collaboration, encouraged independent learning, and increased motivation, making it a highly interactive and beneficial approach to learning procedural texts in a vocational education
Existential Presupposition Found in The Great Indian Teen Fiction Collective Aqila Gustaf
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67364

Abstract

The objectives of this study were to find out the existential presupposition found in the book entitled The Great Indian Teen Fiction Collective. This study used George Yule’s theory of presupposition in which there are six types of presupposition. The research method used qualitative research method. Data were obtained from the book entitled The Great Indian Teen Fiction Collective which is the source of data in this study. A total of 30 existential presuppositions were found, in each of the first to fifth titles. 1% in The Hero of Mayapur, 5% in Finally Free, 6% in Strangers We Meet, Friends We Depart, 10% in Big Brown Desk, and 7% in Zem.
Students’ Language Anxiety Levels and Factors in Using ELSA Speak for Grade Eight at SMP Santo Thomas 3 Medan Saragih, Fransiska; Lubis, Safrida
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67378

Abstract

This study investigates the levels of students’ language anxiety and its contributing factors in using ELSA Speak, an AI-powered mobile application for English speaking practice. Conducted among 26 eighth-grade students at SMP Santo Thomas 3 Medan, the research applied a qualitative method utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and in-depth interviews. The findings revealed that most students experienced mild to relaxed levels of anxiety when using ELSA Speak. Only one student reported an anxious level, while none fell into the very anxious category. Three primary factors contributing to students’ language anxiety were identified: communication apprehension, test anxiety, and fear of negative evaluation. Notably, test anxiety appeared across all anxiety levels, indicating its strong influence in technology-assisted language learning. The study concludes that while ELSA Speak reduces extreme anxiety, the embedded scoring and feedback system remains a source of pressure for learners. Recommendations are made for educators to create supportive learning environments and for application developers to consider the psychological impacts of evaluative features in educational technologies.
Analysis of Students’ Awareness Toward The Importance of Mastering English Skill for Their Future Career Muchammad Sofyan Firmansyah
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 2 (2025): June, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i2.67385

Abstract

This research investigates the awareness level of students in Politeknik Harapan Bersama regarding the importance of mastering English skills, specifically in the context of future career development. Using a structured questionnaire administered to 42 students from various departments, the results reveal a generally low level of awareness and motivation toward English language acquisition for professional advancement. Reliability and validity analyses were conducted, including Cronbach's alpha, item-total correlation, and p-value t-tests. The findings underline the urgent need for targeted interventions and curriculum reforms to enhance English proficiency and awareness among vocational learners.
Representation of Toxic Masculinity In Extrajoss Advertisements: A Multimodal Analysis Prayogi, Khoirunnisa Andrevi
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 3 (2025): September, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i3.67488

Abstract

This study examines how toxic masculinity is represented in Extra Joss advertisements on Instagram, particularly those featuring the tagline “Laki Buktikan.” It explores how visual and textual elements construct and reinforce harmful masculine ideals in Indonesian media. Using Terry A. Kupers’ (2005) framework, the analysis focuses on traits such as homophobia, greed, and violent domination. Kress and van Leeuwen’s (2006) visual grammar framework is also applied to assess meaning-making through representational, interactive, and compositional metafunctions. Employing a qualitative approach with Multimodal Critical Discourse Analysis (MCDA), the study analyzes twelve selected Instagram advertisements. The findings reveal that Extra Joss ads frequently promote toxic masculine traits through aggressive postures, stoic expressions, and action-oriented slogans. These elements normalize emotional suppression, dominance, and relentless performance as desirable male characteristics. The study concludes that the advertisements contribute to the construction and normalization of toxic masculinity by combining verbal and visual strategies to promote a narrow and rigid masculine identity.
Intertextuality in 2024 Indonesian Presidential Debate Memes on X Valkenburg, Odytyas Fanni Anggraheni Dewanti; Chitra, Bima Prana; Erwina, Emmy
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 3 (2025): September, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i3.68008

Abstract

The advent of social media has led to changes in the way people communicate. One such change is in the usage of memes, especially among the younger generation. With Gen Z and Millennials making up over 50% of the voters in the 2024 Indonesian presidential election, memes became one way they voiced their opinions on the televised debates held prior to the election. This research aimed to find out how intertextuality impacted the meaning of political memes about the 2024 Indonesian presidential candidate debates. This research employed the qualitative method. The critical discourse analysis by Fairclough was used to analyze the data. The memes were limited only to those that referenced works of literature that were uploaded on the social media platform X on the day of or the day after the first, third, and fifth presidential debates. The findings indicated that intertextuality in memes added a layer of complexity and nuance that allowed the creators to criticize the candidates implicitly through humor, thus circumventing censorship and IET laws. The memes functioned as a mode of political advocacy and public discussion, mainly in the form of criticism of the candidates’ actions during the debates. Criticism of the first and third debates likely contributed to the calmer proceedings of the final debate.
Speaking Materials' Eligibility Standard in "Bahasa Inggris Kelas XI SMK" Textbook Hasibuan, Filza Irawan
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 3 (2025): September, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i3.68748

Abstract

This study evaluates the speaking materials within the “Bahasa Inggris Kelas XI SMK” textbook, acknowledging its critical role in fostering practical communication skills for the workforce as mandated by the Indonesian national curriculum. The primary aim is to assess the eligibility of these materials against five key criteria proposed by Tomlinson (2011): authenticity, relevance, engagement, support, and variety. Employing a descriptive qualitative methodology with a document analysis approach, the research systematically examines the textbook’s content using a checklist-based assessment. The findings reveal that the textbook substantially fulfills these eligibility standards. It demonstrates strong authenticity through dialogues and tasks that mirror real-world communication, high relevance by providing activities with clear communicative goals, and effective engagement and support via structured, interactive excercises that build learner confidence. However, a significant limitation was identified in the criterion of variety. The analysis indicates a notable scarcity of activities explicitly designed for auditory and kinesthetic learning styles, with materials predominantly catering to visual learners. This study concludes that while the textbook serves as a valuable resource, its future iterations would benefit significantly from the integration of more diverse activities to ensure greater inclusivity and effectiveness for all learning preferences.
Teacher's Translanguaging Practice in EFL Classroom Interaction in A Junior High School Pakpahan, Cindy Luasen
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 3 (2025): September, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i3.68751

Abstract

This research intends to examine the teacher’s translanguaging practices in EFL classroom interaction at a junior high school setting. A qualitative research approach was adopted. The data gathered through observation and interviews. The participant in this study was a seventh-grade English teacher from SMP Negeri 5 Percut Sei Tuan. The findings revealed that the teacher utilized four types of translanguaging practices: (1) translanguaging within one named language (Indonesian), (2) translanguaging through translation, (3) translanguaging through peer support, and (4) translanguaging through two named languages (Indonesian and English). These practices were employed to deliver instructions, clarify learning materials, and ensure students’ understanding. The reasons for using translanguaging included students’ limited vocabulary mastery, the need to clarify teacher instructions and the creation of a comfortable learning environment. The study concludes that translanguaging is an effective pedagogical strategy for enhancing student comprehension and supporting the teaching-learning process of English as a foreign language.
Teacher’s Elicitation Techniques in Teaching Expressing Agreement for 8th Grade Students at UPT SMP Negeri 17 Medan D. Trisha Laxmi; Ariatna
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 3 (2025): September, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i3.68918

Abstract

This study investigates the types of elicitation techniques used by an English teacher and how these techniques were implemented in teaching expressions of agreement to Grade 8 students at UPT SMP Negeri 17 Medan. Utilizing a qualitative descriptive design, data were obtained through classroom observations and teacher interviews. The findings indicate that the teacher applied five types of elicitation techniques as proposed by Doff (2013): asking questions, using pictures, texts/dialogues, games/activities, and non-verbal language. Among these, direct questioning and text/dialogue-based elicitation frequently, were mostly employed. These techniques were implemented systematically across the pre-teaching, whilst-teaching, and post-teaching stages to promote student participation, enhance interaction, and support comprehension. The study underscores the significance of varied elicitation techniques in fostering student-centered learning and improving students’ communicative competence.

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