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SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Published by Sensei Journal Publisher
ISSN : -     EISSN : 27753484     DOI : https://doi.org/10.53768/sijel.v3i1
Core Subject : Health, Education, Social,
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other
SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL), is a peer reviewed journal published in February, May, August, November welcome research paper in language, linguistics, oral tradition, literature, arts, education, and other related fields which are published in both online and printed versions.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 347 Documents
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CODE-SWITCHING PRACTICES IN BILINGUAL CLASSROOM INTERACTION: A SOCIOLINGUISTIC ANALYSIS OF PEDAGOGICAL AND IDENTITY FUNCTIONS Fakhrul Rijal; Zaki Al Fuad
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.205

Abstract

Code-switching is a common communicative practice in bilingual classrooms, particularly in contexts where teachers and students share more than one linguistic repertoire. Although code-switching is sometimes viewed as a sign of linguistic deficiency or lack of target language exposure, sociolinguistic perspectives understand it as a meaningful interactional resource that can support explanation, classroom management, identity negotiation, and participation. This study aims to analyze code-switching practices in bilingual classroom interaction and to examine their pedagogical and sociolinguistic functions. A qualitative classroom discourse study was conducted in three bilingual secondary classrooms. Data were collected through classroom observations, audio-video recordings, teacher interviews, student focus group discussions, and field notes. The data were analyzed using interactional sociolinguistic analysis and thematic coding. The findings revealed that code-switching occurred in three major patterns: inter-sentential switching, intra-sentential switching, and tag switching. The functions of code-switching included clarifying academic content, managing classroom interaction, scaffolding students' comprehension, emphasizing key concepts, building interpersonal solidarity, and negotiating bilingual identity. The findings also showed that students perceived teacher code-switching positively when it helped them understand difficult concepts, but they were less supportive when switching reduced opportunities to use the target language. The study concludes that code-switching should not be treated as random language alternation but as a strategic sociolinguistic practice that requires pedagogical awareness, functional control, and balanced target language exposure.
DEVELOPING STUDENTS’ CRITICAL THINKING THROUGH READING-BASED LITERACY ACTIVITIES IN SECONDARY EFL CLASSROOMS: AN INTERVENTION STUDY Fitriani Fitriani; Fitriah Hayati
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.206

Abstract

Critical thinking is an essential competence in language education because students are expected not only to understand texts but also to interpret information, evaluate arguments, identify assumptions, make inferences, and justify their opinions using textual evidence. However, reading instruction in many English as a foreign language classrooms still emphasizes literal comprehension, vocabulary translation, and answer-finding activities. This study aims to examine the effectiveness of reading-based literacy activities in developing students’ critical thinking and to explore how students experience critical reading tasks in secondary EFL classrooms. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 74 Grade VIII students divided into an experimental group and a control group. The experimental group received reading-based literacy activities involving prediction, questioning, evidence mapping, inference-making, argument evaluation, perspective comparison, and reflective response writing. The control group received conventional reading instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher critical thinking improvement than the control group. Qualitative findings revealed that reading-based literacy activities strengthened students’ ability to question texts, locate evidence, compare viewpoints, infer implicit meanings, and justify interpretations. The study concludes that reading-based literacy activities can develop students’ critical thinking when they are explicit, evidence-based, dialogic, and supported by reflective assessment.
TEACHERS' PERCEPTIONS OF ARTIFICIAL INTELLIGENCE TOOLS IN ENGLISH LANGUAGE TEACHING: OPPORTUNITIES, CONCERNS, AND PEDAGOGICAL READINESS Daniel Zulhendra; Muhammad Faisal
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.207

Abstract

Artificial intelligence tools are increasingly influencing English language teaching by supporting lesson planning, materials development, automated feedback, assessment preparation, translation, pronunciation practice, and personalized learning. However, teachers' perceptions remain central because the pedagogical value of artificial intelligence depends not only on technological capability but also on teachers' readiness, ethical awareness, instructional beliefs, and classroom decision-making. This study aims to examine English teachers' perceptions of artificial intelligence tools in English language teaching, focusing on perceived usefulness, pedagogical opportunities, ethical concerns, and professional support needs. The study employed a mixed-method design involving a survey of 86 English teachers and semi-structured interviews with 14 selected teachers. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were analyzed thematically. The findings show that teachers generally perceived artificial intelligence tools as useful for preparing teaching materials, generating practice tasks, improving writing feedback, adapting text difficulty, and supporting student engagement. However, teachers also expressed concerns about accuracy, overdependence, academic integrity, data privacy, algorithmic bias, and reduced student originality. The strongest perceived need was professional development on pedagogical integration, ethical use, prompt design, and classroom policy. The study concludes that artificial intelligence tools can support English language teaching when teachers use them critically, selectively, and transparently. Artificial intelligence should not replace teacher judgment but should function as a pedagogical assistant that strengthens instructional design, feedback quality, and learner support.
LOCAL CULTURE-BASED LEARNING MATERIALS FOR STRENGTHENING STUDENTS' CHARACTER EDUCATION: A MIXED-METHOD STUDY Rita Oktavia; Khairil Hadi
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.208

Abstract

Character education remains a central concern in primary education because schools are expected not only to develop students' academic competence but also to cultivate responsibility, respect, honesty, cooperation, and environmental care. However, character education is often delivered through moral instruction, classroom rules, and abstract values that are weakly connected to students' cultural experiences. Local culture-based learning materials offer an alternative by embedding character values in familiar stories, traditions, community practices, local wisdom, and contextual classroom activities. This study aims to examine the effectiveness of local culture-based learning materials in strengthening students' character education in primary schools and to explore how students experience character learning through culturally relevant materials. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, teacher interviews, student interviews, and document analysis. The participants were 96 fifth-grade students divided into an experimental group and a control group. The experimental group used local culture-based learning materials for eight weeks, while the control group received conventional character education materials. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that local culture-based learning materials significantly improved students' character education outcomes. Qualitative findings revealed that the materials strengthened character learning through cultural familiarity, moral reflection, role modelling, collaborative activities, and contextual value application. The study concludes that local culture-based learning materials can strengthen character education when values are embedded in meaningful cultural narratives and classroom practices.
IMPROVING EFL STUDENTS' WRITING SKILLS THROUGH A GENRE-BASED APPROACH IN SECONDARY SCHOOL CLASSROOM CONTEXTS: A MIXED-METHOD STUDY Cut Marlini; Zaki Al Fuad
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.209

Abstract

Writing is one of the most demanding skills for students learning English as a foreign language because it requires control of content, organization, vocabulary, grammar, mechanics, and genre conventions. Many students can produce sentences but still struggle to organize ideas into coherent texts that meet communicative purposes. This study aims to examine the effectiveness of a genre-based approach in improving students' writing skills and to explore how students experience genre-based writing instruction in secondary English as a foreign language classrooms. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 72 Grade X students divided into an experimental group and a control group. The experimental group received genre-based writing instruction through four stages: building knowledge of the field, modelling and deconstructing the text, joint construction, and independent construction. The control group received conventional writing instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis, while qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher writing improvement than the control group. Students improved in content development, text organization, vocabulary use, language control, mechanics, and genre awareness. The study concludes that a genre-based approach can improve EFL students' writing skills when instruction explicitly scaffolds text structure, linguistic features, audience awareness, and purposeful writing practice.
THE IMPACT OF ONLINE COLLABORATIVE LEARNING ON STUDENTS' ACADEMIC ENGAGEMENT IN SECONDARY SCHOOL CLASSROOM CONTEXTS Inayatul Muntaqiyah; Syifa Zia Muharni
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.210

Abstract

Academic engagement is a critical factor in students' learning success because it reflects behavioral participation, cognitive investment, emotional involvement, and social interaction during learning. However, many students remain passive in online learning environments, particularly when digital activities are limited to individual assignments, teacher explanation, and one-way content delivery. Online collaborative learning offers an alternative by allowing students to interact, discuss ideas, construct knowledge, solve problems, and complete shared tasks through digital platforms. This study aims to examine the impact of online collaborative learning on students' academic engagement and to explore how students experience collaborative learning in digital environments. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 80 secondary school students divided into an experimental group and a control group. The experimental group received online collaborative learning activities through group discussion forums, shared documents, peer feedback, collaborative projects, and synchronous reflection sessions, while the control group received conventional online instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis, while qualitative data were analyzed thematically. The findings showed that online collaborative learning significantly improved students' academic engagement. Students improved in behavioral, cognitive, emotional, and social engagement through peer interaction, shared responsibility, task negotiation, feedback exchange, and group accountability. The study concludes that online collaborative learning can strengthen academic engagement when digital collaboration is structured, monitored, interactive, and supported by clear roles and assessment criteria.
LANGUAGE POLITENESS STRATEGIES IN TEACHER-STUDENT CLASSROOM COMMUNICATION: A PRAGMATIC DISCOURSE ANALYSIS OF INTERACTIONAL FUNCTIONS Nurmairina Nurmairina; Dinda Yarshal
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.211

Abstract

Language politeness is an essential component of classroom communication because it shapes teacher-student relationships, learning participation, emotional safety, and instructional effectiveness. In classroom interaction, teachers need to manage instruction, discipline, feedback, and questioning without damaging students' face or reducing their willingness to participate. However, classroom communication often contains directives, corrections, reprimands, and evaluations that may become face-threatening if they are not expressed through appropriate politeness strategies. This study aims to analyze language politeness strategies in teacher-student classroom communication and examine their pedagogical and relational functions. The study employed a qualitative pragmatic discourse analysis involving classroom observations, audio-video recordings, teacher interviews, student focus group discussions, and field notes. The participants consisted of three English teachers and 96 secondary school students. The data were analyzed using Brown and Levinson's politeness framework supported by relational work theory. The findings revealed that teachers and students used four major politeness strategies: positive politeness, negative politeness, bald-on-record strategy, and off-record strategy. Positive politeness was the most dominant strategy because it helped build solidarity, encourage participation, and create supportive classroom rapport. Negative politeness appeared in requests, corrections, and feedback to reduce imposition. The study concludes that politeness strategies are pedagogical resources for managing face, authority, participation, and classroom harmony.
MOBILE-ASSISTED LANGUAGE LEARNING FOR DEVELOPING VOCABULARY MASTERY AMONG JUNIOR HIGH SCHOOL EFL STUDENTS IN INDONESIAN CONTEXTS Syahrul Riza; Maidar Maidar
Sensei International Journal of Education and Linguistic Vol. 4 No. 3 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i3.212

Abstract

Vocabulary is very important in English language learning. Many junior high school students have difficulty in remembering and using new words because vocabulary instruction is still dominated by word lists and translation. Nowadays almost all students have smartphones, so mobile devices can be used to help them learn vocabulary. This study discusses the use of mobile-assisted language learning for vocabulary development among junior high school students. The study used a mixed-method design with an experimental class and a control class. Data were collected through a vocabulary test, observation, interview, and journal. The result of the study shows that mobile-assisted language learning is better than conventional instruction and that the students gave a positive response to the activities. It is suggested that teachers use mobile applications in teaching vocabulary.
TEACHERS' READINESS TO IMPLEMENT THE MERDEKA CURRICULUM IN LANGUAGE AND LITERACY LEARNING: A MIXED-METHOD STUDY Helminsyah Helminsyah; Nurul Zikri Filina
Sensei International Journal of Education and Linguistic Vol. 4 No. 3 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i3.213

Abstract

The Merdeka Curriculum is a new curriculum in Indonesia that gives more flexibility to teachers. In its implementation, teachers have an important role because they are the ones who apply the curriculum in the classroom. This study discusses teachers' readiness to implement the Merdeka Curriculum in language and literacy learning. The study used a mixed-method design. The data were collected through a questionnaire and interviews with language teachers. The data were analyzed descriptively and thematically. The result shows that the readiness of teachers is generally good, but there are still some problems, especially in assessment and differentiated learning. Professional development and collaboration among teachers are needed to improve teachers' readiness. This study is expected to be useful for schools and policy makers.
DISCOURSE ANALYSIS OF UNDERGRADUATE STUDENTS' ARGUMENTATIVE WRITING IN HIGHER EDUCATION: STRUCTURE, STANCE, AND PERSUASION Dewi Afriany Susanti; Tina Sheba Cornelia Sitompul
Sensei International Journal of Education and Linguistic Vol. 4 No. 3 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i3.214

Abstract

Argumentative writing is an important skill for students in higher education, but many students still find it difficult. This study discusses the discourse of students' argumentative writing in higher education. The study used a qualitative descriptive method with discourse analysis. The data were students' argumentative essays. The essays were analyzed based on argument structure, metadiscourse, and stance. The result shows that students can write claims and reasons, but they are still weak in warrant, backing, and rebuttal. Students also use more boosters than hedges, so their arguments sound too strong. Based on the result, it is suggested that lecturers teach argumentative writing explicitly so that students can write better argumentative essays.

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