Educalingua Journal
Educalingua is an international and interdisciplinary peer-reviewed journal publishing original research on the intersections of language education, literature, linguistics, and culture in global and local contexts. The journal encompasses a variety of topics examining how the language issues impact individual and group language learning and intersect with literature, linguistics and culture. Although articles are written in English, the journal welcomes studies dealing with languages other than English as well.
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<![CDATA[Experience Realized in Edweek.org by a Black Student: an Appraisal Analysis of the Attitudinal Perspective ]]>
<![CDATA[Rezza Fatwassani]]>
<![CDATA[ Educalingua Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v1i1.213
<![CDATA[The purpose of this research is to describe the message expressed by a black American student as contained in the Edweek portal which was published in 2020. Specifically, the research tried to identify the language choice of the published text. The research focused on the attitudinal perspective of the appraisal system. The identification includes the aspect of affect, judgment, and appreciation. As the data collection, a text about Almaw's experience "This is My Everything" was chosen for further analysis. The research showed that the positive attitudinal lexis was equaled with the negative one. When the data were calculated in detail, the percentage of effect was 34%, judgment 58%, and appreciation 8%. The presence of equal data showed that there were mixed feelings expressed by a student when she shared her experience of racial abuse.]]>
<![CDATA[Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan? ]]>
<![CDATA[Ratih Laily Nurjanah]]>;
<![CDATA[Moses Adeleke Adeoye]]>
<![CDATA[ Educalingua Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v1i1.214
<![CDATA[This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.]]>
<![CDATA[Pause toward Nassie Judge’ Speech on Nassie Judge’ Youtube ]]>
<![CDATA[Dewi Kartika Nurtaspeni]]>;
<![CDATA[Agus Wismanto]]>;
<![CDATA[Siti Ulfiyani]]>
<![CDATA[ Educalingua Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v1i1.215
<![CDATA[Pause is one of the speech impediments that anyone can experience. This study aims to determine the forms of pause and the reasons that cause pause in Nessie Judge's speech. The data used is in the form of Nessie Judge's utterances which contain pauses. The approach used in this research is descriptive qualitative. The methods used to collect data are documentation techniques, observation methods, and note-taking techniques. The data obtained were then analyzed using the matching and distribution method. Based on the data analysis carried out, the results are in the form of two forms of pause, namely silent pause and filled pause. The reasons that caused Nessie Judge to experience pause, namely forgetting, attracting attention, looking for the right words, giving time to understand the utterances, taking a breath, already starting the utterances, and being careful when speaking.]]>
<![CDATA[Effectiveness of the Utilized Interview Techniques to Enhance Speaking Skills of Students ]]>
<![CDATA[April Jenica B. Beruela]]>;
<![CDATA[Mayianne Rose E. Bobier]]>;
<![CDATA[Aileen V. Caceres]]>;
<![CDATA[Joyce Ann P. Cortez]]>;
<![CDATA[Mary Camille E. Ciudadano]]>;
<![CDATA[Kiezzel Grace D. Delos Santos]]>;
<![CDATA[Mary Ann A. Durante]]>;
<![CDATA[Cleotilde A. Prima]]>
<![CDATA[ Educalingua Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v1i1.216
<![CDATA[Speaking is regarded as one of the most difficult aspects of language learning because learners find it difficult to express themselves and are affected by factors that led them to be reluctant to speak. Hence, this study 1. determined the factors affecting the skills of the students in speaking English. 2. Documented the utilization of the interview techniques to enhance the speaking skills of the students and discussed the challenges encountered and 3. Analyzed the perceived effectiveness of the utilized interview techniques to enhance the students' speaking confidence. The study used a mixed-methods approach using pre- and post-surveys, interviews, and group discussions. The respondents were the 22 Grade 10-Abad students of Tinago National High School. Results showed that students struggle to speak English because of the following factors: pronunciation, vocabulary, fear of public speaking, criticism, and shyness. Using criteria as an assessment tool, it revealed that there was an improvement of 20% in the students’ English-speaking skills when the interview techniques of PREP and STAR methods were used as an activity, concluding that the usage of utilized interview techniques enhanced the English-speaking skills of students.]]>
<![CDATA[Blended Learning in Post-Pandemic Era: from Students’ Perspective ]]>
<![CDATA[Nurul Khasanah]]>;
<![CDATA[Pryla Rochmahwati]]>;
<![CDATA[Roldan C. Cabiles]]>;
<![CDATA[Amrizal Amrizal]]>
<![CDATA[ Educalingua Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v1i1.218
<![CDATA[Coronavirus disease 2019 stroke the world at the end of 2019 and influenced greatly to all of the sectors. One of the sectors is education. Similarly, when the pandemic ended gradually in 2022, learning returned to normal but required gradual adjustments because both instructors and students had become proficient with online learning. Blended learning is a suitable teaching and learning strategy for the current environment. Blended learning is a combination of online and in-person instruction. Given the widespread use of blended learning today, the researcher intends to investigate students' attitudes toward blended learning in the post-pandemic period. This investigation included 29 students from the English Department at IAIN Ponerogo. The results indicated that the majority of students have a favorable view of blended learning. Two fair attitudes showed in student-student interaction and the contribution of blended learning toward the improvement of their skills.]]>
<![CDATA[Experience Realized in Edweek.org by a Black Student: an Appraisal Analysis of the Attitudinal Perspective ]]>
<![CDATA[Fatwassani, Rezza]]>
<![CDATA[ Educalingua Journal Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
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DOI: 10.26877/educalingua.v1i1.213
<![CDATA[The purpose of this research is to describe the message expressed by a black American student as contained in the Edweek portal which was published in 2020. Specifically, the research tried to identify the language choice of the published text. The research focused on the attitudinal perspective of the appraisal system. The identification includes the aspect of affect, judgment, and appreciation. As the data collection, a text about Almaw's experience "This is My Everything" was chosen for further analysis. The research showed that the positive attitudinal lexis was equaled with the negative one. When the data were calculated in detail, the percentage of effect was 34%, judgment 58%, and appreciation 8%. The presence of equal data showed that there were mixed feelings expressed by a student when she shared her experience of racial abuse.]]>
<![CDATA[Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan? ]]>
<![CDATA[Laily Nurjanah, Ratih]]>;
<![CDATA[Adeoye , Moses Adeleke]]>
<![CDATA[ Educalingua Journal Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/educalingua.v1i1.214
<![CDATA[This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.]]>
<![CDATA[Pause toward Nassie Judge’ Speech on Nassie Judge’ Youtube ]]>
<![CDATA[Nurtaspeni, Dewi Kartika]]>;
<![CDATA[Agus Wismanto]]>;
<![CDATA[Siti Ulfiyani]]>
<![CDATA[ Educalingua Journal Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/educalingua.v1i1.215
<![CDATA[Pause is one of the speech impediments that anyone can experience. This study aims to determine the forms of pause and the reasons that cause pause in Nessie Judge's speech. The data used is in the form of Nessie Judge's utterances which contain pauses. The approach used in this research is descriptive qualitative. The methods used to collect data are documentation techniques, observation methods, and note-taking techniques. The data obtained were then analyzed using the matching and distribution method. Based on the data analysis carried out, the results are in the form of two forms of pause, namely silent pause and filled pause. The reasons that caused Nessie Judge to experience pause, namely forgetting, attracting attention, looking for the right words, giving time to understand the utterances, taking a breath, already starting the utterances, and being careful when speaking.]]>
<![CDATA[Effectiveness of the Utilized Interview Techniques to Enhance Speaking Skills of Students ]]>
<![CDATA[Beruela , April Jenica B.]]>;
<![CDATA[Bobier, Mayianne Rose E.]]>;
<![CDATA[Caceres, Aileen V.]]>;
<![CDATA[Cortez, Joyce Ann P.]]>;
<![CDATA[Ciudadano, Mary Camille E.]]>;
<![CDATA[Santos , Kiezzel Grace D. Delos]]>;
<![CDATA[Durante , Mary Ann A.]]>;
<![CDATA[Prima , Cleotilde A.]]>
<![CDATA[ Educalingua Journal Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
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Original Source
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Check in Google Scholar
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DOI: 10.26877/educalingua.v1i1.216
<![CDATA[Speaking is regarded as one of the most difficult aspects of language learning because learners find it difficult to express themselves and are affected by factors that led them to be reluctant to speak. Hence, this study 1. determined the factors affecting the skills of the students in speaking English. 2. Documented the utilization of the interview techniques to enhance the speaking skills of the students and discussed the challenges encountered and 3. Analyzed the perceived effectiveness of the utilized interview techniques to enhance the students' speaking confidence. The study used a mixed-methods approach using pre- and post-surveys, interviews, and group discussions. The respondents were the 22 Grade 10-Abad students of Tinago National High School. Results showed that students struggle to speak English because of the following factors: pronunciation, vocabulary, fear of public speaking, criticism, and shyness. Using criteria as an assessment tool, it revealed that there was an improvement of 20% in the students’ English-speaking skills when the interview techniques of PREP and STAR methods were used as an activity, concluding that the usage of utilized interview techniques enhanced the English-speaking skills of students.]]>
<![CDATA[Blended Learning in Post-Pandemic Era: from Students’ Perspective ]]>
<![CDATA[Khasanah, Nurul]]>;
<![CDATA[Rochmahwati, Pryla]]>;
<![CDATA[Cabiles, Roldan C.]]>;
<![CDATA[Amrizal, Amrizal]]>
<![CDATA[ Educalingua Journal Vol. 1 No. 1 (2023): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.26877/educalingua.v1i1.218
<![CDATA[Coronavirus disease 2019 stroke the world at the end of 2019 and influenced greatly to all of the sectors. One of the sectors is education. Similarly, when the pandemic ended gradually in 2022, learning returned to normal but required gradual adjustments because both instructors and students had become proficient with online learning. Blended learning is a suitable teaching and learning strategy for the current environment. Blended learning is a combination of online and in-person instruction. Given the widespread use of blended learning today, the researcher intends to investigate students' attitudes toward blended learning in the post-pandemic period. This investigation included 29 students from the English Department at IAIN Ponerogo. The results indicated that the majority of students have a favorable view of blended learning. Two fair attitudes showed in student-student interaction and the contribution of blended learning toward the improvement of their skills.]]>
