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Mochammad Abdullah Salim
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Essence: Teaching English as a Foreign Language, Linguistics, and Literature Journal
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : 30638879     EISSN : 30638879     DOI : https://doi.org/10.33367/essence
Core Subject : Education,
Languange, Linguistic, Communication & Media
Essence Journal is a biannual journal for those engaged in English Language Teaching (ELT), encompassing those teaching English as a second, additional, or foreign language, as well as in the context of international communication. The publication bridges the practical aspects of teaching with insights drawn from academic fields like applied linguistics, education, psychology, and sociology. The primary objective of Essence Journal is to facilitate informed discourse on the methodologies and theories shaping English language instruction and acquisition globally. Additionally, it serves as a platform for professionals in the field to share knowledge and perspectives across geographical boundaries.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
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Search results for , issue "Vol. 1 No. 2 (2024): October 2024" : 6 Documents clear
The Impact of Foreign Languages in Social Culture Scope on Technology and Vocational Education in Indonesia Muhammad Sadam Rizkylillah Rizkylillah; Rafida Sahartaqiya; Aghnina Camilla Husna; Suyitno Muslim; Wisnu Djatmiko
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2024): October 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i2.6498

Abstract

In the era of globalization, the flow of cultural, informational, and technological exchanges underscores the importance of mastering foreign languages as a tool for cross-national communication. In Indonesia, proficiency in foreign languages has become increasingly relevant, especially in supporting the development of technological and vocational education. As foreign languages dominate various aspects of life, the rich local culture with its traditional values risks being marginalized. This phenomenon is particularly evident in the education sector, where many students prioritize foreign language proficiency to meet the demands of the global labor market while understanding local socio-cultural values becomes increasingly neglected. This study aims to find strategic solutions to integrate foreign language proficiency without compromising the nation's socio-cultural identity in technological and vocational education. The research method used is a literature review with a descriptive qualitative approach. Data collection was conducted through web and metadata search applications for research articles. Data analysis followed the Miles & Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that the interaction between socio-cultural factors, including foreign language skills, has a significant impact on the development of technological and vocational education in Indonesia. The implications of this study recommend that policymakers give substantial attention to these factors to enhance technological and vocational education rather than hinder it.
Language Learning in the 21st Century: How Technology is Shaping Modern Pedagogy Ricky Firmansyah
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2024): October 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i2.6632

Abstract

This study aims to examine the impact of technology on language learning in the 21st century, focusing on how technology is shaping modern pedagogy in language education. Using a Systematic Literature Review (SLR) approach, this research analyzes recent studies from the past five years on the application of technology in language learning. The findings indicate that technology, such as language learning apps, e-learning platforms, and artificial intelligence (AI), has significant benefits in enhancing basic language skills, such as vocabulary and reading comprehension. However, technology has not fully addressed challenges in developing speaking and writing skills, which require social and contextual interaction. Additionally, challenges include the lack of digital training for teachers and the digital divide that affects the quality of language education. Therefore, the integration of technology in language teaching should be accompanied by appropriate pedagogical approaches, professional training for teachers, and improved infrastructure to overcome digital inequalities. This study provides valuable insights for the development of language education policies that effectively incorporate technology.
English Teachers’ Purpose Applying Code Mixing In Classroom Interactions: A Sociolinguistic Study in Educational Context Musmuliadi Musmuliadi
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2024): October 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i2.6687

Abstract

This research was aimed to find out the forms and purpose of code mixing applied by the English teacher in In Classroom Interactions. This study is descriptive qualitative method in which the data are conversation that has done by the English teacher in teaching and learning process. There are two instruments is used to get data namely recorder and structured interview. Meanwhile techniques of data collection are recording and interview. Data analysis involved three steps, those are data reduction, data display and conclusion drawing/verification. The result of this study found, 45 forms of word 19 forms of phrase 9 form of hybrid 2 forms of word repetition and 11 forms of clause. Meanwhile, the researcher found 3 purposes of using code mixing those are need feeling motive, more being informative and expressing self-emotion.
Teachers’ Strategies Used in Distance Learning during Pandemic Covid – 19 Mtsn 2 Kota Kediri Isnan Achmad
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2024): October 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i2.6720

Abstract

Due to the arrival of COVID-19 in Indonesia, offline learning shifted to online learning, creating new challenges for both teachers and students. They began using new online platforms for their lessons, including an online meeting platform and WhatsApp groups for sharing information. A qualitative study was conducted by the researcher, who used interviews and documentation to gather data from English teachers at MTs Negeri 2 Kota Kediri. The study involved five teachers as participants. Another research tool used was documentation. The findings showed that ELMA was the main app supporting the learning process, as it allowed for activities like explaining materials, assigning tasks, recording attendance, and assessments. During the pandemic, teachers used ELMA and integrated it with other apps, which proved effective for distance learning. However, despite technology's help in the learning process, the study found that its use was not fully optimized due to issues with network connections and students' comprehension. Nevertheless, teachers were aware of these challenges and implemented strategies to address them, one of which included offering free weekly consultations for students who struggled with lessons. The teachers also applied various strategies to ensure the teaching and learning process ran smoothly
Integrating Literature in English Learning to Improve Multimodal Literacy through a Sociocognitive Approach Imam Suhaimi; Futika Permatasari
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2024): October 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i2.6756

Abstract

This study aims to explore the impact of literature integration in English language learning with a sociocognitive approach on the multimodal literacy skills of agricultural students. The research methods used include multimodal literacy tests before and after the intervention for 8 weeks, as well as a questionnaire to collect students' perceptions. Quantitative results showed that before the intervention, there was no significant difference in multimodal literacy skills between the experimental group (mean score 65.4) and the control group (mean score 64.8). However, after the intervention, the average score of the experimental group increased significantly to 85.2, while the control group only experienced a slight increase to 68.5. Inferential statistical analysis confirmed that the difference in score improvement between the two groups was significant (p <0.05), indicating the effectiveness of literature integration in improving multimodal literacy skills. Qualitative results from in-depth interviews with students revealed key themes related to the learning experience, including increased engagement and motivation, improved multimodal literacy skills, and better social interactions in the literature-based learning context. Students from the experimental group reported that literature helped them better understand cultural and historical contexts, improved critical thinking skills, and expanded their understanding of different modes of communication. These findings support the importance of using contextual and interactive learning strategies to enhance the effectiveness of English language learning in agricultural education contexts. This study makes an important contribution to curriculum development and teaching practices in higher education, considering the important role of multimodal literacy in modern education.
Self-transformation through Education: An Analysis of Tara Westover's Struggles in the Memoir "Educated": SELF-TRANSFORMATION THROUGH EDUCATION salsabila tazkia zamzam; Azmi Walidatul Muna; Zulfi Zumala; Izzul Huda
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 2 (2024): October 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i2.6757

Abstract

This research examines Tara Westover's memoir, Educated, through Jack Mezirow's Transformative Learning Theory, which emphasizes critical reflection as a catalyst for profound personal change. The memoir chronicles Westover's journey from an isolated and oppressive upbringing to achieving academic success, illustrating education's role in fostering self-awareness, resilience, and identity transformation. Using qualitative methods, including literature analysis, the study focuses on the stages of transformative learning disorienting dilemma, self-examination, critical reflection, and reintegration as reflected in Westover's narrative. The findings reveal how education challenges ingrained beliefs, enabling individuals to navigate societal constraints and redefine their perspectives. Westover's academic journey, culminating in a doctorate from Cambridge University, underscores the power of education to transcend familial limitations and foster personal growth. This analysis highlights the dual function of education: as a means of acquiring knowledge and a transformative tool for personal empowerment. By linking individual experiences with societal structures, the study contributes to discussions on education's broader implications. Westover’s memoir serves as a compelling testament to the transformative power of education in reshaping identities, fostering adaptability, and enabling individuals to contribute meaningfully to society.

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