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All Journal LINGUA: Jurnal Bahasa dan Sastra Jurnal Media Pertanian IRJE (Indonesian Research Journal in Education) English Language and Literature International Conference (ELLiC) Proceedings Jurnal Scientia
Ella Masita
Universitas Jambi
Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Rethinking National Identities in Indonesian Education Curriculum Ella Masita
Jurnal Bahasa dan Sastra Vol 19, No 1 (2018)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

Abstract: This article explores the conceptualization of Indonesian national identity from the point of view of the Indonesian government. The data is taken from the three most recent In- donesian national curricula and its prescription in mandated English textbooks for senior high school. It interrogates the dimensions in an Indonesian context of the 2004 Curriculum as the first national curriculum in Indonesia after the fall of Soeharto’s regime, in 2006 Curriculum as Indonesia reconsidered its position within a global competitive world context, and in 2013 to respond to perceptions of unsatisfactory education results and a looming ‘identity crisis’. Vis- iting the key issues within those documents and the corresponding English textbooks through the lens of Representation theory as suggested by Hall (1997), the article explores the complex interconnections that frame the curriculum discussion. Three main findings are emerged in relation how the national identity concepts are shifting over time in those three consecutive curricula namely: from the interpretive to prescriptive curriculum, from operational to notional curriculum, and from other-ness to us-ness imagined communities.Keywords: Curriculum, English language teaching, national identityAbstrak: Artikel ini mengeksplorasi konsep identititas nasional ditinjau dari sudut pandang pemerintah Indonesia. Data diambil dari tiga kurikulum pendidikan nasional terakhir bersama dengan buku pelajaran Bahasa Inggris untuk SMA. Ketiga kurikulum tersebut adalah Kuriku- lum 2004, Kurikulum 2006,dan Kurikulum 2013. Kurikulum 2004 diambil sebagai kurikulum pendidikan nasional pertama di Indonesia setelah jatuhnya pemerintahan presiden Soeharto pada tahun 1998. Sementara itu, Kurikulum 2006 adalah kurikulum pendidikan nasional di In- donesia untuk memeprsiapkan generasi muda Indonesia dalam konteks persiangan global. Se- baliknya, Kurikulum 2013 disahkan pemerintah Indonesia sebagai kurikulum resmi di system pendidikan nasional Indonesia sebagai respons dari adanya persepsi tentang asil pendidikan yang kurang memuaskan dan adanya “kriris identitas” di kalangan generasi muda Indonesia. Melalui landasan teori Representation (Hall, 1997), artikel ini mengupas tentang bagaimana konsep identitas nasional bergeser dalam ketiga kurikulum tersebut. Terdapat tiga temuan uta- ma: perubahan dari interpretive menjadi prescriptive, dari operational menjadi notional, dan dari “other-ness’ menjadi “us-ness” imagined communities. Artikel ini berfokus pada temuan tentang perubahan kurikulum tersebut.Kata-kata kunci: Kurikulum, pengajaran Bahasa Inggris, identitas nasional
Aplikasi Berbagai Jenis Plant Growth Promoting Rhizobacteria (PGPR) dalam Meningkatkan Pertumbuhan dan Hasil Cabai Merah Budiyati Ichwan; Trias Novita; Eliyanti Eliyanti; Ella Masita
Jurnal Media Pertanian Vol 6, No 1 (2021): April
Publisher : Universitas Batanghari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jagro.v6i1.111

Abstract

This study aims to examine the effect of PGPR in increasing the growth and yield of red chilies, and to find the type of PGPR that gives the best growth and yield in red chilies. The research was conducted at the Teaching and Research Farm, Faculty of Agriculture, Jambi University, 35 above sea level. The study used a randomized block design with one factor, namely various types of PGPR: without PGPR; PGPR1 (containing Trichoderma sp., Bacillus sp., Pseudomonas sp., 11 essential macro and microelements, as well as natural amino acids); PGPR 2 (containing Pseudomonas fluorescent, Trichoderma sp., Aspergillus niger, Azobacter sp., Azospirilium sp., And Rhizobium sp.); PGPR 3 (containing Trichoderma sp., Pseudomonas sp., And Rhizobium sp.); and PGPR 4 (containing Azosbacteria sp, Aspergillus niger, and Trichoderma harzianum). Each treatment was repeated five times. The results showed that the application of PGPR was able to increase plant growth and yield of red chilies in the form of plant height (2.12% - 9.69%), the total number of branches (5.25% -54.96%), number of fruits (13,55% -51.40%) and fruit weight (54.19% -116.35%). The quality of crop yields has also improved with the application of PGPR. PGPR which contains Pseudomonas fluorescent, Trichoderma sp, Aspergillus niger, Azobacter sp, Azospirilium sp, and Rhizobium sp. is PGPR that provides the best growth and yield of red chilies
The Representation of Indonesian National Identity in English Textbook Ella Masita
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.442 KB) | DOI: 10.22437/irje.v5i1.10599

Abstract

This article interrogates the conceptualization of Indonesian national identity from the point of view of the Indonesian government. The data were taken from a mandatory English textbook for Grade XI. Through the lens of Representation theory, this research explores the key issues within the textbook. In analyzing the data, a multimodal discourse analysis is utilized, specifically through the verbal analysis and visual analysis of the texts within the textbook. The results of analysis reveal that there are four themes namely: spirituality and morality, personal attribute, nationalism, and knowledge and scientific attitude. However, the research results indicate the inclusion of selected values and norms of personal attributes, the unbalanced portion of the themes within the textbook and minimal representation of the knowledge development, specifically in regards to the development of English skills. Apart from that, it is realized that textbook is only one part of elements in English teaching process. Therefore, further studies with a broader scope of investigation are required to achieve more comprehensive information about how Indonesian national identity in conceptualized in English teaching.  
STUDENTS’ APOLOGY REALIZATION PATTERNS IN ONLINE CLASSES DURING THE PANDEMIC-19 Ella Masita
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Online class becomes a more common platform in academic activities nowadays, specifically in during the Pandemic-19. As a consequence, equipping students with adequate skills is an urgent thing to do in order to prepare them in the world of digital citizenship.  This paper, then, is intended to investigate the common patterns made by university students in expressing their apology realization through the lens of Cross-Cultural Speech Act Realization Pattern (CCSARP).  It is expected that the identification of the patterns will enable lecturers to gain more comprehensive understanding as well as to help students any possible varieties in expressing apology.
THE EFFECT OF PANDEMIC ERA TO STUDENTS’ SOCIAL LITERACY SKILLS Ella Masita
Jurnal Scientia Vol. 10 No. 1 (2021): Education, Sosial science and Planning technique
Publisher : Sean Institute

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Abstract

This paper is aims at understanding on how pandemic might affect students’ competency in literacy specifically in regards to their social literacy skills. The data for this research was collected through the examination of junior high school students’ weekly portfolio reports and observation of their online class interaction in Jambi Municipality. In addition, the discussion also focuses on four dimensions of social literacy. The findings of this research are analysed under four broad categories namely (1) intellectual skills, (2) cooperation skills, (3) social skills, and (4) social attitudes and values. As the conclusion, it is revealed that the pandemic era due to COVID 19 has significantly affect students’ competency in social literacy skills in various aspects.
MUSLIM IDENTITY AND ENGLISH LANGUAGE TEACHING Ella Masita
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

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Abstract

The article is a literature study addressing the conceptualization of Muslim identity specifically in relation to the teaching of English language at schools. It begins with the conceptualization of spirituality and how it differs from religion. Moreover, this article views religious identity as a part of social identity. Therefore, the next discussion is about how religious identity is understood in the context of English language teaching with a specific focus on Muslim identity. In doing so, three interrelated elements of Muslim identity are explored, namely religious beliefs, religious knowledge, and religious practices. Then, a number of challenges in teaching English language for Muslim people are also illustrated. Moreover, the remaining section of this article highlights the specific insight of efforts in maintaining Muslim students’ religious identity including how to minimalize the negative impacts of English teaching towards the development of religious identity. Finally, some conclusions are drawn.
Multiculturalism and Multicultural Education in Kurikulum Merdeka Ella Masita
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This article seeks to investigate how the concepts of multiculturalism and multicultural education are embedded in Kurikulum Merdeka, in particular to the teaching of English at school. This is a qualitative descriptive study in which the curriculum documents ware examined through the application of discourse analysis. Based on the analysis of the texts within the document, the conceptualization of multiculturalism and multicultural education is embedded at the Agency Decree about the expected learning outcomes specifically in the elements of general and advanced English learning as well as English for students with special needs.  However, there is a variation of how each element allocate the concepts. The research results also reveal the lack of information relating to the development of multicultural awareness and intercultural development within the learning outcomes for English learning at each phase
Co-Authors Budiyati Ichwan Eliyanti Eliyanti Trias Novita