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All Journal IJORER : International Journal of Recent Educational Research
Pratiwi Retnaningdyah
Universitas Negeri Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery Zelvia Dina Octavianti; Pratiwi Retnaningdyah; Ahmad Munir
IJORER : International Journal of Recent Educational Research Vol. 4 No. 5 (2023): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i5.402

Abstract

Objective: Reading is one of the most essential skills in learning, especially in English learning. Technological sophistication that is developing rapidly in the 21st century requires students to be literate in order to be able to compete in critical thinking and receive the latest information. The program suitable for the conditions of students in this century is extensive reading, which offers reading for pleasure according to the level of students' abilities. Method: The type of approach used in this research is qualitative. Only fifteen undergraduate students have received an extensive reading course in the fifth semester to obtain optimal results. In collecting data using two instruments, namely questionnaires and interviews. Results: The results shown in this research are that most undergraduate students have positive perceptions after receiving extensive reading course program activities, one of which is the addition of vocabulary that affects their reading motivation. Novelty: The results of this research encourage future researchers to dig up information about the effectiveness of using extensive reading in increasing vocabulary acquisition.
Exploring the Relationship between Colonial Education and Nationalism in Indonesia: A Reading of Pramoedya A. Toer’s This Earth of Mankind FX Dono Sunardi; Pratiwi Retnaningdyah; Slamet Setiawan
IJORER : International Journal of Recent Educational Research Vol. 5 No. 2 (2024): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i2.552

Abstract

Objective: The research investigates the relationship between participation in colonial education and the emergence of nationalism in Indonesia. To better understand this relationship, it mainly analyzes the main character's portrayal of Pramoedya A. Toer's novel, This Earth of Mankind (1990). Method: The study uses a literary analytical approach to explore and interpret the main character's experiences and reactions within the colonial educational system as depicted in the novel. Results: The research concludes that merely undergoing colonial education does not directly lead to the rise of nationalism in Indonesia. Instead, individuals' complex and subjective experiences within this system, particularly navigating identity amidst challenges, foster nationalist sentiments. The protagonist's journey, as depicted in the novel, showcases how these subjective experiences contribute to developing nationalist feelings. Novelty: A distinctive aspect of the study is its emphasis on subjectivity, highlighting how individuals can autonomously and uniquely respond to challenging situations. The research also offers a nuanced perspective on the influence of colonial education on the growth of nationalism in Indonesia, addressing gaps in existing literature and building upon Viswanathan's (1989) inquiry into the mechanisms through which colonial education impacts nationalist sentiments.
How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy FX Dono Sunardi; Pratiwi Retnaningdyah; Slamet Setiawan
IJORER : International Journal of Recent Educational Research Vol. 5 No. 2 (2024): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i2.562

Abstract

Objective: The study aims to investigate the interplay between formal and non-formal education and their cumulative impact on the character development of Minke, a central figure in Pramoedya Ananta Toer’s Buru Tetralogy. Method: Drawing upon a comprehensive analysis of the tetralogy, the research meticulously examines Minke's educational experiences within and outside the institutionalized academic framework. By categorizing and evaluating his cognitive skills, linguistic proficiencies, and cultural identities acquired through formal education, juxtaposed with his extracurricular engagements and interactions outside the school, the study provided a nuanced portrayal of Minke's holistic learning journey. Results: The findings underscore the pivotal role of both formal and non-formal educational paradigms in shaping Minke's multifaceted persona. While formal education endows Minke with foundational skills and introduces him to European intellectual traditions, non-formal experiences enrich his character by exposing him to diverse societal challenges, fostering critical thinking, and nurturing a voice against colonial oppression. The synergistic integration of these educational modalities emerges as instrumental in molding Minke into a discerning, empathetic, and critically astute individual, distinctively depicted across the tetralogical narratives. Novelty: Contrary to prior singular emphases on formal or non-formal education, this research presents a holistic exploration that underscores the complementary nature of both educational realms in character development. The nuanced analysis provides fresh insights into the transformative potential of integrating diverse educational experiences, emphasizing their collective influence on individual and societal narratives as depicted in literary representations.
Co-Authors Ahmad Munir FX Dono Sunardi Slamet Setiawan Zelvia Dina Octavianti