Ni Komang Arie Suwastini

Bio: Ni Komang Arie Suwastini is an academic researcher from University of Education, Winneba. The author has contributed to research in topics: Psychology & Pronunciation. The author has an hindex of 5, co-authored 24 publications receiving 79 citations.

Integrating Social Media into English Language Learning: How and to What Benefits According to Recent Studies

Abstract: Social media has become an integral part of life, including in the field of education. This study aimed to explore social media as a teaching and learning tool, its use, and its benefit for students of English as Foreign Language. This study applied library research from George (2008), where the sources of the data were previous studies on the use of social media in the context of English as Foreign Language, published in reputable international journals or accredited national journal ranked SINTA 1, SINTA 2, and SINTA 3, between 2015 to 2020. The review revealed that YouTube, WhatsApp, Facebook, Instagram, and Twitter have been frequently applied as English learning media through various activities that matched the features provided by the respective social media. Their implementations in English learning have been argued to positively impact the students’ language skills, vocabulary, grammar, pronunciation, spelling, motivation, as well as their creative and critical thinking. These results reflect a positive attitude toward social media as an inseparable part of the students’ 21st – century learning contexts. However, more studies need to be conducted to optimize the use of social media for improving students’ English and their 21st-century skills.

Telegram as Social Networking Service (SNS) For Enhancing Students’ English: A Systematic Review

Abstract: Social Networking Services (SNS) has become part of English learning, providing educators and students with free service and wide usage applicable to synchronous and asynchronous instruction. This study intended to critically review previous studies on the use of Telegram as one of the SNS platforms for enhancing students' reading, writing, speaking, and listening skills. Following George’s (2008) Literature Reviews model, 20 manuscripts were reviewed. The selection was taken from reputable International Journals indexed by Scopus quartile 1, 2, and 3, published between 2016-2020. It was revealed that Telegram is argued to have positively affect the students' four language skills in learning English. Telegram is claimed to benefit the students in terms of vocabulary, reading comprehension, content, and organization in writing, grammar, language style, pronunciation, and listening comprehension. Experts highlighted the relaxed and informal nature of Telegram as SNS to be one of the main factors that contributed positively to students' reduced anxiety and raised motivation in learning. Reflecting on those positive effects of Telegram on students' scholastics progress, the present study implies that Telegram may be an alternative for online learning and extensive learning of English.

Schemes of Scaffolding in Online Education

Abstract: Scaffolding in learning has been argued to facilitate the students’ progress. As the educational paradigm inevitably shifts into online modes, strategies for scaffolding provision need to be adjusted. This study aimed to understand the nature of the online learning environment and explore the aspects, types, and methods of scaffolding provision in online learning contexts by adopting George's (2008) research method into a qualitative design. The data were collected from experts' opinions and previous studies, as published in reputable international journals, using Education Resources Information Center (https://eric.ed.gov/), Google Scholar (https://scholar.google.com), and Research Gate (https://www.researchgate.net) as the databases. The research result is presented in an informal method. The review reveals that critical aspects of scaffolding are contingency, fading, and transfer of responsibility, which are applicable in synchronous and asynchronous learning with the support provided by peers, teachers, or technology through static or dynamic interaction. Based on its purpose, the four types of scaffolding are procedural, conceptual, metacognitive, and strategic, which can be performed strategically in online contexts through orientation to the course structure, access to resource and tools, critical thinking development, guidance to problem-solving, provisions of hints, sufficient examples, probing questions, and providing constructive feedback. These findings imply the importance of implementing scaffolding strategies in online learning contexts, although further studies need to be conducted to provide more comprehensive

Perkembangan feminisme barat dari abad kedelapan belas hingga postfeminisme: sebuah tinjauan teoretis

Abstract: Tulisan ini mengulas perkembangan feminisme barat dari abad ke delapan belas hingga abad ke dua puluh satu saat feminisme memasuki era postfeminisme untuk mengungkapkan perubahan feminisme dari waktu ke waktu merupakan perkembangan yang menunjukkan kemampuan feminisme untuk menyesuaikan diri dengan tuntutan situasi dan kondisi yang dialami perempuan. Dalam garis besar, feminisme dapat dibagi menjadi empat tonggak perkembangan, yakni feminisme awal, feminisme gelombang pertama, feminisme gelombang kedua, dan feminisme gelombang ketiga dan/atau postfeminisme. Secara umum keempatnya memiliki tujuan yang sama yakni untuk memperjuangkan subjektivitas perempuan Masing-masing gelombang memiliki penekanan perjuangan yang berbeda dan setiap gelombang berikutnya merupakan revisi dari gelombang sebelumnya. Dikotomi feminisme gelombang ketiga dan/atau postfeminisme merupakan perkembangan yang paling majemuk dan menimbulkan banyak kontroversi karena postfeminisme merupakan persinggungan antara feminisme dan postmodernisme yang berkembang menjelang pergantian milennium yang berpadu dengan kebutuhan internal dalam feminisme sendiri. Kemajemukan dalam perkembangan feminisme terakhir ini harus dipandang sebagai kekayaan dan kelebihan karena itu berarti feminisme semakin terbuka terhadap perbedaan dan perubahan.

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Abstract: As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's (2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

中介语（interlanguage）初探

Abstract: 自然界和人类社会中存在着大量的中间状态，人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语（mother tongue），在以后的人生中，会有机会学习第二语言（secongd language）或目的语（target language）。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。

Case study research in applied linguistics

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Error analysis and interlanguage

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