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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Indonesian Journal of EFL and Linguistics Edulead
Setiono Sugiharto
Atma Jaya Catholic University Of Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Antiracist applied linguistics, Marxian utopian, and infra politics Setiono Sugiharto
JOALL (Journal of Applied Linguistics and Literature) Vol. 7 No. 2: August 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i2.21475

Abstract

The notion of (anti) racism in applied linguistics has been feverishly accentuated and animated, making it the buzzword du jour in the field.  Drawing upon the insights generated mainly from postcolonial studies, applied linguists have become eager to resuscitate this notion, often implicitly averring that racism has long been insidiously penetrating in the field and surreptitiously operating under the so-called raciolinguistic ideologies. It is these ideologies that are alleged to perpetuate, and even to further the hegemony of White supremacy and empire, eventually giving rise to racial inequalities and racial hierarchies. The antiracism movement, it has been asserted, needs to be enacted. This article will argue that the fervent pronouncement of linguistic racism, and of antiracist movement in applied linguistics may amount to both political mystification and conceptual obfuscation of racial inequalities and racial hierarchies. Moreover, professing and even providing evidence of the existence of racism without accounting for the critiques of its intellectual basis, to which the idea of antiracism is affiliated and irrevocably rooted, is such an avant-garde endeavor that the notion masks the very fundamentals of humans as social and political beings. In the end, the article provides examples of how the so-called “racialized subjects” subvert their identities as a manifestation of doing infra politics.
The Ordinariness of Code-meshing in the Indonesian Linguistic Landscapes Setiono Sugiharto
Journal of Language and Literature Vol 22, No 2 (2022): OCTOBER
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.06 KB) | DOI: 10.24071/joll.v22i2.4802

Abstract

Code-meshing as a strategic linguistic practice has been considered a rarity in a high-stake writing practice (e.g. academic writing). Studies in composition scholarship have demonstrated that such a practice needs arduous intellectual endeavors and extra rhetorical efforts to be realized. That is, code-meshing requires an exceptionally high linguistic adeptness, language awareness, and rhetorical sensitivity in order to be performed effectively. As such, the products of code-meshing in scholarly writing are often seen as a marked form of textual realization. This article shows that while strenuous struggles are needed to practice code-meshing in academic writing (i.e. high-stake translingual practice), such a practice can be performed as mundane, ordinary, unremarkable, and relaxed activities (i.e. low-stake translingual practice) in linguistic landscapes or signage displayed in public places. Illustrations of the code-meshed texts in the latter case will be provided, and then examined to account for their ordinariness.  In light of the vibrant low-stake translingual practice, I shall develop an important notion of grassroots performativity to suggest the everydayness of quotidian language practices enacted by multilingual language users in their own community.  
Alignment and embodiment in a play script writing process: A sociocognitive perspective Eka Margianti Sagimin; Setiono Sugiharto
JOALL (Journal of Applied Linguistics and Literature) Vol. 8 No. 2: August 2023
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v8i2.27430

Abstract

Recent development in second language acquisition scholarship has advanced our understanding of how language is acquired by aligning the mind, body, and socio-material world.  Although many studies have been conducted from this perspective, more study on alignment focusing on writing a play script story in literature is needed. Drawing upon the idea of socio-cognitive alignment, this study investigated English literature student interactions during the process of writing a play script. It aims were to find out how mind-body-world as socio-cognitive alignment could contribute to a meaning-making process during writing a play script. A moment analysis was used as a method for analyzing data which were elicited from an audio/videotape recording and semi-structured interviews using a digital platform.  Results revealed that the integration of mind, body, and world was well-coordinated during the process of writing the play script. That is, the integration of mind-body-world was evident in how the students employed both verbal resources and other multimodalities in working with literary works and fiction. The study also demonstrated the importance of alignment and interaction for the development of fiction writing and language competence of EFL students.
Translingual practice in remote EFL tertiary education: How multilingual speakers create translanguaging spaces Akhmad Hairul Umam; Setiono Sugiharto; Christine Manara
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63065

Abstract

Published studies on translingual practice in the pedagogical realms have burgeoned in the current literature, generating important insights into how communication has become dynamic and fluid. However, these studies have focused almost exclusively on face-to-face, in-person interactions. As COVID-19, which hit all domains of life (including education) worldwide, has compelled schools to conduct remote learning interaction, it will be more revealing to pursue further how translingual practice is enacted in a virtual classroom. Drawing on the notion of translingual perspective (Canagarajah, 2013), this study investigated how English as a Foreign Language (EFL) teachers and learners at tertiary education created a translingual space in their interactions by deploying specific negotiation strategies and various multimodal resources in a digital learning platform. Employing a netnography method and interactive model (Miles Huberman, 1994), this study employed virtual observation, surveys, and interviews as the sources of data. The study has revealed the complexity of translingual practices in EFL remote learning interactions that occurred naturally in different parts of teaching-learning activities. The use of verbal, semiotic, and multimodality resources as negotiation strategies for meaning-making plays essential roles in facilitating fluid and dynamic interactions. Pedagogically, the interaction in EFL remote learning has been found to be more multilaterally engaging.
Peningkatan Kinerja Guru dalam Pembelajaran Inovatif Melalui Supervisi Kelas di SMP Negeri 2 Losari Kabupaten Cirebon Tahun Pelajaran 2022/2023 Sugiharto Ono Setiono
Edulead : Journal of Education Management Vol 5 No 1 (2023): Edulead : Journal of Education Management
Publisher : LPPM Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edulead.v5i1.1630

Abstract

Untuk memperbaiki kinerja dan wawasan guru dalam pembelajaran di SMP Negeri 2 Losari Kabupaten Cirebon, sekolah melaksanakan penelitian tindakan yang berkaitan dengan permasalahan di atas. Karena keterbatasan peneliti, maka penelitian ini hanya difokuskan pada supervisi edukatif. Berdasarkan temuan hasil penelitian ada empat hal yang dikemukakan dalam penelitian tindakan ini, yakni simpulan tentang: (1) Peningkatan kinerja guru dalam menyusun rencana pembelajaran, (2) Peningkatan kinerja guru dalam melaksanakan pembelajaran, (3) Peningkatan kinerja guru dalam menilai prestasi belajar, (4) Peningkatan kinerja guru dalam melaksanakan tindak lanjut hasil penilaian prestasi belajar siswa. Berdasarkan temuan maka keberhasilan pelaksanaan supervisi di SMPN 2 Losari Kabupaten Cirebon tercatat dari hasil sebagai berikut Nilai perencanaan pembelajaran pada siklus I rata-rata nilai 71,98 pada siklus II naik menjadi 92,44, pada kegiatan pelaksanaan pembelajaran pada siklus I rata-rata nilai 72,44 pada siklus II naik menjadi 93,81, dan pada kegiatan penilaian hasil belajar siswa siklus I rata-rata nilai 81,3 pada siklus II naik menjadi 90,56 sedangkan kegaitan tindak lanjut kegaiatan rata-rata nilai pada siklus I penilaian 59,76 pada siklus II naik menjadi 83.
Translanguaging as a Counter-Narrative in EFL Practice Setiono Sugiharto
EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v6i2.9138

Abstract

While concerns over inequalities of multilingualism – a real phenomenon in multilingual countries due to the positive attitudes toward English as a global language – should not be overlooked, there are occasions especially in a classroom context where multilingual speakers defy the exclusive use of English, and instead creatively mix the English language with their own mother tongues, resulting in translingual Englishes (Dovchin, Sultana & Pennycook, 2016). In this paper, I will show that despite the strict imposition of the English-only-policy in schools in Indonesia – a source of inequalities in learning and teaching in the country – both students and teachers manage to surreptitiously translanguage their interactions using varied linguistic codes for achieving successful communication in a class interaction. I see their translingual Englishes as a strategic practice initiated by the teachers to not only open up a space for them to reveal their real multilingual identities, but also to legitimize these identities. Finally, in teacher-dominated classrooms where students often keep silent and are unwilling to initiate a conversation and to argue over a controversial issue, translanguaging is a pedagogically useful practice for encouraging students to negotiate tensions that might occur in their effort to grapple with their learning of English. Thus, a focus on the ‘unequal’ in the classroom also leads to uncovering translingual spaces where efficient teaching and learning are facilitated, and multilingual identities affirmed.
Co-Authors Akhmad Hairul Umam, Akhmad Hairul Christine Manara Eka Margianti Sagimin