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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Penelitian Humaniora Litera Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) Lingua Cultura Kajian Linguistik dan Sastra Journal of Language and Literature Jurnal Ilmu Keluarga dan Konsumen Indonesian Journal of English Language Teaching and Applied Linguistics Humaniora Linguistik Indonesia Metalingua: Jurnal Penelitian Bahasa Journal of English Language Teaching and Linguistics Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Erna Andriyanti
Universitas Negeri Yogyakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Public Health Social Sciences Other

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EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21455

Abstract

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL. 
(Im)politeness employed by multilingual Indonesian EFL learners in argumentative conversations Emi Nursanti; Erna Andriyanti; Ikha Adhi Wijaya
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26033

Abstract

Politeness might lessen imposition in argumentative conversations which potentially result in conflict. However, different conventions on politeness among different cultures may cause problems for EFL (English as a Foreign Language) learners who often transfer their native communication preferences to their target language usage. This article explores the (im)politeness employed by multilingual EFL learners in casual agreeing-disagreeing exchanges among peers. Using explanatory sequential mixed method design, students’ utterances in role plays were analyzed based on Leech’s (2014) politeness theory, Kakava’s (1993) disagreement strategies, as well as Locher’s (2004) mitigating strategies on disagreement. It is found that in conversations with people of equal status and power, the observance of politeness maxims is more apparent than the violation. It indicates that maintaining others’ faces is essential irrespective of age differences, even in arguing conversations. The more frequent use of positive politeness than negative politeness strategies represents their greater orientation to others than to themselves. The prevalence of mitigated disagreement and the frequent use of an appreciation preface also show their priority to maintaining good relationships. Those findings support the view of Asians as a collectivistic group whose primary concern in communication is group membership. This suggests that awareness of politeness in argumentative conversations among EFL learners must be increased by giving them different perspectives from non-Asian cultures.
Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices Lucky Amatur Rohmani; Erna Andriyanti
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21834

Abstract

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.
Menulis buku ajar di tengah perkembangan artificial intelligence (ai) Erna Andriyanti; Titik Sudartinah; Benni Setiawan
Humanika, Kajian Ilmiah Mata Kuliah Umum Vol 23, No 2 (2023): Humanika, Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v23i2.66386

Abstract

Tujuan artikel ini adalah untuk mengetahui proses kreatif menulis buku menggunakan artificial intelligent (AI). Kemunculan AI yang sangat cepat tidak perlu dikhawatirkan. AI dapat menjadi alat bagi guru untuk menulis, membantu mengembangkan ide, dan menemukan beberapa persoalan yang bisa diangkat. Oleh karena itu, dalam menulis buku, guru perlu memanfaatkan AI sebagai sarana. AI dapat membantu guru dalam mempercepat penulisan buku. AI pun dapat membantu guru menemukan ide-ide baru, sehingga kualitas pembelajaran semakin baik. Buku dari hasil kolaborasi ide AI dan kreatifitas guru pun dapat meningkatkan jumlah publikasi. Guru pun dapat terbantu untuk jenjang karir kenaikan pangkat. Selain itu, kualitas Pendidikan Indonesia akan semakin baik, karena tersedia bahan ajar yang memadai dan selalu diperbarui dalam rentang waktu yang relatif pendek.The purpose of this article is to reveal the creative process of writing a book using artificial intelligence (AI). The very rapid development of AI can be used as a tool for teachers to write, help develop ideas, and find several problems that can be researched. It helps teachers speed up book writing and can also help them find new ideas, so that the quality of learning becomes better. Books resulting from the collaboration of AI ideas and teachers’ creativity can also increase the number of publications, which is useful for career advancement. Apart from that, the quality of Indonesian education will improve, because adequate open materials are available and are always updated in a relatively short time span. 
How to Influence Others? Synthetic Personalization and Social Semiotic Analysis of Genders Annisa Nurul Firdausi; Erna Andriyanti; Ashadi Ashadi
Humanus: Jurnal Ilmiah Ilmu-ilmu Humaniora Vol 22, No 2 (2023)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/humanus.v22i2.121129

Abstract

Within the last 20 years, TED has become an influential platform that provides knowledge and education by directing speakers on giving motivational speeches. This paper aims to analyze gender attitudes while delivering the speech and how they influence the audience. This study applied a descriptive qualitative method by using Synthetic Personalization by Fairclough (2001) and a Social-semiotic approach by Van Leeuwen (2008) to the selected TED videos to analyze the data and corpus linguistics, namely AntConc, as the tool to analyze the vocabularies, first-person and second-person concordances presented. The findings show 1.101 vocabularies used by men and 1.156 vocabularies that denote synthetic personalization used by women. Although the strategies they used are different, men’s and women’s speeches have successfully influenced the audience by immersing synthetic personalization to bring intimate, engagement, and personal relationships towards the mass audience by bringing up the feeling of ‘similarity’. The social-semiotic covers social distance and social interaction between men and women toward the audiences. Women are more socially considerate while men are more direct in their speech. The distance and interactions are subjected as a form of representation of closeness.
EFL students’ responses towards Rosen’s ‘Sad Book’: An attitudinal occurrence and aesthetic stance Christina Lhaksmita Anandari; Erna Andriyanti; Pratomo Widodo
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.29725

Abstract

The vocabulary choice and language used in expressing sadness vary in different cultures, even in the smallest scale of cultural group, i.e., family. There have not been many studies done to explore Indonesian EFL students’ word choices and expressions related to expressing sadness and empathy.  The purpose of this study was to explore how the 11 EFL second-year university students in Basic Reading and Writing class expressed sadness as written in their personal reflective writings. The data was analyzed using mixed methods to obtain valid and reliable results. These second-year university students were assigned to read a picture book, ‘Sad Book’, or to watch and listen to the video version as a part of an activity in class. Their reflective writings were analyzed using content analysis to identify the corpus used by the students and using the appraisal framework to capture the variety of their attitudinal linguistic occurrence in expressing sadness and empathy. The findings illustrate that the highest attitudinal marker in expressing sadness is ‘affect’, followed by ‘judgment’ and ‘appreciation’. The use of the picture book, ‘Sad Book’, assists the EFL students to be more engaged in their reflective writing and thus the highest marker of ‘affect’ exists due to their ability to project their aesthetic stance. Implications for English language learning for adult learners are addressed at the end of this article.
Co-Authors Aji Seno Suwondo Ani Maghfiroh Annisa Nurul Firdausi Arifah Prima Satrianingrum Ashadi Ashadi Ashadi Ashadi Ashadi Ashadi Ashadi Ashadi Aulia Rahmatika Nur Azizah Benni Setiawan Christina Lhaksmita Anandari Edith Romano Galindo Eisha Jamila Qomariyah Ikhwan Emi Nursanti Ihtiara Fitrianingsih Ikha Adhi Wijaya Indah Permatasari Jannatussholihah, Siti Kartika Pratiwi Khaira Liza Khairani Ade Guswita Lucky Amatur Rohmani Mehdi Riazi Meidiana Suyono Naomi Dwi Aprina Paulus Kurnianta Pratomo Widodo Pratomo Widodo Rahmi D Andayani Refi Rizki Radian Rizki Meliani Rustan Saiful Anwar Santi Fitriyani Siti Jannatussholihah Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Sulis Triyono Titik Sudartinah Try Mahendra Siregar Widyastuti Purbani