Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Englisia
Cipto Wardoyo
Sunan Gunung Djati State Islamic University Bandung
Education Languange, Linguistic, Communication & Media Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Metaphors for advice messages in online sermons delivered by global Islamic preachers Cipto Wardoyo; Zalifa Nuri
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.87

Abstract

Research on metaphor in religious discourse is essential, particularly in practical contexts such as preaching, where metaphor serves as a key vehicle for conveying abstract spiritual experiences and moral guidance. Despite its importance, metaphor use in religious settings remains underexplored, especially in digitally mediated forms of religious communication. This study investigates the use of metaphorical language in twenty Islamic online sermons focused on the theme of family. A balanced corpus was compiled, comprising sermons from ten male and ten female Islamic preachers, with the aim of analyzing the metaphors embedded in advice-oriented discourse. The inclusion of both genders allows for a comparative examination of potential differences in metaphorical expression between male and female preachers. The findings reveal that female preachers employ metaphors more frequently than their male counterparts. Furthermore, structural metaphors drawing on source domains related to future benefits—such as building, finance, and plants—are prominently used by both groups when conveying advice. These results suggest that while gender may influence the frequency of metaphor use, certain conceptual metaphors are shared across genders in the context of Islamic family-oriented preaching. The study contributes to the growing field of metaphor studies in religious discourse and highlights the need for further research on gender and metaphorical framing in digital religious settings.
Analyzing the Use of Fillers in Postgraduate EFL Learners' Academic Presentations: A Qualitative Case Study Approach Gesha Fauziyyah; Andang Saehu; Cipto Wardoyo
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 12 No. 1 (2026): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/v12i1.2518

Abstract

This study explores the use of fillers in academic presentations by EFL (English as a Foreign Language) learners, aiming to understand their functions and impact on communication during academic presentations. The research used a qualitative method that analyzed 373 fillers uttered by 3 students during their presentations, classifying them into simple words, phrases, and clauses. Data collection was conducted through audio and video recordings of the participants' presentations. The data was manually transcribed to form a corpus of the students’ spoken language. Common fillers like “Ehmm,” “okay,” “so,” and “I think” were identified. Some of their functions, such as signaling hesitation, providing thinking time, and clarifying points, were examined. The findings suggest that while fillers help maintain speech flow and engage the audience, using them too much can make the speaker seem less confident or unprepared. The study shows that fillers can be useful when used thoughtfully, but overusing them can affect the clarity and professionalism of the presentation. The research suggests that students could benefit from being more aware of how they use fillers, and instructors might include training on managing fillers in their presentation workshops. In terms of academic implications, this research highlights the need for further exploration into the cognitive and social functions of fillers in EFL contexts. Practical implications for EFL instructors include incorporating targeted exercises into speaking curricula, such as awareness-building activities, real-time feedback, and guided practice sessions, specifically focused on managing the use of fillers in academic settings.  
Co-Authors Andang Saehu Gesha Fauziyyah Zalifa Nuri