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All Journal BASASTRA Jurnal Citra Multidisiplin
ach fauzi
Universitas Negeri Yogyakarta
Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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A TEACHER’S PERCEPTION OF INTRALINGUAL INTERFERENCE IN EFL SPEAKING: A NARRATIVE INQUIRY FROM A REMOTE ISLAND SCHOOL IN MADURA, INDONESIA ach fauzi
Jurnal Citra Multidisiplin Vol. 1 No. 6 (2026): Jurnal Citra Multidisiplin (Juni)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcm.v1i6.7060

Abstract

Intralingual interference, which refers to errors originating from the target language system itself rather than the learners’ first language, remains a persistent challenge in English as a Foreign Language (EFL) learning. However, studies examining how teachers in remote and resource-limited contexts perceive this phenomenon are still limited. This study aims to investigate an experienced EFL teacher’s perception of intralingual interference in students’ speaking performance at a public secondary school in Gili Genting Island, Madura, Indonesia. The study employed a narrative inquiry design. Data were collected through semi-structured interviews with a female English teacher (T1), a native speaker of Madurese with five years of teaching experience at the school. The data were analyzed using thematic analysis. The findings reveal that T1 identified four dominant forms of intralingual interference in students’ English speech, namely grammatical overgeneralization, phonological substitution, lexical confusion, and unsystematic code-switching. According to the teacher, these patterns are linked to students’ limited mastery of English forms and are influenced by sociocultural factors, particularly Madurese cultural identity, including social hierarchy norms, politeness, and cultural pride. T1 also perceived that these factors contribute to communication anxiety and the tendency to use indirect speech strategies in English communication. To address these challenges, the teacher highlighted culturally responsive pedagogy, targeted phonological practice, and guided translanguaging as useful classroom approaches. The study emphasizes the importance of teachers’ perspectives in understanding EFL learning challenges in geographically marginalized and culturally distinctive contexts, and highlights the need for culturally responsive teacher professional development.
PROBLEMATICS OF TEACHING DRAMA IN RURAL ELEMENTARY SCHOOLS: A PERSPECTIVE FROM MADURA Ach Fauzi
Jurnal Citra Multidisiplin Vol. 1 No. 3 (2026): Jurnal Citra Multidisiplin (Maret)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcm.v1i3.6793

Abstract

This study examines drama-based literary learning at the elementary school level in rural schools in Madura, focusing on teachers’ perspectives. This research employed a qualitative descriptive approach, collecting data through in-depth interviews with elementary school teachers who integrate drama into English language learning. The data were analyzed thematically to identify patterns related to instructional processes and obstacles faced by teachers. The findings reveal that drama learning is implemented inconsistently and lacks systematic planning. Teachers mainly use methods such as reading and analyzing scripts, role-playing, and limited improvisation. However, several interrelated challenges hinder effective implementation, including limited instructional time, inadequate facilities and learning resources, low teacher confidence and competence in drama pedagogy, and students’ low motivation and anxiety about performing activities. These challenges indicate a gap between the pedagogical potential of drama and its practical realization in rural elementary schools. The study concludes that effective drama-based learning requires contextual and adaptive instructional strategies, professional development programs focused on drama pedagogy, and supportive learning environments that promote psychological safety for students. Future research is recommended to develop practical drama learning models and training programs tailored to rural school contexts.
MODALITAS DALAM NARASI HOAKS: TINJAUAN LINGUISTIK KORPUS PADA AKUN INSTAGRAM TURN BACK HOAX Anelka Almayda Antarsyach; Ach Fauzi; Imam Hizbullah; Muhammad Albie Fathurrahman
Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 13, No 2 (2025): Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/basastra.v13i2.109803

Abstract

Krisis informasi digital ditandai dengan maraknya penyebaran informasi tanpa verifikasi yang kuat sehingga memunculkan berita palsu (hoaks). Penyebaran hoaks sulit dikendalikan, sehingga masyarakat harus memiliki kemampuan untuk mengidentifikasinya. Salah satu caranya dengan melihat unsur modalitas yang digunakan. Penelitian ini bertujuan untuk mengidentifikasi bentuk-bentuk modalitas sekaligus implikasinya dalam narasi hoaks pada akun Instagram Turn Back Hoax. Penelitian ini menggunakan desain kualitatif dengan pendekatan linguistik korpus. Data diperoleh dari caption postingan akun Instagram Turn Back Hoax (@turnbackhoaxid) dan dikumpulkan dengan melakukan scraping menggunakan Apify. Analisis data dilakukan dengan bantuan software AntConc versi 4.2.4. yang memungkinkan peneliti untuk mengidentifikasi modalitas berdasarkan daftar kata untuk diklasifikasikan jenisnya, merekap frekuensi kemunculan modalitas untuk mengetahui kecenderungannya, meninjau konkordansi untuk melihat konteks penggunaannya. Hasil penelitian menunjukkan bahwa ada kecenderungan penggunaan modalitas epistemik, yaitu sebesar 39% dari total 113 modalitas yang ditemukan pada konten hoaks. Modalitas tersebut  digunakan untuk membingkai informasi agar seolah-olah menjadi fakta yang pasti. Selain itu, ada modalitas lain juga ditemukan meskipun tidak dominan, yaitu intensional 32%, dinamik 18%, dan deontik 11%). Masing-masing memiliki kontribusi terhadap pembentukan narasi yang manipulatif.
Co-Authors Anelka Almayda Antarsyach Imam Hizbullah Muhammad Albie Fathurrahman