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All Journal Jurnal Arbitrer Jurnal Pendidikan Islam LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Triadik Edu-Ling: Journal of English Education and Linguistics JMM (Jurnal Masyarakat Mandiri) JETL (Journal Of Education, Teaching and Learning) Journal of English Education and Teaching (JEET) Lexeme : Journal of Linguistics and Applied Linguistics ABSYARA: Jurnal Pengabdian Pada Masyarakat ENGLISH FRANCA : Academic Journal of English Language and Education JASL - Journal of Applied Studies in Language JEELS (Journal of English Education and Linguistics Studies) International Journal of Innovation and Education Research Journal of English for Specific Purposes in Indonesia English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
arsyad, safnil
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Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Linguistic and Content Features of Article Titles Published in Local & High-Impact Foreign Journals in English Education : How Are They Similar and Different? Arsyad, Safnil; Ramadhan, Syahrul; Hakim, Husnul
Jurnal Arbitrer Vol. 11 No. 4 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.4.488-500.2024

Abstract

Journal article titles serve as both the introduction to the substance of articles and incentives for users to read articles in their entirety, but different quality articles may use different linguistic and content features of titles. This is rarely investigated by discourse analysts. The goal of this research is to compare and contrast titles in the English education field written by Indonesian authors and published in local journals with those written by foreign authors and published in high-impact foreign journals. Two hundred and eight article titles from five different Indonesian-accredited local journals and 512 article titles from five different high-impact foreign journals form the corpus of this research. The analyses were done on the titles' length and their linguistic and content features. The findings show that the article titles in high-impact foreign journals are slightly longer than those in local journals, local authors use nominal construction and verb-ing phrase types more frequently than high-impact foreign authors do, foreign authors use full sentences and prepositional phrases more frequently than the local journal authors do, and high-impact foreign journals use topic-only type of titles more frequently than in local journals do. The similarities are that nominal and compound constructions are the most dominant linguistic features while topic-only and method categories are the most dominant content features in both groups of article titles. While the most important features of titles are probably the conciseness and preciseness of the information contained in the titles, future studies should investigate these aspects of journal article titles in the same or different fields.
Understanding and Attitudes of University Students towards Plagiarism in Academic Writing at the University Safitri, Diya; Arsyad, Safnil
Journal of English for Specific Purposes in Indonesia Vol. 1 No. 1: July 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v1i1.23495

Abstract

In the academic world, plagiarism is prone to be occured. Academic dishonesty has emerged as a major concern and difficulty for the educational system. The goal of this research is to find out the understanding and attitudes of students towards plagiarism in academic writing. This research used of descriptive quantitative research methods with a questionnaire instrument. Based on the results, understanding of students obtained, namely strongly agree as many as 42.6%, agree as many as 43.7%, disagree as many as 4.2%, and strongly disagree as many as 1.6%. While, based on the results of students' attitudes towards plagiarism as a whole obtained, namely strongly agree as many as 37.9%, agree as many as 51.2%, disagree 6.3%, and strongly disagree as many as 4.6%. So, the attitude of students at the university shows a good attitude towards academic writing at the university. The students are quite familiar with the basic concepts of plagiarism but still cannot apply them correctly and appropriately. With this study, it is hoped that students will become more open and understand the concept of understanding plagiarism and what behaviors can be indicated as plagiarism behavior.
EFL Students’ Attitude toward Learning the English language based on Teacher’s Gender: A Case study in Cambodia Context Kimleang, Meng; Arsyad, Safnil
Journal of English for Specific Purposes in Indonesia Vol. 1 No. 1: July 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v1i1.23641

Abstract

Gender is defined as all of the social and cultural habits, roles, conditions, and responsibilities regardless of one's biological gender, that are necessary for a society. This study aims to explore EFL students' attitudes toward learning the English Language base on teachers' gender. When teachers assess pupils with high levels of problem conduct for special education referral, cross break analysis finds that male teachers are substantially more likely than female teachers to decide not to recommend. The impact of teacher gender on this scenario has been investigated, but the results have been equivocal. Furthermore, while teacher expectations have influenced student academic achievements and student gender stereotypes have molded such expectations, the gender of the teacher has been overlooked in this context. The descriptive quality method was used in this research with the students from the National University of Battambang who currently studying for master's degrees. The questionnaires were given along with the individual interviews. The result showed that female teachers were the most selected due to the attitude of the students when they were studying with female teachers. Keywords: Behavioral Aspect of Attitude, Cognitive Aspect of Attitude, Emotional Aspect of Attitude, Teacher gender.
A Sociolinguistic Approach to ELT: Perspectives from English Teachers Nurmaisa; Arsyad, Safnil
Journal of English for Specific Purposes in Indonesia Vol. 1 No. 1: July 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v1i1.23645

Abstract

The use of English seldom make students have a bad ability to speak and comprehend English as their teacher wants. It caused the students can not understand what their teacher has explained because they just have little vocabulary in English. Besides, the text in the students' book used foreign narratives, and foreign activities so that the students can not understand and comprehend the context of the book itself. Because of the condition, the teacher needs to approach to inform their students about English itself. That is why the sociolinguistic approach is needed in that condition because it can make students understand and comprehend easily the context of their English book. Therefore, this study is the gap to know teachers' perspectives on the use of the sociolinguistic approach in ELT and hindering that the teachers found in the implementation sociolinguistic approach. This study used descriptive qualitative research with 26 participants of English teachers. The findings of this study showed that sociolinguistics gave positive perspectives and benefits to the students.
Gender Differences and their Impacts on Students’ Performance in Speaking Ability Erviona, Lussy; Arsyad, Safnil
Journal of English for Specific Purposes in Indonesia Vol. 1 No. 1: July 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v1i1.23646

Abstract

This study aims to see the differences of the ability in speaking English between male and female students at the senior high school level. This study employed descriptive quantitative research. The study was conducted at SMAN 1 Bengkulu Selatan. There were ten male students and ten female students of senior high school Bengkulu Selatan, Bengkulu, Indonesia, as the samples of this study, therefore the researcher focused on using 20 students as the data source. The activities carried out by researcher in data collection were by giving and recording 3 (three) minutes session of speaking activities about student personal experience. Then the data were rechecked, evaluated, and corrected. The researcher used assessment indicators, namely: pronunciation, vocabulary, grammar, fluency, and understanding. The results were described in the form of numbers, properties, and characteristics. The result of this study showed that between male and female students, female students were  better that male students in the speaking as seen from the results of comprehension, vocabulary, and pronunciation. On the other hand, male students had better scores in grammar and fluency. From the result, it can be concluded that both male and female students at SMAN 1 Bengkulu Selatan were fluent to speak English based on different indicators.
Gaining Qualitative Insights Into Learners' Experiences And Perceptions Of Digital Activities For English Language Learning Risnawati, Risnawati; Arsyad, Safnil; Wardhana, Dian Eka Chandra
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.6878

Abstract

The integration of digital activities into language learning has transformed traditional instructional methods, increasing engagement and interactivity. This study explores the experiences and perceptions of fourth-semester students in the English Education program at State Islamic University Fatmawati Sukarno Bengkulu regarding the use of digital tools for language acquisition. Employing a qualitative research design, the study investigates students’ evaluations of digital resources, their perceived benefits, and the challenges they encounter. Findings reveal that students frequently utilize digital tools such as educational videos, online reading platforms, and social media to enhance vocabulary acquisition, listening comprehension, and interactive language practice. Digital activities, particularly those incorporating gamification, are perceived as engaging and motivating. However, students also identify key challenges, including a lack of structured guidance, limited feedback, and technological barriers such as poor internet connectivity. While digital tools effectively support receptive skills (listening and reading), their impact on productive skills (speaking and writing) is limited without instructor support. This study contributes to research on digital learning by highlighting both its pedagogical advantages and constraints. The findings emphasize the need for structured pedagogical interventions, such as blended learning models that integrate digital tools with instructor-led guidance and feedback. Addressing technological barriers is also crucial to ensuring equitable access to digital learning resources. Future research should examine the long-term effects of digital learning on productive language skills and explore strategies for optimizing digital learning outcomes. By understanding students’ experiences, educators and institutions can refine digital learning approaches to enhance engagement and language acquisition.
AUTHORS’ STRATEGIES FOR JUSTIFYING RESEARCH METHODOLOGY IN RESEARCH ARTICLES PUBLISHED IN PRESTIGIOUS JOURNALS Risnawati, Risnawati; Arsyad, Safnil; Wardhana, Dian Eka Chadra
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.10034

Abstract

The dependability and validity of research outcomes depend on the quality of the arguments presented in scientific articles' methods sections, which also affects reproducibility. Previous discourse analysis studies have paid little attention to evaluating the importance of methods sections. This research examines how authors in applied linguistics and English education rationalize their methodological selections, concentrating on three main facets: research design, sampling methods, and data analysis. The study analyzed 100 scholarly articles from respected international journals included in Scopus and distributed across four separate regions. Authors typically supported their research design and data analysis by citing methodological literature but used implicit justification when selecting sampling methods. Several articles did not provide clear explanations for their methodological choices, particularly regarding sampling methods. The results reveal a significant gap between the anticipated standards for transparent methodological reporting and the currently observed scholarly practices. Research design and data analysis received frequent justifications, but sampling methods remained poorly explained, thus compromising both transparency and replicability. Researchers need to provide stronger direct justifications for all methodological aspects, according to this study. Novice authors and postgraduate students must carefully adhere to journal guidelines and provide complete and detailed reporting within the methods section.
Rhetorical Structure of Discussion Sections in Undergraduate Theses Written by students of the English Tadris study Program at IAIN Curup Haryanti, Septri; Arsyad, Safnil; Sujarwati, Iis; Maisarah, Ira; Sofyan, Dedi
International Journal of Innovation and Education Research Vol. 4 No. 1 (2025): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i1.43401

Abstract

This qualitative study investigated the rhetorical structure of discussion sections in undergraduate theses, addressing a notable gap in research concerning specific institutional contexts and the need to examine the source of guidance and references utilized. The objectives of this study were to identify the rhetorical moves and steps employed by students, to explore how these patterns evolved across academic years (2020-2024), and to analyze the sources of guidance and references used. A corpus of 35 undergraduate theses from IAIN Curup's English Tadris study program was subjected to manual text analysis using the Loan & Pramoolsook (2015) framework. Further insights were gathered through semi-structured interviews with seven students who have graduated, with data analyzed using thematic analysis. The findings revealed that fundamental rhetorical moves, such as Move 2 (Reporting Results), were consistently obligatory. However, significant absence and trend to be optional were observed in higher-order analytical and evaluative moves, with crucial steps within Move 4 (Commenting on Results) often being optional, and Move 5 (Summarizing the Study), Move 6 (Evaluating the Study), and Move 7 (Deductions from the Study) rarely incorporated. Furthermore, the study identified that students primarily relied on previous theses and supervisor feedback for guidance. Formal institutional resources, such as the guideline book and academic writing classes, were underutilized. This suggests a need for more targeted pedagogical interventions to encourage advanced rhetorical competence in undergraduate thesis writing among students in the English Tadris study program at IAIN Curup. Keywords: Rhetorical Structure, Discussion Section, Undergraduate Thesis, Thesis Discussion Section, IAIN Curup
IMPLEMENTASI ARTIFICIAL INTELLIGENCE DALAM PENGEMBANGAN KETERAMPILAN MENULIS AKADEMIK Wardhana, Dian Eka Chandra; Arsyad, Safnil; Arono, Arono; Yunita, Wisma; Juansyah, Mardi; Syaprizal, Syaprizal; Satinem, Satinem
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i5.26090

Abstract

Abstrak: Implementasi Artificial Intelligence (AI) dalam pengembangan keterampilan menulis akademik menawarkan potensi signifikan untuk meningkatkan efisiensi dan kualitas tulisan. Kegiatan pengabdian bertujuan untuk meningkatkan kemampuan dosen dalam mengoptimalkan peran AI dalam menulis akademik. Kegiatan Pengabdian kepada Masyarakat ini dilaksanakan di salah satu universitas negeri yang baru di Kota Lubuk Linggau. Partisipan dalam kegiatan ini adalah dosen sebanyak 50 orang. Pelaksnaan kegiatan dibagi menjadi 3 tahap yaitu (1) sosialisasi; (2) praktik dan pendampingan; serta (3) evaluasi melalui pre-test dan post-test. Hasil evaluasi menunjukkan bahwa kegiatan pengabdian kepada masyarakat memberikan manfaat kepada kelompok sasaran berupa meningkatnya pengetahuan dan keterampilan peserta dalam mengoperasikan ChatGPT untuk menunjang kegiatan menulis akademik. Hal tersebut ditunjukkan oleh hasil evaluasi yang dilakukan bahwa sebelum kegiatan sosialisasi dilakukan hanya 36% peserta yang mengenal ChatGPT dan 50% yang mengetahui peranannya dalam menulis akademik, dengan hanya 30% yang memahami cara mengoperasikannya. Namun, setelah kegiatan sosialisasi dan praktik, seluruh peserta (100%) memahami peranan ChatGPT dalam penulisan akademik, dan 84% mampu mengoperasikannya.Abstract: The implementation of Artificial Intelligence (AI) in the development of academic writing skills offers significant potential to improve the efficiency and quality of writing. Community service activities aim to improve lecturers' abilities in optimizing the role of AI in academic writing. This Community Service activity was carried out at one of the new state universities in Lubuk Linggau City. Participants in this activity were 50 lecturers. The implementation of the activity was divided into 3 stages, namely (1) socialization; (2) practice and mentoring; and (3) evaluation through pre-test and post-test. The evaluation results showed that community service activities provided benefits to the target group in the form of increased knowledge and skills of participants in operating ChatGPT to support academic writing activities. This was shown by the results of the evaluation that before the socialization activity was carried out, only 36% of participants knew ChatGPT and 50% knew its role in academic writing, with only 30% understanding how to operate it. However, after the socialization and practice activities, all participants (100%) understood the role of ChatGPT in academic writing, and 84% were able to operate it.
Book Review Papers in Language Related Journals: How Authors Evaluate and Promote the Books Under Review Juansyah, Mardi; Arsyad, Safnil; Whardana, Dian Eka Chandra; Annur, Yusri Fajri
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.289-303.2025

Abstract

Writing a research article for a reputable journal is not easy especially for new authors or postgraduate students in social sciences and humanities including language related fields but they can write and publish a book review paper (henceforth BRP) in a high impact journal to practice writing in English at an advanced level. This study is aimed at analyzing the discourse structure and argument style of BRPs in language related fields published in high impact journals. Sixty BRPs were chosen from six different journals published in several countries analyzed in this research. The four move BRP discourse pattern model as suggested by Bezerra (2001) was used in this study. The results show that, in terms of the appearance of moves: Move 1 or introducing the book and Move 4 or addressing a final idea about the book are categorized as conventional while Move 2 or outlining the book content and Move 3 or examining the book are obligatory. However, only one step (Move 2-Step B or highlighting the topic of the book) out of 16 steps in all moves is obligatory; 7 steps are classified as conventional and the other 8 are optional. In other words, in each move, there is at least one obligatory or conventional step. This implies that only a half or 50% of the steps are obligatory or conventional while the other half are optional. The optional steps are possibly used by the BRP authors to provide additional important information about the book being reviewed to attract readers to read and/or own the book.
Co-Authors Adalta, Febri Aini Adnan, Zifirdaus Agustian Agustian Agustinos, Putri Ananda, Ririn Putri Anggraini, Liza Annur, Yusri Fajri Apriani, Noni Arono Arono Astria, Hellen Dian Eka Chandra Wardhana, Dian Eka Chandra Diani, Irma Erviona, Lussy Geminastiti Sakkir hakim, husnul Haryanti, Septri Hasiyanti, Hasiyanti I Wayan Dharmayana Iis Sujarwati Imrannudin, Imrannudin Ira Maisarah Jamaluddin Ahmad Juansyah, Mardi Kasmaini, Kasmaini Kimleang, Meng Lorenza, Oktazsya Marjelina Nasihin, Ahmat Nurmaisa Risnawati Risnawati S, Arief Hadianto Safitri, Diya Sahril Nur Satinem shella monica, shella Sofyan, Dedi Syafryadin, Syafryadin SYAHRIAL SYAHRIAL Syahrul R, Syahrul Syaprizal, Syaprizal Syarifuddin Dollah Wardhana, Dian Eka Chadra Whardana, Dian Eka Chandra Widiarti, Vira Wisma Yunita Wulandari, Mega Fitri