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All Journal Jurnal Arbitrer LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Triadik Edu-Ling: Journal of English Education and Linguistics JET (Journal of English Teaching) Adi Buana 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 Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan Progresif English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
arsyad, safnil
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Religion 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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THE STUDY OF GENDER ON LANGUAGE USE THROUGH CONVERSATION OF XI SOCIAL 1 STUDENTS AT SMAN 9 MUSI RAWAS Anggraini, Liza; MAISARAH, IRA; SYAFRYADIN, SYAFRYADIN; ARSYAD, SAFNIL
Linguists : Journal of Linguistics and Language Teaching Vol 8, No 2 (2022): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i2.3921

Abstract

The focus of this research is a sociolinguistic examination of the impact of gender on language use. The primary goal of this research is to analyze the implications of men's and women's roles on their language usage. This research aims to highlight the variables that contribute to disparities in how gender impacts language use. This study's inquiry method is a questionnaire and audio-recoding. This study has shown differences in how men and women use language in our society and others like it. They use only some of the same forms; instead, they use different quantities or frequencies of the same form. In a society where gender plays a significant role, language is essential in contributing to that role. Gender roles, men's and women's identities, the hierarchical nature of gender relations, and men's dominance are all factors that contribute to differences in language use. Gender differentiation does not exist in a vacuum; it interacts with other types of social differentiation in a complex way. Language and gender, on the other hand, are formed through participation in everyday social activities. In conclusion, gender and language are inextricably linked.
Investigating interactive metadiscourse markers in research article discussions published in varied journal levels (local, national, and international) Wulandari, Mega Fitri; Arsyad, Safnil; Yunita, Wisma
Journal of Applied Studies in Language Vol. 8 No. 1 (2024): June 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i1.32-40

Abstract

Interactive metadiscourse markers in the discussion section of a journal play a crucial role in engaging the reader and facilitating a more dynamic interaction. In a discussion journal section, interactive metadiscourse markers may include phrases or expressions that invite the reader to consider alternative viewpoints, respond to the presented ideas, or reflect on the implications of the research findings. This research investigated interactive metadiscourse markers in research article discussion of language teaching within 30 articles published in local, national, and international journals. A mixed-methods approach was adopted and the instrument used in this research was a checklist designed to analyze interactive metadiscourse. The result of the inter-rater agreement of the co-rater and researcher indicated a kappa value of  90.2% (co-rater and researcher respectively) because it shows excellent agreement (above 80%). It shows that the highest frequency used of interactive metadiscourse category is transitions markers in the three-level journals. Evidential markers took the second position in frequency used followed by code glossed in third frequency. Endophoric markers and frame markers are less used by the writers in the article discussions. The research articles published in international reputable journals show the highest number of using interactive metadiscourse devices than the articles published in local and national journals.
Inovasi Pedagogis melalui pelatihan penulisan bahan ajar Bahasa Inggris berbasis Cross Cultural Understanding Arsyad, Safnil; Syahrial, Syahrial; Monica, Shella
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.21479

Abstract

Teaching materials based on Cross Cultural Understanding (CCU) are educational resources that provide information on cross-cultural understanding, presenting reading texts complemented with questions and learning activities focused on the cultural contrasts between Indonesia and foreign countries. The innovation of teaching materials for pedagogical purposes is crucial in the learning process. Hence, this activity aims to assist high school English teachers in Lubuklinggau through a Cross Cultural Understanding approach, enabling them to develop effective teaching materials. This initiative highlights the importance of cultural understanding in English language teaching, with an emphasis on contrasting local and target cultures. Involving 40 teachers from 23 schools, the training included presentations on cultural integration, the CCU concept, examples of CCU-based teaching materials, and the creation of questions oriented towards High Order Thinking Skills (HOTS). The results indicate that the training significantly enhanced the teachers' understanding and skills in integrating cultural aspects into English language teaching materials, as well as their awareness of the importance of cross-cultural sensitivity. This is reflected in the high satisfaction rates, with 87.5% of the participants affirming that the training content met their needs and 90% feeling they had directly benefited. This study underscores the significance of CCU training in professional development for teachers and highlights the necessity for more inclusive and culturally sensitive educational approaches in both global and local contexts
Rhetorical Moves and Linguistic Features of Research Article Abstracts by Indonesian Authors in Applied Linguistics Published in National Journal Astria, Hellen; Arsyad, Safnil; Diani, Irma
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i1.3311

Abstract

Abstract is a very important part of a research article. It is the first section to be read by readers and if readers are not impressed in reading this section, they will unlikely continue reading the article. This study aims to find the rhetorical moves, rhetorical patterns, and linguistics features; tenses, voice forms, and that-complement clause of RA abstracts by Indonesian authors in Applied Linguistics published in National Journal. This study used mix-methods by analyzing the move structure, rhetorical patterns, and the linguistic feature of the twenty four RA abstracts extracted from Edu-ling: Journal of English Education and Linguistics as the sample of this study. The results show that: 1) The dominant moves used are Move 2 (Purpose), Move 3 (Methodology), and Move 4 (Results); 2) The dominant rhetorical patterns used are the four model patterns; 3) The linguistic features shows the dominant tense is Simple Past Tense; the dominant voice forms is active forms, and the uses of that-complement clause in Move 4. This study concludes that there is an unwareness of the authors about the latest common inventions about the rhetorical moves. Further research is suggested to be concerned on that-complement clause.
THE REPRESENTATION OF ISLAMIC CHARACTERS IN ENGLISH TEXTBOOKS USED BY SENIOR HIGH SCHOOLS IN BENGKULU Hasiyanti, Hasiyanti; Arsyad, Safnil
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 5 No. 1 (2023): JANUARY 2023
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v5i1.25770

Abstract

Religious values are needed in textbooks and learning process, such as in English Language Teaching (henceforth ELT) for both the student and teachers to support character education as suggested by the government of Indonesia. Indonesian people have more than one believes or religion and the most dominant one is Islam. This is important because Islamic characters can be an alternative media for students and teachers in the teaching and learning processes. There were three grades of English textbooks chosen in this investigation. The results showed that there are three aspects of religious values: ritual, social and material and the majority found in the textbooks was material aspect. In addition, there are two ways how Islamic characters are represented in the textbooks: visual and non-visual. The second result showed that the dominant value aspect is visual. This implies that English textbooks used by senior high school do not focus on ritual, social and non-visual aspects in developing English textbooks.
An Analysis of Deixis in “Beauty and The Beast” Movie Script Lorenza, Oktazsya Marjelina; Arsyad, Safnil; Kasmaini, Kasmaini
Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.1.241-253

Abstract

Deixis has an important role to build the communication process. This research aimed to find out the distribution of scenes, types of deixis are often found and distribution of deixis in all sections of Beauty and The Beast movie script by using Cruse theory (2000). This research used a descriptive qualitative method. The object of this study is Beauty and The Beast movie script by Stephen Chbosky and Evan Spiliotopoulos. Documentation and checklist were used in data collection. The results showed that the distribution of scenes in the Beauty and The Beast movie script are found in the orientation section, complication section, rising action section, turning point section and resolution section. Coda is not found in this movie. Then, person deixis, social deixis and spatial deixis are the most dominant deixis in Beauty and The Beast movie script. Finally, there were five types of deixis in the orientation section, complication section, rising action section, turning point section but there are only two types of deixis that are found in the resolution section in the Beauty and the Beast movie script. It is suggested that English teachers and students should be familiar with the types of deixis in the main section of the movie before using it for the teaching and learning process.
Affective Assessment in Online English Classroom: How does It Work? Maisarah, Ira; Arsyad, Safnil; Sofyan, Dedi
English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v11i02.10354

Abstract

This study discusses the challenging of assessing affective in English online classes at a junior high school in Bengkulu city. The method used was mix method with a questionnaire and structured interview through a google form. There are fifty English teachers who became the informant in this study. The findings showed that English teachers face challenges in assessing affective. Moreover, the assessment cannot be done concurrently, because of the limited time during online learning. Despite the affective assessment-based practice being the main assessment as the goal of learning, the way how to assess was still needed to be improved in the future.
Enhancing EFL Reading Comprehension and Engagement through Multimodal Instructional Design: A Convergent Mixed-Methods Study Riansih, Rismar; Arsyad, Safnil; Adnan, Zifirdaus
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2698-2711

Abstract

Enhancing EFL Reading Comprehension and Engagement through Multimodal Instructional Design: A Convergent Mixed-Methods Study. Objectives: This study explores to what extent the multimodal features incorporated into Indonesian high school English textbooks impact students’ engagement and comprehension during reading. As students engage more and more with visually oriented, digitally mediated texts, it becomes imperative to understand how multimodal materials can shape learning. Method:  "A convergent parallel mixed-method research design was employed. A total of 75 government-issued English course Grade XII students participated in the study. The researchers collected quantitative data through pre-tests, post-tests, and a student engagement questionnaire that measures behavioral, emotional, and cognitive engagement. Qualitative data were collected from an open-ended questionnaire that investigated how participants interpreted the textbooks’ images, colors, layout, and other multimodal resources. Findings: The results indicated that students’ comprehension was significantly improved by multimodal texts, as evidenced by their mean scores compared to traditional texts-only. The students noted that graphic aids assisted their comprehension of difficult language by reinforcing meaning and information recall. The conjunction of multimodal features enhanced motivation and reduced boredom, leading to greater emotional engagement. The qualitative answers also suggested that students found the multimodal layouts more aesthetically appealing, more organized and easier to move along with during a positive reading experience. In summary, the combination of quantitative and qualitative findings shows that multimodal features do significantly contribute to improving students’ engagement and understanding. Conclusion: The findings suggest that English teachers in Indonesia should incorporate a more systematic use of multimodal design in their integration of visual and spatial aspects and help their students question images critically. Multimodal literacy should be embedded in teachers’ pedagogy to create education that is more relevant, inclusive, and effective in today’s EFL classrooms. Keywords: multimodal texts, english textbooks, student engagement, reading comprehension,  EFL. 
Enhancing Biology Students' Scientific Literacy through the Critical Analysis and Discussion-Comparison with the Extended Learning Community Model Irwandi, Irwandi; Ade Cahaya, Mariana; Syahfitri, Jayanti; Waluyo, Budi; Arsyad, Safnil
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 4 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i4.31909

Abstract

Despite global reforms in science education that emphasize collaboration, critical thinking, and real-world application, many secondary students continue to struggle with scientific reasoning and communication, particularly in Biology. This study addresses this gap by evaluating the effectiveness of the Critical Analysis and Discussion Comparison with Extended Learning Community (CADC-ELC) method in enhancing students' written and oral communication and cognitive performance. Employing a quasi-experimental design with 90 tenth-grade students in Indonesia, participants were divided into three groups: CADC-ELC, CADC-only, and conventional instruction. Data were collected using validated observation sheets and a 30-item cognitive test and analyzed using the Games-Howell post-hoc test. Results revealed that CADC-ELC significantly outperformed other groups in all areas: written communication improved from M = 31.0 to 70.3, oral communication from M = 9.1 to 17.06, and cognitive scores from M = 33.3 to 83.1 (all p < .001). These findings suggest that CADC-ELC offers a robust, globally relevant model for strengthening science education through dialogic, scaffolded, and context-rich instruction.
Female and male Character Representation in English Textbooks of Cambodian Secondary Schools: A Sociolinguistic Analysis Phorn, Chenla; Arsyad, Safnil
JET ADI BUANA Vol 7 No 02 (2022): Volume 7 Number 02 October 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n02.2022.6202

Abstract

Gender representation in the textbook becomes a noticeable topic for many scholars and researchers since it is believed that the representation of female and male influence the learners in many ways. Therefore, the purpose of this study was to find out how female and male characters are represented in listening dialogues from English textbooks in Cambodian secondary schools. The quantitative approach was used in this research study. Moreover, the researcher used descriptive statistical analysis as a tool to investigate the frequencies of women and men characters. The representations appeared in 11 randomly selected conversations in each chapter of the English textbook namely English for Cambodia Grade 7. This method is analyzed based on an adopted model developed by Tahriri & Moradpour (2014) which focuses on three dimensions of gender relation, subject position, and content categories. After analysis, the findings demonstrated that most of the conversations are male-female relations. Three subject positions are shown. Meanwhile, the gender characters countered in all dialogues showed slightly different between women and men. Regarding the content categories, six different categories are found. This study confirms gender bias in textbook that female characters are perceived and presented as being less than their male counterparts.
Co-Authors Adalta, Febri Aini Adnan, Zifirdaus Agustian Agustian Agustinos, Putri Ananda, Ririn Putri Anggraini, Liza Annur, Yusri Fajri Apriani, Noni Astria, Hellen Budi Waluyo Diani, Irma Erviona, Lussy Geminastiti Sakkir hakim, husnul Haryanti, Septri Hasiyanti, Hasiyanti I Wayan Dharmayana Iis Sujarwati Imrannudin, Imrannudin Ira Maisarah Irwandi Irwandi Jamaluddin Ahmad Juansyah, Mardi Kasmaini, Kasmaini Kimleang, Meng Lorenza, Oktazsya Marjelina Mariana Ade Cahaya Nasihin, Ahmat Nurmaisa Phorn, Chenla Rismar Riansih, Rismar Risnawati Risnawati S, Arief Hadianto Safitri, Diya Sahril Nur shella monica, shella Sofyan, Dedi Syafryadin, Syafryadin Syahfitri, Jayanti SYAHRIAL SYAHRIAL Syahrul R, Syahrul Syarifuddin Dollah Wardhana, Dian Eka Chadra Whardana, Dian Eka Chandra Widiarti, Vira Wisma Yunita Wulandari, Mega Fitri