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All Journal Jurnal Arbitrer Script Journal: Journal of Linguistic and English Teaching Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Education and Teaching (JEET) Ethical Lingua: Journal of Language Teaching and Literature Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran ENGLISH FRANCA : Academic Journal of English Language and Education English Learning Innovation (englie) Studies in English Language and Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Indonesian Journal of English Language Teaching and Applied Linguistics
Saputra, Dwi Bayu
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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An investigation of the use of information and communication technology in secondary schools: Teachers’ voices Saputra, Dwi Bayu; Puspa, Adelia; Haryana, Lia; Muswari, Reci
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30357

Abstract

Despite the fact that there has been a lot of research on online learning and the use of technology, researchers have paid very little attention to the use of information and communication technology after the COVID-19 pandemic, particularly on the perceptions of teachers who teach at the middle and high school levels. As a result, this study aims to analyze teacher perspectives on the use of technology, information, and communication, particularly in English subjects. A mixed methods technique will be applied in this investigation. To acquire a deeper understanding of middle and high school teachers' impressions of using ICT in English language learning, researchers utilize quantitative data from surveys and qualitative data from free-form writing. First, the questionnaire will be distributed to teachers using the Snowball method. After all the data from the questionnaire is received, the researcher will distribute some questions concerning the challenges, suggestions, and teachers' opinions on using ICT in English classes to obtain more in-depth information. The findings of this study show that teachers have a positive attitude toward using ICT, particularly in the teaching and learning process. One of the most important considerations is that incorporating technology into the teaching and learning process may improve the classroom atmosphere and engage students in the teaching and learning process. Future studies can explore teachers' perceptions using qualitative methods so that the data obtained will be deeper and can enrich the knowledge related to ICT use after the COVID-19 pandemic.
The Use of Google Translate in EFL Essay Writing: Is It a Cheating? Puspa, Adelia; Saputra, Dwi Bayu; Haryana, Lia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 1 May (2023): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i1.6868

Abstract

During the process of writing an essay, many students are utilizing online translation tools like Google Translate due to the widespread availability of computing technology and the internet. Online translation programming is strong, yet it is inclined to over-exacting interpretation, and cannot represent the setting similar to a human interpreter. As a result, students are left to rely on a tool that promises to "do the hard work" for them by allowing them to only think and write in their native language. This study is aimed to determine the extent to which students at the University of Bengkulu, Indonesia, rely on technology in writing essays and whether they consider its use to be cheating or not. The data was obtained by conducting mixed-method research through survey with a closed-ended questionnaire and interview to the English Department students of Universitas Bengkulu who are currently taking a Critical Writing course. The results discovered that all of the participants have utilized GT as a translation tool for writing essays particularly to translate word from their first language into English. Moreover, they considered using GT for essay writing as cheating depending on how it is used; for graded assignments or writing test.
Writing difficulties faced by novice writers Saputra, Eko; Saputra, Dwi Bayu; Fadhli, Muhammad
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 22 No. 1: Wacana, Vol. 22, No. 1, Januari 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v22i1.35016

Abstract

Although there have been abundant literatures that discuss about students’ difficulties in academic writing, very few of them investigate the problems faced by novice writers. The present study aimed at investigating the difficulties experienced by the writers who did not have any prior academic trainings to write an English academic text. To this end, a total of 70 third-semester students from English department were assigned an open-ended questionnaire asking them to write any difficulties or problems they encountered while being asked to write an argumentative essay. Drawing on qualitative approach using thematic analysis, the findings show that the novice writers experienced 9 types of difficulties that were related to vocabulary, tenses, idea, sentence, topic, feeling of insecurity, grammar, time, and concept. Among those difficulties, vocabulary related one was found as the major problem that the novice writer experienced. The results suggested that academic writing is challenging for the inexperienced writers and having sufficient vocabulary size can be the prerequisite before taking academic writing course.
Deviation or Glocalization? Rhetorical Differences in Research Article Introductions Written by International, English FL, and Indonesian L1 Authors Arianto, M. Affandi; Haq, Maulluddul; Jufrizal, Jufrizal; Saputra, Dwi Bayu; Syafrina, Dewi
Jurnal Arbitrer Vol. 12 No. 2 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.2.153-173.2025

Abstract

Following English rhetorical conventions in English academic texts, especially by non-native English authors, does not necessarily mean disregarding some rhetorical practices of their national language. Although investigating English RAs has largely been focused on how the textual structure of the section is written in English by native English speakers and non-native English speakers, there has a limited empirical attention so far related to the investigation of rhetorical differences between RA introductions written in English and those written in Indonesian. After a thorough genre-based investigation of 60 RAs published from 2019 to 2023 using the modified CARS model (Swales, 1990, 2004), this study has revealed that the use of each rhetorical style, including moves, steps, and patterns, in English and Indonesian RA introductions is different. The result indicates that although the moves and steps display a close affinity with the CARS model, we found higher use of Move 1, i.e., establishing a territory, in the language teaching RA introductions written in Indonesian than in English. On top of that, while international authors (IAs) established their niches adequately, Indonesian authors (Eng-FL) established their niches inadequately, seemingly due to the influence of their national language (Indonesian). Moreover, the Indonesian language not only affects the frequency of occurrence of the moves and steps but also contributes to the pattern deviations found in the English RA introductions written by the Indonesian authors. This study provides pedagogical implications for academic writing and insights for Indonesian authors to write English articles using English rhetorical styles.
Will they listen to me? Investigating the utilization of audio feedback in higher education Saputra, Dwi Bayu; Arianto, M. Affandi; Saputra, Eko
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.v10i2.28173

Abstract

Many studies have discussed the importance of technology in delivering feedback to students assignments since its deployment provides convenience, timeliness, rich information, asynchronous discussion, and social presence. However, the effectiveness of audio feedback has received very scant investigation in the context of higher education in Indonesia. To fill such an empirical void, this exploratory sequential mixed method probes the students perceptions towards the use of audio feedback. Thirty-two undergraduate students from one of the public universities in Bengkulu, Indonesia, majoring in Early Childhood and Studies and taking English as a compulsory subject, participated in this study. Three data collection techniques were deployed to triangulate the data. A questionnaire was distributed to examine students perceptions of audio feedback, followed by a freeform writing and semi-structured interview to draw more pictures of the students experiences of this feedback mode. The results show that even though all participants in this study had never received this type of feedback, most participants had positive perceptions of using audio feedback. They mentioned they got thorough, detailed, and personal feedback, so they felt engaged in the learning processes. This finding is expected to enrich the knowledge of the effectiveness of audio feedback and to encourage eager teaching practitioners to use it in their teaching processes, as it could increase students engagement in the learning process.
Exploring Students’ Attitudes in Learning English as a Foreign Language Afrilina, Ananda Muddrika Zahara; Elfrida, Elfrida; Saputra, Dwi Bayu
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.190-206

Abstract

This study investigated the attitudes of eighth-grade students at SMP Negeri 13 Kota Bengkulu towards learning English as a foreign language. This study aimed to determine students' attitudes towards learning English as a foreign language, specifically whether they hold positive or negative views. A mixed method was used in this study to uncover students' attitudes, which focuses on combining quantitative and qualitative approaches. To gather data, a carefully and systematically designed questionnaire was adopted, consisting of 30 questions using a five-point Likert scale survey. 60 participants were asked to answer a questionnaire. Irn addirtiron, ther irnterrvirerw was applirerd to obtairn a morer irn-derpth analysirs and 15 students were selected to be interviewed to support the responses to the questionnaire given. Three aspects of attitude being explored are: behavioural, cognitive and emotional. Most students showed positive attitudes towards learning English as a foreign language. Based on the three aspects above, from a behavioural aspect, it is evident that most students exhibit good behaviour in learning English. From the cognitive aspect, students have confidence, awareness, and knowledge in learning English. And also from the emotional aspect, students show that almost all students have good emotional attitudes toward learning English. The results of data analysis show that students are motivated and have positive attitudes in the three aspects of attitude. In the sense that their attitudes seem to influence their understanding, their participation, and their interest in the perceived benefits of learning English, as well as their strategies to improve their abilities.
The Implementation of Curriculum 2013: English Teachers’ Perceptions on Developing Lesson Plan and Teaching Materials Saputra, Dwi Bayu
Linguists : Journal of Linguistics and Language Teaching Vol 5, No 2 (2019): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v5i2.4925

Abstract

Curriculum 2013 has been implemented in both primary and secondary schools in Indonesia. To execute this, teachers are supposed to be the only medium that has a major role in running this curriculum. However, they do not seem to have well preparations to implement the 2013 curriculum. Some fundamental aspects in this curriculum such as planning lesson and teaching materials need to have more attention in order to run the program well. Moreover, teachers should be well informed regarding these aspects, yet the implementation of 2013 curriculum in English teaching learning is not completely perfect. Considering the issue above, this research aims to investigate English teachers‟ perceptions towards developing lesson plans and teaching materials. A questionnaire was used to collect the data about their insights on developing lesson plan and teaching materials. To triangulate the data, this research also administered an interview. The finding indicates that the English teachers tended to feel that structuring lesson plan is not an easy task. They sometimes felt burdensome in modifying the lessons and teaching materials. Besides, 80% of the participants stated that their teaching objectives were achieved after concerning those aspects. The results indicate that teachers needed sufficient knowledge and strong motivation to deal with these important aspects.
An Investigation of the Implementation of Peer Feedback Activities in Higher Education Haryana, Lia; Puspa, Adelia; Saputra, Dwi Bayu
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.803

Abstract

Peer feedback is frequently studied in English as a second or foreign language (ESL/EFL) writing. Many studies focused on the effect of peer feedback on ESL/EFL students’ writing ability. However, limited studies have examined non-English education students’ perceptions of peer feedback. Therefore, this study aimed to investigate non-English students’ experiences implementing peer feedback activities and their perceptions of peer feedback activity in their writing. This study involved 157 students from 3 different major or study programs of 2 faculties. The participants are students who have just undertaken a general English course. The data were collected through an online questionnaire to examine students’ perceptions of peer feedback activity and semi-structured interviews to draw more pictures of students’ experiences implementing peer feedback activity. The results showed that students had overall high/positive perceptions of peer feedback activity. The majority of the students agree that doing peer feedback is beneficial; has improved their critical thinking; has made them learn a lot from their friends’ mistakes; has facilitated their involvement in social interaction; and has enhanced their awareness of errors in their writing.
Unpacking English Writing Anxiety in Indonesian EFL Learners: A Mixed-Methods Study of Cognitive Strain, Gender, and Academic Level Sujarwati, Iis; Maisarah, Ira; Saputra, Dwi Bayu; Julmukya, Tiarsa
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October (in Press)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2214

Abstract

Background: Writing anxiety became a tenacious factor hindering EFL students’ proficiency, specifically at the higher education level. In the Indonesian context, undergraduate and graduate students face a high demand to complete their studies. Writing a thesis is one of the requirements for graduation at the undergraduate level. Meanwhile, the graduate students must write a research article for publication as another requirement. Those things become a contributing factor to students feeling anxious in writing. A bulk of studies investigated the writing anxiety around the world. However, a few studies examine how gender and academic level differentiate the English language education study program students’ writing anxiety in Indonesia. This present study uncovers: 1) types and levels of writing anxiety among the groups, 2) variation of writing anxiety based on gender and academic levels, and 3) reasons affecting writing anxiety. Methodology: A sequential explanatory mixed-methods design was deployed in this study. The sample was 112 students, including 58 undergraduates and 54 graduates, of the English language education study program at a state university in Bengkulu, Indonesia. Two different data collection methods were implemented: an online survey and an on-site focus-group discussion (FGD). The second language writing anxiety inventory (SLWAI) and the second language writing reason inventory (SLWARI) were derived into fifty-eight items of a questionnaire utilized to obtain quantitative data. Meanwhile, the qualitative data were assembled using four main leading questions to probe students’ thoughts in identifying the factors contributing to anxiety. Quantitative data analysis was preceded by applying SPSS23, including descriptive and inferential statistical analyses. The qualitative data were analyzed through a directed qualitative content analysis (DQCA). Validity and reliability of data were ensured using methodological triangulation. Findings: Statistical analysis revealed that the majority of students, 92%, were at a moderate level of writing anxiety. Besides, cognitive anxiety became the first order of anxiety type experienced by the students. Moreover, the statistical findings presented that there is no significant difference in anxiety based on gender and academic level (  < 0.1). The qualitative analysis elucidated four patterns as contributing factors to the students’ writing anxiety, such as: time constraints, lack of ideas and knowledge, teachers’ teaching methods, and coursebook complexity. Conclusion: Both quantitative and qualitative analyses discovered that cognitive-affective aspects are more challenging for Indonesian students than demographic ones. Moreover, the personal challenges and instructional methods became noteworthy issues that contribute a lot to the emergence of anxiety when writing. Writing teachers need to design engaging and supportive learning environments in their instructional activities, for instance, by adapting a process-oriented writing approach and affording constructive feedback on students’ papers. These efforts can reduce students’ cognitive loads, thereby enhancing their self-efficacy in writing. Originality: The symptom-based SLWAI and the cause-based SLWARI are integrated simultaneously to disclose the writing anxiety experienced by undergraduate and graduate students in the Indonesian context. Additionally, this study implements a mixed-method approach to obtain plentiful, comprehensive data. Accordingly, a more vivid understanding of students’ anxiety in writing can be attained.
EFL Students' Perception Towards Online Learning: What to Consider? Saputra, Eko; Saputra, Dwi Bayu; Handrianto, Ciptro; Agustinos, Putri
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1242

Abstract

The outbreak of the deadly coronavirus at the end of 2019 (Covid-19) has pushed many education institutions to do a radical transformation by moving all forms of their services, particularly teaching from traditional face-to-face mode to completely online foreign language teaching. This research aims to investigate Indonesian students’ perception of online learning and the three most challenging problems they encountered when enrolling in it under the context of English as Foreign Language students. Based on a review of the literature on online learning and students’ perception, a questionnaire was constructed and distributed to 57 students that had enrolled in an online course via google form along with a question asking the three most challenging problems they encountered during the course. Analysis of the responses demonstrated that most of the students had a positive perception of online learning. The three most challenging problems the students encountered were signal (internet connection), money (financial ability), and comprehension (comprehending the course) respectively. The result indicates that online learning can be a reliable solution for the teaching and learning process during a pandemic. However, in applying it, the campus must consider an alternative solution for the students who live in the bad internet connection area. Supporting them with subsidies, or free internet packages can help them to keep studying during a hard time. Lastly, teachers must work hard to ensure that their teachings are understandable so that their students will not get lost during the learning process.
Co-Authors Afrilina, Ananda Muddrika Zahara Agustinos, Putri Ciptro Handrianto, Ciptro Eko Saputra Elfrida, Elfrida Haq, Maulluddul Haryana, Lia Iis Sujarwati Ira Maisarah Jufrizal Jufrizal Julmukya, Tiarsa M. Affandi Arianto Muhammad Fadhli Muswari, Reci Puspa, Adelia Syafrina, Dewi