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All Journal VALENSI Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Celtic LingTera Jurnal Prima Edukasia Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Journal of Language and Literature Al Ishlah Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Journal of English Language Teaching and Linguistics JOLLT Journal of Languages and Language Teaching Lingua Pedagogia Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies) Pancaran Pendidikan Studies in English Language and Education International Journal of Contemporary Studies in Education Enrichment: Journal of Multidisciplinary Research and Development Journal of Literature Language and Academic Studies (J-LLANS) Journal of Society Innovation and Development (JSID) REGISTER JOURNAL IPSSJ Pedagogy Review Studies in English Language and Education Journal on English as a Foreign Language (JEFL)
Ashadi, Ashadi
Universitas Negeri Yogyakarta
Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Utilizing digital picture series to enhance students’ performance in writing narrative text Nichella Ayu Clarita; Ashadi Ashadi; Ulfa Amalia; Juhansar Juhansar
EduLite: Journal of English Education, Literature and Culture Vol 8, No 1 (2023): February 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.8.1.52-67

Abstract

The contemporary educational environment requires teachers to embrace innovation and creativity to facilitate learning through the use of technology. Digital picture series, as a technology-based approach, can enhance students' writing skills in narrative texts. The purpose of this study is to explore the implementation of digital picture series in learning-teaching English and its impact on students' performance in writing narrative texts. Collaborative classroom action research was used in this study, with 30 respondents consisting of 19 females and 11 males. Data were collected through observation, interviews, and tests. Data were analyzed qualitatively and quantitatively using the Grammarly application. The findings indicate that the implementation of digital picture series was successful, and students' performance in writing narrative texts improved from 60.55 to 75.00. The implementation process followed a structured approach consisting of need analysis, planning, acting, observing, and reflecting in cycle I, followed by problem-solving and re-planning, action, observation, and reflection in cycle II. Researchers recommend further researchers evaluating the effectiveness of digital picture series and placing greater emphasis on writing components.
Language Varieties and Translanguaging Among Students of High Socio-Economic Status Aji Seno Suwondo; Erna Andriyanti; Ashadi Ashadi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 8(1), May 2023
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v8i1.585

Abstract

The social status of speakers often influences the use of their languages, which might also reflect their sociocultural identity. This article aims to reveal the language varieties used by students from high social economic status (SES) and the use of translanguaging types they perform during their interactions with different people in their surroundings. Adopting a mix of content analysis and case study design, this study used observation on five high school students from high socio-economic backgrounds and from different school settings in public and private schools. The selection of these students followed a snowball technique, in which the research setting gatekeepers chose the suitable participants. The employment of different translanguaging types was then calculated in a tabulation form to reveal a pattern. The results show that Indonesian was used as the high variety while Javanese, English, and Japanese were used as the low variety. Their use of languages also shows the elaborate code as high SES normally use and identify as high SES they have. On the other hand, the most widely use type of translanguaging by students is interlingual translanguaging, which shows the frequency of interaction with foreign languages. Likewise, the use of figurative language was used as intersemiotic translanguaging when they communicated at home. These results build on existing evidence of the similarities of the goals and the environment will affect how they do interaction. Students with high socio-economic tend to maintain their identity through interlingual translanguaging. Eventually, they can interact with other students with the same goals to blend their social class or backgrounds directly. Therefore, the use of a proper and correct multi-linguistic strategy needs to be introduced.
THE TRANSLATION OF CULTURE-SPECIFIC ITEMS IN NGERI-NGERI SEDAP MOVIE Siti Lutfiah Rabiyatul Adawiyah; Erna Andriyanti; Ashadi Ashadi; Saiful Anwar
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 18, No 1 (2023): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v18i1.19351

Abstract

Translating culture-specific items (CSI) is difficult because the cultural items of the source language do not necessarily have the exact equivalent in the target language. This study aimed to describe the types of CSI in Ngeri-Ngeri Sedap movie based on Newmark’s (1988) categorization, Molina and Albir’s (2002) translation technique, and the translation norms. It employed descriptive qualitative research, and the data were collected using note-taking technique. The study results found 60 cultural items based on Newmark’s parameter types. The most frequently employed CSI type is socio-culture, with 29 data instances. Additionally, the category of the organization was observed in 20 instances, material culture was found in 8 instances, gesture and habit were present in 2 instances, and ecology was represented in 1 instance of data. 10 out of 18 translation techniques were used, but the most widely used translation technique was the literal translation, with 16 instances. Meanwhile, three dominant techniques were literal, adaptation, and generalization, which became the translation norms of CSI. The literal translation technique shows the closeness of SL (Source Language) and TL (Target Language) so that several concepts already have equivalents following the meaning of the SL. 
EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21455

Abstract

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL. 
High-stakes testing and English teachers' role as materials developers: Insights from vocational high schools Elsa Ananda; Ashadi Ashadi
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17518

Abstract

The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.
Thematic Structure in Students’ Writings: Implications on their Ideas Organization and Development Zefki Okta; Ashadi Ashadi; Sulis Triyono; Dwiyanto Djoko Pranowo
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.49-72

Abstract

Thematic structure is an important concept in organizing ideas in academic writing. Although numerous studies have focused on investigating how it is realized in students' writing, only a few focus on investigating thematic structure in students' text across different proficiency levels. This article is based on a study analyzing idea organization and development in 24 high and low-scoring essays through Systemic Functional Linguistics (SFL). It was a qualitative content analysis with complementary quantitative data. The results show significant differences in how ideas are organized and developed in high and low-scoring essays. Even though all types of Themes (topical, interpersonal, textual Theme) were observed in both groups, the high-scoring essays elaborated more themes than the low ones indicating that the high-scoring essays comprised more clauses. As for Thematic Progression, all the patterns were present in the essays. The Linear Theme pattern was primarily applied in high-scoring essays, while the Constant Theme pattern was applied frequently in the low-scoring ones. The Split Rheme pattern was less observed in all the students' essays. These findings indicate that the high achievers provided more expounded ideas through linear theme patterns, whereas their counterparts tended to focus on a subject reflected through Theme reiteration. Thus, this implies that proficiency characterized writers in organizing and developing ideas in writing as reflected through thematic Choice and Progression.
PENERAPAN ARSITEKTUR METABAHASA PADA BANGUNAN BATUMI AQUARIUM Syafira Rahma Fauziah; Ashadi Ashadi
Integrative Perspectives of Social and Science Journal Vol. 2 No. 03 Agustus (2025): Integrative Perspectives of Social and Science Journal
Publisher : PT Wahana Global Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Konsep arsitektur metabahasa menawarkan kerangka kerja yang komprehensif untuk merancang bangunan yang inovatif dan berkelanjutan. Dengan menggabungkan prinsip-prinsip fleksibilitas, interkonektivitas, dan adaptasi, bangunan dapat menjadi ruang yang dinamis, responsif, dan bermakna bagi penggunanya. Penelitian ini bertujuan untuk mengkaji bagaimana prinsip-prinsip metabahasa dapat diterapkan pada batumi aquarium], sehingga menciptakan bangunan yang tidak hanya memenuhi kebutuhan fungsional, tetapi juga memberikan pengalaman estetis dan sosial yang kaya.
Navigating the Journey: A Phenomenological Exploration of Graduate Students’ Experiences in Scientific Article Writing Fitri Yuliana; Sulis Triyono; Ashadi Ashadi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6276

Abstract

Writing scientific articles presents considerable challenges for many graduate students, often due to insufficient support and resources. As academic publishing is crucial for scholarly development, understanding the obstacles students face is essential for providing effective interventions. This qualitative study employed a phenomenological approach to explore the experiences of ten graduate students from diverse academic disciplines and semesters. Data were collected using semi-structured interviews, preceded by an e-reflection exercise completed by each participant. Interpretative Phenomenological Analysis (IPA) was used to examine the data, following steps such as identifying significant themes, interpreting their meaning, and synthesizing the findings. The analysis revealed three primary challenges in scientific writing: difficulty selecting a topic, poor time management, and limited academic writing proficiency. To overcome these issues, students engaged in peer discussions, developed task lists, and participated in scientific writing training programs. These findings highlight the need for structured writing support within graduate programs. Institutions should consider implementing targeted interventions, such as peer writing groups and academic writing workshops, to enhance students’ writing competence and confidence. Graduate students encounter multifaceted challenges in scientific article writing. However, through collaborative strategies and institutional support, these obstacles can be effectively mitigated. Future research should further investigate scalable academic writing interventions to support student success.
Investigating Transitivity and Text Types in EFL Textbook "English for Nusantara" Annisa Jihan Salsabil; Agus Widyantoro; Margana Margana; Ashadi Ashadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1849

Abstract

The several kinds of operations about the concepts or content supplied in the phrase are addressed by the grammatical system known as transitivity. The generation of the situation's field might explained by looking at the texts' transitivity structure. This study aims to analyze a transitivity pattern and its suitability with the communicative goals of various types of texts in the EFL English for Nusantara textbook. The focus of this research is on examining the type of process, the role of the participants, and the elements of information to understand how these linguistic features able to contribute to achieving the goal of communicative effectiveness in a narrative, descriptive, recount, procedural, and expository text. This research uses a qualitative descriptive approach, with content analysis as the primary method. Data might be collected by systematically identifying linguistic characteristics in texts that have been selected, followed by categorization and interpretation. This methodology provides the possibility of an in-depth understanding of how linguistic characteristics have an appropriate role in accordance with their communicative purposes. The results of the study provide clues that each type of text has different transitivity patterns according to its function. Narrative texts are dominated by material processes, emphasizing actions and events, while relational and mental processes may add context and depth. Descriptive text provides insight into the balance of relational processes with material. Recount texts emphasize material processes to tell past events dynamically. Procedural texts focus on material processes to provide instructions and achieve real results, while expository texts might provide a balance between material and relational processes to present and explain information.
Empowering Heritage Tourism Communities through Foreign Language Capacity Building: Evidence from a Cultural Institution in Indonesia Yeni Artanti; Ashadi Ashadi; Susana Widyastuti; Isti Haryati; Agus Pandoyo Muncar; Desi Ramadhani Siregar; Elis Ariesa Rani; Setya Novanta Wicaksana; Fauza Bulqois Lubis; Ni Luh Putu Cintya Heryanti; Beta Sari; Vita Diah Setyoningrum
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 6 No 1 (2024): JSID: November 2024
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v6i1.282

Abstract

Sustainable heritage tourism increasingly depends on the capacity of local communities to act as effective cultural mediators, yet limited attention has been given to the role of foreign language competence as a mechanism of empowerment within heritage institutions. In many heritage destinations, tour guides are expected to communicate complex cultural meanings to international visitors, but insufficient linguistic resources may constrain their professional agency and the quality of heritage interpretation. This study aims to examine how foreign language capacity building functions as a form of community empowerment in a heritage tourism context, with specific reference to heritage tour guides at the Keraton Ngayogyakarta Hadiningrat, Indonesia. The study adopted a qualitative case study design. Data was collected through systematic observations of training sessions and guided tours, reflective discussions with participating guides, and analysis of training materials and institutional documents. The data were analyzed thematically, guided by empowerment theory and communicative competence theory. The findings indicate that foreign language training enhanced guides’ communicative confidence, interpretive depth, and intercultural awareness. Participants demonstrated greater flexibility in responding to visitor inquiries, improved narrative coherence in explaining cultural and historical meanings, and stronger perceptions of professional legitimacy as cultural representatives. While the training primarily supported psychological and social dimensions of empowerment, it contributed indirectly to cultural sustainability by strengthening heritage mediation practices. These findings suggest that foreign language capacity building has significant implications for sustainable heritage tourism and the operationalization of Sustainable Development Goal 11. Integrating language training into heritage management and community development initiatives can support more inclusive, high quality, and culturally grounded tourism practices.
Co-Authors Agus Pandoyo Muncar Agus Widyantoro Ahmad Rifat Fikri Ahmad Taufiq Aji Seno Suwondo Alif Karyawati Amrih Bekti Utami, Amrih Bekti Anggi Noviyanti Annisa Jihan Salsabil Baskoro Adi P Beta Sari Budi Utami Chandra Fauzi Desi Ramadhani Siregar Dwiyanto Djoko Pranowo Elis Ariesa Rani Elsa Ananda Erna Andriyanti Fauza Bulqois Lubis Fitri Yuliana Friyanto Friyanto Hidayati Utami Idam Ragil Widianto Atmojo Ihtiara Fitrianingsih Ista Maharsi Isti Haryati Juhansar Andi Latief Kastam Syamsi Lina Mahardiani Linda Ochtivah W Margana Margana Maria Ciptaning Sabdo Kawedhar Moh Riswandha Imawan Mohammad Masykuri Muhammad Fahruddin Aziz Mulyani, Sri Nasir Umar Ni Luh Putu Cintya Heryanti Nichella Ayu Clarita Nur Aziza Nur Rahmawati Nurma Yunita Indriyanti Octaviani Putri Pertiwi Pertiwi Pradana Akbar Tanjung Prastya, Rio Laksamana Pratiwi, Yesi Primita Arif Carabella Putra, Rizky Anugrah Rahma Aini Riska Awaliyah Romios, Laser Saiful Anwar Sajidan Sajidan Sajidin Sajidin Sandi Pradana Sarfita Br Sitepu Setya Novanta Wicaksana Siti Jannatussholihah Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Siti Zuraidah Sugirin Sugirin Sulis Triyono Sulistyo Saputro Susana Widyastuti Syafira Rahma Fauziah Ulfa Amalia Vita Diah Setyoningrum Widha Winarno Widyastuti Purbani Wima Pudya Ajunda Wulandari, Nunik Herani Yeni Artanti Zefki Okta Zudianto, Hardian