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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 Journal on English as a Foreign Language (JEFL) 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 Enrichment: Journal of Multidisciplinary Research and Development Journal of Society Innovation and Development (JSID) REGISTER JOURNAL IPSSJ Pedagogy Review Studies in English Language and Education
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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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.
Generative AI integration in ELT take-home tasks: Challenges, relevance, and cognitive development at high schools Sarfita Br Sitepu; Ashadi Ashadi
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.127

Abstract

Generative Artificial Intelligence (GAI) tools, such as ChatGPT, have gained popularity among high school (HS) English language learners (ELLs) in Indonesia. However, the use of ChatGPT in ELT take-home tasks remains underexplored. This study examined its ability to handle different cognitive-level ELT take-home tasks, explored how ChatGPT influences HS ELLs’ cognitive development during task completion, and identified teachers’ perspectives on its influence on these tasks. A descriptive qualitative design was employed, involving twelve HS ELLs and four English teachers. Data were collected through task simulations and semi-structured interviews and were then analyzed thematically to identify patterns in GAI’s impact on ELT. The findings indicate that ChatGPT supports Lower Order Thinking Skills (LOTS) and Middle Order Thinking Skills (MOTS) tasks, which allow ELLs to copy AI-generated responses easily. This suggests that LOTS and MOTS tasks lose their role as take-home tasks, raising concerns about academic integrity. Moreover, teachers agreed that ChatGPT can serve as a constructivist tool to foster deeper engagement. With proper guidance, ELLs can develop strong navigation skills to ensure that AI use enhances their cognitive development. To maintain educational rigor, the study recommends using HOTS tasks with more intricate prompts that foster deeper cognitive engagement and metacognitive skills. This study contributes to maximizing ChatGPT’s potential for meaningful learning experiences for HS ELLs while preserving cognitive development.
EFL students motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling Ista Maharsi; Sugirin Sugirin; Ashadi Ashadi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30185

Abstract

Motivation to read, the driving force to achieve ones reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants motivational currents following Drnyeis Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the students learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students motivation. This study concludes with possible directions for future motivation research.
Patriarchal Deconstruction in the song “Sit Still Look Pretty” by Daya Ahmad Taufiq; Ashadi Ashadi; Yeni Artanti
Journal of Language and Literature Vol 25, No 1 (2025): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i1.10669

Abstract

Music plays a key role in shaping culture, reflecting societal norms, and serving as a tool for critique. This study examines how Sit Still, Look Pretty by Daya challenges traditional gender roles using Derrida’s deconstruction theory, which questions binary oppositions and redefines female autonomy. By analyzing the song’s lyrics and themes, this research explores how popular music can dismantle patriarchal norms and provide a more inclusive understanding of gender and identity. Using a qualitative approach and Derrida’s concepts of différance and binary opposition, the study reveals how the song critiques societal expectations that prioritize women’s physical appearance and passive roles, while emphasizing ambition and independence. Key findings include themes such as: 1) women and appearances, 2) women and identity, 3) women and self-sufficiency, 4) women and materialism, 5) women and control, 6) women and ambition, 7) women and gender expectations, and 8) patriarchy. The song goes beyond rejecting traditional norms; it reconstructs a framework of female identity centered on agency and empowerment. By destabilizing binary oppositions like active/passive and dominant/submissive, the song challenges listeners to engage with entrenched societal values critically. It highlights the importance of breaking free from patriarchal systems that perpetuate gender inequality and reimagines a world where women can define their roles and ambitions without societal constraints. This analysis demonstrates the potential of popular music as a transformative tool for deconstructing oppressive ideologies and fostering more inclusive identities.
The Representation of Moral Values in Indonesian Grade 7 English Course Books: A Multimodal Content Analysis of Prescribed Student Profiles Primita Arif Carabella; Ashadi Ashadi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.19294

Abstract

Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
The Representation of LPDP Scholarship in CNN Indonesia: a Corpus Based Critical Discourse Analysis Vita Diah Setyoningrum; Sulis Triyono; Ashadi Ashadi
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1981

Abstract

Background:  Media tend to portray state-owned scholarships and can influence public opinion in a positive, negative, or neutral way. However, the specific depiction of the LPDP scholarship, a prominent state-owned scholarship in Indonesia, requires closer examination. The image of the LPDP scholarship can be analyzed through the collocation of keywords related to LPDP and LPDP scholarships found in the CNN Indonesia news data corpus. The role of the media in forming a positive or negative image is then critically examined through critical discourse analysis. Methodology:  The method used in this study is critical discourse analysis using corpus tools. The data used are 77 news about LPDP Scholarships with a total of 26,335 tokens. The news text was analyzed with the help of a corpus tool in the form of the AntConc application to obtain word frequencies, collocations, and concordances. Findings:  The image of the LPDP Scholarship in CNN Indonesia news is first seen from the frequency of words that appear and are significant, meaning that CNN Indonesia tends to be specific in reporting the LPDP Scholarship by directly referring to the program it has. Second, the emergence of collocation tends to focus on news about the LPDP Scholarship even though there was one negative image related to the problems that occurred in 2020. Third, the emergence of concordance gives the meaning that CNN Indonesia tends to provide a positive image of news about the LPDP Scholarship. Conclusion:  The results of the study show that the frequency of words, collocations, and concordances that appear mean that the CNN Indonesia news media in reporting the LPDP Scholarship predominantly provides a positive image. The media tends to report specifically about the LPDP Scholarship, such as the registration and funding schemes. On the one hand, the media is neutral in reporting. This can be seen from how the media also portrays the conflict that occurred in the LPDP Scholarship, especially regarding the policies implemented. Originality:  This study uses LPDP news in 2014-2024 released by CNN Indonesia to determine the image of LPDP scholarships based on word frequency, collocation, and concordance.  
“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom Siti Jannatussholihah; Ashadi; Erna Andriyanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i2.1770

Abstract

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.
The Impact of Mobile-Assisted Language Learning on EFL Students' Presentation Skills Riska Awaliyah; Ashadi Ashadi
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp136-146

Abstract

Mobile-Assisted Language Learning (MALL) has emerged as a transformative catalyst in facilitating English as a Foreign Language instruction, particularly in enhancing speaking competencies. The primary objective of this study was to investigate the impact of MALL on EFL students’ presentation skills, focusing on how mobile technologies foster student-centered learning environments. By exploring the intersection of digital tools and pedagogical frameworks, the research sought to identify how mobile applications facilitate the development of complex speaking tasks. To achieve this, the study employed a mixed-method research design, integrating both quantitative and qualitative data to provide a comprehensive analysis of the phenomenon. The quantitative phase involved thirty-eight students from Universitas Negeri Yogyakarta, focusing on their use of various MALL applications to prepare for presentations. Data were analyzed using descriptive statistics to identify trends in proficiency gains. Simultaneously, the qualitative phase utilized semi-structured interviews and descriptive techniques to capture nuanced student experiences and perceptions. The findings of this study indicate that the integration of MALL substantially improves several key dimensions of oral proficiency, including pronunciation, vocabulary acquisition, and grammatical accuracy. Furthermore, mobile tools were found to be instrumental in helping students structure their presentation content and significantly bolster their self-confidence. The results suggest that the core drivers of these improvements are the opportunities for repeated, self-directed practice and the availability of immediate feedback provided by mobile platforms. Consequently, learners exhibited heightened motivation and a stronger willingness to engage in challenging speaking activities. In conclusion, this research emphasizes that when MALL is thoughtfully implemented with appropriate pedagogical scaffolding, it can significantly strengthen EFL students’ presentation skills and overall speaking fluency. The study suggests that educators should move beyond mere technology adoption, focusing instead on integrating MALL as a strategic component of communicative language teaching to foster autonomous, confident language learners. Keywords: EFL learner, MALL, presentation skill, speaking skill
High-stakes testing policy and English language teaching: Voices of the leftovers Laser Romios; Ashadi Ashadi; Widyastuti Purbani
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2005

Abstract

High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers
Co-Authors Agus Pandoyo Muncar Agus Widyantoro Ahmad Taufiq Aji Seno Suwondo Alif Karyawati Amrih Bekti Utami, Amrih Bekti 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 Laser Romios Lina Mahardiani Linda Ochtivah W Margana Margana Maria Ciptaning Sabdo Kawedhar Moh Riswandha Imawan Mohammad Masykuri Muhammad Fahruddin Aziz Mulyani, Sri Ni Luh Putu Cintya Heryanti Nichella Ayu Clarita 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 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