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All Journal ELT Worldwide: Journal of English Language Teaching IJIET (International Journal of Indonesian Education and Teaching) POLYGLOT CaLLs : Journal of Culture, Arts, Literature, and Linguistics JETA (Journal of English Teaching and Applied Linguistic) Indonesian Journal of English Teaching Journal of Education Method and Learning Strategy Indonesian Journal of Elt and Applied Linguistic JR-ELT (Journal of Research in English Language Teaching) Polyglot: Journal of Linguistics, Literature, and Language Education
suseno, edy
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYZING FOUR IDENTITY STATUS ON SAIKAKU’S SHORT STORY “TWO OLD CHERRY TREES STILL IN BLOOM” TO ENHANCE CRITICAL READINGIN Suseno, Edy
CaLLs (Journal of Culture, Arts, Literature, and Linguistics) Vol 7, No 1 (2021): CaLLs, Juni 2021
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/calls.v7i1.4746

Abstract

The short story could be the media to teach something to the readers. “Two old cherry trees still in bloom” for example, is written by Saikaku. Through his work, Saikaku would like to show the readers the implementation of 4 identity-statuses. He brought the readers into critical reading to help them find the identity. To analyze the 4 identity status content in his short story, the coding analysis was used. By analyzing, it could be seen that 4 identity-status categories comprise identity diffusion, identity foreclosure, identity moratorium, and identity achievement. Each status has two codes like uncertainty and unknown in identity diffusion, admiration and sympathy in identity foreclosure, struggle and chasing in identity moratorium, and settle and completion in identity achievement. Through the analysis, Saikaku shows the readers that to harmonize oneself as an individual and community member, someone needs to develop his curiosity through implementing identity moratorium to satisfy his lacking of background knowledge. Moreover, developing a sense of love is very essential to keep someone digging something out sufficiently through identity foreclosure to reach the ultimate goal of life.
THE LEXICOGRAMMATICAL APPROACH: ENHANCING DELIVERY SKILLS THROUGH COMMUNICATIVE GRAMMAR DEVELOPMENT Suseno, Edy
JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 2 (2024): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/jeta.v5i2.1694

Abstract

It's critical to use a language in daily interactions. It is the method by which people communicate ideas. Many EFL students struggle to use the language they learn for communication. In order to achieve this goal, A few theories were offered to assist in correcting such a defect. The main phase is devoted to expanding one's vocabulary. It is the material that will be utilized to put the ideas into words. Grammar rules are used in order to give it meaning. That's the way sentences are put together. When grammar rules and vocabulary are used to construct sentences, the delivery gains significance. It is an advantage of employing lexico grammar in spoken communication. Nonetheless, it's necessary to learn how to understand idioms. Using the lexicogrammar approach to analyze it aids in the pupils' grammatical recognition. The conclusions are the result of a qualitative investigation of the theories. It has been discovered that learning speaking via lexicogrammar and communicative grammar techniques improves the fluency and understanding of the speech. Applying it to the teaching of related subjects aids teachers. It also prompts more in-depth observation from other researchers.
Utilizing Paraphrasing Tools, Translation Techniques, and Bilingualism to Enhance Argumentative Writing Skills Suseno, Edy; Novitasari, Dian
Polyglot: Journal of Linguistics, Literature, and Language Education Vol. 1 No. 1 (2025): Polyglot: Journal of Linguistics, Literature, and Language Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/polyglot.v1i1.56

Abstract

EFL students must improve their argumentative essay writing skills in order to cultivate critical thinking. Fifteen college students participated in the treatment because of their deficiencies in argumentative writing. The teacher began by delivering the lesson in the mother tongue. When it was put into practice, the students wrote argumentative essays in their home tongue. Strong external validation is required for the endorsed ideas. Citations were applied to the targeted notion in order to achieve this goal. The pupils had to manually translate their writings into English because of the subject matter. However, it is necessary to proofread the document for correct grammar usage. The pupils used a grammar checker app to meet this requirement. Making the content easy for readers to understand is crucial. The pupils used the paraphrase app in order to meet its requirements. The teaching-learning process data was then subjected to a qualitative analysis. The use of paraphrase tools, translation strategies, and bilingualism were then discovered to be beneficial for students' development of argumentative writing abilities. It encourages further observations from other researchers and could be used by educators to teach related subjects.
STUDENTS’ ATTITUDES TOWARD VIDEO-RECORDED PRESENTATIONS IN ENHANCING ENGLISH ORAL PRESENTATION SKILLS IN AN ESP SETTING Novita, Dian; Rachmawati, Dwita Laksmita; Suseno, Edy
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/5nqhtv26

Abstract

In the English for Specific Purposes (ESP) context, where students must communicate effectively for academic and professional goals, oral presentation skills are especially important. However, many college students struggle with nervousness, low self-esteem, and a lack of opportunities to practice speaking English in traditional live presentations. The current study examines students’ opinions regarding the usage of video-recorded presentations as a substitute oral presentation task in an ESP class to address the issues. 26 students studying Civil Engineering at a private university in Indonesia participated in the study, which used a quantitative research approach. Students’ opinions prior to, during, and following video-recorded presentations were examined using a closed-ended questionnaire using a five-point Likert scale. The results show that students' perceptions of video-recorded presentations are generally favourable. Pronunciation, fluency, grammatical accuracy, and presentation structure were all evaluated by most participants as being improved by this method. Additionally, speaking anxiety was lessened, confidence was boosted, and adequate preparation time was provided by video-recorded presentations. Students' enthusiasm was also bolstered by encouraging comments from their teachers and peers. Video-recorded presentations were seen as a helpful and encouraging learning technique, even though they required extra preparation time. The study concludes that, in ESP and English as a Foreign Language (EFL) context, video-recorded presentations can be a useful teaching technique for improving students' oral presentation skills.
THE GROUPING METHOD AS A PEDAGOGICAL STRATEGY TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS' PROFICIENCY IN CONSTRUCTING SIMPLE PRESENT TENSE SENTENCES [METODE PENGELOMPOKKAN SEBAGAI STRATEGI PEDAGOGIS UNTUK MENINGKATKAN KEMAMPUAN SISWA SMP DALAM MENYUSUN KALIMAT SINGKAT DALAM BENTUK PRESENT TENSE] Suseno, Edy; Novita, Dian; Megawati, Fika
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10583

Abstract

The simple present tense is a fundamental grammar structure in English as a Foreign Language (EFL) learning, yet it remains a source of difficulty for many junior high school students, particularly in relation to subject-verb agreement and sentence construction. This study investigates the effectiveness of the grouping method as a pedagogical strategy to improve students' proficiency in constructing simple present tense sentences. A mixed-methods research design was employed with 60 Grade 7 students from a junior high school in Indonesia. The intervention involved implementing the grouping method in three phases: teaching verbal sentences (Group A: plural/subjects other than third-person singular; Group B: third-person singular), teaching nominal sentences (Group C: to be constructions), and integrating both types of sentences. Data were collected through pre- and post-tests, classroom observations, student questionnaires, and semi-structured interviews. Results indicated a significant improvement in students' accuracy in constructing simple present tense sentences, a reduction in cognitive load, and an increase in motivation and confidence. The findings suggest that the grouping method is a valuable strategy for EFL teachers to enhance students' grammar proficiency and engagement. Abstrak Bahasa Indonesia  Simple Present Tense merupakan struktur tata bahasa fundamental dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL), namun tetap menjadi sumber kesulitan bagi banyak siswa SMP, khususnya terkait dengan kesesuaian subjek-predikat dan konstruksi kalimat. Studi ini menyelidiki efektivitas metode pengelompokan sebagai strategi pedagogis untuk meningkatkan kemampuan siswa dalam menyusun kalimat Simple Present Tense. Desain penelitian metode campuran digunakan dengan 60 siswa kelas 7 dari sebuah SMP di Indonesia. Intervensi melibatkan penerapan metode pengelompokan dalam tiga fase: pengajaran kalimat verbal (Kelompok A: jamak/subjek selain orang ketiga tunggal; Kelompok B: orang ketiga tunggal), pengajaran kalimat nominal (Kelompok C: konstruksi "to be"), dan pengintegrasian kedua jenis kalimat tersebut. Data dikumpulkan melalui tes pra dan pasca, observasi kelas, kuesioner siswa, dan wawancara semi-terstruktur. Hasil menunjukkan peningkatan yang signifikan dalam akurasi siswa dalam menyusun kalimat Simple Present Tense, pengurangan beban kognitif, dan peningkatan motivasi serta kepercayaan diri. Temuan ini menunjukkan bahwa metode pengelompokan merupakan strategi yang berharga bagi guru EFL untuk meningkatkan kemampuan tata bahasa dan keterlibatan siswa.
Co-Authors Dian Novita Dian Novitasari Dwita Laksmita Rachmawati Fika Megawati Heru Purnomo Laiel, Habib Alwi jamalul Nuryana, Amiatun OIKUREMA PURWATI