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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Journal on English as a Foreign Language (JEFL) ETERNAL: English Teaching Journal Visipena JELL (Journal of English Language Learning) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Journal of English Education and Teaching (JEET) Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat CONCEPT Journal of Research on Language Education ALLURE JOURNAL Journal of Language Education (JoLE) Journal of Information System, Technology and Engineering SANISKALA: Jurnal Pengabdian Masyarakat Papanda Journal of Community Service
Herdiawan, Rama Dwika
Universitas Majalengka
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EFL Pre-Service Teachers' Beliefs in Microteaching Practicum Herdiawan, Rama Dwika
Allure Journal Vol 3, No 1 (2023): January 2023
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v3i1.13815

Abstract

Pre-service teachers' expectation in order to successfully carry out the instructional process in the classroom is for them to create the most of their educational experiences by conveying their knowledge to the students. In this study, a case study was implemented, and it consisted of eleven future English teachers participating in a microteaching practicum that was led by two senior lecturers. The whole parties were aware of the purpose of the investigation that was being conducted. Based on the findings, pre-service teachers are almost unanimously of the opinion that one of the most significant aspects of the process of teaching and learning English is the contact that occurs in English between the teacher and the students. When teachers communicate in English with their students, those students are more likely to make an effort to communicate in English on their own. Therefore, English teachers should consistently encourage their pupils to use English throughout the entirety of the teaching and learning process with their classes.
An Appraisal Analysis Of Narrative Text From The 11th Grade English Textbook Magfiroh, Iroh; Herdiawan, Rama Dwika; Rofi'i, Agus
Allure Journal Vol 1, No 1 (2021): July 2021
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.423 KB) | DOI: 10.26877/allure.v1i1.9270

Abstract

This present study explain the appraisal devices especially the attitude types. Appraisal theory is the development of Systemic Functional Linguistics theory in the realm of interpersonal meaning initiated by Martin and White. This study used qualitative research with discourse analysis (DA) techniques. The object of analysis in this study is narrative text of the English textbooks for senior high school students published by the Ministry of Education and Culture. This study employed a document analysis as a technique for collecting data. The findings showed that there were 65 systems of attitude which consist of 19 positive affect, 25 negative affect, 8 positive judgment, 8 negative judgment, 1 positive appreciation, and 4 negative appreciation.
Discursive Practices in Teachers' Lesson Plan Documents: A Critical Discourse Analysis Study of Pedagogy and Ideology in Learning HERDIAWAN, RAMA DWIKA; Nurhidayah, Yayah; Asteka, Pipik; Pamungkas, Trian; Agustin, Hilda Muthia
Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.2.356-373

Abstract

This study examines English lesson plans as outlined by high school educators in the country of Indonesia in relation to the plans’ language as it concerns the key components of Critical Discourse Analysis (CDA). The research takes on a qualitative approach using Critical Discourse Analysis (CDA) to look into the teaching and ideological aspects embedded in lesson plans of Indonesian EFL teachers. Unlike the lesson plans of other countries, Indonesian lesson plans are not devoid of ideologies. They contain the contrasting ideologies of student autonomy and openness, multicultural teaching, and modern methods and tools of teaching. Including Project Based Learning (PBL), Social Emotional Learning (SEL), and Culturally Responsive (CRT) teaching demonstrates more inclusiveness and flexibility Then there is the Profil Pelajar Pancasila and the Pancasila state ideology which is sheer ethical and nationalist moralism blended with everyday teaching. The use of Multimodal and other forms of assessment shows the targets set are for the learners to demonstrate critical, collaborative, and digital skills. The inquiry has established how through the analysis of documentary evidence and accounts of interviews, teachers construct and interpret the language of professional theory. The findings hence contribute to knowledge in that the formulation of lesson plans is not purely mechanical, rather, it is an arena where beliefs are contested and agency is exercised in the EFL context.
Gender stereotypes in visual and verbal texts from government-distributed EFL textbook: Critical discourse analysis Herdiawan, Rama Dwika; Fakhruddin, Afief; Nurhidayat, Eka; Nurhadi, Kardi
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9357

Abstract

Research on gender stereotypes in educational materials has been documented. However, research exploring gender stereotype constructions within visual and verbal materials of English as a foreign language (EFL) textbooks remains limited. This study investigates gender stereotype constructions within visual and verbal materials of the Indonesian government-distributed EFL textbook to shape learners' perceptions of gender roles. This study employed critical discourse analysis (CDA) to explore how textbooks construct stereotypical roles through visual depictions, dialogue patterns (verbal), and linguistic characteristics as data sources and verbal ones. The visual and verbal texts were documented in dialogues and analyzed considering theories of gender stereotypes using CDA. The results reveal that males are assigned lucrative and out-of-the-home jobs, like farmers (Beni's father) and teachers (Dayu's dad). In contrast, women are tied to household responsibilities, such as Lisa's mom being a housewife, which confirms the notion that women play a primary role in providing care. This study highlights the significance of employing gender-sensitive teaching strategies to enable EFL students to critically analyze stereotypes and form more expansive understandings of gender roles.
Gender representation in senior high school textbook: A critical discourse analysis Sudjana, Muhammad Ridwan Shaleh; Herdiawan, Rama Dwika; Kustini, Titin
Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v10i2.7919

Abstract

This study investigates gender representation in the Indonesian senior high school English textbook Pathway to English for Grade 12 (2017) using Fairclough’s (2010) Critical Discourse Analysis, Gender Representation Theory, and Multimodality Theory. The analysis of ten purposively selected samples shows a clear imbalance: male characters appear more often and are portrayed in active, authoritative roles, while female characters are less visible and frequently confined to passive or supportive positions. Although a few instances highlight women in empowered roles, these are marginal and overshadowed by dominant patriarchal narratives. The findings indicate that the textbook perpetuates traditional gender ideologies rather than challenging them, emphasizing the need for more gender-sensitive educational materials that provide equitable role models for learners. Keywords: Gender representation; critical discourse analysis; English textbook; 
EXPRESSIONS OF APPRAISAL SYSTEMS ON STUDENT-TEACHER INTERACTION IN EFL CLASS Herdiawan, Rama Dwika; Nurhidayat, Eka Nurhidayat; Yuliana, Nanda Yuliana
Journal of Research on Language Education Vol 5, No 2 (2024)
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jorle.v5i2.4636

Abstract

This study explores the role of appraisal systems within student-teacher interactions in English as a Foreign Language (EFL) classrooms, focusing on how these linguistic resources shape the educational experience. Utilizing a qualitative case study approach, data were collected through classroom observations, audio recordings, and semi-structured interviews with EFL teachers and students in Majalengka. The analysis, grounded in Systemic Functional Linguistics, identified key patterns in the use of appraisal language, including expressions of attitude, engagement strategies, and graduation. The findings reveal that positive appraisals significantly enhance student engagement and motivation, while the strategic use of engagement and graduation in feedback helps create an inclusive and supportive learning environment. Teachers' positive attitudes and validation of students' contributions foster a sense of belonging and confidence among learners. Conversely, negative appraisals, though less frequent, can adversely affect student morale and participation. This research highlights the critical role of nuanced and supportive communication in EFL education. It offers practical insights for educators to refine their interactional strategies, emphasizing the importance of positive reinforcement, inclusive engagement, and calibrated feedback. The study underscores the need for further research to explore appraisal systems in diverse educational settings and their long-term impact on student outcomes. By bridging the gap between linguistic theory and educational practice, this study aims to contribute to the enhancement of pedagogical approaches in EFL classrooms.
The Optimization of Hybrid Technology in Synchronous and Asynchronous Speaking Class Agus Rofi'i; Herdiawan, Rama Dwika
Journal of Information System, Technology and Engineering Vol. 2 No. 1 (2024): JISTE
Publisher : Yayasan Gema Bina Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61487/jiste.v2i1.59

Abstract

In an era characterized by dynamic shifts in the field of education, the pursuit of effective teaching remains a prominent objective. This study investigates a novel methodology that integrates hybrid synchronous and asynchronous methods to enhance students' English language speaking skills in the context of English language instruction. This study commences by underscoring the significance of possessing proficient English-speaking skills. Dynamic learning encompasses a combination of real-time interactions and exercises that can be completed at different times. The objective of this study is to elucidate the perspectives of educators towards the integration of hybrid synchronous and asynchronous methodologies in the instruction of English language skills, specifically in the context of speaking classes. Educators in high school or vocational settings ought to use a blended approach to English language instruction, specifically in the context of speaking courses. The research employed a descriptive case study approach. The study incorporated participants who were engaged in semi-structured interviews that encompassed questionnaires administered with high rates of close-ended responses. The findings of the study indicate that there is a significant impact of social and psychological elements on teachers' proficiency in online communication. The ramifications of these findings are of great importance for educators in the field of English language instruction. The utilization of hybrid synchronous and asynchronous approaches has the potential to enhance students' oral communication abilities within the classroom setting. In summary, the hybrid approach to English instruction, encompassing both ongoing and non-ongoing components, involves the inclusion of proficient-speaking teachers and actively engaged students in speaking-focused sessions.
Pelatihan Peningkatan Literasi Digital Guru Dalam Mengintegrasikan Teknologi di SMP Al-Washilah Panguragan Kabupaten Cirebon Nurhidayat, Eka; Herdiawan, Rama Dwika; Rofi’i, Agus; Ambarwati, Ajenk Meila; Rahmawati, Anggi
Papanda Journal of Community Service Vol. 1 No. 1 (2022)
Publisher : Paguyuban Panalungtik Sunda (Papanda)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjcs.v1i1.71

Abstract

Kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk meningkatkan literasi digital guru dalam mengintegrasikan teknologi dalam pembelajaran dikelas. literasi digital adalah kemampuan memanfaatkan teknologi dan informasi dari piranti digital secara efektif dan efisien dalam berbagai konteks seperti akademik, karir dan kehidupan sehari-hari. Pengetahuan literasi digital yang disampaikan meliputi pengenalan aplikasi media pembelajaran, konsep literasi digital. Metode yang ditawarkan untuk mengatasi permasalahan-permasalahan tersebut adalah melalui metode pelatihan dan supervisi yang partisipatif. Dalam metode ini kedua mitra dilibatkan dalam setiap kegiatan mulai dari kegiatan identifikasi, kegiatan analisis tindakan yang akan dilakukan, kegiatan perencanaan tindakan, dan kegiatan pelaksanaan kegiatan. Hasil yang dicapai dari PKM ini guru mendapatkan perhatian yang besar dari peserta karena meski telah mulai menggunakan media digital dalam pekerjaan dan pembelajaran namun penguasaan media ini masih relatif rendah. Pengetahuan literasi digital yang disampaikan meliputi pengenalan media digital, memahami konten berita digital, praktek mengunduh, konten digital dan praktek berbagi konten digital.
Implementasi Media Digital Interaktif untuk Meningkatkan Keterampilan Berbicara Bahasa Inggris Siswa SMP fakhruddin, Afief; Herdiawan, Rama Dwika; Hakim, Irfan Lukmanul; Nisa, Lulu Khoerun
Papanda Journal of Community Service Vol. 2 No. 2 (2023)
Publisher : Paguyuban Panalungtik Sunda (Papanda)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjcs.v2i2.2723

Abstract

Program pengabdian kepada masyarakat ini dilaksanakan oleh Program Studi Pendidikan Bahasa Inggris untuk menjawab tantangan yang dihadapi siswa Sekolah Menengah Pertama dalam mengembangkan keterampilan berbicara Bahasa Inggris. Sebagian besar siswa masih mengalami kesulitan, seperti keterbatasan kosakata, rendahnya kepercayaan diri, serta kurangnya kesempatan untuk berlatih berbicara dalam konteks yang bermakna. Untuk mengatasi permasalahan tersebut, program ini mengimplementasikan media digital interaktif berupa aplikasi mobile learning, tugas berbasis video, dan speech practice tools guna menciptakan lingkungan belajar yang lebih menarik dan autentik. Kegiatan dilaksanakan melalui beberapa tahap, yaitu analisis kebutuhan, perancangan program, pelatihan guru dan siswa, implementasi di kelas, serta evaluasi. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan pada keterampilan berbicara siswa, khususnya dalam aspek kelancaran, pengucapan, penggunaan kosakata, dan kepercayaan diri. Selain itu, guru memperoleh wawasan baru mengenai pemanfaatan teknologi digital dalam pembelajaran Bahasa Inggris. Program ini tidak hanya meningkatkan kompetensi komunikatif siswa, tetapi juga berkontribusi pada penguatan literasi digital dan pengembangan praktik pembelajaran inovatif di tingkat sekolah.
AI Threat or Partner Narratives in Lecturer Student Discourse: A CDA of Polarization and Legitimacy Rama Dwika Herdiawan; Yayah Nurhidayah; Trian Pamungkas; Yaniar Ratna Dewi
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 16, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.16.1.2026.79-102

Abstract

This study examines how lecturers and students discursively construct generative artificial intelligence (GenAI) as either a threat or a partner in higher education, and how these competing stances are legitimized in everyday academic communication. Guided by Critical Discourse Analysis, the study analyzes 124 GenAI-relevant statements (74 spoken; 50 written) drawn from assignment briefings, classroom discussions, consultation meetings, LMS announcements, rubric explanations, emails, and class-group chats in a bounded university context. Polarization was coded as Threat, Partner, or Hybrid/Ambivalent, while legitimation strategies were traced using Theo van Leeuwen's framework (authorization, moral evaluation, rationalization, and mythopoesis), complemented by discursive legitimation perspectives. Findings show that Threat-oriented statements (n=52) slightly outnumber Partner-oriented statements (n=35), with Hybrid "allowed, but…" regulation (n=37) functioning as the dominant mechanism for stabilizing norms under uncertainty. Threat talk occurs during high-stakes assessment moments and is commonly legitimized through authorization (rules, rubrics, sanctions) and moral evaluation (fairness, honesty), often reinforced by cautionary narratives. Partner talk becomes more salient in formative learning episodes and is primarily legitimized through rationalization that frames GenAI as scaffolding for brainstorming, outlining, summarizing, and language polishing, while reasserting student responsibility for accuracy and voice. Across stances, the central legitimacy struggle concerns accountability, who remains responsible for claims, originality, and transparency when GenAI is involved alongside student anxiety produced by inconsistent boundaries across courses. The study argues that sustainable governance requires clearer communicative templates, process-oriented assessment evidence (draft trails, reflective logs, brief oral explanations), and careful use of detection tools only as triggers for follow-up review to protect fairness and trust. 
Co-Authors Afief Fakhruddin Afief Fakhruddin, Afief Afief Fakhrudin Agus Rofi'i Agus Rofi’i Agustin, Hilda Muthia Ai Rosidah Ambarwati, Ajenk Meila Asteka, Pipik Ayuning Tiyas Dadang Sudirno Dede Salim Nahdi Dedeh Hayati Eka Nurhidayat Esti Ristia Widiyarti Evi Septiani Rahayu Fakhrudin, Afief Hakim, Irfan Lukmanul Kardi Nurhadi Magfiroh, Iroh Nisa, Lulu Khoerun Noermanzah, Noermanzah Nur Aenida, Nadia Alifa Nurhidayat, Eka Nurhidayat, Eka Nurhidayat Pamungkas, Trian Rahmawati, Anggi Ramadhian, Ayudha Raynesa Noor Emiliasari Rofi’i, Agus Sudjana, Muhammad Ridwan Saleh Sudjana, Muhammad Ridwan Shaleh Syarifah, Eva Fitriani Titin Kustini Trian Pamungkas Yaniar Ratna Dewi Yayah Nurhidayah YAYAH NURHIDAYAH, YAYAH Yuliana, Nanda Yuliana, Nanda Yuliana