Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Script Journal: Journal of Linguistic and English Teaching Journal of English Language and Pedagogy
Akbar, Aditya Sahrul
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The implementation of comics strip in teaching recount text Musfira, Musfira; Dardjito, Hanandyo; Akbar, Aditya Sahrul
Journal of English Language and Pedagogy Vol 7 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i1.10988

Abstract

This research aims to describe the implementation of comic strips in teaching recount text writing to eighth-grade students of MTS Nurul Jamil Bombana based on a scientific approach.  The research was conducted in Class VIII A. This study was action research. It was conducted in two cycles, from 8th April to 14th April 2021. The steps of the research were reconnaissance, planning, action and observation, and reflection. The subjects of the research were 20 students of the VIII A class. The data collected were in the form of qualitative data. The qualitative data were gained from observation, interviews, and documents. There were four steps in analysing the data: Data collection, data reduction, data display and conclusion/verification. The result of the research indicated that the implementation of Comic Strips based on the scientific approach was effective, and the comic strip improved the students’ learning process in writing recount texts. The students could generate ideas, and they could write recount texts in the correct form based on the criteria of effective writing skills.
Unpacking bilingualism in English Language Teaching: An empirical study of Weinreich’s typology in the Indonesian EFL context Akbar, Aditya Sahrul; Dardjito, Hanandyo; Rahman, Nadya Septiani; Redoble, Ma. Azalea Candyd B.
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19625

Abstract

The process of acquiring the target language cannot be separated from the aspect of bilingualism, which explains how an individual can acquire a second language. Thus, this research aims to analyze how English teachers acquire English as their target language. The analysis is based on the three types of bilingualism proposed by Weinreich (1953). In addition, this study aims to identify the type of bilingualism that is most commonly used by teachers in the context of English learning. A qualitative research design was employed in this study to investigate the topic qualitatively, utilizing data analysis techniques as outlined by Miles & Huberman (2014). The data in this research were collected through questionnaires, interviews, and video observations of two teachers who actively teach English at a vocational school in Yogyakarta. The results show that in language acquisition, subordinate and coordinate bilingualism emerge as the most dominant types of bilingualism in how teachers acquire their target language. Additionally, subordinate is a type of bilingualism that is often used by both teachers in the ELT context. Future research can explore the correlation between parenting patterns and the process of acquiring an individual's target language.
Register Dynamics in the EFL Classroom: Investigating Teachers’ Language Styles in Indonesian Vocational School Akbar, Aditya Sahrul; Dardjito, Hanandyo; Ikrarini, Estri Oktarena
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article 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.v11i1.2053

Abstract

Background: Style plays an important role in fostering productive interactions between teachers and students when learning English as a foreign language (EFL). Using the right style can improve information delivery and allow for the creation of a positive classroom environment. Three of Martin Joos' Five Clocks Theory: formal, consultative, and informal, are considered the most relevant in the context of Education. The findings are significant in helping teachers in vocational schools adjust their language style to enhance student communication and comprehension. Methodology: This study applied a descriptive qualitative approach with a purposive sampling technique. Seven English teachers from one of the vocational schools in Yogyakarta became respondents for the questionnaire, and two other teachers were interviewed for in-depth data. The data were analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion. Findings: The questionnaire results showed that the consultative register, the formal, and the casual were the most to least used, respectively. In-depth interviews revealed that teachers adjusted their language style based on the context of delivering the material and the relational closeness with students. The formal register functions to deliver structurally complex material, while the casual register is used to build closer relationships with students. Conclusion: The use of registers helps improve learning outcomes by enabling teachers to deliver material accurately while building rapport with students, resulting in a more interactive learning environment, increased motivation, and a deeper understanding of the learning material. Combining formality and closeness through consultative and casual registers is an important strategy for teachers in adjusting their teaching approaches. Originality: This study contributes to the theory of communicative language teaching in which registers used by EFL teachers emphasize the meaningfulness of language. This study also contributes to classroom communicative theory by highlighting how teachers and students communicate to enhance students' engagement, social dynamics, and learning outcomes.
Co-Authors Dardjito, Hanandyo Ikrarini, Estri Oktarena Musfira, Musfira Rahman, Nadya Septiani Redoble, Ma. Azalea Candyd B.