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Tourism and English day policy in East Nusa Tenggara Province: the attitude of civil servants (ASN: Aparatur Sipil Negara) Toni, Elvis Albertus Bin; Hornay, Priscilla Maria Assis; Djehatu, Maria Goreti; Danibao, Bernardus Kopong; Cacciafoco, Francesco Perono; Wu, Shiyue
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 1 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i1.1085

This study examines the attitudes of East Nusa Tenggara (NTT) civil servants toward the English Day Policy introduced in Governor Regulation No. 56 of 2018. The policy aligns with NTT’s focus on tourism development, emphasizing English proficiency as key to enhancing global competitiveness. Addressing a research gap, the study explores the sociolinguistic effects of promoting English in a multilingual, culturally rich region. Data were collected from 604 civil servants via an online questionnaire distributed through WhatsApp. The survey included seven Likert-scale statements and one open-ended question in Bahasa Indonesia. Using a mixed-method approach, the analysis combined quantitative data with qualitative sociolinguistic insights. Findings reveal generally positive attitudes toward the policy, with most respondents agreeing that English is crucial for tourism and acknowledging the policy’s benefits. They also dismissed concerns that the initiative could harm local languages or Bahasa Indonesia. However, participants noted limitations in implementing the language policy, highlighting that favorable attitude alone cannot ensure its success.

ANALYZING ARGUMENTATIVE WRITING OF EFL UNIVERSITY STUDENTS Dagang, Antonius Gabriel Padu; Djehatu, Maria Goreti; Lomi, Aplonia Nelci Ke; Toni, Elvis Albertus Bin; Lake, Floribertha
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

This study sought to analyze how the third-semester students of the English Education Study Program of Widya Mandira Catholic University structured their writings based on the generic structures and language features of argumentative writing. A qualitative descriptive method was used in this study. The findings revealed the most common problem was the absence of counterarguments, which was found in the writings of 24 students (80%). There was also a problem of merging the generic structures, which was done by 14 students (46.67%). In correlation to this, 11 students (36.67%) contained weak and unclear conclusions in their writings. Another problem found was the lack of formal tone, where 13 students (43.33%) still used casual and informal phrases, and they showed subjective and informal attitude towards the topics. Errors of omission, addition, misformation, and misordering were also found in 14 students’ writings (46.67%). Misformation was the most frequently found with the total of 28 errors (45.16%), followed by omission with the total of 24 errors (38.71%), addition with the total of 7 errors (11.29%), and misordering with the total of 3 errors (4.84%), These findings suggest that simply assigning argumentative essays is not enough and there need to be more explicit guidance in structure, academic style, as well as grammar.

ANALYZING ARGUMENTATIVE WRITING OF EFL UNIVERSITY STUDENTS Dagang, Antonius Gabriel Padu; Djehatu, Maria Goreti; Lomi, Aplonia Nelci Ke; Toni, Elvis Albertus Bin; Lake, Floribertha
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

This study sought to analyze how the third-semester students of the English Education Study Program of Widya Mandira Catholic University structured their writings based on the generic structures and language features of argumentative writing. A qualitative descriptive method was used in this study. The findings revealed the most common problem was the absence of counterarguments, which was found in the writings of 24 students (80%). There was also a problem of merging the generic structures, which was done by 14 students (46.67%). In correlation to this, 11 students (36.67%) contained weak and unclear conclusions in their writings. Another problem found was the lack of formal tone, where 13 students (43.33%) still used casual and informal phrases, and they showed subjective and informal attitude towards the topics. Errors of omission, addition, misformation, and misordering were also found in 14 students’ writings (46.67%). Misformation was the most frequently found with the total of 28 errors (45.16%), followed by omission with the total of 24 errors (38.71%), addition with the total of 7 errors (11.29%), and misordering with the total of 3 errors (4.84%), These findings suggest that simply assigning argumentative essays is not enough and there need to be more explicit guidance in structure, academic style, as well as grammar.

Students’ Stories of Speaking English in EFL classes: A Narrative Inquiry into Factors Affecting Their Willingness to Speak Banunaek, Johan Ariel Suwito; Siwa, Yohanis Nurak; Toni, Elvis Albertus Bin
General English Education Vol 6 No 1 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i1.23637

Although research on factors affecting students’ willingness to speak has been extensively carried out, most studies focus more on employing quantitative research methods by identifying the influencing factors through surveys or questionnaires. Moreover, research focusing on this issue within the Indonesian contexts is scarce. Hence, this study employed a narrative inquiry to elicit participants’ lived experiences with in-depth interviews to explore how four EFL students experience and reflect on the factors influencing them to speak in their EFL classes. The findings revealed that there are five internal factors affecting students’ willingness to speak, they are language anxiety, fear of negative evaluation, confidence, motivation, and self-directed learning. Moreover, peer influence, teacher feedback practices, and classroom activities become external factors affecting students’ willingness to speak. And students’ reflect their speaking experiences as identity and recognition, narratives of change from elementary and junior high school to senior high school, and agency.

Enhancing Eighth Grade Students’ Active Participation with the Think-Pair-Share Strategy in English Language Learning at SMP Negeri 7 Kupang Logha, Yohana; Toni, Elvis Albertus Bin
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2048

This study addresses the issue of low student participation in English as a Foreign Language (EFL) classrooms, which remains a persistent challenge in Indonesian secondary education. Although cooperative learning strategies have been widely promoted, there is limited research focusing on students’ active participation in junior high school EFL contexts, particularly in eastern Indonesia. This study aims to explore how the Think-Pair-Share (TPS) strategy enhances eighth-grade students’ active participation in English learning at SMP Negeri 7 Kupang and to examine students’ responses toward its implementation. Employing a qualitative case study design, data were collected through classroom observations, interviews, and documentation. The findings indicate that TPS significantly improves students’ behavioural, cognitive, and emotional participation by fostering collaboration, confidence, and engagement. Students also demonstrated a positive perception of the strategy. Overall, Think-Pair-Share is an effective approach for promoting active participation in EFL classrooms.

Refusal Strategies Employed by Senior High School English Teachers in Adonara Timur: A Pragmatic Study Muda, Agnes; Toni, Elvis Albertus Bin
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2214

Refusal is a complex pragmatic act that often entails face-threatening consequences, requiring speakers to balance clarity, politeness, and interpersonal harmony. This study examines the refusal strategies employed by senior high school English teachers in Adonara Timur when responding to requests outside the classroom context. Using a qualitative research design and content analysis, data were collected from 13 teachers through a Discourse Completion Test (DCT) consisting of ten situational scenarios. The responses were analyzed using Beebe, Takahashi, and Uliss-Weltz’s (1990) taxonomy of refusal strategies. Findings show that indirect refusal strategies—such as providing explanations, expressing regret, offering alternatives, and citing external circumstances—were the most frequently used. Teachers also consistently employed adjuncts, including expressions of gratitude, appreciation, and apologies, to mitigate the force of their refusals and maintain positive interpersonal relationships. Direct refusal strategies appeared less frequently and were mostly used in situations involving institutional rules or established agreements, particularly in interactions with students. Overall, the study highlights the teachers’ strong orientation toward politeness, relational harmony, and context-sensitive communication. These findings contribute to understanding the pragmatic competence of English teachers in Indonesian educational settings and offer insights for integrating pragmatic awareness into language teaching materials and professional development programs.

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