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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education Language Literacy: Journal of Linguistics, Literature, and Language Teaching Getsempena English Education Journal English Teaching and Linguistics Journal (ETLiJ) ENGLISH FRANCA : Academic Journal of English Language and Education Journal of Pragmatics and Discourse Research Dikdimas : Jurnal Pengabdian Kepada Masyarakat International Journal of Education Research and Development Koli Journal: English Language Education
Andriani, Agis
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Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Unveiling the Advantages and Disadvantages of Chain Stories with Visual Media in Speaking Activities based on Students’ Experiences Andriani, Agis; Marlina, Neni; Maulida, Eki Rizkia
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 2 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i2.19757

Abstract

In Indonesia, where English is learned as a foreign language, speaking is often considered one of the most challenging skills for students to develop. Many students struggle to effectively convey their ideas during speaking activities, frequently feeling uncertain about what to say, which creates a desire for a more engaging and enjoyable learning process. To address this challenge, teachers need to be adept at creating fun and interactive learning experiences, such as utilizing the chain stories technique. The combination of learning techniques with media plays a crucial role in enhancing the speaking-focused English learning experience. This research aims to explore the advantages and disadvantages of using chain stories with visual media in speaking activities, based on students' experiences. A descriptive case study method is employed, with four students from an English course in Tasikmalaya participating in semi-structured interviews. Data is analyzed using thematic analysis. The findings reveal three key advantages of the chain stories approach: increased student motivation, enhanced self-confidence, and its suitability as a recommended learning technique for English classes. However, two disadvantages also emerged: technical problems and knowledge-related challenges during implementation. These insights can assist teachers in weighing the benefits and limitations of using chain stories with visual media as a tool to improve students' speaking skills and enhance the overall English teaching and learning process, particularly in speaking-focused activities.
ON BECOMING A PROFESSIONAL ENGLISH TEACHER : THE PROFESSIONAL IDENTITY CONSTRUCTION THROUGH EMOTIONS Syakira, Sitti; Abdullah, Fuad; Anwari, M. Rifqi Romdoni; Andriani, Agis; Hidayati, Arini Nurul; Anwar, Dede
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.1930

Abstract

In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.
INTERNET-BASED VIDEO LESSONS ON THE LEARNER’S ENGLISH PRONUNCIATION: WHAT THE RESEARCH REVEALS Amanda, Fauziah; Abdullah, Fuad; Hidayati, Arini Nurul; Andriani, Agis; Tandiana, Soni Tantan; Rosmala, Dewi
Getsempena English Education Journal Vol. 11 No. 1 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i2.2579

Abstract

Pronunciation has regained its existence in the investigative attempts in the areas of TESOL, Sociolinguistics, and Intercultural Communication. This burgeoning growth has proven the importance of pronunciation teaching and learning, notable in this technology-based language learning era. However, little attention has been given to the description of how the participant learned English pronunciation through internet-based video lessons (IBVL). Hence, this study addressed the void. Avril (a senior high school student in Tasikmalaya, West Java, Indonesia) was recruited as the investigative participant. The data were collected through semi-structured interviews and analyzed with Thematic Analysis. The findings reported that she learned English pronunciation by imitating the English tutor of the MmmEnglish channel. She learned by applying three main stages, namely listening and reading, listening and repeating, and shadowing.
The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis Andriani, Agis; Abdullah, Fuad; Nurhaedin, Enjang; Hidayati, Arini Nurul; Rosmala, Dewi; Saputra, Yuyus
Journal of Pragmatics and Discourse Research Vol 4, No 1 (2024)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v4i1.756

Abstract

Countless studies have examined the vital role of ELT textbooks as learning sources, particularly in terms of intercultural, multicultural, and trans-cultural analysis. Yet, none of them specifically talked about religious values as the research focus. Hence, this study aimed at construing religious values represented in a selected chapter of an Indonesian ELT textbook. Descriptive problem-driven content analysis was used as the research design, whilst the research data were collected through document analysis. Later, to analyze the data, the research utilized Systemic Functional Multimodal Discourse Analysis (SF-MDA) (O’Halloran, 2008c) as the framework with a focus on representational meaning and transitivity analysis for each visual and textual data. The findings showed that two data modes represent religiosity, namely visual and verbal data. In visual, religious values (artifacts, beliefs, and behaviors) are represented by the classificational process while in verbal data; they are represented by the material and relational processes. Four of Indonesia's large recognized religious communities were represented namely Christianity, Buddhism, Hinduism, and Confucianism. Yet, there is no single datum that figures Islamic values, whereas, the Islamic community is the largest in the country and even in the world. Hence, this implication suggests that stakeholders (particularly textbook authors) should pay attention to the issue of how to fairly present the five legalized communities' values existing in Indonesia. Therefore, because Indonesia has varied its communities, ethnicities, and backgrounds, ELT textbooks should fairly embody the diversities more over the religious aspects which are the core competence to gain.
Disclosing students’ challenges during digital storytelling class: A case study in higher education in Indonesia Andriani, Agis; Fatimah, Asri Siti; Irsalina, Siti
English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i1.19063

Abstract

Researchers and practitioners are exploring the possibilities of digital media and technology for teaching and learning because of its accessibility and progress. However, it is important to fit the users’ needs and express their identities in learning with and through them transcends hardware limitations (and intended purpose), because it became fun as a result of the allure and effectiveness of technology in piquing and maintaining interest. This study disclosed students’ challenges in creating digital storytelling and the students’ way of coping with the challenges during digital storytelling class. Three EFL students studied with digital stories in higher education were involved in semi-structured interviews.This study revealed based on thematic analysis that  in creating digital storytelling during digital storytelling class, they faced working with technology, steps in creating digital storytelling takes a lot of time and creativity challenges. To overcome these they ruled the strategies that they  do in coping with the challenges including improving technological skill, improving time management, and improving creativity. Further research are recommended to focus on the effectiveness about it for the students’ motivation in learning EFL.
Investigating EFL Students Self-Efficacy on the Use of QuillBot Paraphrasing Tool in Academic Writing Andriani, Agis; Fatimah, Asri Siti; Permatasari, Sylvia Arini
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 1 May (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i1 May.8831

Abstract

The present study aimed to investigate the self-efficacy of EFL students regarding their use of the QuillBot paraphrasing tool in academic writing. A qualitative research method was employed, and data were gathered through interviews. The participants consisted of four EFL students who were currently in the process of writing their theses and utilizing the QuillBot paraphrasing tool. Data analysis was conducted using NVIVO thematic analysis.The findings indicated that EFL students' self-efficacy in utilizing the QuillBot paraphrasing tool was not satisfactory. This lack of self-efficacy was influenced by various factors, including behavioral, social, and personal aspects. Among these factors, behavioral elements had the most significant impact as they directly affected the students' competence in academic writing. The participants' belief in their own academic writing abilities was undermined by behavioral factors, as they experienced difficulties in vocabulary and grammar usage. Furthermore, the study revealed that the social environment played a crucial role in enhancing EFL students' self-efficacy. Specifically, the support and encouragement received from lecturers and classmates positively influenced the participants' self-belief and confidence in utilizing the QuillBot paraphrasing tool. In conclusion, this research suggests that EFL students' self-efficacy in using the QuillBot paraphrasing tool for academic writing can be improved by addressing behavioral challenges and fostering a supportive social environment.
@GURUKUMRD: the Greatest Way to Learn English Vocabulary Santiana, Santiana; Hadiningrum , Akhiria; Andriani, Agis
International Journal of Education Research and Development Vol. 3 No. 2 (2023): October
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v3i02.41

Abstract

Social media has impacted teenagers all around the world to be aware of the benefits of mobile phones for acquiring information, entertainment, and edutainment during the previous decade. 21st-century learners often favour Instagram, which is a well-liked social networking platform. The researchers seek to examine how undergraduate students in Indonesia use @gurukumrd Instagram to learn English vocabulary. This study presents a case study of how students learn about learning activities through the @gurukumrd account. Braun and Clarke (2006) obtained data through semi-structured interviews as an instrument and evaluated it qualitatively using thematic analysis. The participants were students in the sixth and eighth semesters of one university in West Java, Indonesia. The findings of this study are; Students acquire knowledge independently, select vocabulary and pronunciation resources, learn in a short period of time through @gurukumrd, memorize the vocabulary, imitate the pronunciation of the vocabulary, and engage in daily dialogue using the vocabulary. This finding indicates that students learning vocabulary through the @gurukumrd Instagram account valued time flexibility, effectiveness, independent learning, and interest-based learning.
Profiling an Ideal Teacher Rianti, Ade; Hidayati, Arini Nurul; Pertamana, Dede; Andriani, Agis; Abdullah, Fuad
Koli Journal : English Language Education Vol 1 No 2 (2020): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.1.2.65-74

Abstract

The article presents the perceptions of Indonesian vocational high school students in defining an ideal teacher; what makes a teacher good and bad. This qualitative study employs in-depth interviews to obtain the data. The findings informed that an ideal teacher is the one who builds a positive relationship with the students, for instance, having an individual consideration, easy going, having a deep empathy, motivating, performing comprehensible teaching, enthusiastic, humorous, assertive, humble and patient. Moreover, this type of teacher will also be far from being injustice, antipathy, irresponsible, authoritarian, and short-tempered. Some pedagogical implications areimplicitly discussed.
Representing Intersemiosis in An English Language Teaching Textbook: A Systemic Functional Multimodal Discourse Approach Yanuar, Reza; Tandiana, Soni Tantan; Abdullah, Fuad; Hidayati, Arini Nurul; Andriani, Agis; Saputra, Yuyus
Koli Journal : English Language Education Vol 2 No 1 (2021): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.2.1.18-34

Abstract

In recent decades, multimodality has played pivotal roles in communication and language pedagogy. Conversely, limited studies have emphasized how intersemiosis is represented in English Language Teaching textbooks (hereafter, ELT textbooks), notably in the Indonesian EFL context. To fill this gap, this study examined how intersemiosis contribute to the process of meaning-making in an Indonesian ELT textbook. A selected chapter containing rich verbal and visual relations was selected as a corpus. The corpus was analyzed through Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings revealed that the contributions of intersemiosis were represented by the meaning-making process in verbal and visual texts. This relationship enables students to comprehend the messages communicated by the texts. Pedagogically speaking, the effective design of intersemiosis in an ELT textbook potentially helps students not only understand the delivered teaching materials but also sharpen their multimodal literacy
LITERACY CONCEPT PERSPECTIVES IN ENGLISH LANGUAGE LEARNING WITHIN THE EMANCIPATED CURRICULUM Andriani, Agis; Izzati, Aina Amalia; Syakira, Sitti; Pertamana, Dede; Rosmala, Dewi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10637

Abstract

Indonesia’s literacy rate is low, ranking 61st in the PISA survey, 60th in the OECD’s 2016 survey, and 45th in PIRLS 2011. To address this, a Merdeka Belajar curriculum focusing on literacy activities is being implemented. Thus, it is necessary to conduct research related to teachers’ and students’ perspectives of literacy through reading activities in emancipated learning because it can reflect how they understand and experience it. The qualitative case study is used as the research method and involved an English teacher and a 7th-grade student in a junior high school in Tasikmalaya. Data was collected through semi-structured interviews and analyzed using Braun and Clarke (2006) thematic analysis approach. The findings indicate that teachers perceive literacy in English learning as multifaceted, emphasizing reading and writing activities to enhance knowledge. They advocate for literacy skills development through diverse activities, promote independent learning strategies, and employ multimodal approaches, aligning their practices with the principles of the Emancipated Curriculum to empower students. Therefore, further research should explore the impact of English reading literacy activities on students’; English language skills, specifically the four skills, using a quantitative experimental approach to investigate the effects of literacy through reading activities.
Co-Authors Abdullah, Fuad Amanda, Fauziah Anwar, Dede Anwari, M. Rifqi Romdoni Asri Siti Fatimah, Asri Siti Belkis, Salma Ayu Dewi Rosmala, Dewi Fera Sulastri, Fera Hadiningrum , Akhiria Hidayati, Arini Nurul Irsalina, Siti Izzati, Aina Amalia Maulida, Eki Rizkia Maulina, Rena Melisa Sri, Melisa Neni Marlina Nuraini, Chandra Nurhaedin, Enjang Permatasari, Sylvia Arini Pertamana, Dede Rianti, Ade Santiana Santiana Saputra, Yuyus Silvani, Dea Siti Sarah, Siti Syakira, Sitti Tandiana, Soni Tantan Wanfa, Muhammad Ramdhan Yanuar, Reza