Article Per Year (5 Year)
p-Index From 2021 - 2026
1.881
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature International Journal of Education Lingua Cultura TEFLIN Journal: A publication on the teaching and learning of English Celt: A Journal of Culture, English Language Teaching & Literature IJIET (International Journal of Indonesian Education and Teaching) IJoLE: International Journal of Language Education Cetta: Jurnal Ilmu Pendidikan MITRA: Jurnal Pemberdayaan Masyarakat Riau Journal of Empowerment Edulangue Scope: Journal of English Language Teaching Journal of English Language and Culture Jurnal PkM (Pengabdian kepada Masyarakat) Madani : Jurnal Pengabdian Kepada Masyarakat Wacana: Journal of the Humanities of Indonesia
Anna Marietta da Silva
Universitas Katolik Indonesia Atma Jaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Navigating English in the Workplace: Challenges and Strategies of Indonesian Migrant Workers Rudiantoro, Yohanes deBritto; da Silva, Anna Marietta
Lingua Cultura Vol. 19 No. 1 (2025): Lingua Cultura (In Press)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v19i1.12899

Abstract

The research addressed a lack of studies focusing on Indonesian migrant workers’ personal language learning strategies across diverse host countries. Thus, it aimed to investigate the role of English for Indonesian migrant workers (henceforth, IMW), as well as the challenges related to English language use in their workplaces and how they address these problems. The research employs a qualitative research design, with semi-structured interviews as the primary research instrument. The interviews were conducted with ten Indonesian citizens who were working overseas during the data collection period and agreed to participate in this study. The findings show an awareness of the indispensability of English for effective communication at work and social mobility. However, this awareness emerges through the experience of various linguistic challenges. The experiences ranged from understanding broken, colloquial, and accented English to maximizing English input, such as listening to conversations in movies or English language programs online, taking an English course, and engaging in conversations in English. The research recommends that the authority provide intensive English training that encompasses basic English vocabulary, spoken colloquial English, including English slang, as well as English accents, with an emphasis on developing speaking and communication skills.
Pedagogical Translanguaging in Language Education: Constructing Translanguaging Space to Reduce Cognitive Load in Support of Sustainable Development Goals (SDGs) Putra, Harjuli Surya; Sugiharto, Setiono; Silva, Anna Marietta Da; Syahrizal, Trisnendri
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77403

Abstract

This study aims to investigate how pedagogical translanguaging in language education constructs a translanguaging space to mediate and reduce extraneous cognitive load in EFL classrooms. Using a descriptive qualitative design, classroom observations and video-stimulated recall interviews were conducted with Indonesian university students. Data were analyzed through Multimodal Conversation Analysis combined with Interpretative Phenomenological Analysis. Results show that teacher-led pedagogical translanguaging connects multiple languages, addresses linguistic insecurity, and incorporates multimodal resources. These practices reduce cognitive load because they allow students to process new information by using their full linguistic repertoire, lowering stress and enhancing engagement. Constructing a translanguaging space fosters an inclusive environment, enabling students to participate more actively, retain content better, and develop metalinguistic awareness. The findings support the integration of pedagogical translanguaging into EFL teaching as a means to promote equity, linguistic diversity, and quality education, in alignment with Sustainable Development Goal 4.
CHALLENGES AND STRATEGIES IN WRITING ENGLISH ACADEMIC PAPERS: A GRADUATE STUDENT’S SELF-REFLECTION Ariyati, Dwi; da Silva, Anna Marietta
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.12048

Abstract

Writing academic papers in English is complex and daunting. However, many students are able to face the difficulties and find appropriate solutions to tackle the problems, one of which is through a self-reflection. This study aims at extending the literature by focusing on one student’s self-reflection that was carried out during the learning process in one academic writing class in a master’s program in Applied English Linguistics. The reflection centred upon the feedback given on all assignments given in the first half of the semester. The reflective notes were analysed qualitatively. Findings demonstrated that the participant’s most salient problems included incorporating the academic convention into her writing, understanding and using terminologies in Applied English Linguistics, and using appropriate syntax. To deal with the challenges, she used both direct and indirect language learning strategies, namely correcting her assignments based on the teacher’s feedback, communicating the writing problems with the teacher, writing other classroom papers in English directly, and making self-correction using an AI-based tool. The participant’s learning strategies were made on the basis of her self-efficacy beliefs and self-regulation. The study recommends the incorporation of self-reflection into academic writing class to develop students’ academic writing skills.
Co-Authors Aditya Pradipta Ariyati, Dwi Christiany Suwartono Guida Paradita Helnywati, Helnywati Marcella Sonya Maria Putra, Harjuli Surya Rerung, Magdalena Kartikasari Tandy Rudiantoro, Yohanes deBritto Setiono Sugiharto Sri Hapsari Wijayanti Syahrizal, Trisnendri Timi Timothy Tjung, Yassir Nasanius Vina Yuliana Yassir Nasanius Yuniastari, Rintya