Article Per Year (5 Year)
p-Index From 2021 - 2026
1.671
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education Pendas : Jurnah Ilmiah Pendidikan Dasar PROJECT (Professional Journal of English Education) Pekemas IPI Garut Journal of English Language and Education LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal)
Setia Muljanto
Institut Pendidikan Indonesia Garut
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
DEIXIS USED BY AN ENGLISH TEACHER IN CLASSROOM INTERACTION: A PRAGMATIC STUDY IN SENIOR HIGH SCHOOL Amalia Putri, Afifah; Muljanto, Setia; Hidayat, Muhamad Taufik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49367

Abstract

Language constitutes the primary medium through which teachers and students construct meaning in educational settings. Among the most fundamental pragmatic properties of classroom language is deixis, expressions whose interpretation depends entirely on the context of utterance. The present study investigates the types of deixis employed by an English teacher during classroom interaction at a senior high school in Garut, West Java, and examines why a specific type prevails. A qualitative descriptive approach was used, with data gathered through passive participant observation and audio-visual recording across two lesson sessions on conjunction and narrative text. All deictic expressions in the teacher’s utterances were classified into five categories based on Levinson’s (1983) framework: person deixis, time deixis, place deixis, discourse deixis, and social deixis. A total of 299 deictic tokens were identified. The data contained all five types of deixis. Person deixis was the most dominant with 164 occurrences (54.8%), followed by time deixis with 51 (17.1%), discourse deixis with 32 (10.7%), place deixis with 26 (8.7%), and social deixis with 24 (8.0%). This is due to the interpersonal nature of instructional discourse, the teacher’s inclusive use of first-person plural forms, and the code-mixing between English and Indonesian which broadened the range of personal reference expressions. The findings suggest that personal reference is the dominant vehicle of pedagogical communication in the English classroom.
STUDENTS’ VOICES ON MOBILE ASSISTED LANGUAGE LEARNING: PERCEPTIONS OF SPEAKING PRACTICE AND ANXIETY REDUCTION Aulia Zahra, Jihan; Hamzah, Amir; Muljanto, Setia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64459

Abstract

This study explores students’ perceptions of Duolingo, a Mobile Assisted Language Learning (MALL) platform, in supporting English speaking practice and reducing speaking anxiety. Using a qualitative exploratory design, data were collected through a screening questionnaire and semi-structured interviews with seven English Education students at Institut Pendidikan Indonesia Garut who had used Duolingo for at least three months. The questionnaire was organized into two categories: students’ perceptions of Duolingo for speaking practice (pronunciation, grammar, vocabulary, fluency) and the role of Duolingo in reducing speaking anxiety (accessibility, autonomous learning, immediate feedback, repeated exposure, and a low-pressure environment). Findings show that participants perceived Duolingo positively for developing speaking skills, with an overall mean of 4.41 (“Agree”); pronunciation and grammar improved the most, while fluency improved the least. Regarding anxiety, participants agreed that Duolingo helped reduce their speaking anxiety, with an overall mean of 4.36. Immediate, non-judgmental feedback (4.86) and a low-pressure, judgment-free environment (4.71) emerged as the most influential features in reducing communication apprehension, fear of negative evaluation, and test anxiety. One participant reported that fear of negative evaluation motivated rather than hindered her preparation, suggesting that anxiety does not always function as a debilitating factor. The study concludes that Duolingo serves as a safe space that bridges independent speaking practice and classroom performance, functioning as a complementary rather than a substitute tool for formal speaking instruction.
The Effectiveness of English Songs in Enhancing Listening Skills: A Pre-Experimental Study at SMK 1 Gilang Kencana Garut Seli Nur Aisyiah aisyiah; Nasti Mubassiroh; Setia Muljanto
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/1shjc093

Abstract

This study examines the use of English songs as an instructional medium for developing students’ listening skills in an EFL context. A pre-experimental one-group pre-test–post-test design was employed with 26 students at a state Islamic senior secondary school in Garut, West Java, Indonesia. Data were collected through listening tests and a student response questionnaire. The listening tests assessed students’ ability to identify main ideas, understand detailed information, and recognize vocabulary. The mean listening score increased from 71.27 in the pre-test to 97.69 in the post-test. N-Gain analysis indicated that 38% of students achieved low gains, 54% moderate gains, and 8% high gains. A paired-samples t-test showed a statistically significant difference between the pre-test and post-test scores (t = −11.07, p < .001). The questionnaire results produced an overall mean of 80.10%, indicating positive student responses to learning through English songs. These findings suggest that English songs can provide engaging and meaningful listening input and may support students’ listening development in EFL classrooms. However, the findings should be interpreted cautiously given the absence of a control group and the relatively small sample.
Co-Authors Agung Agung Amalia Putri, Afifah Amir Hamzah Amir Hamzah Andini, Anggi Setia Anne Ratna Suminar Asri asri Aulia Zahra, Jihan Farhi, Ahmad Fauzi, Widia Rahmi Hanapiah, Jihan Hasan, Debby Hermina, Sindi Nurhayati Marliani, Astri Mohammad Soni Muhamad Taufik Hidayat Mustagis, R Muhammad Satria Gyas Nasti Mubassiroh Nur Fajriah, Yustika Pipih Setiaawati Pipih Setiawati R Muhammad Satria Gyas Mustagis Salsabilah, Putri Seli Nur Aisyiah aisyiah Setiaawati, Pipih Setiawati, Pipih Sindi Nurhayati Hermina Soni, Muhammad Suminar, Anne Ratna