Article Per Year (5 Year)
p-Index From 2021 - 2026
10.359
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Indonesian JELT Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies JURNAL IQRA´ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Dinamika Ilmu IJoLE: International Journal of Language Education LEKSIKA International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Lectura : Jurnal Pendidikan ELT-Lectura Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) English Language Teaching Educational Journal PANYONARA: Journal of English Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Berkala Ilmiah Pendidikan DINAMIKA ILMU: Jurnal Pendidikan Online Learning in Educational Research Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Edutechnium Journal of Educational Technology Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Indonesian Journal of English Language Teaching and Applied Linguistics Indonesia Technology-Enhanced Language Learning (iTELL) Journal The Journal of English Literacy Education Jurnal Ilmu Pendidikan
Bambang Yudi Cahyono
Universitas Negeri Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

Published : 119 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 119 Documents
Search

 4   5   6   7   8 
Conceptual Metaphor Analysis of Donald Trump's Recognition of Jerusalem in Al Jazeera's News Articles Fibrie Permata Sari; Bambang Yudi Cahyono; Aulia Apriana
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.663 KB) | DOI: 10.17977/um064v1i22021p178-189

Abstract

Abstract: This study investigates the conceptual metaphor of Donald Trump’s recognition of Jerusalem as the capital of Israel in Al-Jazeera’s news articles which were published online through its website. To achieve the objective of this study, the researcher referred to the general notion of metaphor and Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Using a descriptive qualitative approach, the researcher obtained 10 news articles reporting about the topic. However, 6 articles were randomly picked to be examined further. Two stages of Charteris-Black’s method (2004) namely Identification and Interpretation were adopted to examine the data. MIP were employed in the Identification stage to determine which lexical units were metaphorical. The results show that there are 4 conceptual metaphors which represent the US recognition of Jerusalem as the capital of Israel. From the results of the present study, it can be concluded that Donald Trump’s recognition of Jerusalem is conceptualized into different kinds of domain. Regarding the theoretical framework, it can also be concluded that both frameworks provide a foundation in understanding the application of metaphors in news articles. Keywords: conceptual metaphor, Donald Trump’s recognition of Jerusalem, Al-Jazeera, news articles Abstrak: Penelitian ini bertujuan untuk menyelidiki metafora konseptual tentang pengakuan Donald Trump atas kota Yerusalem sebagai ibu kota Israel pada artikel berita yang dipublikasikan oleh situs web Al-Jazeera. Beberapa teori seperti teori umum metafora dan Conceptual Metaphor Theory (CMT) dijadikan sebagai acuan untuk mencapai tujuan penelitian. Dengan menggunakan pendekatan deskriptif kualitatif, 10 artikel berita dengan topik terkait kemudian dikumpulkan sebagai data. Enam artikel berita diambil secara acak untuk dianalisis lebih dalam. Dua tahap analisis, yaitu Identification dan Interpretation dari Metode Charteris-Black (2004), dipakai untuk menganalisis data penelitian. Pada tahap Identification, prosedur MIP digunakan untuk menganalisis unit leksikal mana yang termasuk metaforik. Hasil penelitian menunjukkan bahwa ada 4 konseptual metafora yang merepresentasikan pengakuan Donald Trump atas Yerusalem sebagai ibukota dari Israel. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pengakuan Donald Trump atas Yerusalem dikonseptualisasikan ke dalam domain yang berbeda-beda. Mengenai hubungannya dengan kerangka teori, teori umum metafora dan Conceptual Metaphor Theory keduanya memberikan landasan dalam memahami aplikasi metafora dalam artikel berita. Kata kunci: metafora konseptual, pengakuan Donald Trump atas Yerusalem, Al-Jazeera, artikel berita
Slips of the Tongue by Jokowi and Prabowo in the Presidential Debates 2019 Rohi Qimmahtum; Bambang Yudi Cahyono; Achmad Effendi Kadarisman
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 3 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2097.49 KB) | DOI: 10.17977/um064v1i32021p307-319

Abstract

Abstract: This current research, using a descriptive qualitative method, aims to find out and analyze the types of slip of the tongue produced by Jokowi and Prabowo during the presidential debates 2019. This current research applied the theories proposed by Altiparmak and Koruoglu (2014) to analyze types of slip of the tongue. The data were taken from video of the 2nd round presidential debate 2019, obtained from YouTube. The collected data were then transcribed and analyzed based on the types of slip of the tongue proposed by Altiparmark and Koruoglu (2014). There were 100 utterances of data found of slip of the tongue produced by Jokowi and Prabowo during the 2nd round of presidential debate 2019. Jokowi produced 60 slips of the tongue: deletions (46.67%), blends (21.67%), substitutions (11.67%), anticipations (11.67%), additions (5%), perseverations (1.66%), and misdeviations (1.66%). Prabowo produced 40 slips of the tongue: deletions (26.83%), substitutions (26.83%), anticipations (21.95%), additions (19.51%), blends (2.44%), and misdeviations (2.44%). The type of perseverations of slip of the tongue occurred in Jokowi’s utterances but did not occur in Prabowo’s utterances. Whereas, shifts and exchanges slip of the tongue are the two types that did not occur in their utterances. Keywords: slips of the tongue, Jokowi, Prabowo, presidential debates Abstrak: Penelitian ini menggunakan metode deskriptif kualitatif yang bertujuan untuk mengetahui dan menganalisa tipe-tipe selip lidah yang dihasilkan oleh Jokowi dan Prabowo selama debat presiden 2019. Penelitian ini menggunakan teori yang diajukan oleh Altiparmak dan Koruoglu (2014) untuk menganalisis tipe-tipe selip lidah. Data diambil dari video ronde kedua debat presiden 2019 yang diperoleh dari YouTube. Data yang terkumpul kemudian ditranskripsikan dan dianalisis berdasarkan pada tipe-tipe selip lidah yang diajukan oleh Altiparmak and Koruoglu (2014). Terdapat 100 data ucapan selip lidah yang ditemukan yang dihasilkan oleh Jokowi dan Prabowo selama ronde kedua debat presiden 2019. Jokowi memproduksi 60 kali selip lidah: deletions (46.67%), blends (21.67%), substitutions (11.67%), anticipations (11.67%), additions (5%), perseverations (1.66%), dan misdeviations (1.66%). Prabowo memproduksi 40 kali selip lidah: deletions (26.83%), substitutions (26.83%), anticipations (21.95%), additions (19.51%), blends (2.44%), dan misdeviations (2.44%). Perseverations adalah tipe kilir lidah yang terjadi pada ujaran Jokowi namun tidak terjadi pada ujaran Prabowo. Sedangkan shifts dan exchanges merupakan tipe selip lidah yang tidak terjadi dalam ujaran mereka. Kata kunci: selip lidah, Jokowi, Prabowo, debat pemilihan presiden
Exploring Indonesian EFL teacher-student interactions in online learning Siti Mafulah; Yazid Basthomi; Bambang Yudi Cahyono; Nunung Suryati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
Indonesian students’ engagement in online EFL writing class and their perceptions on teacher feedback Siti Mafulah; Bambang Yudi Cahyono
Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i1.58279

Abstract

Teacher feedback on students’ writing is critical in developing students’ writing performance which is evident from the abundant research on this area. However, little is known about students’ engagement with teacher feedback in an online EFL writing class. Therefore, applying a survey research design, this study aimed to depict how students engaged in an online EFL writing class. It also examined the students’ perceptions on the teacher feedback provision. This study involved 24 Indonesian students taking Paragraph Writing course offered at a university level. The student’s online EFL writing class activities were observed to know their engagement with teacher feedback on their written work. They were also asked to fill in the questionnaire and interviewed to know their perceptions on the feedback. The results showed that students engaged actively in an online EFL classroom. Besides, teacher feedback was seen as a  positive practice that was useful to the process the students undergo in EFL writing, leading to improving their writing performance. The findings imply the need for teachers to use an online class as a new setting for teaching writing and in providing feedback on the students’ drafts. The provision of feedback in the online class should take cognitive and affective dimensions into account to cater to knowledge diversity and lower anxiety.
Automated writing evaluation tools for Indonesian undergraduate English as a foreign language students’ writing Delsa Miranty; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Sharif
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.24958

Abstract

Nowadays, many computer programs are used in the teaching of writing in the context of English as a foreign language (EFL). One of the functions of the computer programs is to provide feedback to EFL students’ writing so that the quality of their writing can be improved. This study aimed to investigate whether the use of free automated writing evaluation (AWE) tools affect undergraduate EFL students’ writing skills. In this experimental study, 35 Indonesian undergraduate students of English education department were asked to use two AWE tools, Grammarly and Grammark, in the writing course over four months. Data for this study were collected by using tests and questionnaire. Pre-test, middle test, and post-test were administered to examine the students’ writing skill improvement. The findings indicate that the sequenced use of two AWE tools, Grammarly followed by Grammark, had a beneficial effect on students’ writing skill improvement. This study confirms the benefits of free AWE tools in enhancing EFL students’ writing skills.
EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.23459

Abstract

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.
Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender Zhenita Deliany; Bambang Yudi Cahyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.17026

Abstract

This study investigates EFL students’ metacognitive reading strategies awareness and their metacognitive reading strategies use. It also compares female and male EFL students in terms of their metacognitive reading strategies awareness and metacognitive reading strategies use. The quantitative research method is used through the survey research design. The study involves 53 undergraduate students, consisting of 33 females and 20 males. The data are collected by using a questionnaire of Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory) developed by Mokhtari et al. (2018). The strategies on the MARSI-R inventory were scored on 1-5 scales. The data were analyzed through a simple calculation to find out the level of awareness of the students, and the statistical test of independent sample t-test were conducted to know the difference between females and males. The results show that all of the students possess high metacognitive reading strategies awareness, indicating high metacognitive reading strategies use. Despite there is a different level of awareness between female and male students, further analysis using an independent sample t-test shows that the level of awareness between the two is .742 (p0.05), meaning that the difference is not significant. The result of the research also shows that there are no significant differences in all subscales of metacognitive reading strategies use across gender. The p-value for global reading strategies is .224, for problem-solving strategies is .486, and for support reading strategies is .249. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.
The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.19202

Abstract

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials. 
Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.20165

Abstract

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.
Teachers’ perspectives on technology-based learning for the kindergarten students Nur Afifah Rustan; Bambang Yudi Cahyono; Rusdiana Junaid
Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i3.20618

Abstract

Ever since the pandemic occured, almost every sector utilize technology to accommodate learning. To tackle every possibility that may interfere the learning process, perspectives in using technology from teachers needed to be taken into account. Thereofore, the needs of finding the perspecives of teachers in teaching and learning especially in kindergarten are crucial since they are still new to the settings. Qualitative research design was applied through Google Form as the media to reach the participants. In collecting the data, the participants were asked about the use of the technology in the teaching and learning process using English as the language of instruction. This research involved eight teachers (T1, T2, T3, T4, T5, T6, T7, T8) of English for young learners in three different schools. Results revealed that there were four main themes which indicated the use of technology in teaching in the kindergarten students, namely: i) Technology motivates children to learn; ii) Technology effects children’s health; iii) Technology is an optional medium; and iv) Suitable application are needed for better learning. These findings can be useful for the present and future stakeholders of kindergarten schools especially in the use of information and communication technology (ICT) in the teaching of English as a foreign language (EFL) at kindergarten settings.
Co-Authors Achmad Effendi Kadarisman Ahsin Fahmi Mubarok Ajeng Inayatul Ilahiyah Andina, Diah Maya Ani Susanti Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Asy’ari, Nafiatun Ainia Atik Umamah Atika Kumala Dewi, Atika Kumala Aulia Apriana Azki Izzur Rabbani Azza Nabila Azza Nabila Bagio Tjahjadi Cahyani, Hilda Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina DWIYOGA DANISWARA, LANDRY El Khoiri, Niamika Elva Yohana Elva Yohana Endah Yulia Rahayu Evi Eliyanah Fahmi, Mohammad Amiqul Faizahani Ab Rahman Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Febrina Rizky Agustina Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Hanif Maulaniam Sholah Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri Huzani Huzani I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Irhas Rahmat Syarif Johannes Ananto Prayogo Kasihani K.E. Suyanto Khoiriyah Khoiriyah Lailatul Nurjanah Lailatun Nisvi Rizki Amalia Lestari Setyowati Livianni Lambe Lulu Laela Amalia M. Hilmy Hidayatullah M. Hilmy Hidayatullah Made Frida Yulia Mafulah, Siti Maria Hidayati Merliyani Putri Anggraini Metaria Metaria Metaria, Metaria Miftahul Janah Mirjam Anugerahwati Moh Ruzin Moh. Taufik Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur, Much Muh Kusni Mubarok Muhammad Idris Effendi Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Navila Zamzam Agustin Ninuk Indrayani Nunung Suryati Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurmalinda Maharani Farizka Oki Dwi Ramadian Panggalih, Wahyun Bardianing Pechinthorn, Komm Peggy Magdalena Jonathans Pradikta, Rahma Dian Punggulina Andawaty Tiven Putri, Elsa Desi Radina Anggun Nurisma Raga Driyan Pratama Rahmawati, Fardhila Sheli Ramadian, Oki Dwi Ramli, Astri Mardilla Ratih Novita Sari, Ratih Novita Riadini, Ulya Safira Roghibatul Luthfiyyah Rohi Qimmahtum Rohmana, Wahyu Indah Mala Rusdiana Junaid S. V. Sailaja Sabila, Arinas Sahyoni, Sahyoni Saida Ulfa Sailaja, S. V. Santi Erliana Santi Erliana, Santi Sari Karmina Sari Karmina Satriani, Satriani Shirly Rizki Kusumaningrum Silfiani Ursula Wago Sina Silih Warni Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Sri Rachmajanti Suharyadi Suhono Suhono Suhono, Suhono Syamdianita Syamdianita, Syamdianita Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Syarif Titik Lina Widyaningsih Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utami Widiati Utari Praba Astuti Utari Praba Astuti Wahyun Bardianing Panggalih Winarti Wulandari, Nur Setyo Yazid Basthomi Yazid Basthomi Yofita Christy Isgiarno Yuli Ani Setyo Dewi Zakila Mardatila Ersyad Zhenita Deliany