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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Prosodi: Jurnal Ilmu Bahasa dan Sastra Englisia Journal English Review: Journal of English Education Abjadia, International Journal of Education Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of Language and Literature Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer Wiralodra English Journal (WEJ) Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society Jurnal Ilmu Keperawatan Jiwa Linguistik Indonesia Journal of English Language Teaching and Linguistics Ethical Lingua: Journal of Language Teaching and Literature JOLLT Journal of Languages and Language Teaching Journal of Language and Health Proceedings of the International Conference on Nursing and Health Sciences Jurnal bahasa, sastra, seni, dan pengajarannya International journal of education and learning Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal Pendidikan Progresif Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal bahasa, sastra, seni, dan pengajarannya The Journal of English Literacy Education Studies in English Language and Education
Yazid Basthomi
Universitas Negeri Malang
Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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EFL students Harimurti, Keke Febrian; Basthomi, Yazid; Zen, Evynurul Laily
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.5640

Abstract

Despite multiple studies that have broadly highlighted the positives of employing metacognitive reading strategies, there remains an absence of the rationale for adopting the reading strategy based on the students' perspectives. The present study aims to look into first-year EFL students' preferences for using metacognitive reading strategies as part of an extensive reading (ER) program at one of the public universities in Malang, Indonesia. The data were acquired from both quantitative and qualitative data sources. The fundamental data were garnered from a quantitative online survey, and the results were counted using descriptive statistics. Semi-structured interview sessions with six participants were carried out to collect qualitative data, and the results served as a means to strengthen the primary data. The results revealed that the problem-solving reading strategy proved to be the most commonly used in the ER program, followed by global and support reading strategies. The reading strategies advanced students' reading comprehension. Students could also strengthen their language skills, particularly reading comprehension, vocabulary acquisition, and writing abilities. The study findings implied considering an alternative teaching strategy and understanding how students find it most helpful to assist them in a supervised ER program.
Exploring Willingness to Communicate among Master's Students Majoring in English Education: What Makes it Different? Nurfitriana, Latifah; Basthomi, Yazid; Khoiri, Niamika El
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1817

Abstract

This study investigates the Willingness to Communicate (WTC) among Indonesian master's students in an English Education program, addressing a significant gap in the literature that has traditionally focused on high school and undergraduate levels. Understanding WTC at the graduate level is crucial, as these students are often expected to demonstrate advanced language skills and effective communication in professional contexts. By focusing on graduate students, this research aims to explore the level of WTC among Indonesian master’s students majoring in English education and the factors that influence it.  Employing a mixed-methods approach, data were collected from students at a public university in East Java using a questionnaire and semi-structured interviews.  Findings reveal that these students exhibit a high level of WTC, largely driven by self-confidence, low anxiety, and strong motivation. The study highlights the significant role of early language learning experiences and supportive learning environments in shaping WTC. Despite its contributions, limitations include a small sample size and a short data collection period, which may impact the generalizability. The implications of this research suggest the need for more tailored pedagogical strategies that enhance communicative confidence in advanced language learners, with recommendations for future research focusing on larger, longitudinal studies.
Request strategies used in instant messaging in WhatsApp Groups (WAGs): Portraying the pragmatic competence of EFL students Abourahim, Nawras Rahim; Suryati, Nunung; Basthomi, Yazid
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 52, No. 2
Publisher : citeus

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Abstract

This study aims to investigate the request strategies used by students and their lecturers through Instant Messaging (IM) in WhatsApp groups (WAGs). This study used a qualitative research design to analyze the language used by students and their lecturers in WAGs. The data was collected through the analysis of WAGs conversations between students and their lecturers. Previous studies have extensively argued that students are less polite language users when sending texts to their lecturers, and the current study sought to examine the politeness strategies used by the students. The data analysis was carried out in the light the theory of speech acts proposed by Searle. The findings show that the subjects use certain strategies which contain politeness values. The Indonesian EFL context promotes more direct or indirect request strategies in and between the students and their lecturers. In addition, social power and social distance play a significant role in influencing the use of the strategies by students and lecturers in WAGs.
Laughter after tears: Sitting for American humors in Indonesian sofas (Subtitling Humors of a Tv Serial Friends) Sukerti, Gusti Nyoman Ayu; Basthomi, Yazid
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 44, No. 2
Publisher : citeus

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Abstract

The study reported in this paper aims to analyze the possible strategies used in the subtitling of the first five episodes (season 1) of Friends to render the episodes’ humorous dialogues. It examines the subtitler’s strategies in preserving both the semantic and humorous genes of laughter intended by the original humor. The analysis takes into account the internal and external structures of humors both in the target and source language. Choosing a subtitling strategy involves a decisionmaking process where the internal and external factors come into play and, therefore, rendering humors in a contextually bound medium, such as subtitling, does not necessarily work in the TL environment in a consistent manner. The inconsistency highlights the fact that humors, even those considered universal, are not digested in the same manner across cultures.
On dirty words: An attempt to intimate the conundrum of the sin Basthomi, Yazid
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 38, No. 1
Publisher : citeus

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Abstract

This article analyzes the use of dirty words with reference to sociolinguis- tic and Saussurean conceptual frameworks. It starts with a personal-anecdotal ac- count on the difficulties in dealing with didactic issues in relation to the use of dirty words. In the guise of tackling the problem, sociolinguistic explanation is pursued, which, in the end, shows that sociolinguistic explanation is not really adequate to handle the issue. This relates to the possible notion that dirty words might be enacted as a (very) personal expression, devoid of any physical addressees. Saussu- rean linguistic concepts are also explored, and, yet, similar to the sociolinguistic ex- planation, also lacks explanatory rigor in that the Saussurean materiality approach affirms that dirty words are neutral in their very materiality. A hypothetical proposi- tion to deal with dirty words will conclude the article.
INVESTIGATING GENDER GAP IN METACOGNITIVE READING STRATEGY: UNEARTHING PRACTICAL CHALLENGES IN ONLINE EFL READING Radina Anggun Nurisma; Yazid Basthomi
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.476

Abstract

Despite the growing use of online reading in higher education, particularly among EFL learners, limited study has examined how students differ in their use of reading strategies and the specific challenges they face in online context. Most studies address online reading in general terms, but few examine gender-based perceptions and strategic behaviors in online environments. This study aims to fill the gap by examining the application of metacognitive strategies in online reading focusing on gender differences and the challenges students encounter. A mixed method was employed, involving 100 undergraduate students from non-English departments. Data were gathered using the Online Reading Strategies Inventory (ORSI) and open-ended questionnaires. Findings revealed that both male and female students reported moderate use of metacognitive strategies, with no significant difference in overall strategy selection. However, a gender-related gap was observed in the utilization of support strategies. Additionally, students identified several challenges, including limited engagement with digital features, low literacy skills, and a lack of effective strategy use. The results offer substantial pedagogical implications for English language teaching, emphasizing the need to address students’ difficulties in online reading and to train them in diverse metacognitive strategies to strengthen their reading comprehension, particularly in online contexts.
LEVERAGING LANGUAGE LEARNING STRATEGIES AND MOTIVATIONS TO DEVELOP INTERCULTURAL AWARENESS Nur Alfiana Isnaini; Yazid Basthomi; Mirjam Anugerahwati
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i2.47

Abstract

Incorporating intercultural competence in the classroom may be a demand these days. As a required skill, intercultural competence has attracted much attention in EFL learning. Therefore, this study aims to scrutinize the types of language learning strategies and students' motivation to learn English and how those strategies and types of motivation can elevate students' intercultural awareness. This study implements the development of intercultural sensitivity (DMIS) by Bennett (2004) and Hammer et al. (2003), language learning strategies by R. L. Oxford (1990), and language learning motivation by Pranawengtias (2022). Through online interviews, this study examined the transcriptions of two English literature students. The results revealed that of the types of language learning strategies undergone by female students, male students did not encounter affective strategies. In addition, the same thing happened with the types of motivation, where only female students encountered intrinsic and extrinsic factors. However, male students only encountered intrinsic factors. Interestingly, this study also underlines how language learning strategies and motivation are inextricably linked in shaping students' intercultural awareness. Overall, this study has shed light on EFL teaching where intercultural awareness can be promoted by accelerating students' language learning strategies (LLSs) and motivations (LLMs) and enabling them to establish a basic visualization of how the target language (foreign language) we learn in the classroom has a profound link with the culture of the target language itself. Thus, spotlighting the idea that learning a foreign language will steer the flow of in-class teaching into cultural learning also becomes the point from the current research.
Examining the effects of Project-Based Learning on EFL learners’ reading achievement: The role of learner self-regulation Selamet Riadi Jaelani; Nunung Suryati; Yazid Basthomi; Nurenzia Yannuar; Dian Resty Pratiwi Ahmad; Endah Ratnaningsih
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1059

Abstract

This study examined how Project-Based Learning (PJBL) and Problem-Based Learning (PBL) affect EFL learners’ reading, with a particular emphasis on interactions with learners’ characters (high and low). The study employed a quasi-experimental design with 64 senior high school students from two classes. The students were divided into experimental and control groups. The data was collected using a 60-item reading comprehension test. The results were analyzed statistically, including Tukey’s HSD test, to examine significance and interaction effects. PJBL relies heavily on self-motivation and discipline; the results indicated a statistically significant mean difference of -14.56 (p < 0.05) between students with low character and those with high character. This suggests that PJBL was not effective for low-character learners, especially those who struggle with self-regulation. Low-character students in PJBL scored significantly lower than high-character students in PBL, with a mean difference of -7.66 (p < 0.05). In contrast, high-character students in PJBL performed significantly better than low-character students in PBL, with a mean difference of 11.91 (p < 0.05). They also outperformed high-character students in PBL, with a mean difference of 6.91 (p < 0.05). Therefore, PJBL is more effective for high-character learners because it requires independence. However, there was no significant distinction between PJBL and PBL for low-character learners (mean = 2.66, p > 0.05), indicating that these students require additional support in all educational settings. To maximize reading outcomes in the EFL context, our findings emphasize the importance of aligning instructional strategies with learner characteristics.
Getting stuck: A study of Indonesian EFL learners self-efficacy, emotional intelligence, and speaking achievement Dian Rahma Santoso; Ghozali Rusyid Affandi; Yazid Basthomi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30969

Abstract

The problems of speaking mastery faced by EFL students in higher education are various. The frequency of making mistakes in completing specific tasks is because of poor communication skills. Students have minimum chances resulting lack of practice that affects their successful performance. Self-efficacy and emotional intelligence were determined to be two essential components to developing and improving learners speaking abilities. This study is purposed to investigate the correlation between self-efficacy, emotional intelligence, and the achievement of students English speaking. This study used a quantitative correlational design. The data are gathered by using a self-efficacy scale expanded from the General Self-Efficacy Skill (GSE), emotional intelligence was measured with the emotional intelligence scale adapted from the Emotional Regulation Questionnaire (ERQ), while the speaking achievement was administered to 100 students in public speaking class. The students performed a seven-minute speech and scored based on the content, proficiency, and delivery method. The data on self-efficacy and emotional intelligence were analyzed by using multiple correlations and multiple regressions. The finding shows a significant correlation between self-efficacy and students speaking achievement (F=9.510; p=0.0030.05), while the effect size of self-efficacy on students speaking achievement is 0.102 or 10,2 %. However, there is no correlation between emotional intelligence and speaking achievement (F=2.861; p=0.0940.05). Due to the absence of a significant relationship between emotional intelligence and speaking achievement then this makes the effect size of the emotional intelligence on speaking achievement very small which is 3.3%. Then, the best model to describe students achievement is by using self-efficacy variables and eliminating emotional intelligence variables (t=3.084; Sig. 0.0030.05). This study contributes to all speaking teachers being able to reveal the students self-efficacy and emotional intelligence toward learning speaking.
“Message in A Bottle”: Discovering Fanilect within Taylor Swift’s Fandom Dinda Khoirunnisa; Nurenzia Yannuar; Yazid Basthomi; Nanang Zubaidi
Journal of Language and Literature Vol 25, No 1 (2025): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i1.10042

Abstract

This study delves into the use and impact of fanilect, a specialized form of language, within Taylor Swift’s fandom on TikTok. By employing discourse analysis, it examines the various forms and functions of fanilect in this digital community. The findings reveal four key types of fanilect: jargon, which consists of specific terms and phrases used only within the fan group; intertextual references, where fans incorporate Taylor Swift's lyrics or cultural references into their interactions; routine interactions, such as repeated behaviors or phrases during events or online discussions; and multimodal communication where fans express themselves through a combination of text, images, and videos. Furthermore, the study identifies fanilect's roles in shaping the dynamics within the Swiftie fandom. First, it contributes to identity formation, helping fans identify themselves as part of the community. Second, it establishes power structures, where knowledge of fanilect signifies status within the fandom. Third, fanilect fosters community building by encouraging emotional connections and shared experiences. Lastly, it enhances creative expression, allowing fans to engage with the fandom in varied and artistic ways. This research provides critical insights into how fanilect influences community interactions and identity within Taylor Swift’s fanbase, offering broader implications for understanding linguistic practices in digital fan cultures.
Co-Authors A. Effendi Kadarisman Abda Abda Abdullah, Dwi Yumna Abourahim, Nawras B M Abourahim, Nawras Rahim Achmad Komaruddin Adianto Restu Wicaksono Afrianto Aji, Aulia Adilla Ali Saukah Amalina Rachmi Fatina Aminatun, Dyah Andi Rusgandi, Muhammad Andita Eka Wahyuni Anggi Auliyani Suharja Anik Nunuk Wulyani Anik Nunuk Wulyani Anjarwati, Dhini Ar Ruhimat, Imroati Istibsyaroh Arif Subianto Arum Puspitasari Asih Santi Hastuti Aulia Adilla Aji Aulia Adilla Aji Aulia Apriana Bambang Yudi Cahyono Chotmaniyah Chotmaniyah Dian Arihasta Dian Rahma Santoso Dian Resty Pratiwi Ahmad Diba Ramadhana Dina Ayu Puspita Wardani Dinda Khoirunnisa Dwi Yumna Abdullah Edi Suharyadi El Khoiri, Niamika Endah Ratnaningsih Enny Irawati Esti Esti Mediastini Esti Mediastini Evynurul Laily Zen Faizatul Istiqomah Farouq Aji Subroto Firdausi, Maulidina Marlita Flora Debora Floris Ghozali Rusyid Affandi Gusti Nyoman Ayu Sukerti Gusti Nyoman Ayu Sukerti, Gusti Nyoman Ayu Harimurti, Keke Febrian Herri Akhmad Bukhori Hieronimus Canggung Darong I Dewa Gede Rat Dwiyana Putra Imraatu Salichah Indawan Syahri Intan Hamzah Ismail, Dalia Abbas Ibrahim Johannes Ananto Prayogo Khafshoh, Adira Lizaria Kustyasari , Dian Kusumastuti, Purbo Lely Silia Wardhani livana ph Livana PH Lulu Laela Amalia Mafulah, Siti Mandasari, Berlinda Maula Khoirunnisa Mei Relawati Metaria, Metaria Mirjam Anigerahwati Mirjam Anugerahwati Moch. Sabrowi Moh. Kholilurrahman Jailani Mohammad Adnan Latief Mohammad Adnan Latief Mohammad Fatkhul Mubin Nadya Rezkhita Dwiana Naima Khairunisa Nanang Zubaidi Nunung Suryati Nur Alfiana Isnaini Nur Azizah Nur Mukminatien Nurenzia Yannuar Nurfitriana, Latifah Parnawati, Tantry Ajeng Purbo Kusumastuti Puspandari, Lusia Eni Radina Anggun Nurisma Ranggi Ramadhani Ilminisa Relawati, Mei Renandya, Willy Ardian Roekhan Roekhan Rofiqoh Rofiqoh Saiful Marhaban Santi Erliana, Santi Santoso, Dona Yanuar agus Sari Karmina Sari, Ardiana Sayid Ma’rifatulloh Selamet Riadi Jaelani Shabrina, Dinda Bunga Suci, Dewi Nur Suharmanto Suharyadi Sunaryo Sunaryo Syahirul Alim Syahirul Alim Syamdianita Syamdianita, Syamdianita Teguh Sulistyo Tommy Hastomo Ulil Fitriyah Ulya, Muflikhah Utami Widiati Utaminingrum, Fitri Utari Praba Astuti Wahyudi Siswanto Windy Wahju Purnomo Yunita Puspitasari Yusnita Febrianti Zen, Evynurul Lailiy