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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Visi Ilmu Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature 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) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 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
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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THE USE OF DISCOURSE MARKERS IN SENIOR HIGH SCHOOL EFL STUDENTS"™ ESSAY WRITING ACROSS GENDER Sari, Ardiana; Basthomi, Yazid; Zen, Evynurul Laily
Jurnal Visi Ilmu Pendidikan Vol 17, No 3 (2025): Oktober 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i3.81517

Abstract

Discourse markers (DM) are a growing area of study in gender and language. Scholars have not extensively discussed the relationship between gender and the use of DMs by senior high school students in EFL essays. Therefore, this study aimed to investigate the use of DMs in male and female students"™ essays. This study involved 39 male students"™ essays and 46 female students"™ essays. This study analyzed the differences and similarities in the use of DMs based on Fraser"™s classifications (1999 and 2010) and the inappropriate use of DMs by male and female students. This research revealed that female students used a greater number of DMs and male students used more variations of DMs in their essays. The most frequent DMs used by male and female students are elaborative discourse markers. Semantic incompletion was the most common issue found in applying DMs. Consequently, the teaching practice and teaching material related to DMs require more attention from the teachers.
From International Experience to Intercultural Competence: Indonesian EFL Teachers' Reflection Fitriyah, Ulil; Utami Widiati; Yazid Basthomi; Anik Nunuk Wulyani
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2679

Abstract

Current developments in English Language Teaching (ELT) have heightened the urgent need for intercultural competence as another essential skill in contemporary language education. Today’s EFL teachers are required to possess intercultural competencies to effectively assist students in raising their intercultural awareness. This study aims to examine teachers’ international experiences regarding the development of their intercultural competence, utilizing the developmental model of intercultural sensitivity (DMIS) proposed by Bennett (1986, 2017) as the framework. Through the application of a multiple narrative approach, we analyzed the stories of two higher education teachers, collected via document study and three-cycle interviews. The results demonstrate the complexities of teachers’ intercultural competence development and highlight an important aspect: one’s intercultural progression, as they may flexibly alter based on the situation and condition faced at a given moment.
The Snapshots of Indonesian Pre-Service English Teachers’ Perspectives on Integrating Technology-Based Tools to Rural Schools Mandasari, Berlinda; Basthomi, Yazid; Hastomo, Tommy; Afrianto; Hamzah, Intan; Aminatun, Dyah
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.27965

Abstract

Research on pre-service teachers (PSTs) has increasingly focused on their integration of technology-based tools during teaching practicums. However, limited attention has been given to how PSTs navigate these tools in rural school settings. This study examines the types of technology-based tools selected by PSTs and explores their perspectives on their use in English teaching. Employing a qualitative descriptive research design, data were collected through semi-structured interviews with eight PSTs from Universitas Teknokrat Indonesia who taught in two public rural schools during their teaching practicum. The interview data were transcribed, coded, and analyzed thematically. Findings revealed that PSTs primarily utilized AI, web-based, and game-based tools in their teaching. Among AI-based tools, ChatGPT was the most frequently used. Canva, Pinterest, and Bilibili were commonly selected for web-based tools, while Kahoot! Quizizz and Wordwall were preferred for game-based learning. PSTs expressed positive views on these tools, highlighting improvements in students’ learning satisfaction, motivation, and classroom engagement. However, they also faced challenges, particularly regarding accessibility and technical limitations in rural areas. Additionally, students had limited digital competencies, which must be addressed to prepare them for future technological advancements. Teaching obstacles also stemmed from the incompatibility of students’ digital devices, further complicating technology integration in the classroom. Despite these barriers, such challenges should not hinder the educational process. Students' limitations can be addressed through collaborative learning strategies and enhancements in instructional quality. Therefore, this study recommends infrastructure improvements to expand technology accessibility and implement adaptive teaching strategies that maximize available resources in rural settings.
COMPARATIVE ANALYSIS OF SYNTACTIC COMPLEXITY IN INDONESIAN GRADUATE-LEVEL WRITING: A CORPUS STUDY OF MASTER'S THESES VERSUS DOCTORAL DISSERTATIONS Anjarwati, Dhini; Basthomi, Yazid; Zen, Evynurul Lailiy
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9528

Abstract

Syntactic complexity is an essential indicator of English Foreign Language (EFL) students' academic writing quality. Previous studies analyzed and compared syntactic complexity in published research articles through large-grained measures. However, the study of syntactic complexity unpublished research at graduate level gains less attentions. Thus, this study tried to fill the gap by analyzing and comparing syntactic complexity of master theses and doctoral dissertations that written by Indonesian students through fine-grained measures. This study conducted a quantitative design of a corpus-based method. The corpus data consists of two sub-corpora that selected through stratified sampling technique based on years and issues. Those were 52 doctoral dissertations and 74 master theses from English Language Education of Universitas Negeri Malang. The twelve phrasal complexity measures were employed through Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC) tool created by Kyle (2016). The finding showed the characteristics of Indonesian graduate-level writing that they were intended to utilize more dependents per direct object (standard deviation) measures, and fewer dependents per nominal (standard deviation) measures in their writing. It also showed doctoral dissertations have higher quality than master theses which reflected significant difference in most of phrasal complexity measures. These outcomes offer syntactic complexity insights of Indonesian context. The study highlighted the need more attention to syntactic complexity at graduate-level writing for improving writing quality.  
The Role of Advanced Academic Literacy Development in Enhancing Academic Writing and Publishing: A Narrative Inquiry of Indonesian Doctoral Students Wahyuningsih, Sri; Widiati, Utami; Basthomi, Yazid
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp725-743

Abstract

The Role of Advanced Academic Literacy Development in Enhancing Academic Writing and Publishing: A Narrative Inquiry of Indonesian Doctoral Students. Objectives: Academic writing and publishing are crucial elements of doctoral education, yet many Indonesian doctoral students face significant challenges in developing the advanced academic literacy necessary for scholarly publishing. Methods: Employing a narrative inquiry approach, this study explores the lived experiences of five doctoral students from five universities in Indonesia. Data were gathered through semi-structured interviews. Findings: Findings reveal that structured academic literacy programs, mentorship, and exposure to scholarly discourse play a crucial role in improving students’ writing and publishing capabilities. However, persistent challenges, including linguistic barriers, institutional constraints, and the pressures of the ‘publish or perish’ culture, hinder their progress. Conclusion: The study underscores the need for higher education institutions to provide comprehensive academic literacy training, sustained mentorship, and collaborative research opportunities to support doctoral students in achieving academic publishing success. These insights contribute to a broader understanding of the interplay between academic literacy and research productivity, with implications for doctoral education policies and scholarly writing development programs. Keywords: academic literacy, academic writing, doctoral education, Indonesian higher education, scholarly publishing.
English Teachers’ Identity in Pesantren: A Narrative Inquiry Study Alim, Syahirul; Basthomi, Yazid; Suharyadi, Suharyadi
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: English Teachers’ Identity in Pesantren: A Narrative Inquiry Study. Objective: Pesantren (Islamic Boarding School) is recognized as an educational institution in Indonesia. In educational environment, Teachers have an important role for the successful in the teaching-learning process. They should construct their professionalism and identity in facing the development of education. There are numerous research studies on teacher identity. But, there is still a lack of research on teacher identity in Pesantren. Therefore, this research study aims to explore how English teachers in Pesantrnen construct their identities. Method: This research is a narrative study that involves six English teacher in Pesantren. The data were elaborated into three themes, the novice teacher, the professional learning journey to be professional teachers, and professional teachers. Finding: The examination of their construction identities revealed from the teachers’ experiences to know how teachers in Pesantren understand themselves through experiences. Conclusion: Understanding teachers’ experience will give best implications to the English teachers’ identity which in turn will contribute to construct their identity. Keywords: pesantren, english teachers, teachers’ identity.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202423
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.
Getting stuck: A study of Indonesian EFL learners self-efficacy, emotional intelligence, and speaking achievement Santoso, Dian Rahma; Affandi, Ghozali Rusyid; Basthomi, Yazid
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.
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.
“I’m afraid I can’t”: Initiating Acts on Refusal Strategy Realization Dwiana, Nadya Rezkhita; Basthomi, Yazid; Anugerahwati, Mirjam; Syahri, Indawan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): 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.v5i2.716

Abstract

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the classification of refusal strategy by Beebe et al was also used to categorize refusal strategies realized. The results showed that initiating acts were not insensitive towards the use of direct strategy. However, it has an impact on the realization of indirect strategies and adjuncts. It was also found that both initiating acts and the social status of interlocutors play an important role in producing refusal utterances. Hence, it is highly suggested to introduce initiating acts and social status factors to EFL learners so that they would be able to produce an appropriate refusal depending on the context.
Co-Authors A. Effendi Kadarisman Abdullah, Dwi Yumna Abourahim, Nawras B M Achmad Komaruddin Adianto Restu Wicaksono Afrianto Aji, Aulia Adilla Amalina Rachmi Fatina Aminatun, Dyah Andi Rusgandi, Muhammad Andita Eka Wahyuni Anik Nunuk Wulyani Anjarwati, Dhini Ar Ruhimat, Imroati Istibsyaroh Arif Subianto Asih Santi Hastuti Aulia Adilla Aji Aulia Adilla Aji Aulia Apriana Bambang Yudi Cahyono Chotmaniyah Chotmaniyah Dian Arihasta Diba Ramadhana Dina Ayu Puspita Wardani Dwi Yumna Abdullah Dwiana, Nadya Rezkhita Edi Suharyadi El Khoiri, Niamika 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 Harimurti, Keke Febrian Herri Akhmad Bukhori Hieronimus Canggung Darong Imraatu Salichah Indawan Syahri Intan Hamzah Ismail, Dalia Abbas Ibrahim Johannes Ananto Prayogo Khafshoh, Adira Lizaria khoirunnisa, dinda 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 Mohammad Adnan Latief Mohammad Adnan Latief Mohammad Fatkhul Mubin Nadya Rezkhita Dwiana Naima Khairunisa Nanang Zubaidi Nunung Suryati Nur Azizah Nur Mukminatien Nurenzia Yannuar Nurfitriana, Latifah Nurisma, Radina Anggun Parnawati, Tantry Ajeng Purbo Kusumastuti Puspandari, Lusia Eni Ranggi Ramadhani Ilminisa Relawati, Mei Renandya, Willy Ardian Roekhan Roekhan Rofiqoh Rofiqoh Saiful Marhaban Santi Erliana, Santi Santoso, Dian Rahma Santoso, Dona Yanuar agus Sari Karmina Sari, Ardiana Sayid Ma’rifatulloh 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