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All Journal International Journal of Evaluation and Research in Education (IJERE) Tell : Teaching of English Language and Literature Journal Langkawi: Journal of The Association for Arabic and English JOLLT Journal of Languages and Language Teaching ADJES (Ahmad Dahlan Journal of English Studies)
Azwar Abbas
Universitas Ahmad Dahlan
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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The core aspects of teacher’s book content: An analysis on teacher’s needs Fahmi Fahmi; Bambang Widi Pratolo; Azwar Abbas
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22370

Abstract

The aspects of the content of teacher’s book received less concern among the teachers, academicians, and researchers. Therefore, the present study was carried out to investigate the core aspects of teacher’s book content based on teachers' needs. Three experienced-teachers from different junior high schools were involved in the present study. The study used a descriptive qualitative method. A need analysis was carried out to obtain the data through semi-structured interviews. The data was collected and analyzed through coding and categorizing techniques based on the questions category. The study found that there were several core aspects needed by the teachers that should be included in a teacher’s book content, namely appearance design/layout, procedures in teaching, material explanation, teaching aids, teaching and learning assessment, time allocation, example of classroom language, and key answers. These aspects are purely based on the analysis on teachers' needs and expectations. The researchers point out that this investigation is fruitful to carry out since it synchronizes the content of the teacher’s book and the needs of the teachers which provide a set of ready-made procedures or proper steps in teaching. The present study strongly supports any researchers to investigate other essential aspects of teacher-textbook’s content for more resourceful content.
Functioning Expressive Speech Acts in the 2019 Indonesian Presidential Election Debates Azwar Abbas; Djatmika Djatmika; Sumarlam Sumarlam; Joko Nurkamto
Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i1.2573

Abstract

This study aimed at investigating and explaining how the expressive speech acts functioned and differed in use among the candidates. A case study research design was employed. The data were the formal forms of expressive speech acts, lingual markers, and contexts. The sources were videos of five debate programs containing utterances, conversations, or dialogs made by both candidates. Candidates 01 belonged to Jokowi-Ma’ruf Amin, while candidates 02 belonged to Prabowo-Sandiaga Uno. Non-participatory observation and documentation techniques were used to collect data, and then they were analyzed using the content analysis model. Findings show sixteen functions of the expressive speech acts, namely, thanking, greeting, apologizing, blaming, praising, regretting, complaining, criticizing, expressing hopes, agreeing, disagreeing, expressing optimism, expressing wants, insinuating, making jokes, and appreciating. Then, candidates had different tendencies in functioning these expressive speech acts. Both candidates used greeting, apologizing, praising, complaining, disagreeing, expressing optimism, expressing wants, and making jokes almost equally. Then, candidate 01 tended to express hopes and insinuate, while candidates 02 were to thanking, blaming, regretting, criticizing, thanking, agreeing, and appreciating. Finally, in the 2019 Indonesian presidential election debate, both candidates functioned the speech acts still with Indonesian norms and values.
English for Pharmacy Department Student in a Private University in Indonesia: A Need Analysis Septian Dwi Cahyo; Azwar Abbas
Ahmad Dahlan Journal of English Studies Vol. 10 No. 1 (2023): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i1.337

Abstract

This study analyzes the needs of pharmacy students in a private university for English for Specific Purposes (ESP) in Indonesia. The data were gathered through semi-structural interviews based on determining themes with eight selected students who completed the course, a lecturer of English for specific purposes, and supported by document analysis on the ESP syllabus for the pharmacy department. Data analysis was conducted through interactive data collection, reduction, presentation, and conclusion or verification. The result showed that the pharmacy department wants students to have speaking and academic writing skills using English within limited course meetings in one semester. A variety of teaching strategies have been implemented by the lecturer in a big classroom. However, students’ English mastery varies, with limited learning sources and lacking vocabulary.  
Examining Consonant Fossilization in EFL Teachers’ Pronunciation: Insights from a Case Study of a Private High School in Yogyakarta Alya Savira; Surono Surono; Azwar Abbas
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18923

Abstract

Although fossilization is a well-studied aspect of interlanguage among learners and teachers, consonant fossilization in the context of EFL teachers’ classroom practices remains under-explored. Since, Existing literature has primarily focused on EFL students, while EFL teachers are often assumed to possess near-native pronunciation. Within in SLA, consonant fossilization is significant because the stabilization of non-target phonological patterns can shape learners’ interlanguage development. Moreover, in EFL contexts, where the EFL teachers serve as primary pronunciation models, fossilized consonant errors may affect comprehensibility and the quality of classroom input. This study drew on interlanguage theory, fossilization theory, and causal factors of fossilization theory, which provided a conceptual framework for analyzing the types of consonants fossilization and the causal factor. This qualitative case study aims to examine the types of consonant fossilization and the factors that cause these errors to persist. The collected data through classroom observation along with video recording and in-depth interview were analyzed using an interactive model by Miles et al., (2014) which includes data condensation, data display, and conclusion drawing & verification. The findings reveal that there are nine fossilized English consonants, namely /z/, /v/, /θ/, /ʒ/, /t/, /p/, /g/, /d/ and /b/. Environmental, cognitive, socio-cognitive, and habitual or automatized factors have contributed to the fossilization among EFL teachers. It suggests that by increasing their awareness of English pronunciation, particularly of fossilized consonant sounds, teachers improve their teaching effectiveness. It implies the importance of strengthening pronunciation competence through targeted training and ongoing professional development in EFL contexts.
Emotional Labor in ELT: A Systematic Review of Pre-Service Teachers’ Emotional Responses During Teaching Internships Risty Dwi Paresi; Azwar Abbas
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26856

Abstract

This study presents a systematic literature review analyzing the emotional experiences of pre-service teachers during their internship teaching practices in English Language Teaching (ELT). The concept of emotional labor is explored, focusing on how individuals manage their emotions to align with professional and societal expectations. The study identifies primary emotional responses, coping strategies, and their implications on teaching effectiveness, professional identity, and emotional well-being. A structured review protocol was followed, including specific inclusion and exclusion criteria, data extraction, and synthesis. The findings highlight the complex emotional dynamics pre-service teachers navigate, encompassing both positive and negative emotions influenced by various personal, organizational, and contextual factors. The review emphasizes the importance of supportive mentorship, constructive feedback, and a collaborative teaching environment in aiding pre-service teachers to manage emotional labor effectively.
Co-Authors Alya Savira Bambang Widi Pratolo Djatmika . Fahmi Fahmi Joko Nurkamto Risty Dwi Paresi Septian Dwi Cahyo Sumarlam, Sumarlam Surono Surono