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All Journal Jurnal Pendidikan Bahasa Script Journal: Journal of Linguistic and English Teaching Education and Linguistics Knowledge Journal (Edulink)
Satrio Aji Pramono
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media

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A MICRO ANALYSIS STUDY OF PRAGMATIC CONTENT IN INDONESIAN ELT TEXTBOOKS Pramono, Satrio Aji; Kurniawan, Eri
Jurnal Pendidikan Bahasa Vol 9, No 1 (2020): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (296.733 KB) | DOI: 10.31571/bahasa.v9i1.1673

Abstract

This study aims to explore the frequency of pragmatic content occurrence represented as speech acts of thanking and apologizing in two Indonesian ELT textbooks: a prescribed textbook published by Ministry of National Education and a commercial textbook. Pragmatic content of two ELT Textbooks entitled When English Rings the Bell and English on Sky were analyzed using Martinez’s Framework on Speech act of thanking and apologizing. The result indicated that a number of speech acts of thanking and apologizing have sufficiently provided by both prescribed and commercial textbook. However, while there are various strategies which can be used to perform speech acts of thanking and apologizing, both textbooks failed to take into account the inclusion of those strategies. It is therefore advisable for language teachers to employ other authentic language sources to enhance learners’ pragmatic competence. 
A MICRO ANALYSIS STUDY OF PRAGMATIC CONTENT IN INDONESIAN ELT TEXTBOOKS Satrio Aji Pramono; Eri Kurniawan
Jurnal Pendidikan Bahasa Vol 9, No 1 (2020): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v9i1.1673

Abstract

This study aims to explore the frequency of pragmatic content occurrence represented as speech acts of thanking and apologizing in two Indonesian ELT textbooks: a prescribed textbook published by Ministry of National Education and a commercial textbook. Pragmatic content of two ELT Textbooks entitled When English Rings the Bell and English on Sky were analyzed using Martinez’s Framework on Speech act of thanking and apologizing. The result indicated that a number of speech acts of thanking and apologizing have sufficiently provided by both prescribed and commercial textbook. However, while there are various strategies which can be used to perform speech acts of thanking and apologizing, both textbooks failed to take into account the inclusion of those strategies. It is therefore advisable for language teachers to employ other authentic language sources to enhance learners’ pragmatic competence. 
Analysing Pedagogic Discourse through the Teachers' Use of Space in EFL Classrooms Satrio Aji Pramono
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 5 No 1 (2023): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v5i1.3438

Abstract

In language classrooms, the use of space has the same potential as language in shaping the pedagogical process. This study analyzes different types of classroom space and how they are used by two teachers to make different meanings. The analysis was carried out by focusing on the positioning of the teachers during lesson stages, namely Openings, Sequencing, and Closings based on the semantic categories of classroom space developed by Lim et al. (2012). The results explicated the use of four different types of space, namely authoritative space, personal space, supervisory space, and interactional space to create learning experience and how they are redefined by the teachers for specific reasons. The findings of this study are expected to provide insight as to how classroom space as one of the semiotic resources is crucial to the pedagogical process and therefore offers a way for teachers to evaluate and transform how they approach their teaching.
Factors Influencing English Teachers’ Literacy in Assessment for Learning Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Satrio Aji Pramono; Nita Maghfiratul Jannah; Yasir A. Alsamiri; Fadhl Mohammed Awadh Gharamah
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2249

Abstract

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.
Co-Authors Eri Kurniawan Eri Kurniawan Fadhl Mohammed Awadh Gharamah Ihtiara Fitrianingsih Nita Maghfiratul Jannah Nur Hidayanto Pancoro Setyo Putro Sukarno Sukarno Yasir A. Alsamiri