Article Per Year (5 Year)
p-Index From 2021 - 2026
3.618
P-Index
This Author published in this journals
All Journal Lingua Cultura Jurnal Celtic INFERENSI Jurnal Arbitrer Kajian Linguistik dan Sastra Al Ishlah Jurnal Pendidikan ELS Journal on Interdisciplinary Studies in Humanities Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Language Teaching and Education Jurnal Pro Hukum : Jurnal Penelitian Bidang Hukum Universitas Gresik Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) Dinasti International Journal of Education Management and Social Science SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Pedagogy : Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia English Language Education Reviews Indonesian Journal of EFL and Linguistics Jurnal Indonesia Sosial Teknologi Journal of International Multidisciplinary Research Jurnal Pendidikan Generasi Nusantara (JPGENUS) Inspiration : Instructional Practices in Language Education
Agus Wijayanto
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
Sarcasm in Social Media: A Study of Comments on Sam Smith's Instagram Posts Fadilah, Iraisha; Agus Wijayanto
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3077

Abstract

This study aims to explain the types of sarcasm expressions and determine the purpose of sarcsm used by netizens in Sam Smith's Instagram comment column. Descriptive qualitative was used in this research. The objects of the research were sarcasm in netizen comments on Sam Smith's Instagram posts and their intended meaning. Documentation was employed to collect the research data and content analysis was employed to observe the sarcasm. The findings revealed that four types of sarcasm were used by netizens to comment Sam Smith's Instagram posts, including propositional, lexical, like - prefix, and illocutionary sarcasm. The study found five purposes of sarcasm: sophistication, evaluation, politeness, persuassive communication, and retraction.
Criticism Strategies Found In The Youtube Video “Trevor Noah Unpacks The Racist Response To The Little Mermaid” By The Daily Show Sari, Rakinza Dewina; Agus Wijayanto
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3122

Abstract

Criticism is one type of oppositional behavior in language. This research aimed to identify the types of criticism strategies and to examine the external pragmatic modifiers used by Trevor Noah in the video Trevor Noah Unpacks the Racist Response to The Little Mermaid. The researcher used a qualitative descriptive method. The data in this research are speech acts of criticism uttered by the speaker (Trevor Noah) whose data source was taken from YouTube video. This research used documentation to collect the data and was analyzed using a qualitative approach with Nguyen's (2005) theory of criticism strategies. The results of this research showed that there were 18 data which contained criticism speech acts found in Trevor Noah's utterances. The data were classified into two types of criticizing strategies including 9 direct criticizing strategies, such as 1 negative evaluation, 2 disapprovals, 2 expressions of disagreement, 3 identifications of problems, and 1 consequence, and 9 indirect criticizing strategies, such as 1 correction, 2 indicating standards, 1 demand for change, 2 requests for change, while expressions of uncertainty, asking/presupposing, and other hints (sarcasm), each found one utterance. The researcher also found 4 classifications of external pragmatic modifiers used to mitigate criticism, such as steers, sweeteners, disarmers, and grounders contained in Trevor Noah's utterances.
WHY DO THE STUDENTS DO DISRUPTIVE BEHAVIOR IN ENGLISH CLASSROOM? Anida Fadhilah Jati; Endang Fauziati; Agus Wijayanto
XXXXXXXX
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i1.25800

Abstract

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into not conducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the classroom, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study were seven English teachers and six selected classes from the tenth grade until the twelfth-grade students in a small town in Indonesia. The data were collected by using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue and the influence of media were the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.
IMPLEMENTASI PENGUATAN PENDIDIKAN BERBASIS KARAKTER DI SEKOLAH DASAR Agus Wijayanto; Daryono; Mochamad Bayu Firmansyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36191

Abstract

The purpose of this study was to describe the implementation of character education in the formation of students' holistic personality. The research was a qualitative study conducted at SDN Pasrepan III Kecamatan Pasrepan Kabupaten Pasuruan. Data were obtained from in-depth interviews with key informants : principals, teachers, and students parents. Data were analyzed by using the steps of data reduction, data display, and conclusion/verification. Based on the results of the data analysis, the research showed that: (1) the management of character education could be divided into two strategies, namely internal and external; (2) the internal strategy of the school could be accomplished through the four pillars, namely teaching and learning activities in the classroom, daily activities in the form of school culture, habit formation activities, curricular and extra-curricular activities; and (3) external strategy could be done by cooperating with parents and the community.
Can AI-Generated Feedback Overshadow Teachers’ Existence? Rizki Azizah; Agus Wijayanto; Malikatul Laila
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 5 (2025): Dinasti International Journal of Education Management and Social Science (June
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i5.4503

Abstract

AI-generated feedback is expected to be exploited for enhancing learners’ speaking skills and maintaining learners’ emotional state. The magical power might overshadow teachers’ feedback, as well. For further investigating learners’ perception of AI-generated feedback compared to teachers’ feedback in fostering learners’ speaking skills and maintaining emotional state, this study employed a mix-method. Data were collected through a 15-item questionnaire and semi-structured interviews with Grade XI students at Budi Utomo Senior High School. The questionnaire examined the intensity of feedback reception, learners’ preferences for feedback providers in improving speaking skills (lexis, stressed word patterns, intonation, fluency, grammar, communicative functions, and physical paralinguistic features), and the emotional impact of feedback (self-esteem, motivation, and anxiety). Interviews, conducted via WhatsApp voice notes for flexibility, provided deeper insights into learners' experiences with both feedback types. Thematic analysis revealed that learners perceived AI-generated feedback as beneficial for improving specific aspects of speaking, particularly pronunciation and fluency, while teacher feedback was valued for its personalized and interactive nature. Emotional responses varied, with AI-generated feedback fostering self-directed learning but sometimes lacking the motivational support provided by teachers. The study highlights the complementary roles of AI and teacher feedback in fostering speaking skill development and emotional engagement. These findings contribute to the ongoing discourse on AI in language education and provide implications for optimizing feedback strategies in EFL classrooms.
Exploring Students' Experience of Using Nearpod in Grammar Lesson in Relation with Students’ Increased Engagement: A Descriptive Qualitative Approach Atik Astrini; Agus Wijayanto; Malikatul Laila
Jurnal Indonesia Sosial Teknologi Vol. 5 No. 7 (2024): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v5i7.1202

Abstract

The research aims to investigate the student’s experience of using Nearpod related to students’ increased engagement in grammar lesson at SMAN 1 in Surakarta. The significant level of engagement is the key for students to keep up with grammar lesson and then gain better comprehension of the lesson. The research uses descriptive - qualitative method. The research applies focus group discussion, in-depth interview, observation techniques and document analysis. To broaden understanding about the level of engagement, the research explores the students’ experiences in learning grammar using Nearpod. The research then analyzes the data from techniques to identify the pattern, trend, theme and meaning. The result of the research shows that the use of Nearpod in Grammar Lesson has significant impact in increasing students’ engagement. This finding implies the important of integrating subjects with digital platforms to create collaborative and interactive environment of learning
POLITENESS AND IMPOLITENESS IN CINDERELLA (2015): A PRAGMATIC ANALYSIS Anissa Eka Meilani; Agus Wijayanto
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7455

Abstract

Recent discourse in pragmatic studies has contested the idea that politeness functions solely as a cooperative and harmony-seeking endeavor, particularly in contexts characterized by unequal power relations. This research investigates the functions of politeness and impoliteness as instruments of control in hierarchical interactions. This study utilizes Brown and Levinson's politeness theory, Culpeper's impoliteness framework, and multimodal discourse analysis to investigate the collaborative construction of dominance through linguistic and non-verbal resources in cinematic discourse. Utilizing a qualitative descriptive methodology, the analysis examines specific subtitle dialogues between Lady Tremaine and Cinderella in the film Cinderella (2015), enhanced by multimodal indicators including gaze, intonation, facial expressions, and camera angles. The analysis focuses on important pragmatic factors, such as indirectness, sarcastic politeness, and actions that put someone's face in danger. The results show that people use politeness on purpose to make authority seem real, control behavior, and make domination seem normal. Being rude, on the other hand, strengthens hierarchical control through both words and actions. These findings indicate that politeness in power-laden discourse cannot be interpreted merely as cooperative behavior; it necessitates analysis as a strategic and multimodal practice. The study underscores the importance of extending pragmatic analysis beyond verbal interaction and integrating multimodal perspectives as a best practice in the analysis of power and control in discourse.
Comparing AI and Teacher Feedback: Student Insights on Creativity and Critical Thinking Alfin Amaliah Zahroh; Mauly Halwat Hikmat; Agus Wijayanto
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5797

Abstract

This mixed-method study investigates students’ reflections on the strengths and limitations of feedback provided by ChatGPT compared to teacher feedback, particularly in relation to creativity, critical thinking, and content development in writing. The study was conducted in an English vocational school setting involving 40 students and 4 English teachers. Focus groups, in-depth interviews, and questionnaires were used to gather information in order to fully comprehend the opinions and experiences of the students. The analysis focused on how students evaluated the clarity, usefulness, and relevance of the feedback from both sources, as well as its impact on their ability to generate creative ideas, think critically, and improve the content of their writing. The findings suggest that teacher feedback remains essential for addressing students’ challenges in vocabulary, grammar, and idea expression by providing clarity, motivation, and personalized guidance. While ChatGPT contributes speed, accessibility, and consistency, it lacks the contextual depth and interpersonal dimension inherent in teacher feedback. Therefore, a hybrid feedback model that integrates human expertise with AI efficiency offers promising potential to optimize students’ writing development.
Penguatan Kemampuan Refleksi Kritis untuk Peningkatan Kualitas Pembelajaran Bahasa Inggris Mauly Halwat Hikmat; Agus Wijayanto; Aryati Prasetyarini; Nur Hidayat; Friendly Lucianna
Jurnal Abdimas Indonesia Vol. 6 No. 2 (2026)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v6i2.2983

Abstract

Kualitas guru berpengaruh keberhasilan proses belajar mengajar. Latihan refleksi membantu guru mengembangkan kualitas dan kemampuan diri. Namun, refleksi sering dilakukan secara tidak terstruktur dan hanya sebagai formalitas administratif, seperti dalam penelitian tindakan kelas untuk pengembangan karir. Kondisi ini juga ditemukan pada guru-guru Muhammadiyah di Sukoharjo, Jawa Tengah. Untuk mengatasi hal tersebut, dilakukan lokakarya yang bertujuan meningkatkan kemampuan guru dalam pengajaran reflektif, termasuk melatih refleksi diri, identifikasi masalah, serta perencanaan solusi berbasis teori. Lokakarya ini diikuti oleh 23 guru sekolah menengah Muhammadiyah dan dilaksanakan dalam tiga tahap: persiapan, pelaksanaan, dan praktik reflektif di sekolah. Terdapat lima sesi dalam lokakarya, mulai dari pengenalan refleksi menggunakan teknik KWL, praktik refleksi, identifikasi masalah dan solusi, diskusi tentang pembelajaran reflektif melalui penelitian tindakan kelas, hingga refleksi atas kegiatan lokakarya. Guru juga mempresentasikan hasil pembelajaran mereka. Lokakarya ini terbukti efektif dalam menyegarkan kembali pengetahuan akademik dan pedagogis guru serta membantu mereka merancang solusi atas masalah yang dihadapi, sehingga berdampak pada peningkatan kualitas pembelajaran.
Co-Authors Alfin Amaliah Zahroh Ana Retnowati Anida Fadhilah Jati Anida Fadhilah Jati Anissa Eka Meilani Anita A. Cahyanti Armita Ayu Sekarsari Aryati Prasetyarini Astrini, Atik Atik Astrini Ayu Meiratnasari DARYONO Desla Fitria Devi Pratama Putri Dhian Putri Wardhani Diah Kristina Diyah Murti Hastuti Dwi Wachidiyah Ningsih Endang Fauziati Fadilah, Iraisha Friendly Lucianna Hening Laksani Hepy Adityarini Hj. Fadhilah Harahab Putri Intan Permatasari Intan Permatasari Iraisha Fadilah Kuntum Palupi Setyaningsih Malikatul Laila Mauly Halwat Hikmat Mochamad Bayu Firmansyah Muhammad Najmussaqib Diya Alhaq Ngadiso Ngadiso Ngadiso Ngadiso Nico Wikang Tri Diatma Nico Wikang Tri Diatma Noor Malihah Novita Indah Purwaningsih Novita Indah Purwaningsih Nur Arifah Drajati Nur Hidayat Rakinza Dewina Sari Rizki Azizah Salsabila Bazighoh Zahron Sari, Rakinza Dewina Slamet Supriyadi Sri Marmanto Suparno Suparno Tanty Prianty Tanty Prianty Wisma Wijayanti