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All Journal Jurnal Akuntansi dan Keuangan International Conference on Education and Language (ICEL) Explore: Jurnal Sistem Informasi dan Telematika (Telekomunikasi, Multimedia dan Informatika) EXPERT: Jurnal Manajemen Sistem Informasi dan Teknologi LINGUISTIKA Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Visionist Kinerja: Jurnal Ekonomi dan Manajemen Journal of English Education Studies Lectura : Jurnal Pendidikan Voices of English Language Education Society Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Dialectical Literature and Education Journal Studies in Learning and Teaching Borneo Educational Journal (Borju) Nusantara: Jurnal Pendidikan Indonesia Beyond Linguistika: Journal of Linguistics and Language Education JELTEC: Journal of English Language Teaching, Literature and Culture Indonesian journal of teaching and learning MABUSS: Journal of Management, Business and Social Sciences Indonesian Journal of Social Development Nusantara Journal of Multidisciplinary Science International Journal of Education, Vocational and Social Science Jurnal Multidisiplin Indonesia
Yanuarius Yanu Dharmawan
Universitas Bandar Lampung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Leveraging ELAN Software for Analyzing Storytelling Gestures in Students at SMAN 1 Semaka Siti Badriyah; Susanto, Susanto; Yanuarius Yanu Dharmawan
International Journal of Education, Vocational and Social Science Vol. 3 No. 03 (2024): August, International Journal of Education, Vocational and Social Science( IJV
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v3i03.960

Abstract

This study investigates the use of nonverbal communication (NVC), namely gestures, in the narrative exercises of students at SMAN 1 Semaka. The objective is to determine and classify the precise types and frequencies of gestures used. The use of ELAN software allows for a thorough study, which shows that specific gestures, such as Open Hands (OP) and Head Tilting (HT), are commonly employed and have a substantial impact on improving the delivery of a narrative. On the other hand, gestures such as Hands on Hips (HH) and Hand on Cheek (HCH) were not frequently seen, indicating that their significance may vary depending on the situation and the individual's way of expressing a tale. This study highlights the significance of incorporating Nonviolent Communication (NVC) into educational methods in order to enhance students' proficiency in communication and storytelling. This study enhances our overall comprehension of nonverbal communication in educational environments and emphasises the usefulness of technological tools such as ELAN in furthering educational research.
An Analysis of Perlocutionary Speech Acts: Case Study in the 2024 Presidential Candidate Debate Miranda, Tiara; Dharmawan, Yanuarius
Indonesian Journal of Social Development Vol. 2 No. 3 (2025): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jsd.v2i3.3378

Abstract

This study explores the use of perlocutionary speech acts by presidential candidates during the 2024 presidential debate, focusing on the types employed, their frequency, and how cultural backgrounds influence interpretation. Using a qualitative descriptive method, the research analyzed the third segment of the first 2024 debate, aired on December 12, 2023. The findings identified 24 instances of perlocutionary speech acts, including actions such as embarrassing, irritating, persuading, attracting attention, deceiving, and encouraging. These acts demonstrate the strategic use of language to achieve specific effects on the audience. Moreover, the study highlights that cultural values, ethnic backgrounds, and political experiences significantly shape candidates' interpretations and responses to these speech acts. The research provides insights into the interplay between language use and cultural influences in political communication, offering a deeper understanding of rhetorical strategies in high-stakes political discourse
Exploring Students’ Perception on the Benefits of TikTok Content for English Language Learning Maya Agustina, Riska; Yanuarius Yanu Dharmawan
Jurnal Multidisiplin Indonesia Vol. 2 No. 4 (2024): Desember : Jurnal Multidisiplin Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joumi.v2i4.376

Abstract

Since its emergence, TikTok has expanded as a social media platform by facilitating the spread of educational content, particularly English language learning, which has become increasingly attractive to students in Indonesia. This study explores students' perceptions of TikTok's effectiveness in enhancing English proficiency. By focusing on emotional experiences and practical usage, it fills a gap in the literature and provides a deeper understanding of TikTok’s educational impact. A qualitative approach involving 70 social media-active students was employed. Data were gathered through questionnaires and interviews, assessing social media use and perceived platform effectiveness. Results showed a strong preference for TikTok as a supplementary English learning tool due to its accessibility and engaging content. However, issues like internet connectivity and privacy concerns were noted. In conclusion, TikTok has potential as a resource for language practice and skill improvement, suggesting the need to integrate social media into educational strategies for more interactive learning environments.
English Day Program and Its Impact on Students' Speaking Proficiency A Socio-linguistic Exploration Ramadani, Lilian; Dharmawan, Yanuarius Yanu
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1396

Abstract

This study explores the sociolinguistic dimensions of the English Day program and its impact on students' speaking proficiency at SMA Global Madani. By examining how language practices like English Day influence students' confidence, fluency, and language identity, this research highlights the importance of authentic communication environments in language learning. The study employed qualitative methods, including observations and interviews with 15 purposively selected students. The findings indicate that while the English Day program significantly improved students' speaking proficiency, it also presented sociolinguistic challenges such as anxiety and self-consciousness. Nonetheless, consistent exposure to English and supportive social environments helped foster students' confidence and communicative skills. This study emphasizes the importance of contextual and sociolinguistic factors in shaping effective language acquisition practices.
Reframing EFL Classrooms Students’ Perspectives on Translanguaging as a Pedagogical Strategy in Indonesian Senior High School Cahyanti, Agnes Dewi; Dharmawan, Yanuarius Yanu
Indonesian Journal of Teaching and Learning Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1673

Abstract

Translanguaging has emerged as a powerful pedagogical approach in multilingual EFL classrooms, especially in culturally and linguistically diverse contexts. This study aimed to explore the perspectives of tenth-grade students at SMA Gajah Mada Bandar Lampung towards the use of translanguaging strategies in their English classes. The research employed a qualitative case study design, involving 30 participants selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, and a structured questionnaire. The analysis revealed that students frequently resorted to their first language (L1) to alleviate anxiety and enhance comprehension, especially when encountering difficulties with English (L2). The majority expressed positive attitudes towards translanguaging, believing that the integration of L1 alongside L2 helped them engage more actively, understand instructions better, and participate with greater confidence. However, a small number of students were hesitant, citing concerns over overdependence on L1. Teachers’ reactions also played a significant role in shaping students’ comfort, as those who positively acknowledged L1 use were more likely to foster inclusive participation. The findings suggest that translanguaging supports learners’ emotional, cognitive, and linguistic development when strategically integrated by teachers. This study offers new insight into how translanguaging not only aids language acquisition but also reduces classroom anxiety. It contributes to the growing body of research advocating for flexible language practices in EFL settings. The results are significant for EFL educators, curriculum developers, and policy-makers seeking to create inclusive and supportive language learning environments in multilingual classrooms.
Affective and Cognitive Correlates of Reading Comprehension: A Structural Analysis Alfiani, Elsa; Anggia, Helta; Harpain, Harpain; Yanu Dharmawan, Yanuarius; Magdalena Sidabalok, Dameria; Lakatos, Kristóf
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1900

Abstract

This study investigated the impact of reading motivation, dictation, vocabulary, and socioeconomic status on students’ reading comprehension. A quantitative research methodology was employed, with data collected over four sessions involving tenth-grade students from SMA Yadika Bandar Lampung. The data were gathered through multiple - choice tests, questionnaires, and dictation assessments. The results demonstrated a strong positive correlation between decoding skills and vocabulary in relation to reading comprehension. Statistically significant p-values of 0.000 were found for the relationships between decoding and English reading comprehension (DEC->ERC), decoding and vocabulary (DEC-> VOC), vocabulary and reading comprehension (VOC - >ERC), as well as the combined effects of dictation and vocabulary on English reading comprehension (DEC - >VOC - >ERC). The findings highlight that both dictation skills and vocabulary development play a crucial role in enhancing reading comprehension. In contrast, the study found no significant relationship reading motivation or socioeconomic status and reading comprehension. The correlations betw een extrinsic motivation and English reading comprehension (EM->ERC), intrinsic motivation and English reading comprehension (IM->ERC), and family income and English reading comprehension (INC->ERC) were not statistically significant. These results suggest that while dictation and vocabulary skills are essential for reading comprehension, factors such as reading motivation and socioeconomic status did not exert a significant influence in the study. The findings underscore the importance of focusing on vocabulary and dictation skills to improve students’ reading comprehension, suggesting that targeted educational interventions in these areas could lead to enhanced academic performance for all students. HIGHLIGHTS: Impact of Decoding Skills and Vocabulary on Reading Comprehension: The study shows a strong link between students' decoding skills and vocabulary knowledge, which both greatly improve reading comprehension. Decoding directly helps build vocabulary, which then supports reading comprehension. Vocabulary alone accounts for 75.2% of the differences in reading comprehension, emphasizing its key role. Limited Influence of Socioeconomic and Motivational Factors: Unlike some past studies, this research found that socioeconomic status, intrinsic motivation, and extrinsic motivation have little to no impact on reading comprehension. This suggests that cognitive skills, like decoding and vocabulary, are more important for students' reading abilities than socioeconomic or motivational factors. Educational Implications for Curriculum Development: The findings highlight the need to focus on cognitive skills, especially vocabulary and decoding, in reading instruction. Prioritizing these core skills can help educational programs improve students' reading comprehension and close literacy gaps across diverse groups.
Psycholinguistic and Cognitive Influences on Textual Entailment Misunderstandings in Senior High School Fajar Biantoro; Yanuarius Yanu Dharmawan
Jurnal Multidisiplin Indonesia Vol. 2 No. 3 (2024): September : Jurnal Multidisiplin Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joumi.v2i3.354

Abstract

The objective of this study is to find out reasons behind common misinterpretation of textual entailment among students in educational settings, focusing particularly on how basic textual concepts impact students' ability to comprehend and analyze texts accurately. The study was carried out at SMA Alam Lampung using twelfth-grade students as participants. It used a qualitative research design and employed saturation sampling procedures to choose its sample. This study aims to explore students' understanding and interpretation skills regarding textual entailment by using questionnaires and interviews as the main data gathering techniques. The results show a significant difference in students' ability to correctly grasp texts and hypotheses, indicating a common misinterpretation of textual entailment principles. Out of 60 replies gathered from 10 questions answered by 6 students each, only 4 solutions adhered to the rules of textual entailment. The other 56 responses showed a misunderstanding of the connection between Text and Hypotheses. The research explores the psycholinguistic and cognitive processes that lead to misconceptions, highlighting the importance of lexical access and comprehending complicated sentence patterns in making valid inferences from texts. It also recognizes the significance of prior knowledge in aiding text understanding and analysis. These results imply that successful educational approaches should go beyond just improving linguistic abilities. They should use tactics designed to help pupils overcome psycholinguistic and cognitive obstacles, so improving their interpretive skills. This study suggests a thorough educational method that combines language skills enhancement with specific tactics to address the psycholinguistic and cognitive barriers affecting students' understanding and interpretation of texts.
Exploring Students’ Perception on the Benefits of TikTok Content for English Language Learning Agustina, Riska Maya; Dharmawan, Yanuarius Yanu
Journal of English Language Teaching, Literature and Culture Vol. 3 No. 2 (2024): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v3i2.10384

Abstract

Since its emergence, TikTok has expanded as a social media platform by facilitating the spread of educational content, particularly English language learning, which has become increasingly attractive to students in Indonesia. This study explores students' perceptions of TikTok's effectiveness in enhancing English proficiency. By focusing on emotional experiences and practical usage, it fills a gap in the literature and provides a deeper understanding of TikTok’s educational impact. A qualitative approach involving 70 social media-active students was employed. Data were gathered through questionnaires and interviews, assessing social media use and perceived platform effectiveness. Results showed a strong preference for TikTok as a supplementary English learning tool due to its accessibility and engaging content. However, issues like internet connectivity and privacy concerns were noted. In conclusion, TikTok has potential as a resource for language practice and skill improvement, suggesting the need to integrate social media into educational strategies for more interactive learning environments.
From Critique to Insight: Student Voices on English Writing Feedback Wahyudi, Agus; Sari, Farnia; Amaliah; Pamuji, Arief; Yanu Dharmawan, Yanuarius
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25659

Abstract

This study delves into the pivotal role of feedback in English writing instruction, a crucial element for enhancing language proficiency and writing skills among English language learners. The primary aim of the research is to examine students' perceptions of teacher feedback and to identify the types of feedback they receive, which are essential for improving teaching strategies and student outcomes. Utilizing a qualitative methodology, the research analyzed responses from 22 students, collected through a questionnaire adapted from the frameworks of Lee (2011) and Ellis & Sheen (2011) to reflect the local educational setting. The results reveal a mixed reception to teacher feedback: while it is valued for improving writing skills, it also sometimes causes confusion and anxiety due to unclear instructions or the use of complex metalinguistic symbols. The types of feedback reported include direct, indirect, and metalinguistic feedback. Direct feedback proved effective in enhancing clarity and understanding, whereas indirect and metalinguistic feedback was occasionally linked to negative emotions such as anxiety and embarrassment. Despite these challenges, the study concludes that properly structured feedback can significantly foster cognitive development, prompting students to refine their thought processes, explore ideas independently, and become adept at self-correction. This underscores the need for educators to consider both the content and delivery of feedback to maximize its effectiveness and minimize potential stressors for learners.
Co-Authors Achmad Subing Afrizal Nilwan Agus Wahyudi Agustina, Riska Maya Ahmad Cucus Alfiani, Elsa Amaliah Amaliah Amaliah Anggraini Saputri Appin Purisky Redaputri Arief Pamuji, Arief Ayu Andriyaningsih Ayu Kartika Puspa Bagus Firmansyah Bayu Andika Prasatyo Budhi Waskito Cahyanti, Agnes Dewi Defrizal Deri Sis Nanda Devia Kusuma Anggraini Dini Hidayati Eko Windu Prasetya Erlangga Erlangga Ermina Sari Fajar Biantoro Farnia Sari, Farnia Gabrielle Ghaniiyyu Nafinoor Haninun Harpain Harpain, Harpain Harris Hermansyah Setiajid Helena Verusha Ali Helena Verusha Ali Helta Anggia Hidayati, Dini Ida Nahdaleni Indriati Agustina Gultom Kusuma, Elinda Dwi Lakatos, Kristóf Luciana Luciana M Agung Laksono Maulinda Maulinda Maully Reighita Almega Mawuntu, Shany Carolina Maya Agustina, Riska Miranda, Tiara Mirza Mirza Muhammad Alfu Syahrin Muhammad Rafi Hawari Mutiatus Saniyati Mutiatus Saniyati Nabila Rosa Trinanda Nurdiawansyah Nurdiawansyah Nurmala Eka Putri Oktariani S., Alma Indah Prasatyo, Bayu Andika Ramadani, Lilian Resti Deptasari Rizky Adelia Putri Rizky Agung Fardani Robby Yuli Endra Sabilla Fitri Amelia Septiyana, Linda Sidabalok, Dameria Magdalena Silviyani Silviyani Sinthya Santoso5 Siti Badriyah Susanto, Susanto Tri Lestira Putri Warganegara Tri Nun Hartini Tri Prasetio Upeka Mendis, Upeka Vonny Tiara Narundana Wahyu Ramadhan Yanuar Dwi Prastyo Yulia Gusmiarni Yuthsi Aprilinda