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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 Jurnal Pendidikan Bahasa Kinerja: Jurnal Ekonomi dan Manajemen Linguistics and Elt Journal 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 Journal of English Language and Education Beyond Linguistika: Journal of Linguistics and Language Education Journal of General Education and Humanities 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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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.
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.
Decoding Phonological Hurdles: An In-depth Study of Alveolar and Velar-Alveolar Consonant Cluster Mispronunciations among SMA PERSADA Lampung Students Ayu Wandira; Yanuarius Yanu Dharmawan
International Journal of Education, Vocational and Social Science Vol. 5 No. 01 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i01.2773

Abstract

English, as a global language, is widely taught in Indonesia from elementary to high school. However, Indonesian learners often experience difficulties in mastering English pronunciation, particularly in producing consonant clusters, which are uncommon in Indonesian. This study investigates mispronunciations of velar and velar–alveolar consonant clusters occurring at the end of English words and identifies the causes of these errors.The study employed audio recordings as the primary data collection method. Five senior high school students from Persada Senior High School, Bandar Lampung, whose first language is Indonesian, participated in the research. The participants were asked to read sentence-based materials taken from their English learning modules. Data were collected over three meetings, resulting in 250 pronunciation tokens (5 respondents × 25 English words).The findings reveal frequent pronunciation errors involving alveolar–alveolar and velar–alveolar consonant clusters in word-final positions. Two main types of errors were identified. The first is interlingual interference, where Indonesian phonological rules influence English pronunciation. This includes the deletion of final consonants in clusters (e.g., the omission of [d] in kind), devoicing of voiced consonants, the insertion of schwa [ə] between consonants, and consonant substitution to simplify articulation. The second type is intralingual error, which results from overgeneralization or improper combination of English pronunciation rules. These findings suggest that both native language interference and limited mastery of English phonological rules contribute to consonant cluster mispronunciation among Indonesian learners.
Investigating the Deep Learning Approach and Lampung Cultural Values (Piil Pesenggiri): A Theoretical and Cultural Analysis Prastyo, Yanuar Dwi; Ariyani, Farida; Ubaidillah, Muhammad; Zakiya, Hanifah; Rahayu, Chika; Dharmawan, Yanuarius Yanu
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36543

Abstract

This conceptual paper investigates how the deep learning approach articulated in the New Pedagogies for Deep Learning (NPDL) framework can be theoretically and culturally aligned with Indonesian national graduate profiles, recent Indonesian government formulations of Pembelajaran Mendalam (PM), and the Lampung cultural philosophy of Piil Pesenggiri in the context of English language teaching (ELT). Drawing on document analysis of NPDL texts, Indonesian curriculum and policy documents, the Academic Paper on Deep Learning, scholarly discussions of graduate profiles, and regional literature on Piil Pesenggiri, the study develops a tri-level comparison between global, national, and local frameworks. The analysis shows that NPDL’s six global competencies-character, citizenship, collaboration, communication, creativity, and critical thinking-broadly converge with Kemendikdasmen’s holistic, competency-based vision of graduates and with national deep learning discourse, which combines knowledge, skills, character, and citizenship in integrated graduate profiles. At the local level, core elements of Piil Pesenggiri such as juluk adok, nemui nyimah, nengah nyappur, and sakai sambayan provide cultural resources that can support the social, ethical, and collaborative dimensions of deep learning, while also generating tensions around honour, face, hierarchy, and group harmony. The paper argues that, when these convergences and tensions are explicitly recognised, ELT classrooms in Lampung can be designed as spaces for deep learning projects that develop the 6Cs through locally meaningful themes, tasks, and interaction norms. The study concludes by outlining principles for culturally responsive, deep learning-oriented ELT and by suggesting directions for future empirical research on the localisation of global pedagogies and national deep learning reforms in Indonesian schools.
Exploring Students Perception on the Benefits of TikTok Content for English Language Learning Riska Maya Agustina; Yanuarius Yanu Dharmawan
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 < em>< p>
Co-Authors Achmad Subing Adella Fita Amarsa Kasablanca 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 AYU WANDIRA Bagus Firmansyah Bayu Andika Prasatyo Budhi Waskito Cahyanti, Agnes Dewi Defrizal Defrizal Deri Sis Nanda Devia Kusuma Anggraini Dini Hidayati Dini Hidayati Eko Windu Prasetya Erlangga Erlangga Ermina Sari Fajar Biantoro Farida Ariyani 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 Lilian Ramadani Luciana Luciana 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 Mustafa, Rayval Mutiatus Saniyati Mutiatus Saniyati Nabila Rosa Trinanda Nurdiawansyah Nurmala Eka Putri Oktariani S., Alma Indah Rahayu, Chika Resti Deptasari Riska Maya Agustina 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 Ubaidillah, Muhammad Upeka Mendis, Upeka Vonny Tiara Narundana Wahyu Ramadhan Yanuar Dwi Prastyo Yulia Gusmiarni Yuthsi Aprilinda Zakiya, Hanifah