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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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Artificial Intelligence Generated Summaries as Digital Scaffolds to Support Learners’ Discourse Level Comprehension of Complex Texts in an Indonesian Senior High School Mustafa, Rayval; Dharmawan, Yanuarius Yanu
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2228

Abstract

Discourse-level comprehension is essential for academic literacy, as it enables students to follow arguments across paragraphs, evaluate evidence, and engage in critical reading. In Indonesian EFL classrooms, many senior high school students struggle not only with vocabulary but also with constructing coherent understanding from complex texts. Difficulties in tracking references, connecting ideas, and recognizing rhetorical organization often limit deeper comprehension. This qualitative case study was conducted in a Grade XI class at a private urban senior high school in Bandar Lampung, Indonesia. While classroom activities involved the whole class, eight students were purposively selected for think-aloud protocols and focus group discussions to allow in-depth analysis. Data were collected through observations, think-aloud sessions, discussions, and learning artifacts, and analyzed using reflexive thematic analysis. Findings show that ChatGPT-generated summaries functioned as digital scaffolds, helping students clarify key relationships and verify understanding against the source text, thereby supporting more deliberate and evidence-based reading.
Mobile English in Local Lives: Pre-Service Teachers’ Code-Switching, Polycentric Norms, and Bilingual Self-Monitoring Across Translocal Digital Spaces Yanuarius Yanu Dharmawan; Bayu Andika Prasatyo
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1761

Abstract

English use in EFL contexts increasingly extends beyond classrooms into digital communication and online platforms, where learners encounter multiple standards and sources of evaluation regarding what counts as “good English.” While previous studies have examined translanguaging and digital language practices, less is known about how pre-service English teachers negotiate legitimacy, confidence, and self-monitoring in everyday communication. This study explored how Indonesian pre-service English teachers use Indonesian–English repertoires across different contexts. Using a qualitative interpretive design, data were collected from eight sixth-semester English Education students through narrative questionnaires and participant-selected artifacts and analyzed using abductive thematic analysis. The findings identified four themes: audience and platform as drivers of language choice, code-switching as purposeful social action, the influence of multiple evaluative standards on confidence and participation, and bilingual self-monitoring through inhibition, rehearsal, substitution, and digital tool use. The findings suggest that teacher education programs should address not only English accuracy but also confidence, feedback culture, translanguaging practices, and digital communication awareness.
Through the Students’ Lens: Perceptions of Emotional Intelligence Informed Instruction and Communicative Engagement Adella Fita Amarsa Kasablanca; Yanuarius Yanu Dharmawan; Bayu Andika Prasatyo
Jurnal Pendidikan Bahasa Vol. 15 No. 1 (2026): Jurnal Pendidikan Bahasa
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v15i1.10708

Abstract

Emotional factors significantly dictate the success of English Language Learners (ELLs) in navigating cognitively demanding tasks. While Emotional Intelligence (EI) is widely linked to academic achievement, its practical application as a deliberate instructional resource within specific local Indonesian contexts remains under-examined. (Objective) This case study aims to investigate how students perceive the development of core EI skills encompassing self-awareness, self-regulation, motivation, empathy, and social skills and how these perceptions shape their communicative engagement at Homey English. Employing a qualitative study design, data were collected through a questionnaire distributed to 25 ELLs, supported by classroom observations to assess learners' emotional responses and interaction patterns during EI-informed instruction. The findings revealed that most students exhibited high self-awareness and strong empathy, which directly contributed to increased self-esteem and supportive peer networks. However, self-regulation yielded moderate results, with only 34.6% of students fully able to handle academic stress, indicating that managing impulsivity requires explicit pedagogical intervention. Furthermore, learners demonstrated stable motivation and a high preference for collaborative problem-solving. These results imply that integrating explicit, context-sensitive EI routines into language instruction effectively minimizes the affective filter. By addressing emotional needs, teachers can foster a more resilient, interactive, and psychologically safe environment that significantly enhances learners' willingness to communicate.    
Exploring how translanguaging and multimodal learning improve EFL students Dini Hidayati; Yanuarius Yanu Dharmawan; Bayu Andika Prasatyo; Luciana Luciana
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8012

Abstract

Many studies have shown that translanguaging promotes inclusive and dynamic learning environments. However, little is known about multimodal techniques to improve student engagement and satisfaction. The present study aims to examine the impact of these combined strategies on student understanding, motivation, and identity construction in language acquisition. The study involved twenty students in the second semester of the English Language Education Department at a university in Bekasi, West Java, Indonesia. The data were garnered through a quantitative method using a questionnaire and a qualitative method using in-depth interviews. Out of the total number of participants, five students were selected for in-depth interviews to explore rich data on students' emotional, motivational, cognitive, and expressive responses to translanguaging. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results suggest that adding translanguaging and multimodal strategies to the learning environment promotes a more engaging and inclusive atmosphere, thereby enhancing student satisfaction and language proficiency. Conversely, complications were identified for students with diminished proficiency requiring further assistance. The research emphasizes the potential of translanguaging to enhance linguistic competence, student confidence, and motivation, indicating that it is a valuable pedagogical tool in EFL classrooms.
English Day Program and Its Impact on Students' Speaking Proficiency A Socio-linguistic Exploration Lilian Ramadani; Yanuarius Yanu Dharmawan
Indonesian Journal of Teaching and Learning (INTEL) 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.
Politeness Strategies of Teacher-Student Interaction: Implementation Social Aspects in Shaping Politeness Strategies Tri Prasetio; Harpain; Yanuarius Yanu Dharmawan
Nusantara Journal of Multidisciplinary Science Vol. 2 No. 2 (2024): NJMS - September 2024
Publisher : PT. Inovasi Teknologi Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini mengeksplorasi dinamika strategi kesantunan dalam kelas Pembelajaran Bahasa Inggris (ELL), khususnya berfokus pada interaksi guru-siswa di SMA Negeri 9 Bandar Lampung. Dengan menggunakan pendekatan kualitatif, penelitian ini menyelidiki bagaimana faktor sosial dan budaya memengaruhi pemilihan strategi kesantunan di antara siswa dari latar belakang etnis yang berbeda, termasuk Jawa, Lampung, Minang, dan Palembang. Pengumpulan data dilakukan melalui observasi kelas dan wawancara dengan siswa dari berbagai etnis. Analisis tematik diterapkan untuk mengidentifikasi tema dan pola yang berulang dalam data. Temuan tersebut mengungkapkan penggunaan strategi kesantunan yang beragam—kesantunan positif, kesopanan negatif, dan terang-terangan—masing-masing memiliki fungsi berbeda dalam komunikasi kelas. Kesantunan positif menumbuhkan hubungan yang harmonis, terang-terangan meminimalkan kesalahpahaman dan menyampaikan urgensi, sementara kesopanan negatif mengurangi beban dalam situasi sensitif. Penelitian ini juga menyoroti pemahaman dan penerapan strategi ini yang terus berkembang, yang dibentuk oleh dinamika kekuatan sosial, jarak sosial, dan norma budaya. Penelitian ini menggarisbawahi pentingnya konteks budaya dalam pemilihan strategi kesopanan dan berkontribusi pada pemahaman yang lebih luas tentang komunikasi dalam lingkungan pendidikan.
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