Articles
<![CDATA[Foreshadows and Symbols in The Brussels Companys Main Office in Joseph Conrads Heart of Darkness ]]>
<![CDATA[Ena, Ouda Teda]]>;
<![CDATA[Yulia, Made Frida]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012): October 2012 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v15i2.318
<![CDATA[Joseph Conrads Heart of Darkness unveils a story about a journey to the inner self to find the mysteries of human mind. The way the writer presents his story is very intriguing in that he makes of use of many foreshadows and symbols. This paper attempts to examine the foreshadows and symbols which Conrad uses in this novella;however, the discussion is limited to the ones that appear in The Brussels CompanysMain Office.]]>
<![CDATA[THE USE OF ENGLISH AS A LINGUA FRANCA IN TEACHING THAI STUDENTS: THE PERSPECTIVES FROM INDONESIAN TEACHERS ]]>
<![CDATA[Suminto, Elisabeth Avryanne]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i3.8880
<![CDATA[As the number of non-native speakers of English is increasing, the use of English as a Lingua Franca is spread across the globe. English as a Lingua Franca enables the people who come from different background of language to communicate and interact with each other. It is important to study the use of English as a Lingua Franca in teaching English to Thai students as it fosters the teachers to be creative by employing different learning strategies in teaching English. This study aims to find out the beliefs and attitudes of the Indonesian teachers on the use of ELF in Thai context. Furthermore, this study aims to explore the factors which contribute to these beliefs and attitudes. The writers employed qualitative study by using closed-ended and open-ended questionnaires as well as interviews to collect the data. The findings indicated that there were three categories of beliefs which were found; they were: virtual, maximal, and optimal positions. The findings implied that for the Thai students with the poor level of English, mixing English and Thai was needed. Furthermore, there were also two factors which contribute to the shaping of the beliefs; they were: English learning experience and the English language identity.]]>
<![CDATA[Analyzing Speech Acts in School Communication: A Study of Abbott Elementary Series ]]>
<![CDATA[Sanjaya, Paschalis Kurniawan]]>;
<![CDATA[Lumintang, Sheline Feranda]]>;
<![CDATA[Ena, F.X. Ouda Teda]]>
<![CDATA[ Interference: Journal of Language, Literature, and Linguistics Vol 6, No 1 (2025): INTERFERENCE ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/interference.v6i1.69559
<![CDATA[Abstract. To understand how individuals convey meaning or information, manage relationships with others, and navigate power dynamics in communication, one needs to know the meaning and types of speech acts especially. This study aims to analyze school communication in the Abbott Elementary series through the lens of speech act theory, focusing on how different types of illocutionary acts are used to shape classroom interactions. This research provides a novel contribution to the linguistic field by analyzing speech acts specifically in the educational setting. This study uses a qualitative approach to explore communication dynamics by using discourse analysis to identify and categorize the illocutionary acts present in the three episodes in the first series to answer the first problem. Then, the data obtained will also be calculated and analyzed to answer the second research question, namely the type of speech acts that appear most often. As a result, this study found that the series includes all five types of speech acts in its communication, and the representative type has the highest intensity of occurrence in the three episodes of the first series that was studied. This finding can provide valuable insight into the role of language, especially in the educational environment Keywords: Abbott Elementary, School Communication, Speech Act]]>
<![CDATA[EFL Students’ Perceptions of Their Metacognitive Awareness in English Language Learning ]]>
<![CDATA[Putri, Natalia Destiana]]>;
<![CDATA[Kuswandono, Paulus]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 16 No 2 (2024) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v16i2.5331
<![CDATA[Effective English language teaching demands proficient teachers, as pre-service teachers in the English Education department must possess strong English proficiency to teach effectively. This study investigates the perceptions of metacognitive awareness among pre-service EFL teachers in an Indonesian context. Quantitative data were collected using Balcikanli’s Metacognitive Awareness Inventory (MAI), and qualitative data were gathered through semi-structured interviews. The findings reveal that pre-service teachers in the English Language Education department display varying levels of metacognitive awareness, which impacts their ability to effectively teach English. 60% of participants have a moderate perception of their metacognitive awareness, while 40% exhibit a high level. Key aspects of metacognition, including declarative, procedural, and conditional knowledge, as well as regulation of cognition through planning, monitoring, and evaluating, were examined. It highlighted that the pre-service teachers are generally aware of their learning strengths and weaknesses but face challenges in regulating learning effectively. The study contributes to the field of English language learning and teaching by emphasizing the role of metacognitive awareness in achieving successful language acquisition and suggests that ongoing support and training are essential for pre-service teachers to become effective educators.]]>
<![CDATA["The Yellow Wallpaper": How Figurative Languages Fuel a Descent into Madness ]]>
<![CDATA[Kresnawaty, Novy]]>;
<![CDATA[Ena, Ouda Teda]]>;
<![CDATA[Budiraharjo, Markus]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5570
<![CDATA[This study explores the use of figurative language in Charlotte Perkins Gilman's "The Yellow Wallpaper," focusing on the protagonist's descent into madness as depicted by the author. This study employs a qualitative descriptive methodology, drawing its data from specific sentences from the short story and focusing on some examples of figurative language. The method of analysis utilised is content analysis with a focus on language style. The collected data consists of words and sentences extracted from "The Yellow Wallpaper." This involves conducting a literature review, annotating the text, identifying figurative language techniques, and analysing their effects. Additionally, the study contextualises Gilman's work within its historical and cultural context. This research plan offers a methodical strategy for illuminating this significant aspect of "The Yellow Wallpaper.]]>
<![CDATA[Indonesian EFL Students’ Perception of Educational Philosophy ]]>
<![CDATA[Lobi, Yohanes Capistrano Satrini]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 2 (2024): ERALINGUA ]]>
Publisher : <![CDATA[Makassar State University ]]>
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DOI: 10.26858/eralingua.v8i2.65207
<![CDATA[Abstract. Each student possesses a personal philosophy that influences their educational journey. Adopting and implementing specific educational philosophies serve as a guiding framework for students to attain optimal future outcomes. Hence, it is crucial to explore the educational philosophy and its consequences. This article investigates English Education Students’ philosophy of education. The data were collected from 29 students using questionnaires with 40 questions in which participants were to rate statements related to their educational philosophy. A 5-point Likert scale was used to measure participants’ attitudes towards and perceptions of the educational philosophies. The results indicated that most participants adhered to the humanism educational philosophy, while a few had a diverse and inclusive perspective. The findings enhance comprehension of the approaches Indonesian EFL students choose in their studies and provide guidance for educators to customize their teaching techniques to correspond with these perceptions. The findings show that the majority of the EFL preservice teachers are inclined toward a humanistic educational philosophy. The educational implication is that they would assume the role of a teacher who focuses on the development of the whole person, focusing on students’ emotional, intellectual, and social growth in their later teaching career.Keywords: curriculum, educational philosophy, EFL students, teacher candidates]]>
<![CDATA[The Educational Philosophies of Pre-service English Teachers in Indonesia ]]>
<![CDATA[Nurhayati, Titin]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA ]]>
Publisher : <![CDATA[Makassar State University ]]>
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DOI: 10.26858/eralingua.v9i1.69903
<![CDATA[Abstract. Understanding educational philosophy is very important because it will influence the quality of education. Educational philosophy affects the teacher's decision to determine the educational purpose embedded in the curriculum and instruction. Hence, investigating the educational philosophy of the pre-service English teacher is essential because this is when the journey begins to become an English teacher. This research aimed to explore pre-service English teachers' educational philosophies and predict the consequences of their dominant educational philosophies. The data were collected from 78 pre-service teachers in the English education department at one of the state universities in Central Java. The finding showed that pre-service English teachers have a mixture of several educational philosophies, of which humanism was the dominant educational philosophy. Institution, culture, and policy influence pre-service English teachers' educational philosophy. In humanism, the teacher believes that teaching and learning processes have to give freedom to the students to develop their values. These findings provide valuable insight for education policymakers to support the development of suitable education. Keywords: curriculum, educational philosophy, pre-service English teacher, humanism]]>
<![CDATA[Mastering English Diphthongs: Phonological Challenges and Patterns Among Sikka Students in Yogyakarta ]]>
<![CDATA[Soge, Edeltrudis Patrisia]]>;
<![CDATA[Hindom, Simron Krinuartjati]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Linguistics and ELT Journal Vol 13, No 1 (2025): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v13i1.30013
<![CDATA[This study explores the pronunciation of English diphthongs by Sikka students in Yogyakarta, focusing on the phonological challenges and patterns that emerge. The researcher used descriptive qualitative by employing interviews and observations. The participants were ten Sikka students aged 19-34 with varying English learning backgrounds. The researcher asked students to read a text that had diphthongs and compared students' English diphthong pronunciation with the Oxford Dictionary (1995) and Longman Dictionary (2008). The findings show that despite the duration of English language exposure, the participants had difficulties pronouncing English diphthongs correctly. The text contained eight diphthongs, which were included in nineteen words. The data demonstrate that most participants incorrectly pronounced eleven words, which were included in six diphthongs, whilst simultaneously pronouncing eight words, which were included in eight diphthongs, correctly. Analysis indicates that the mispronunciations stem from factors such as the absence of similar diphthongs in the Sikka language, unfamiliarity with English phonology, limited practice, and a lack of focus on diphthongs during language learning. The research addresses a gap in current literature by exploring the impact of the Sikka language, a prevalent local language, on English pronunciation.]]>
<![CDATA[Revisiting Code-Switching in TOEFL Instruction: Its Role In Facilitating Students’ Grammatical Proficiency ]]>
<![CDATA[Arya Putra, Akbar Mandala]]>;
<![CDATA[Bram, Barli]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i2.4883
<![CDATA[This study examines the use of code-switching by lecturers in the TOEFL ITP preparation class. This class is mandatory for students of Siliwangi University to prepare to meet the graduation requirements. Code Switching is a strategy used to practice switching between two languages in communication. The main function of this strategy is also a pedagogical goal. The study aims to analyze the types of code switching, their use and pedagogical goals. The theories used in this study include pedagogical goals, socio-linguistics and the needs and functions of language learning. The research method used is a quantitative method with survey data collection techniques to analyze simple regression of the relationship between lecturer's code-switching and grammatical understanding in TOEFL Preparation. The research was conducted in the political science department of Siliwangi University. The results of the study showed that there was an influence of 83.2% between the code switching variable and the ability to understand grammar in students majoring in political science at Siliwangi University. Therefore, the hypothesis can be accepted. The code-switching strategies used based on the results of the study include inter-sentential code-switching, intra-sentential code-switching, socio-cultural]]>
<![CDATA[THE PREDOMINANT EDUCATIONAL PHILOSOPHIES AMONG PRE-SERVICE ENGLISH TEACHERS ]]>
<![CDATA[Indaswari, Ragilia]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ English Review: Journal of English Education Vol. 13 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v13i2.11833
<![CDATA[Theory and philosophy are inseparably linked. Theory shapes how people purposefully engage with the world, whereas philosophy shapes how people perceive the world. The idea behind this study is that pre-service English teachers follow certain beliefs to improve their pedagogical abilities prior to the implementation. This study investigated the predominant educational philosophies among pre-service English teachers enrolled in an English Education program at a University in Solo. The respondents of the study were 38 pre-service English teachers at a University in Solo, Central Java who were chosen through simple random sampling. Data were collected using a survey adapted from the self-assessment educational philosophies scoring guide. It utilized a quantitative survey research that involves gathering data through questionnaires. The analysis revealed that Behaviorism emerged as the most commonly endorsed philosophy, followed by Perennialism and Progressivism. These findings suggest that pre-service English teachers tend to adopt teacher-centered approaches that emphasize structure, repetition and reinforcement. The study suggests that Indonesian pre-service English teachers believe effective teaching involves a combination of student-centered and teacher-centered approaches, urging for curriculum support.]]>
