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All Journal Edu-Ling: Journal of English Education and Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Education and Teaching (JEET) PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat International Journal of Innovation and Education Research Journal of English for Specific Purposes in Indonesia
Safnil Arsyad
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JOURNAL OF APPLIED LINGUISTICS AND LITERATURE

 1 
CODE – MIXING IN ENGLISH CLASSES OF SMPN 14 KOTA BENGKULU: VIEWS FROM THE TEACHERS Tri Ramadhaniarti; Safnil Arsyad; Arono Arono
JOALL (Journal of Applied Linguistics and Literature) Vol 2, No 1: February 2017
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (464.113 KB) | DOI: 10.33369/joall.v2i1.5866

Abstract

English teachers in all levels of education in Indonesia try hard to make their students able to speak and write English. Teachers sometimes  use code-mixing in their  classroom  instructions. This study is conducted to investigate Code – Mixing in English Classes of SMPN 14 Kota Bengkulu: Views From the Teachers. The participants were the English teachers who teach English at SMPN 14 Kota Bengkulu. The data were collected  from  audio-recording and interviewing to the teachers. The results indicated that teachers used  inter-sentential code-mixing  more frequently than intra-sentential code-mixing. It also found  that all of the teachers used code-mixing in pre-activity, while activity and post-activity of teaching and learning process in their English classes. They also used code-mixing for  giving instruction, translation and asking for clarification.   The English-Indonesian pattern is the most frequently used by the teachers in teaching English. The teachers used code-mixing in teaching English in the English classes to make the students able to understand the purpose of teaching and learning process easily.
Unlocking interaction: A deep dive into metadiscourse in Indonesian and International EFL and ESL textbooks for Senior High School Rismar Riansih; Angga Dwinka; Safnil Arsyad
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.41244

Abstract

This study presents a comparative corpus analysis of interactional metadiscourse features in two English textbooks used in Indonesian senior high schools: an EFL textbook published by the Indonesian Ministry of Education and Culture (Bahasa Inggris: Work in Progress) and an ESL textbook published by Cambridge University Press (English as a Second Language: Second Edition). Despite the central role textbooks play in shaping classroom discourse and developing students’ communicative competence, limited attention has been paid to how interactional metadiscourse is utilized in these materials, especially in EFL contexts like Indonesia, where textbooks often serve as the primary source of English input. Addressing this gap, the present study investigates how interactional metadiscourse, features that guide readers through the text and engage them, differ between a locally produced EFL textbook and an internationally published ESL textbook. The analysis was conducted using a corpus-based approach, drawing on Hyland’s (2005) model of interactional metadiscourse to manually identify and categorize features, including hedges, boosters, attitude markers, self-mentions, and engagement markers. The results revealed notable differences in the frequency and types of interactional metadiscourse employed in the two materials. These findings support the alternative hypothesis (H1), which posits that the international ESL textbook contains more interactional metadiscourse features than the Indonesian EFL textbook. The study contributes to the limited body of empirical research on metadiscourse in English textbooks and offers insights relevant to improving textbook design and English language instruction in the Indonesian context.
Linguistic and non-linguistic communication strategies employed by English non-native speaker hosts in talk shows and on-location interviews on SEA Today TV Izwandi, Alya Afifah; Ira Maisarah; Safnil Arsyad; Alamsyah Harahap
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.44130

Abstract

English non-native speaker (NNS) hosts in television broadcasting often face communicative pressures where maintaining fluency, accuracy, and audience engagement is critical. These challenges require the use of compensatory strategies, that is, techniques to overcome gaps in linguistic proficiency and sustain interaction. This study investigates the linguistic and non-linguistic communication strategies employed by NNS hosts on SEA Today TV across two formats: talk shows (TS) and on-location interviews (OL). Using a mixed-methods content analysis, 20 purposively selected broadcast episodes (2021–2025) were examined to represent program variety and host diversity. Data were coded using an adapted version of Farrahi’s (2011) taxonomy, with 20% of the corpus double-coded; inter-rater reliability (Cohen’s κ TS = 1.000; Cohen’s κ OL = 0.875) confirmed coding consistency. The findings identified two main groups of strategies (linguistic and non-linguistic) comprising sixteen subcategories, of which fourteen were observed. Eight strategies, including approximation, elaboration, and body gestures, emerged as a shared “core repertoire.” Contextual contrasts were also evident: talk shows displayed higher reliance on appeal for help and circumlocution due to their collaborative studio setting. At the same time, on-location interviews emphasized elaboration and environmental gestures in response to real-time unpredictability. These results demonstrate that NNS hosts flexibly adapt a stable repertoire of strategies to context-specific demands. Pedagogically, the results suggest that broadcaster training and English as a Lingua Franca (ELF) instruction should explicitly incorporate communication strategy practice. For instance, training modules could simulate on-location unpredictability to help hosts practise elaboration and approximation strategies, while studio-based exercises could focus on appeals for help and interactional alignment with co-hosts and guests. Such targeted activities would strengthen broadcasters’ strategic competence, enabling them to manage linguistic limitations more effectively in diverse communicative settings.
Co-Authors Alamsyah Harahap Andriadi Angga Dwinka Arono Arono Arono Denti Zentia Putri Ejontomi Afrizon Erlinda Rizal Fadly Dzil Ikram Feti Yuhariah Gita Mutiara Hati Ira Maisarah Irma Diani Izwandi, Alya Afifah Lasmita, Ritanti Rismar Riansih Sarwit Sarwono Tri Ramadhaniarti Yenny Teriana Yulistio, Didi Zahrida .