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All Journal Empowerment Journal of English Teaching and Applied Linguistics (JETAL) FOSTER: Journal of English Language Teaching Jurnal bahasa, sastra, seni, dan pengajarannya EBONY JELL (Journal of English Language Learning
Erma Sujiyani
Universitas Palangka Raya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Rhetorical Moves in Indonesian EFL Graduate Students’ Thesis Abstracts Erma Sujiyani
General English Education Vol 2 No 1 (2022): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1026.755 KB) | DOI: 10.37304/ebony.v2i1.4043

Abstract

Rhetoric in an abstract writing literally means the techniques a writer might use to deliver complicated information in a limited amount of space effectively and intentionally. However, as being non-native speaking (NNS) writers, Indonesian EFL Graduate students often have difficulties in producing, organizing, and delivering ideas of an abstract into widely accepted international standard of English academic writing conventions. This study describes the nature and characteristics of the rhetoric of thesis abstract focusing on the moves-step(s) written by Indonesian EFL Graduate Students of Palangka Raya University. The model proposed by Samraj (2002) consisting of five moves: Move 1– Situating the Research, Move 2–Purpose, Move 3–Methods, Move 4–Results, and Move 5–Conclusion was used as a general guideline to analyze the moves-step(s) of the abstracts. The findings of the study show that three textual spaces: M2-Purpose, M3-Methods, and M4-Results are compulsory while the other two (M1-Situating the Research and M5-Conclusion) are optional; and the rhetorical pattern mostly employed in the abstracts is PMRC or M2-M3-M4-M5. However, in realizing the rhetorical strategies of the abstracts, a great deal of first language rhetorical interference (such as redundancy use of steps particularly in M2, reordering or non-linear patterns of steps mostly the steps in M3, the overlap function between moves especially between M4 and M5, the low occurrence of M1, and the repeated use of embedding moves particularly the embedment of M2 and M3) is discovered among the moves or the steps forming each move.
A CHECKLIST TO ASSESS THE USE OF DISCOURSE MARKERS IN STUDENTS’ WRITING Erma Sujiyani; Atiqah Nurul Asri; Maya Rizki Fauzia; Nur Mukminatien
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 42, No 2 (2014)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (9.207 KB)

Abstract

Discourse markers (DMs) play a crucial role in writing as ‘linking words’, ‘linking phrases’, or ‘sentence connectors’ that bind ideas between sentences in a paragraph  or between paragraphs to  build  coherence  in a text.  DMs should be sufficiently but not overly used in writing. As EFL learners find it difficult to identify the types, functions, and positions of DMs to link ideas in their academic writing, this article attempts to share an instrument in the form of DMs checklist to help learners enhance their knowledge of DMs. The checklist can also be used as teacher/peer feedback form in the writing process.
TRAINING MAKING A DIGITAL POSTER USING THE CANVA APP IN CREATING PROCEDURE TEXT AT PKBM KATIMPUN Maida Norahmi; Muhammad Affandi; Erma Sujiyani; Novi Widiastuti
Empowerment : Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah Vol 12, No 1 (2023): February 2023
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/empowerment.v12i1.3396

Abstract

Community Learning Center is a non-governmental organization formed by and for the community that is engaged in learning and is located at the village or sub-district level. To equal education, PKBM has a strategic function to serve all school-age children or people who want to go to school but are unable to attend school. Like others, PKBM Katimpun has also carried out its function to serve and provide education for the surrounding community. The presence of PKBM is a forum for carrying out various educational activities that are equivalent to formal schools in general. The problems faced by PKBM Katimpun are the need to increase expertise in the field of technology and information so that students can compete in the work field later. In addition, students also need to improve their academic abilities. In this case, English lessons are one of the subjects that contribute to the development of skills for students in their future work. Therefore, we took the initiative to combine these two targets into one training material which is expected to improve skills in IT as well as the ability to learn and write English texts. This community service activity is intended to provide training to PKBM Katimpun students through two materials, namely the use of the Canva application and learning to write procedure texts in English.
Exploring the Techniques Used by the Machine and Human Translation in Translating The Gift of the Magi into Indonesian Sujiyani, Erma; Syeba, Sulamit; Norahmi , Maida; Riniyati, Riniyati
General English Education Vol 5 No 2 (2025): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v5i2.20360

Abstract

The pros and cons of which one is better in producing good result of translation between Machine Translation (MT) and Human Translation (HT) has been going on for many years. In the attempt to observe which is better between MT and HT, this article focuses on exploring the techniques used by U-Dictionary as a MT and Maggie Tiojakin as a HT in translating The Gift of the Magi into Indonesian. Data in this research are the words, phrases, clauses and sentences related to the translation techniques in the original version of The Gift of the Magi and the two translation versions. The collected data are analyzed qualitatively by using Molina and Albir’s (2002) theory. The results describe that Maggie Tiojakin used 12 techniques; they are adaptation, amplification, compensation, description, discursive creation, established equivalent, generalization, literal translation, modulation, particularization, reduction, and transposition. Meanwhile, U-Dictionary used 8 techniques; they are amplification, borrowing, calque, established equivalent, literal translation, modulation, reduction, and transposition. The dominant translation technique used by Maggie Tiojakin is discursive creation (24.54%), whereas in U-Dictionary, it is literal translation (47.27%). From the different translation techniques used, it can be proven that HT uses more various techniques and has better translation result than MT, in which the translation of the literary works especially a short story done by HT is more accurate, readable, and acceptable.
THE INFLUENCE OF LISTENING TO ENGLISH SONGS ON UNIVERSITY STUDENTS’ LANGUAGE SKILLS: A MIXED-METHODS STUDY OF ENGLISH EDUCATION STUDENTS IN PALANGKA RAYA Julianthi Zefana Silitonga; Erma Sujiyani; Muhammad Subhan Fikri; Lesly Martha Cecylia Meka
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2169

Abstract

English songs are widely used as informal learning resources and may influence students’ language development through both linguistic exposure and affective engagement. This study aims to investigate students’ perceptions of the influence of listening to English songs on their language skills in the English Education Study Program at the University of Palangka Raya. The study employed an explanatory sequential mixed-methods design. Quantitative data were collected through a questionnaire administered to seventh-semester students from the 2022 cohort(N=50). The instrument was tested for validity and reliability using Cronbach's alpha before being analyzed through descriptive statistics. Based on the quantitative results, ten students (N=10) were purposively selected for semi-structured interviews to gain deeper insights. Interview data were analyzed using thematic analysis. Quantitative findings reveal that 94% of students had positive perceptions, while 6% reported negative views regarding the use of English songs in language learning. Qualitative results revealed that listening to English songs supported vocabulary development, listening comprehension, pronunciation, speaking confidence, and overall language improvement. However, some students viewed songs primarily as entertainment and reported challenges, including distractions, exposure to informal language, and mismatches with their learning preferences. Overall, the study indicates that English songs can serve as a beneficial supplementary medium for language learning, depending on learners’ preferences and the extent of instructional integration.
Teaching Strategy in English Speaking Class Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16046

Abstract

This study aimed to explore the lecturer’s teaching strategies in the speaking class at Universitas Palangka Raya. This study used a qualitative research design. The participant in this study was one of the lecturers who taught in the Intermediate English-Speaking Class during the 2nd semester. The instruments used were a field note and an interview guide. The study found that the lecturer employed various strategies to teach speaking skills, depending on the topic of the day. The lecturer employed seven strategies throughout the class activity. In the opening, the lecturer would use icebreakers as a warm-up. In the core activity, the lecturer would employ techniques such as brainstorming, drilling, pair work, role-playing, and group work. At the end of the class, the lecturer would play a game named “Exit Ticket”. This study is recommended for lecturers or teachers as a reference for teaching speaking skills.
Exploring Learning Strategies and Habit Formation in Developing English-Speaking Fluency: A Narrative Inquiry Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.435

Abstract

English-speaking fluency is a critical competence for academic, professional, and interpersonal success, yet many learners encounter persistent linguistic, affective, and social barriers. This study employed a qualitative narrative inquiry to examine the learning strategies and habits formation of a highly proficient Indonesian EFL learner, selected through purposive sampling based on her achievements in debate and public speaking. Data were collected through semi-structured interviews and analyzed using Miles et al.’s (2014) iterative model. The findings revealed four deliberate strategies, self-talk, overcoming fear of mistakes, social interaction, and self-monitoring, that collectively enhanced confidence, resilience, and sustained oral practice. In parallel, two major dimensions of habits formation, early exposure to English through parental support and media input, and integration of English into daily life across school, professional, and familial contexts. emerged as decisive in sustaining fluency development. Unlike prior studies that emphasize group-level outcomes, this research provides a nuanced account of an individual learner’s trajectory, demonstrating how strategies and habits formation converge to embed fluency as a lifelong practice. The study contributes to the field by enriching limited research on highly proficient Indonesian EFL learners and offering pedagogical insights into how deliberate strategy use and consistent routines can be cultivated to foster enduring fluency growth.
Co-Authors Atiqah Nurul Asri Ayonia Jelita Boru Sinaga Julianthi Zefana Silitonga Lesly Martha Cecylia Meka Maida Norahmi Maya Rizki Fauzia Muhammad Affandi Muhammad Subhan Fikri Muhammad Subhan Fikri Nila Kurniasih, Novi Widiastuti Erni Puji Astuti Norahmi , Maida Nur Mukminatien Riniyati, Riniyati Syeba, Sulamit Tiarannisa Putri Lestari Tiarannisa Putri Lestari