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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya JELL (Journal of English Language Learning) Jurnal Educatio FKIP UNMA International Journal of English and Applied Linguistics (IJEAL)
Yayah Nurhidayah
English Education Department, Universitas Majalengka, Majalengka
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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"WHY I CAN'T SPEAK UP? ": STUDENTS' ANXIETY IN PUBLIC SPEAKING Ayuning Tiyas; Yayah Nurhidayah; Rama Dwika Herdiawan
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.097 KB) | DOI: 10.31949/jell.v3i1.1619

Abstract

Abstract- Public speaking is a way to talks with individual or group listener with sharing ideas and influencing them either direct or via electronic communication to achieve a specific goal. The aims of this research are to explain what the factors influencing students’ anxiety in public speaking and explain how the students anticipate their anxiety in public speaking. This research used qualitative method. The instruments of this research are observation and interview. The results of this research are the students feel fear of making mistakes, fear of embarrassed, fear of being laughed, always thinking and self-conscious. In addition, assuming all audiences are friends, try to be confident, pray so that they are calm, change the mind set of "I can” continue to try and not become a burden are the way to anticipates their anxiety when public speaking.Keyywords: Anxiety, Speaking, Public Speaking
Using PQ4R to Improve Students’ Reading at Emergency Remote Learning Nia Zupita; Yayah Nurhidayah; Eka Nurhidyat
International Journal of English and Applied Linguistics (IJEAL) Vol. 1 No. 2 (2021): Volume 1 Number 2 August 2021
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v1i2.1052

Abstract

Emergency remote learning is a substitute for face-to-face teaching and learning activities during the COVID-19 pandemic. Students feel various problems in the teaching and learning process, especially reading English text in this study. Students feel uncomfortable, less handling, reading text must be repeated to understand, and the more wanted problems in this study are the mean score of reading students is still lacking. There is no particular method used in reading. Therefore, this study proposed the PQ4R method as a method that could be used to improved students' homework. This research was qualitative and quantitative with the CAR (Classroom Action Research) method, and the data collection techniques were tests and questionnaires. This study also used triangulation as data validation. The mean score of students ' reading has increased from the existing situation, the first cycle, to the second cycle. The current situation means the score was 65.16, the mean score of the first cycle was 78.03, and the mean score of the second cycle was 88.94. In addition, students' responses to the PQ4R method were positive. The results of this study indicated that the PQ4R process could improve students' reading mean scores.
PENERJEMAHAN TEKS AUDIO VISUAL (SUBTITLING) Rahma Ilyas; Yayah Nurhidayah
Jurnal Educatio FKIP UNMA Vol. 5 No. 2 (2019): December
Publisher : Universitas Majalengka

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Abstract

Penerjemahan teks-audio visual atau dikenal dengan istilah subtitling merupakan penerjemahan unsur verbal dan non-verbal dari unsur-unsur semiotik yang berupa channel atau mode yang terdapat dalam teks multichannel/multimodal/polysemiotic (writing, image, sound effects and speech) ke dalam unsur verbal dalam bentuk mode writing yang berupa caption yang terintegrasi dan sinkron dengan unsur-unsur semiotik dalam wujud mode/channel tersebut. Subtitling merupakan penerjemahan conventionalized, diasemiotic dan intersemiotic. Produk hasil subtitling, subtitle, memiliki batasan waktu dan ruang yang membuat banyak sekali pertimbangan yang harus dilakukan untuk melakukan penerjemahan ini, selain pertimbangan utama yaitu interaksi dan integritas unsur-unsur semiotik dalam teks audio-visual dalam memproduksi makna.
AI Threat or Partner Narratives in Lecturer Student Discourse: A CDA of Polarization and Legitimacy Rama Dwika Herdiawan; Yayah Nurhidayah; Trian Pamungkas; Yaniar Ratna Dewi
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 16, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.16.1.2026.79-102

Abstract

This study examines how lecturers and students discursively construct generative artificial intelligence (GenAI) as either a threat or a partner in higher education, and how these competing stances are legitimized in everyday academic communication. Guided by Critical Discourse Analysis, the study analyzes 124 GenAI-relevant statements (74 spoken; 50 written) drawn from assignment briefings, classroom discussions, consultation meetings, LMS announcements, rubric explanations, emails, and class-group chats in a bounded university context. Polarization was coded as Threat, Partner, or Hybrid/Ambivalent, while legitimation strategies were traced using Theo van Leeuwen's framework (authorization, moral evaluation, rationalization, and mythopoesis), complemented by discursive legitimation perspectives. Findings show that Threat-oriented statements (n=52) slightly outnumber Partner-oriented statements (n=35), with Hybrid "allowed, but…" regulation (n=37) functioning as the dominant mechanism for stabilizing norms under uncertainty. Threat talk occurs during high-stakes assessment moments and is commonly legitimized through authorization (rules, rubrics, sanctions) and moral evaluation (fairness, honesty), often reinforced by cautionary narratives. Partner talk becomes more salient in formative learning episodes and is primarily legitimized through rationalization that frames GenAI as scaffolding for brainstorming, outlining, summarizing, and language polishing, while reasserting student responsibility for accuracy and voice. Across stances, the central legitimacy struggle concerns accountability, who remains responsible for claims, originality, and transparency when GenAI is involved alongside student anxiety produced by inconsistent boundaries across courses. The study argues that sustainable governance requires clearer communicative templates, process-oriented assessment evidence (draft trails, reflective logs, brief oral explanations), and careful use of detection tools only as triggers for follow-up review to protect fairness and trust. 
Co-Authors Ayuning Tiyas Eka Nurhidyat Nia Zupita Rahma Ilyas Rama Dwika Herdiawan Trian Pamungkas Yaniar Ratna Dewi