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Comparing The Argumentative Essay Formats of Indonesian and Korean Students Using the Toulmin Model Yanuarius Yanu Dharmawan; Helena Verusha Ali; Bayu Andika Prasatyo; Amaliah Amaliah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v9i2.2922

This study's overarching goal is to dissect and contrast the organizational framework of persuasive compositions generated by Indonesian and Korean (South Korean) pupils who are acquiring English as a secondary language, utilizing the Toulmin model as a theoretical framework for argument assessment. The research sample consisted of five participants from Indonesia, five participants from Korea, five female participants from Indonesia, and five female participants from Korea. Typically, individuals originate from diverse educational and vocational contexts. The articles generated by the authors served as the focal point of an analysis that employed elements of the Toulmin framework. The research's findings imply that there is no appreciable difference between men's and women's levels of reasoning in the two countries. It was evident that a discernible distinction among the participants was the absence of counterargument sections in certain individuals. This study holds significant importance in terms of examining the impact of cultural factors inherent in each nation and its language on the principles of argumentative writing. The results obtained from the investigation conducted in this research. can be employed to improve pedagogical strategies and facilitate the development of writing curricula that are culturally appropriate. It is anticipated that future investigations will facilitate the examination of additional linguistic and cultural attributes, as well as the broadening of the research's purview to encompass a more heterogeneous cohort hailing from a greater array of nations, as well as persons with differing levels of scholarly attainment.

Navigating Deixis in Political Discourse: An Examination of Zelensky and Putin’s Speeches Siti Nur Aenul Hasanah; Devian Try Gustary; Bayu Andika Prasatyo
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 2 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i2.629

The purpose of this research and analysis is to understand the types of deixis and the meaning of deixis contained in Zelensky and Putin's speeches. In analyzing and conducting research on the types and meanings of deixis in speech texts, the writer uses a pragmatic approach. The author applies Yule's (1996) theory of deixis. In completing this analysis, the author uses a qualitative description as an analytical method. The research data is in the form of sentences containing deixis elements in the text of Zelensky and Putin's speeches as data sources and grouped into types of deixis. The results of this study indicate that the types of deixis include people deixis, place deixis, and time deixis used in Zelensky and Putin's speech texts. The use of person deixis has meaning to the participant or actor. The use of place deixis means place or location. The use of time deixis has meaning at the time of the incident. About the research Here is a comparison between the speeches of Zelensky and Putin. In Zelensky's speech, the dominating deixis is place deixis. This is because in his speech Zelensky always uses the word “this” which means place, namely the country of Ukraine. And in Putin's speech the dominating Deixis is people's deixis. This is because in Putin's speeches he always repeats the word "We" which means Russian citizen

Parents Attitude towards Heritage Language Maintenance Dini Hidayati; Bayu Andika Prasatyo
Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2023): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v12i1.6212

This study intends to examine parents' attitudes toward heritage languages, particularly explore strategies in maintaining the heritage language to their children. This study used qualitative research methods five parents couple are participants in this study. Data for this study were collected from participants and sources. Primary data comes from in-depth interviews with parents and supporting data comes from the questioners. In general, this study Â language is as important as Indonesian and English. The results showing that 20% of parents are in agreement and 60% of parents strongly agree with this conclusion this demonstrates parents' positive attitudes, this show that parents have positive attitude, especially in their belief in maintaining their heritage language. In maintaining the heritage language, the majority of parents use almost the same strategies where the strategies are more ordinary things, natural things that are usually done at home. such as continuing to speak the heritage language, singing folk songs, and reciting folklore in the regional language. This finding is also reinforced by questionnaire data which shows that 60% of parents introduce folk songs, tell folk tales to their children. The social environment and digital sources like TV, online games and YouTube that does not use heritage language is also an obstacle for them in maintaining heritage language because it will be influenced to use more social language than heritage language. It is also an obstacle for them in maintaining heritage language. to their children.

Investigating an English Teacherâ€™s Cognitive and Metacognitive Behavior: Thinking Aloud Protocols Analysis Helena Verusha Ali; Bayu Andika Prasatyo
Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2023): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v12i1.6238

This study seeks to demonstrate the importance of clarity and accuracy in post-editing activity, From the perspective of metacognitive and cognitive processes proposed by Wenden' (1991).The research design of this study is a qualitative design. The data were two different translated texts. The post-editing activity was conducted online via Zoom meeting. This article uncovered that there are three types of cognitive and three types of metacognitive strategies implemented by the post-editor. ). Further, the findings also show that the post-editorâ€™s metacognitive strategies include planning (i.e., reconsidering written text), monitoring (i.e., checking and verifying the text), and evaluating (i.e., revising the text.

Pengaruh Kemampuan Kesadaran Fonologi dan Penguasaan Kosakata terhadap Keterampilan Membaca Bersuara Bahasa Inggris Theresia Mundi Astuti; Bayu Andika Prasatyo
Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2024): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v13i1.7605

Penelitian ini merupakan survei dan bertujuan untuk menemukan dan menganalisis secara empiris pengaruh kemampuan kesadaran fonologi dan penguasaan kosakata secara bersama-sama/parsial terhadap keterampilan membaca bersuara bahasa Inggris. Populasi pada penelitia ini adalah mahasiswa 40 responden. Sampel penelitian diperoleh melalui metode simple random sampling. Rancangan penelitian yang digunakan melalui teknik korelasi dengan tiga variabel yang terdiri dari dua variabel bebas, yaitu kemampuan kesadaran fonologi dan penguasaan kosakata serta satu variabel terikat, yaitu keterampilan membaca bersuara bahasa Inggris. Pengumpulan data dilakukan dengan tes obyektif dan tes lisan untuk semua variabel. Hasil penelitian menunjukkan bahwa: 1) Terdapat pengaruh yang signifikan kemampuan kesadaran fonologi dan penguasaan kosakata secara bersama- sama terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan F hitung = 36,741 dan Sig.= 0,000 < 0,05; 2) Terdapat pengaruh yang signifikan kemampuan kesadaran fonologi terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan t hitung = 3,704 dan Sig.= 0,001 < 0,05; 3) Terdapat pengaruh yang signifikan penguasaan kosakata terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan t hitung =5,566 dan Sig.= 0,000 < 0,05. Hal ini berarti bahwa untuk meningkatkan keterampilan membaca bersuara bahasa Inggris, pengajar perlu upaya untuk meningkatkan kemampuan kesadaran fonologi dan penguasaan kosakata.

Equivalence Challenges in Machine Translation: An Analysis of Google Translate Output through Mona Baker's Theory (2011) and Post-Editing Strategies Marhamah; Hidayati, Dini; Prasatyo, Bayu Andika
INTERNATIONAL JOURNAL OF ECONOMICS, MANAGEMENT, BUSINESS, AND SOCIAL SCIENCE (IJEMBIS) Vol. 4 No. 1 (2024): January 2024
Publisher : CV ODIS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59889/ijembis.v4i1.221

This research aims to analyse the level of equality based on Mona Baker's theory translated by J.K. Rowling's "Harry Potter and the Order of the Phoenix" from English to Indonesian using Google Translate. Specific goals include identifying and discussing translation issues at various linguistic levels and providing post-editing suggestions for machine-translated output. The methodology section outlines the qualitative research design, using observation and document methods for data collection. The data source is J.K. Rowling's novel, translated by Google Translate into Indonesian. The process includes observing, identifying, classifying, and evaluating the level of equivalence in the translated text. In conclusion, this introduction provides the basis for an in-depth analysis of the degree of translation equivalence in the context of machine translation, especially in the translation of literary works such as "Harry Potter and the Order of the Phoenix". the analysis of translation problems in the Harry Potter novel reveals common challenges across different parts of sentences, categorized into word level, above word level, textual level, grammatical level, and pragmatic level. While machine translators assist in translating text, especially with large volumes, they still require human monitoring for post-editing to rectify inaccuracies. Consistency in translation practice is emphasized to improve student abilities and ensure progress. Teachers are urged to apply consistent practices, progressing from simple to complex texts and allowing students freedom in choosing translation materials once professional.

Students' Views of Teacher’s Feedback in L2 Writing Class Ali, Helena; Prasatyo, Bayu Andika; Sari, Farnia
Dialectical Literature and Educational Journal Vol. 8 No. 2 (2023): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v8i2.99.pp.58-62

The objective of this study was to scrutinize the nature of corrective feedback delivered by instructors in English as a Foreign Language (EFL) classrooms and to delve into the perspectives of students who received such feedback from their educators. The study seeks to explore the diverse forms of corrective feedback utilized by instructors to address flaws or errors in students' writing practices, while also examining students' perceptions of this feedback subsequent to the correction process. The research was conducted at a private university situated in Bekasi, employing a qualitative descriptive approach. Data collection encompassed the distribution of questionnaires and the conduction of interviews. This study reveals that instructors furnish students with five distinct types of feedback. The results indicate that Lexical Feedback is consistently provided to all students, closely followed by Grammar Feedback. Additionally, a majority of students frequently receive Structural Feedback. Insights from the interviews highlight that a substantial number of students exhibit a favorable disposition towards the various forms of corrective feedback employed by the instructors. Moreover, this research underscores the imperative of integrating corrective feedback into the English language instruction for students learning English as a foreign language (EFL).

Exploring how translanguaging and multimodal learning improve EFL students Hidayati, Dini; Dharmawan, Yanuarius Yanu; Prasatyo, Bayu Andika; 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

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.

Dissecting Cultural Identity Construction among EFL Learners: Voices from the Periphery Prasatyo, Bayu Andika; Amaliah, Amaliah
J-Lalite: Journal of English Studies Vol 5 No 2 (2024): December (2024)
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2024.5.2.11969

This paper investigates how English as a foreign language (EFL) learners construct their cultural identity and how globalisation influences this construction. It also explores studies on globalisation and English language learning in EFL contexts, focusing on students living in peripheral areas. 44 EFL learners aged between 18 and 25 years old were the participants in the study. The study utilized a mixed-method descriptive approach as the foundational framework for this research. The quantitative data consists of questionnaires and semi-structured interviews. They were collected using open-ended questions and then supplemented with semi-structured questions. The qualitative approach is further supported by previous research on cultural identity, such as cultural identity projection analysis and the influence of globalization on education. The study revealed that EFL English learners express their cultural identity through various aspects, such as their interactions with others, self-perception as students in a globalized world, and the impact of globalization on their identity. Students' cultural identity in peripheral areas is influenced by nationality, lifestyle, language, local community, education, cultural shock, mass media, and political beliefs. These elements influence the construction of an individual's cultural identity

Pengaruh Kemampuan Kesadaran Fonologi dan Penguasaan Kosakata terhadap Keterampilan Membaca Bersuara Bahasa Inggris Astuti, Theresia Mundi; Prasatyo, Bayu Andika
Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2024): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v13i1.7605

Penelitian ini merupakan survei dan bertujuan untuk menemukan dan menganalisis secara empiris pengaruh kemampuan kesadaran fonologi dan penguasaan kosakata secara bersama-sama/parsial terhadap keterampilan membaca bersuara bahasa Inggris. Populasi pada penelitia ini adalah mahasiswa 40 responden. Sampel penelitian diperoleh melalui metode simple random sampling. Rancangan penelitian yang digunakan melalui teknik korelasi dengan tiga variabel yang terdiri dari dua variabel bebas, yaitu kemampuan kesadaran fonologi dan penguasaan kosakata serta satu variabel terikat, yaitu keterampilan membaca bersuara bahasa Inggris. Pengumpulan data dilakukan dengan tes obyektif dan tes lisan untuk semua variabel. Hasil penelitian menunjukkan bahwa: 1) Terdapat pengaruh yang signifikan kemampuan kesadaran fonologi dan penguasaan kosakata secara bersama- sama terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan F hitung = 36,741 dan Sig.= 0,000 < 0,05; 2) Terdapat pengaruh yang signifikan kemampuan kesadaran fonologi terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan t hitung = 3,704 dan Sig.= 0,001 < 0,05; 3) Terdapat pengaruh yang signifikan penguasaan kosakata terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan t hitung =5,566 dan Sig.= 0,000 < 0,05. Hal ini berarti bahwa untuk meningkatkan keterampilan membaca bersuara bahasa Inggris, pengajar perlu upaya untuk meningkatkan kemampuan kesadaran fonologi dan penguasaan kosakata.

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