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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of English Education Studies Journal of Linguistics, Literacy, and Pedagogy
Welliam Hamer
Universitas Sultan Ageng Tirtayasa
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Role of SPADA as Instructional Media and Technologies to Utilize Learners’ Self-Regulated Learning Welliam Hamer; Ledy Nur Lely
Journal of English Education Studies Vol 3 No 1 (2020)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (668.86 KB) | DOI: 10.30653/005.202031.53

Abstract

The aim to be reached in writing this article is to inform the readers on how SPADA as one of instructional media based technologies today is effective to increase the quality of the learners in their self-regulated learning. In recent years, technology has increasingly developed with its widespread use in the economy, tourism and even education in the world. The existance of technology-based media in teaching and learning activities is needed to accompany the increasingly modern era of globalization. One of the technology-based media used in education is e-learning media. E-learning is a type of teaching and learning that allows the delivery of teaching materials to learners using the internet, intranet or other computer network media (Hartley, 2001). With this technology-based media, teaching and learning activities that previously only took place on campus or school, can be conducted anywhere and anytime, not limited by space and time. One of the e-learning media on campus is SPADA (Online Learning System). This system is developed to answer some of the challenges of higher education and organize learning without limits. The use of the SPADA website as a utilization of learners' self integration means how the use of SPADA can facilitate learners to practice their self-regulated learning. It means that by using SPADA, the learners are expected to increase their learning activities autonomously. By doing so, the lecturers/teachers only need to give their learners the lesson materials and perhaps some assignments then the rest of learning process will be left entirely to the learners, giving them freedom to pick their own learning pace. In this case, SPADA as one of instructional media based technologies is effective to improve the quality of the learners’ self-regulated learning.
Utilizing Group Investigation Techniques to Enhance Students’ Reading Comprehension Skills on Recount Text Ledy Nur Lely; Welliam Hamer; Fathimah Zahroh
Journal of English Education Studies Vol 3 No 2 (2020): Volume 3 Number 2
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202032.60

Abstract

Recount text is one of the texts in writing which must be taught and stated in Junior High School curriculum. Some students felt that reading text is boring because the students tend to be very lazy to read the text, so that they are not interested in English lessons. The researchers used group investigation technique as one of alternatives in teaching and learning to develop the material and make students more active and interested in class. The objective of this research is to find out whether teaching using group investigation technique is able to develop the students’ reading in recount text at the eighth grade students of SMP Negeri 17 Kota Serang. The methodology of this research was a quantitative research method by using true experimental design. The study was carried out into two classes, Class VIII E as experimental class, and Class VIII C as control class. The results of the study showed that group investigation was able to develop students’ reading comprehension in recount text. Mean of posttest score of the experimental class (67.31) was higher than the control class (64.18). Based on the statistical analysis using t-test analysis, it showed the value of tcount ≥ ttable = 49.12 ≥ 1.99. It means that (Ha) was accepted and the (H0) was rejected. It can be concluded that group investigation is able to develop students’ reading comprehension in recount text at eighth grade students of SMP Negeri 17 Kota Serang.
The Implementation of Pictionary Games to Improve Vocabulary Comprehension Amelia Yustina Fatmawati; Delsa Miranty; Welliam Hamer
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15553

Abstract

Vocabulary is the primary component in learning a language. Vocabulary is essential for getting other skills like speaking, reading, listening, and writing. However, it is not easy to learn vocabulary. Therefore, the teacher should find the teaching technique that makes the student motivated and enthusiastic about learning vocabulary. One technique that can make the students excited and have the motivation to learn a language is by utilizing games. If the teacher uses the game as a technique to teach, the students do not find it easy to get bored. One game that the teacher can use to teach vocabulary is Pictionary games. A Pictionary game is a game that divides the students into groups, one member of the group is assigned to draw a word that the teacher gives, and other members guess the result of the picture. In this conceptual article, the writers aim to help students improve their vocabulary mastery by using Pictionary games.
Politeness, Power, and Minority Leadership: A Pragmatic Analysis of Ji-Yoon Kim in The Chair Reza Anggriyashati Adara; Tiara Haya’anisa Putri Firdaus; Welliam Hamer; Ledy Nur Lely; Nur Azmi Rohimajaya
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 1 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i1.81638

Abstract

This study analyzes the politeness strategies employed by the main character, Ji-Yoon Kim, in the Netflix series The Chair using Brown and Levinson’s (1987) politeness theory. A qualitative descriptive approach was employed, combining systematic frequency counting with contextual qualitative interpretation to examine how the character constructs social and professional relationships through language. Data were drawn from dialogue transcriptions across six episodes and analyzed through a structured content analysis procedure involving the identification, classification, and interpretation of politeness strategies. The findings reveal 78 instances of politeness strategies: 23 bald-on-record (29.49%), 30 positive politeness (38.46%), 21 negative politeness (26.92%), and 4 off-record (5.13%). Positive politeness emerges as the most dominant strategy, indicating Kim’s orientation toward solidarity-building and relational maintenance within academic and interpersonal contexts. The findings suggest that politeness functions not merely as etiquette but as a strategic communicative resource for negotiating leadership, authority, and identity in institutional settings. By examining politeness in a contemporary media narrative, this study contributes to pragmatic research on leadership discourse and identity performance in professional communication.
Exploring the Constructions of English Teachers’ Professional Identity in Islamic Private Junior High Schools Through Bourdieu and Kelchtermans’ Lenses Nadiah Ma'mun; Ahdi Riyono; Welliam Hamer
Journal of English Education Studies Vol 9 No 1 (2026)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202691.177

Abstract

This study investigates the construction of professional identity among English teachers in Islamic private junior high schools by employing a narrative inquiry approach and drawing on the theoretical frameworks of Pierre Bourdieu and Geert Kelchtermans. Through in-depth life story interviews with selected teachers, the research explores how individual habitus, various forms of capital (Bourdieu), and personal interpretative frameworks (Kelchtermans) shape and are shaped by institutional, cultural, and religious contexts. The study reveals that teachers’ professional identities are not fixed entities but are continuously negotiated and reconstructed through their past experiences, educational paths, values, beliefs, and the socio-religious field in which they work. Teachers’ dispositions toward teaching are deeply embedded in their social backgrounds and influenced by both internal (self-image, mission, task perception) and external (contextual challenges, interpersonal relationships) factors. This research offers insights into how professional identity in Islamic educational settings is shaped by a complex interplay of structure and agency, highlighting the need for context-sensitive professional development that acknowledges teachers’ lived experiences. The findings contribute to the discourse on identity formation in English language teaching by emphasizing narrative, cultural, and reflective dimensions in teacher education.
Co-Authors Adara, Reza Anggriyashati Ahdi Riyono Amelia Yustina Fatmawati Delsa Miranty Fathimah Zahroh Ledy Nur Lely Nadiah Ma'mun Nur Azmi Rohimajaya Tiara Haya’anisa Putri Firdaus