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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching PROJECT (Professional Journal of English Education) JOLLT Journal of Languages and Language Teaching Studies in English Language and Education
Surono Surono
Universitas Ahmad Dahlan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR DEAF STUDENTS AT DISABLE SENIOR HIGH SCHOOL Nor Fitriansyah; Masni Usman; Surono Surono
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (696.988 KB) | DOI: 10.30743/ll.v5i2.4529

Abstract

This study explores the cultural content represented in the English Textbook used by the deaf students at disable senior high school or SMALB (Tuna Rungu). This book was published by Kemendikbud of Indonesia in 2016. This study was categorized as Descriptive qualitative research. The method used in this study is textbook content analysis. To collect the data, the writers selected the text, pictures and activities presented in each unit of the textbooks. Meanwhile, to analyze the data, the writers adapted two different frameworks. The first framework was used to explore what cultures are represented in the textbook (types of culture). The second framework was used to explore how the cultures were represented in the textbook (sense of culture). There are 157 cultural contents found in the Tunarungu Bahasa Inggris SMALB Grade XI 2016 book. By Type of Culture, the 157 cultural contents were divided into 60 Source Culture, 94 Target Culture and 3 International culture. Meanwhile, in terms of Sense of Culture, the 157 cultural contents were divided into 5 Aesthetic Senses, 3 Sociological Senses, 59 Semantic Senses and 90 Pragmatic Senses. 
AN ANALYSIS OF CLASSROOM INTERACTION PATTERNS APPLIED BY A THAI ENGLISH TEACHER IN AN ENGLISH FOR YOUNG LEARNER CLASSROOM AT SUANSANTI SCHOOL IN BANGKOK Azizah Mutiara; Surono Surono
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

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Abstract

Classroom interactions are believed to play important role in determining the success of teaching and learning process. This study aims to find the types of classroom interaction pattern applied by a Thai English teacher in an EYL classroom, show the dominant pattern applied, and reveal the impacts of applying the classroom interaction patterns applied to the EYL teaching and learning. The descriptive qualitative method was used in this study. The data were gained through classroom observation and semi-structured interview involving a Thai English teacher and 42 students in class 5/2 elementary school at Suansanti school, Bangkok. This study used video recording, as the data collecting technique and analyzed by adapted Miles’ et al. (2014) procedures. The results indicate that there were five classroom interaction patterns applied by the Thai English teacher. Three dominant patterns applied were choral responses (36.52%), teacher talk (27.54%), and close-ended teacher questioning (26.96%).  The patterns applied lead to the positive impacts including build a sense of comfort and belonging, promote students’ motivation, and enhance social development. However, the overuse of the pattern limits students’ individual expression and peer-to-peer interaction, leading to negative impact such as passive participation.
EXPLORING STUDENTS’ VOICES IN CREATING PODCAST AS PROJECT BASED LEARNING IN SPEAKING CLASS Syaid Buwono; Surono Surono
PROJECT (Professional Journal of English Education) Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, JULY 2024
Publisher : IKIP Siliwangi

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Abstract

This study aimed to explore student’s voices about using podcasts for their Speaking class project. The participants of this study were 18 students from the fifth semester of the English Education Department at a private university in Yogyakarta. The sampling technique applied is purposive sampling which is based on the specific purposes of this research. The study was conducted through a descriptive qualitative method. The data was collected through open-ended questionnaires to capture the students’ voices on the use of podcasts as a media to fulfill their final project in Speaking class. The results of this study showed that podcasts were effective to use as a media in Speaking class, especially to improve their speaking skills. However, students encountered various challenges, including such as difficulties with editing, fear of making mistakes, limited vocabulary, and pre-production tasks such as topic selection and content arrangement. Despite these challenges, integrating podcasts into Speaking class fostered a positive attitude toward technology adoption, boosted confidence, and enriched students' learning experience.
Modal verbs in Indonesian and Malaysian English textbooks for secondary schools: A corpus-driven study Ikmi Nur Oktavianti; Noor Raha Mohd Radzuan; Bambang Widi Pratolo; Surono Surono; Tri Rina Budiwati; Shifak Aisyah
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35258

Abstract

Modality is a salient notion in language, manifested through modal verbs. However, modal verbs are complex grammatical units since they have multiple functions and meanings. Previous studies have shown mismatches between actual language use and its presentation in textbooks, including modal verb representation in both EFL and ESL contexts. This study explored the distributional frequencies of modal verbs in Indonesian EFL textbooks compared to those in Malaysian ESL textbooks. It compiled the textbook conversation corpora from secondary education levels in Indonesia and Malaysia: two Indonesian EFL textbooks (IET) and two Malaysian ESL textbooks (MET), which are nationally endorsed. The corpora comprised 4,548 tokens collected from the conversations in the textbooks. Data collection involved corpus queries focusing on nine core/central modal verbs: can, could, may, might, shall, should, will, would, and must. The results show that Indonesian and Malaysian textbooks shared the same most frequent modal verb distribution; however, other distributions differed. Besides, English modal verbs in Indonesian textbooks are more static with one-to-one correspondence, while Malaysian textbooks present more dynamic modal verb meanings. Notably, Indonesian EFL textbooks have complete modal meaning representation, which is absent in Malaysian textbooks. Interestingly, the modal verb distributions in both textbooks differ from those in a native corpus, representing actual English use. These results highlight the need for more careful consideration when designing and developing teaching materials, especially in ESL and EFL contexts.
Examining Consonant Fossilization in EFL Teachers’ Pronunciation: Insights from a Case Study of a Private High School in Yogyakarta Alya Savira; Surono Surono; Azwar Abbas
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18923

Abstract

Although fossilization is a well-studied aspect of interlanguage among learners and teachers, consonant fossilization in the context of EFL teachers’ classroom practices remains under-explored. Since, Existing literature has primarily focused on EFL students, while EFL teachers are often assumed to possess near-native pronunciation. Within in SLA, consonant fossilization is significant because the stabilization of non-target phonological patterns can shape learners’ interlanguage development. Moreover, in EFL contexts, where the EFL teachers serve as primary pronunciation models, fossilized consonant errors may affect comprehensibility and the quality of classroom input. This study drew on interlanguage theory, fossilization theory, and causal factors of fossilization theory, which provided a conceptual framework for analyzing the types of consonants fossilization and the causal factor. This qualitative case study aims to examine the types of consonant fossilization and the factors that cause these errors to persist. The collected data through classroom observation along with video recording and in-depth interview were analyzed using an interactive model by Miles et al., (2014) which includes data condensation, data display, and conclusion drawing & verification. The findings reveal that there are nine fossilized English consonants, namely /z/, /v/, /θ/, /ʒ/, /t/, /p/, /g/, /d/ and /b/. Environmental, cognitive, socio-cognitive, and habitual or automatized factors have contributed to the fossilization among EFL teachers. It suggests that by increasing their awareness of English pronunciation, particularly of fossilized consonant sounds, teachers improve their teaching effectiveness. It implies the importance of strengthening pronunciation competence through targeted training and ongoing professional development in EFL contexts.
Co-Authors Alya Savira Azizah Mutiara Azwar Abbas Bambang Widi Pratolo Ikmi Nur Oktavianti Masni Usman Noor Raha Mohd Radzuan Nor Fitriansyah Shifak Aisyah Syaid Buwono Tri Rina Budiwati