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All Journal ENCOUNTER Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran ETERNAL: English Teaching Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Community Empowerment Jurnal Pendidikan COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Jurnal Nasional Holistic Science Edusia: Jurnal Ilmiah Pendidikan Asia NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Journal Of Human And Education (JAHE) ALLURE JOURNAL Journal of Language and Literature Studies Innovative: Journal Of Social Science Research Applied Research in English Education GSE-journal JGEN : Jurnal Pengabdian Kepada Masyarakat PRIMER: Jurnal Ilmiah Multidisiplin ETERNAL: English Teaching Journal
Dias Andris Susanto
IKIP PGRI SEMARANG
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Deixis in Action: How University Students Construct Meaning in English Classroom Interaction: A Review Study Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 4 (2026): Vol. 3 No. 4 (2026): March 2026
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/m5desp73

Abstract

This review study explores how deixis functions as a key meaning-making resource in English classroom interaction among university students. Focusing on English learning contexts at Universitas PGRI Semarang and Universitas Islam Negeri (UIN) Walisongo Semarang, Central Java, this article critically synthesizes existing empirical and theoretical studies on deixis within EFL classroom discourse. Drawing on literature published between 2015 and 2025, the review examines how personal, spatial, temporal, discourse, and social deixis are employed by university students to construct, negotiate, and interpret meaning during classroom interaction. The analysis reveals that deictic expressions play a crucial role in shaping interactional coherence, managing turn-taking, establishing participant roles, and contextualizing pedagogical content. Moreover, the findings indicate that students’ use of deixis reflects not only linguistic competence but also pragmatic awareness and sociocultural positioning within academic discourse communities. In Indonesian university settings, deixis is shown to mediate the relationship between language use, instructional context, and student agency, particularly in interactive activities such as discussions, presentations, and collaborative tasks. This review highlights a growing research trend that positions deixis as an essential component of classroom discourse analysis and emphasizes its pedagogical relevance in English language teaching at the tertiary level. The study concludes by identifying gaps in current research, particularly the limited focus on learner-centered deictic practices in diverse institutional contexts, and proposes directions for future discourse-based research on deixis in university EFL classrooms
Maxims in Use: EFL Students, Classroom Discourse, and Communicative Effectiveness in University EFL Settings Pinandhita, Fitra; Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 4 (2026): Vol. 3 No. 4 (2026): March 2026
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/1e7q5h47

Abstract

This paper focuses on the realization of conversational maxims in EFL students within the classroom interaction in universities and how the realizations affect the effectiveness of communication in EFL. Based on the Cooperative Principle of Grice, the paper utilized a qualitative discourse-based research design where the natural classroom discourse of an English Education program in one of the Indonesian universities is analyzed. The data were gathered in form of classroom observations, audio recordings, and word-to-word transcripts of the lecturer-student interactions. It analyzed to find out the kinds of maxims, maxims obedience and disobedience, and their practical use in teaching. All the four Gricean maxims in classroom communication were found as illustrated in the findings. The most common maxims were the maxim of quantity, the maxim of relation, the maxim of manner, and the maxim of quality (38, 27, 21, and 14 percent). Cases of maximum adherence explained about 62% of the data with strategic violations 38%. Notably, these transgressions were not accidental; they were practical in nature and intimately linked to such pedagogical tasks like the elaboration of responses, control of the interactational flow, the marking of the uncertainty, and negotiating meaning. In line with the previous studies of pragmatic and classroom discourse, the results reveal that controlled violations, especially those of quantity and manner, tended to increase the effectiveness of the communicative process through clarification and increased involvement in academic discourse. As discussed therein, communicative effectiveness in EFL classrooms should be structured not in terms of strict adherence to conversational conventions but rather context-specific pragmatic selections within the context of the instructional purposes. This paper will add to the body of EFL pragmatics research by establishing a case of maxims realization and communicative effectiveness empirically in the context of higher education. Educationally, the results indicate that students can be better pragmatically aware when explicit focus on conversational maxims is given, and the classroom interaction is better
The Effectiveness of Wayground Application in Enhancing Grammar Mastery of Students with Different Motivation Azizah, Siti Nor; Setiaji, Arso; Susanto, Dias Andris
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 19, No 2 (2025)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v19i2.26100

Abstract

Grammar mastery is one of the most essential components in English language proficiency. However, However, many EFL students often deal with tenacious learning difficulties. They take place due to monotonous learning instructions and students’ different learning motivation. The academic research examines the effectiveness of Wayground (formerly Quizizz) in increasing students’ grammar mastery across varying levels of learning motivation. By using a quasi-experimental mixed-method design, the research involved 70 eleventh-grade students at SMA Negeri 1 Pecangaan, Jepara. They were assigned to an experimental group receiving instruction through Wayground and a control group receiving conventional methods. The research data were gathered through assessments of grammar mastery administered as pre-test and post-test, a questionnaire of learning motivation adapted from Gardner’s Attitude/Motivation Test Battery, and a questionnaire of student perception. Quantitative data were analysed using paired-sample t-tests, independent-sample t-tests, and two-way ANOVA. Qualitative data served to enrich and support the interpretation of the findings. The results indicate that both instructional approaches led to significant improvements in students’ grammar mastery. The experimental class achieved a higher mean gain score than the control class but the difference was not statistically significant. Furthermore, learning motivation and the interaction between instructional method and motivation did not have significant effect on grammar mastery improvement. Nonetheless, students reported positive perceptions of Wayground, principally regarding increased engagement, enjoyment, and the provision of immediate feedback. These findings suggest that Wayground represents a pedagogically beneficial supplementary tool for grammar instruction, especially for boosting active and enjoyable learning experiences in EFL classrooms.
Improving Senior High School EFL Students’ Argumentative Speech Performance Through Mnemonic Cues: A Quasi-Experimental Study Aljalis, Anis; Susanto, Dias Andris; Setyaji, Arso
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4605

Abstract

Speaking is a crucial component of English as a Foreign Language (EFL) learning; however, many Indonesian senior high school EFL students struggle to deliver well-structured argumentative speeches due to difficulties in recalling ideas and organizing arguments during real-time speech production. These challenges often result in hesitation, limited fluency, and weak argument development. To address this problem, this study investigates whether mnemonic cues can improve students’ argumentative speech performance. This study employed a quantitative quasi-experimental design using non-equivalent control group. The research involved 68 Indonesian senior high school EFL students divided into an experimental group taught with mnemonic cue-based instruction and a control group taught with conventional instruction. Data were collected through an argumentative speech performance test and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size analysis. The findings revealed a statistically significant improvement in the experimental group (p<0.05), with the mean score increasing from 51.29 to 78.00 (mean gain=26.71). The effect size analysis yielded a Cohen’s d value of 1.47, indicating a very large effect. These results suggest that mnemonic cues function as effective cognitive scaffolding tools that support students in organizing arguments and maintaining fluency during speech delivery. The study provided empirical support for integrating mnemonic cues into EFL speaking instruction. It is recommended that teachers incorporate mnemonic cues as structured support to improve argumentative speech performance among Indonesian senior high school EFL students.
Co-Authors Adeoye, Moses Adeleke Adi, A. B. Prabowo Kusuma Aini, Esti Nurul Ajeng Setyorini Akromah, Mufidatul Aldizeeri , Maram Miftah Aljalis, Anis Andi Priyolistiyanto Arso Setyaji Azizah, Siti Nor Budiono, Agustinus Dheny Djoko Sri Bimo Faiza Hawa Fitra Pinandhita, Fitra Ika Menarianti, Ika Istiyaningsih, Rumiyatun Jafar Sodiq, Jafar Jumilati, Siti K.A, A.B. Prabowo Khalifasati, Aulinadia Listyaning Sumardiyani Maemunah, Rizki Muniroh Munawar NUR CHOLIFAH Rahayu, Dwi Budi Rahmawati Sukmaningrum Riswalastika, Erva Sahalluddin, Muhammad Sakdidah, Siti Septiana, Avin Nuzula Setiaji, Arso Setyaningrum, Tutut Setyoningrum, Tri Yuli Setyoningsih Setyoningsih Sholihah, Nurul Fatimatus Suwarti, T. Sri Tonapa, Yeftha Desma Wahyu Wulandari Wardhani, Ryda Kusuma Wijayanti, Tri Dwi Winanta, Alin Anastasya Wiyaka