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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IALLTEACH (Issues In Applied Linguistics & Language Teaching) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Journal of English Education and Linguistics Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal) Journal of Advances in Linguistics and English Teaching (JALET)
Sinta Dewi
Institut Pendidikan Indonesia Garut
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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GAPS BETWEEN EXPERT’S AND STUDENT’S EXPOSITION TEXTS BASED ON SYSTEMIC FUNCTIONAL LINGUISTICS (SFL): IMPLICATION FOR TEACHERS Sinta Dewi
Journal of English Education and Linguistics Vol. 2 No. 1 (2021): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v2i1.420

Abstract

The lack of students’ ability to compose expository text is still found in many mainstream classrooms. The inability may be caused by many factors such as the complexity of the text itself, the texts in the textbook which are often not representative enough to be the model texts, and teachers’ lack of awareness of teaching genre. This study intends to investigate the gaps between the model (expert) and students’ texts at genre level and register level based on SFL perspectives. To serve the aims, this study employed case study design in attempt to get clear description from the case investigated. The data gathered from the analysis focusing on genre level and register level were presented in narrative form and interpreted descriptively. The finding showed that at genre level the student’s text did not include the restatement of thesis which is different from the expert’s text. Meanwhile, at register level, the student’s text appears to have lack of cohesive devices and other mode choices (e.g. lack of marked theme, connectives) which lead into the lack of texture of the text. Careful design of activities in each curriculum cycle and explicit teaching of both schematic structures and registers of expository are the implications suggested by this study.
Moody Teacher Ruins My Motivation: Students’ Voice on Effective EFL Teachers Yuly Krisdayanty; Muhamad Taufik Hidayat; Sinta Dewi
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 3 No 1 (2021): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v3i1.4392

Abstract

Several problems appear in the educational field, one of which is teachers’ personality. Teacher’s personal trait is considered to be essential because it can affect students’ motivation in learning. However, some teachers remain unaware of its significance. It was evident in the students’ statements stating that they often had to learn with moody teachers who, as a result, ruined their learning motivation. The present study aims to explore the students’ perspectives on the EFL teacher’s personalities that influence the students’ motivation. To achieve the objective, the study utilized case study design in which the data were collected through semi-structured interview conducted to six senior high school students. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that all respondents shared agreement on the teacher’s personalities that they prefered. They felt happy and motivated when they learned with humble, friendly, kind, caring, patient, and humorous teachers. The results of this study may help the EFL teachers consider their personality as one of the vital aspects that could affect the students’ learning motivation. EFL teachers should pay more attention to their attitudes towards the students. In addition, the results suggest that policy makers should formulate rules that encourage teachers to not only focus on their hard skills but also their soft skills such as good personalities.
INSTITUTIONAL, SOCIETAL, AND TEACHER FACTORS ON THE IMPLEMENTATION OF AN ENGLISH COURSE IN GARUT: A QUALITATIVE STUDY Sinta Dewi
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i1.1124

Abstract

Unreached agreement on the educational goals often arises among stakeholders due to the fact that most of the program goals were designed intuitively by either the instructors or institution without taking into account the learners‟ needs and the larger context in which the program takes place. This study intends to analyse the three situational factors: institutional, societal and teacher factors that may affect the implementation of one of the English courses in Garut. To this end, the present study employed case study design and used observation and semi-structured interview to collect the data. The findings indicated that the institutional factors such as facilities and supportive learning environment play an important role on the attainment of the teaching and learning goals. The society has expectation on the course to produce students with good communication skill. Meanwhile, the instructors were found to have different beliefs on what was percieved to be the best teaching practices (Genre Based Approach, Oral Approach and Fluency Activity Approach). More comprehensive aspects of the factor are recommended to be explored in further research.
SEEING MAXIM VIOLATION IN EFL CLASSROOM INTERACTION Mohammad Soni; Sinta Dewi; Sulistia Alawiah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v5i3.2528

Abstract

In relating with other people, the cooperative principle may be done to make a dialogue run well and efficiently. However, there are chances when speakers have to violate a maxim because of some reason. This study aims to determine the kinds of maxim violations done by the students during classroom interaction and the reasons behind the students violating the maxims. This study used observation and interview methods to collect the data. The study results show that there are three maxims violated by students, namely violating the maxim of quantity, relevance, and quality, with a total of 25 utterances. The students violate the maxim because they want to save face and build someone’s belief. 
STUDENTS’ PREFERRED REWARDS ON TASK ACCOMPLISHMENT Sinta Dewi
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i1.2277

Abstract

This study aims to figure out students’ preference of rewards after the accomplishment of the task given. Understanding the reasons for choosing the preferred reward also becomes the focus of the study. Descriptive study design was chosen to get the depth of understanding about the investigated issue. Semi-structured interview were questioned to 5 senior high school students in attempt to figure out their preferences of teachers rewards. The data were summarized and analyzed descriptively. The findings indicated that students preferred verbal rewards to tangible ones. The reasons for choosing the preferred reward were mostly based on the meaningfulness of the reward itself as well as its influence on their learning and psychological aspects. The study concluded that all factors that can enhance the effectiveness of reward need to be explored and understood. Keywords: Extrinsic reinforcement, reward
Strengthening Visual Literacy of Language Teachers in Deep Learning Based on Genre-Based Approaches Yustika Nur Fajriah; Lucky Rahayu Nurjamin; Sinta Dewi; Anggia Nastya
Indonesian Journal of Community Empowerment (IJCE) Vol 7 No 2 (2026): Indonesian Journal of Community Empowerment (May)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v7i2.1215

Abstract

This community service program aims to strengthen language teachers’ visual literacy through the implementation of Deep Learning and the Genre-Based Approach (GBA) in teaching narrative texts. Visual literacy is an essential 21st-century skill that enables teachers to critically interpret and integrate visual meanings in multimodal learning. The program involved 20 language teachers—of Sundanese, Indonesian, English, and Arabic—from an Islamic senior high school in Garut. The training was designed through a Digital Storytelling-based simulation emphasizing the four stages of GBA: Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Text. Through a Deep Learning approach, participants developed a deeper understanding of the interconnection between visual and linguistic elements within narrative texts. The results indicate an improvement in teachers’ ability to design multimodal text instruction that is both reflective and contextually meaningful.
THE EXPLORING STUDENTS’ CHALLENGES IN USING ROBLOX FOR NARRATIVE WRITING Cahyani Dwiputri; Irsyad Nugraha; Sinta Dewi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10951

Abstract

This article explores the challenges experienced by ninth-grade EFL students when Roblox was used as an experiential prompt for narrative writing. The study was conducted in an Indonesian junior high school classroom through a qualitative case study design. Data were drawn from four teacher-researcher observation field notes and three semi-structured interviews with focal students coded as S1, S2, and S3. The learning sequence followed four stages: Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, and Independent Construction of the Text. Thematic analysis revealed that Roblox provided vivid ideas, settings, characters, conflicts, and chronological events, but it did not automatically lead to coherent English narrative writing. Five major challenges emerged: technical and access barriers, difficulty transforming gameplay into English sentences, difficulty selecting and organizing narrative elements, tension between engagement and distraction, and different levels of student independence. The findings suggest that Roblox can support narrative writing when it is combined with clear genre-based scaffolding, guided worksheets, vocabulary and past-tense support, immediate post-game writing activities, and equitable technical preparation. Thus, the main pedagogical issue is not whether students enjoy Roblox, but how teachers help them transform game experiences into organized and linguistically accurate narrative texts. ABSTRAK Artikel ini mengeksplorasi tantangan yang dialami siswa EFL kelas IX ketika Roblox digunakan sebagai prompt pengalaman untuk menulis teks naratif. Penelitian dilakukan di salah satu kelas sekolah menengah pertama di Indonesia dengan desain studi kasus kualitatif. Data diperoleh dari empat catatan observasi guru-peneliti dan tiga wawancara semi-terstruktur dengan siswa fokus yang dikodekan sebagai S1, S2, dan S3. Rangkaian pembelajaran mengikuti empat tahap, yaitu Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, dan Independent Construction of the Text. Analisis tematik menunjukkan bahwa Roblox membantu siswa memperoleh ide, latar, tokoh, konflik, dan urutan peristiwa yang konkret, tetapi pengalaman bermain tidak secara otomatis menghasilkan tulisan naratif berbahasa Inggris yang runtut dan akurat. Lima tantangan utama ditemukan, yaitu hambatan teknis dan akses, kesulitan mengubah pengalaman bermain menjadi kalimat bahasa Inggris, kesulitan memilih dan mengorganisasi unsur naratif, ketegangan antara keterlibatan dan distraksi, serta perbedaan tingkat kemandirian siswa. Temuan ini menunjukkan bahwa Roblox dapat mendukung pembelajaran menulis naratif apabila dipadukan dengan scaffolding berbasis genre, LKPD terarah, dukungan kosakata dan simple past tense, kegiatan menulis segera setelah bermain, serta persiapan teknis yang adil bagi siswa.    
VIOLATION OF GRICE’S MAXIMS IN ONLINE CLASSROOM DISCUSSION: IMPLICATIONS FOR STUDENT-LECTURER INTERACTION DYNAMICS Sinta Dewi; Xena Dwi Aurora; Citra Yuliani; Yustika Nur Fajriah
Journal of Advances in Linguistics and English Teaching (JALET) Vol. 1 No. 2 (2025): July-December 2025
Publisher : Perkumpulan Madani Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the violation of Grice’s Maxims in a sophomore online academic writing class and examines their implications for student–lecturer interaction dynamics. In the context of online learning, miscommunication is more likely due to the absence of physical cues and asynchronous communication patterns. Using a qualitative descriptive approach, data were collected through classroom observation and semi-structured interviews with one lecturer and three students selected via purposive sampling. Instances of maxim violations were identified and analyzed using thematic analysis based on Grice’s theoretical framework. The findings revealed that the most frequently violated maxims were Quantity and Manner, often due to vague, minimal, or hesitant student responses. Violations of Relevance and Quality also occurred, especially when responses were off-topic or lacked evidential support. Factors contributing to these violations included linguistic insecurity, abstract question formulation, technical disruptions, and limited non-verbal interaction. Interestingly, the lecturer sometimes intentionally flouted maxims to reduce student anxiety and facilitate participation. These findings highlight the complexity of digital communication and the importance of pragmatic awareness in virtual classrooms. The study underscores the need for adaptive pedagogical strategies that foster clarity, engagement, and mutual understanding. It also contributes to the broader discourse on online pragmatics by illustrating how maxim violations, while seemingly disruptive, can serve functional and pedagogical roles in shaping effective communication within digital academic environments.
Teachers’ Speech Acts on Students’ Engagement in Indonesian EFL Classrooms Sinta Dewi; Virna Alfiqa Sopwani; Agis Aeni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6269

Abstract

Strategic use of teacher’s language in the classroom has been acknowledged to play pivotal role in shaping the extent of students’ engagement. Despite extensive research on the subject, a limited understanding remains on the potential’s mismatch between teacher’s practice and students’ preference. This study examines how specific teacher’s speech acts, as a part of teacher’s language, influence Indonesian EFL students’ engagement and investigates which types of speech acts students perceive as most engaging. To achieve the objectives, the study collected the data through video-taped observations and a close-ended 20-item questionnaire administered to 47 junior high school students in Garut. The findings show that the teacher’s speech acts, particularly Directives, Assertives, and Expressives, exert substantial influence on the students’ behavioral, cognitive, and emotional engagement. Notably, despite the prominent role of those speech acts in fostering engagement during classroom interaction, students' self-reported preferences through questionnaires indicated that Expressives and Declarations were perceived as the most engaging. This discrepancy suggests that while teachers predominantly use instructional speech acts (e.g., Directives and Assertives), students exhibit a stronger affinity to Expressives and Declarations, which often incorporate elements of emotional connection, motivation, and humor. These findings reinforce the necessity for a balanced and dynamic pedagogical approach in EFL settings, by integrating various speech acts to optimize students’ engagement.
Co-Authors Agis Aeni Anggia Nastya Cahyani Dwiputri Citra Yuliani Irsyad Nugraha Mohammad Soni Muhamad Taufik Hidayat Nurjamin, Lucky Rahayu Sulistia Alawiah Virna Alfiqa Sopwani Xena Dwi Aurora Yuly Krisdayanty Yustika Nur Fajriah