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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal English Education Journal Al Ishlah Jurnal Pendidikan Wiralodra English Journal (WEJ) JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Journal on Education Journal of English Education CONCEPT Journal of English Teaching and Learning Issues ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal CULTURE (Culture, Language, and Literature Review) Journal of General Education and Humanities Educational Tracker : Teaching English as a Foreign Language Journal NextGen Education Review Journal Tomorrow’s Education Journal Foreign Language Instruction Probe NaCoLET LEOTECH: Journal of Learning Education and Technology ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Aldha Williyan
Universitas Siliwangi
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Implementation of Thematic Development in Exposition Texts by EFL Learners Williyan, Aldha; Sutopo, Djoko; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i2.30585

Abstract

The ability to implement the Thematic development is important in writing exposition text. Moreover, the exposition text is written to convince the readers. It means the writers are required to achieve the readers’ expectation. This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions. The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence. Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis. The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence. The Theme re-iteration patterns are implemented to keep the text focused. The zig-zag patterns are used to construct newly introduced information. Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts. Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns. This makes the text stuck in only same idea. However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully. Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved. In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.
The Implementation of Thematic Development in Exposition Texts by EFL Learners Williyan, Aldha; Sutopo, Djoko; Widhiyanto, Widhiyanto
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i2.30585

Abstract

The ability to implement the Thematic development is important in writing exposition text. Moreover, the exposition text is written to convince the readers. It means the writers are required to achieve the readers’ expectation. This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions. The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence. Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis. The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence. The Theme re-iteration patterns are implemented to keep the text focused. The zig-zag patterns are used to construct newly introduced information. Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts. Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns. This makes the text stuck in only same idea. However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully. Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved. In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.
TRANSLATING CONVERSATIONAL IMPLICATURES FROM ENGLISH TO INDONESIAN IN YOUTUBE VIDEO ENTITLED THE TEAM MEETING Aldha Williyan; Dila Charisma
ETERNAL (English Teaching Journal) Vol 12, No 1 (2021): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v12i1.8299

Abstract

YouTube is not only a platform for entertaining the viewers. Nowadays, language learners can use videos on YouTube as a tool to learn many things dealing with language. One of the benefits of watching YouTube videos is that learners can comprehend pragmatic equivalence. Therefore, this study aims to analyze the English dialogue among the speakers in the YouTube video entitled The Team Meeting and its Indonesian subtitle to reveal the pragmatic equivalence. The analyzed pragmatic element is conversational implicatures. Additionally, the translation strategies used in Indonesian subtitles are also analyzed. To do this, the qualitative methodology, particularly textual analysis is used. With textual analysis, some steps in analyzing the data are needed. First, the English dialogue among the speakers and its Indonesian subtitle are transcribed. Second, translation strategies and pragmatic equivalence are analyzed. Lastly, the data are presented in form of paragraphs. The results show that the translation strategies can assist the English dialogue and its Indonesian subtitle to reach pragmatic equivalence. Borrowing words from English in Indonesian and the same basic structures between both languages generally contribute to this equivalence.
A Portrait of an EFL Learners' Explanation Text: Cohesion and Coherence Aldha Williyan
Concept : Community Concern for English Pedagogy and Teaching Vol 6 No 1 (2020): January - June 2020
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v6i1.1395

Abstract

This study aims to explore cohesion and coherence in an explanation text written by an EFL learner. To do this, the cohesive devices of the explanation text are analyzed. Also, the text is analyzed using the Thematic progressions theory to find out the logical relationship of the sentences and whether or not the text can meet the readers’ expectations. There are several steps to analyze both elements. The first is broking up the paragraphs of the text into sentences. The second is using Thematic progressions to analyze the text. Finally, the writer analyzed the cohesive devices which function to connect sentences. All those data later are elaborated in paragraphs as descriptive-qualitative research design is employed in this study. The results shows that, in term of cohesive devices, the writer uses direct repetition, partial repetition, and same lexical set to build lexical cohesion. It is also found that the writer uses reference, substitution, and ellipsis to build grammatical cohesion. However, the writer seems to have insufficient knowledge to use the cohesive devises correctly. Additionally, the analysis of Thematic progressions shows that some sentences in the text have no logical relationship. Lastly, this study finds that the writer also seem to have insufficient knowledge of schematic structures of the explanation text. Keywords: Exposition text; Cohesive Devices; Thematic Progression
A PORTRAIT OF TEACHING WRITING IN EFL LEARNERS’ CLASSROOM Aldha Williyan; Virga Putra Darma
Journal of English Education Vol 7, No 1 (2022): Journal of English Education
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jee.v7i1.1753

Abstract

This paper is designed to assist EFL teachers. It attempts to give insight and share ideas on how four methods of teaching can be implemented in EFL learners’ classrooms, particularly in teaching writing. Audio-lingual, grammar translation, communicative language teaching, and a genre-based approach are among the methods used. Through this study, the teachers can hopefully use the combination of those methods to assist the students in learning writing skills. Audio-Lingual opens the class through drilling activities that are followed by the grammar translation activities. Afterwards, the class continued with the Communicative Language Teaching and the students were eventually assigned to produce a text in the final stage using the Genre Based Approach. To make it clearer, this paper also provides the steps for implementing the combination of the four methods. So, the EFL teachers are able to gain more explicit input.Keywords: audio-lingual, grammar translation, communicative language teaching, and genre based approach
ANALYSIS OF CHARACTER EDUCATION OF MAIN CHARACTERS IN THE NOVEL DEAR NATHAN BY ERISCA FEBRIANI Putri Aliyanti; Putri Wulandari; Aldha Williyan
Educational Tracker Vol. 1 No. 1 (2022): Vol. 1 No. 1 (2022)
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (65.585 KB) | DOI: 10.58660/edutrack.v1i1.34

Abstract

This research is based on the fact that character education is important. Novels as a literary medium are good for teaching character education because they consist of a fairly long storyline and describe the development of characters in sufficient detail. This study aims to describe the character education of the main character in the novel Dear Nathan by Erica Febriani. This study uses a descriptive method and a descriptive approach. The data source in this research is the novel Dear Nathan. The data collection procedure was reading and note-taking techniques. The researchers used reading techniques by reading the novel Dear Nathan by Erisca Febriani repeatedly to identify which sentences were included in the value of character education. The results of this study can be concluded that the character education of the main character in the Dear Nathan novel by Erisca Febriani is honest, patient, responsible, willing to take risks, never give up, willing to sacrifice, critical, curious, friendly, cheerful, persistent, likes to help, independent, hardworking and friendly.
CRITICAL REVIEW ON A DISCOURSE ANALYSIS RESEARCH: WHAT NOVICE WRITERS CAN LEARN Aldha Williyan; Sirniawati Sirniawati; Tia Nur Istianah; Mochamad Guntur
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7195

Abstract

EFL learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. They are obliged to broaden knowledge in the field of their interest by conducting research. Unfortunately, academic writing has always been a serious challenge for them. Writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. This present study is therefore intended to assist EFL learners, particularly those who have just started their academic writing experience. Insight and ideas on how to write a research article are presented in this paper. To do that, a qualitative methodology on discourse analysis was employed. The data was taken from a research article focusing on discourse marker comparisons between academic and non-academic writings. The article is broken down in detail to provide a clear picture of how it is constructed by the authors. The analysis revealed that even though it contains some minor weaknesses, the research article overall is well-written and follows the author guidelines. This study allows EFL learners to receive more explicit input and, hopefully, adapt and adopt the steps of how the article is written.
Analyzing Figurative Language and Writer’s Emotion in Paul Mauriat’s Love is Blue Aldha Williyan; Retno Purwani Sari; Nessa Yuanita; Riksan Nawawi Fahrul Padri
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

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

Abstract

Songwriters utilize figurative language to portray their ideas, sentiments, and emotions in a manner that is more intriguing, attractive, and distinctive. This encourages this research to study a song written by Paul Mauriat entitled "Love is Blue." This song is analyzed to answer some research objectives, namely what figurative languages are frequently used by the writer, how the contextual meaning is built, and what emotions are expressed by the writer. Through the analysis, this present study finds five types of figurative language in this song with different percentages. With 38% of the total, metaphor dominates the use of figurative language. The rest of the figurative language found in this study consists of alliteration (33%), hyperbole (11%), repetition (11%), and personification (7%). Also, there are three basic emotions that are found in every context of the lyrics that indicate the use of figurative language. Those are the emotions of sadness, anger, and happiness. The findings indicate that the use of figurative language can express various types of emotions.
ANALYSING SLANG LANGUAGE IN ONE SELECTED MOVIE AND ITS INFLUENCE ON CONVERSATION OF EFL LEARNERS Devi Tania Maudy; Alin Herliyana Putri; Aldha Williyan
Educational Tracker Vol. 2 No. 1 (2023): Vol. 2 No. 1 (2023)
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/edutrack.v2i1.72

Abstract

This study aims to analyse the types of Back to the Outback movie slang used by college students in daily conversation. This study was written using qualitative methods by the researchers. Slang was analysed using Allan and Burridge's theory in this study. To analyse the slang words, the researcher watched to the movie's dialogue and subtitles and categorizes each slang according to the theory used. Following that, the researcher gathered some information from the student questionnaire results. Researchers discovered 30 slang words as a result of their research. There are 30 slang terms divided into four categories. There are 15 slang in the Fresh and Creative type, 8 in Flippant, 5 in Imitative, and 2 in Clipping. According to the study's findings, the slang used was more prevalent in the Fresh and Creative types, with 15 data for this type. Furthermore, students are more likely to use slang in their daily conversations for fresh and creative types. It can be concluded that movies are very effective at providing language transfer to anyone wishing to learn English.
Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom Aldha Williyan; Eka Apriani; Sirniawati Sirniawati; Utami Rosalina
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3080

Abstract

Being Willing to Communicate (WTC) in English is significant since communicating in another language is considered to be a crucial part of learning a foreign language. Without it, the students only learn English in a passive way. This study, therefore, aims to explore the Communicative Language Teaching (CLT) to investigate the Willingness to Communicate (WTC) in English of EFL learners. This research uses mixed methods, especially Embedded Design, to explore CLT and investigate WTC in English of EFL learners.  Qualitative analysis begins this research through observation and interviews. The results of both are then strengthened by the results of quantitative analysis through the questionnaire. It was found that there were various communicative activities implemented by the teacher. Those are effectively conducted by the teacher to promote communicative language teaching in the classroom. Another finding is that there are six WTC patterns, and the pattern of voluntary participation in class activities has the highest percentage of occurrences. The conclusion that can be drawn from this research is that the willingness to communicate (WTC) in English for EFL learners is regarded as high or very willing.
Co-Authors . sirniawati Ai Nurul Aini Aini, Ai Nurul Alin Herliyana Putri Alisa Maulida Sari Aprilia Riyana Putri Denistiani, Salsa Ayu Devi Nurhayati Devi Tania Maudy Dewi, Ema Wilianti Didit Kurniadi Dila Charisma Djoko Sutopo Dwi Nopiyadi Eka Apriani Eka Pujiastuti Ema Wilianti Dewi Farouk Imam Arrasyid, Farouk Imam Fauziah, Afni Afifah Fuadi, Adillah Suroyyah Kautsar Kautsar Kautsar, Kautsar Lala Bumela Lili Sururi Asipi Mochamad Guntur Muhammad Aulia Taufiqi Muhammad Ilyas Muzakki, Muhammad Alie Naelul Rohmah Neng Nisa Anisa Padilah Nessa Yuanita Ningrat, Chelsea Chahya Nurlaela Rahmawati Nurlina, Siti Lina Putri Aliyanti PUTRI WULANDARI Putri Wulandari Putri, Aprilia Riyana Rahma Ayuditya Putri Reno Julyan Retno Purwani Sari Riksan Nawawi Fahrul Padri Rosalina, Utami Saifudin Saifudin Shahat, Salah Sirniawati Sirniawati Tia Nur Istianah Umar Umar Umar, Umar - Utami Rosalina Vanesa, Vica Via Vica Via Vanesa Virga Putra Darma Virga Putra Darma W, Widhiyanto