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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) EDUPY English Review: Journal of English Education English and Literature Journal JELLT (Journal of English Language and Language Teaching) LET: Linguistics, Literature and English Teaching Journal Abdimas Dewantara Journal on Education JEdu: Journal of English Education Frasa: English Education and Literature Journal Journal of English Language Teaching and English Linguistics Teaching English as a Foreign Language Journal Erudita: Journal of English Language Teaching
Rudha Widagsa
Universitas PGRI Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Stress Alternation in English Morphological Derivation Words Produced by Native Speakers of Indonesia RUDHA WIDAGSA
Journal of English Language Teaching and English Linguistics Vol. 3 No. 1 (2016): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.234 KB) | DOI: 10.31316/eltics.v3i1.10

Abstract

Although English students (English-L2) are allowed to retain their local accent when speaking English, they may not be intelligible if they use inappropriate stress in communication. This research is intended to find out how English-L2 produce stress in English morphological derivation words. The respondents of this study are 10 students of English Department (PBIUPY) Who are native speakers of Indonesian. PRAAT software is applied to analyse the recordings, including measuring the pitch of each word, the highest pitch indicates the primary or strongest stress in each word. The instruments of this study are 5 morphological derivation words which have different level and variation of stress. The result illustrates that English-L2 produce inappropriate stress alternation in English morphological derivation words. Most English-L2 are not able to distinguish between strong and weak stressed syllables. It is proved by the pitch which they produce have a broadly simillar pattern. Keywords: stress, alternation, English-L2
INTONATION OF ENGLISH DECLARATIVE SENTENCE PRODUCED BY ENGLISH DEPARTMENT STUDENTS Rudha Widagsa
Journal of English Language Teaching and English Linguistics Vol. 1 No. 1 (2014): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (631.102 KB) | DOI: 10.31316/eltics.v1i1.382

Abstract

This research is aimed at finding and describing the intonation of English declarative sentence produced by English Department students of Universitas PGRI Yogyakarta. The intonation is analyzed based on contour approach through the movements of pitch. The researcher uses three students as his respondents. The data are analized through three steps, firstly, data are collected through listening and recording process, secondly, the recording data are converted to soundwave and pitch diagrams using PRAAT software, at this point, PRAAT text grid is applied to make the pitch diagrams easy to understand, and finally, the researcher draws conclusion according to the contour of pitch in the diagrams. The result of this research illustrates that the respondents tend to rise the pitch at end of English declarative sentence which correspondingly changes the mood of the sentence into an interrogrative sentence. English declarative sentences generally have falling intonation and native speakers of English do not rise the pitch at the end of declarative sentences. However, this research shows that students of English have inadequate knowledge about suprasegmental features in English particularly intonation.
TEACHERS’ BELIEF ON THE IMPLEMENTATION OF ENGLISH AS A MEDIUM ISNTRUCTION (EMI) IN STEM EDUCATION (A CASE STUDY IN AN INDONESIAN CAMBRIDGE STANDARD SCHOOL) Hindun Astiani; Rudha Widagsa
Journal of English Language Teaching and English Linguistics Vol. 6 No. 1 (2021): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.793 KB) | DOI: 10.31316/eltics.v6i1.1273

Abstract

This research aims to map out teachers‟ beliefs about, perceptions of, and classroompractices emphasizing English as the medium instruction towards STEM education. Thisstudy addresses the following research questions: (1) what are teachers‟ beliefs on applyingEnglish as the medium instruction through STEM subjects in elementary school? (2) Howdoes English as medium instruction impacts STEM subjects for elementary school? (3)What do teachers identify as challenges and barriers to use English as medium instructionin teaching STEM subjects? Moreover, this research determined as the first step to designpre-service teacher to teach STEM disciplines subjects emphasizing English as the mediuminstruction. A multi-case case study was conducted with two elementary school teachers.These two teachers were purposefully selected from a Cambridge Standard School torepresent science, mathematics, and as English teachers as well. Data collection consists ofdocument analysis, classroom observations, and interviews. Triangulation was used tovalidate the data. Data were analyzed using the constant comparative method. Findingsfrom the case studies are (1) teachers‟ beliefs influence their professional coursework,classroom practices, and how they perceived future education, (2) as the medium ofinstruction changes the classroom gets more interactive and students have fun in learning,(3) new vocabularies that students have not known and matched approach were two bigbarriers for teachers.
An EFL Teacher Perspective on Implementation of Dual Curriculum (Cambridge and Indonesian K13 National Curriculum) at Mutiara Persada School, Yogyakarta RUDHA WIDAGSA
Journal of English Language Teaching and English Linguistics Vol. 7 No. 1 (2022): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.767 KB) | DOI: 10.31316/eltics.v7i1.2074

Abstract

The aim of this research is to find out the problems and the strategies of the EFL teacher on the implementation of Cambridge and national curriculum (k13) at Mutiara Persada school of Yogyakarta. This research is conducted based on the difficulties encountered by EFL teacher in the implementation of Cambridge and National Curriculum on fourth grade of Mutiara Persada Elementary School of Yogyakarta. This research adopted a qualitative research design. This type of problem was dealing with personal struggle of the EFL teacher when teaching using the two curricula in an international class. The struggle could be psychological, technical, or just simply lack of knowledge in the field. Those kinds of problem would be appropriate if approached using personal interaction such as deep interview. The result of this research found that the most common problem was not from the teacher’s background of study which in this research is EFL teacher. However, the problem comes from how the teacher adapted to the both of curriculums. Instead, the EFL teacher has better understanding of English terms that are used in Cambridge textbook. Teacher with English background also has better understanding in viewing the students’ skill which in turn the teacher knows how to adapt themselves with the student’s capacity. EFL teacher also has benefit in teaching global mindset to the student which is part of Cambridge curriculum’s goal. The researchers also find out the strategy that the teacher used which is once that the terms are understood then the problem was to make the students understand that the term in Indonesian and in English is similar in meaning, only different in language. Since teaching young learners only uses a simple terminology, not the complex one, the only adaptation that the teacher made was only in the terms used.
Exploring the Practice of Code Switching by Lecturer in English Speaking Class Agustina, Mara; Widagsa, Rudha
Journal of English Language Teaching and English Linguistics Vol. 9 No. 1 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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

Abstract

In teaching-learning English, lecturer commonly switch to their native language to ensure students understand the material this phenomenon is known as code switching. Code switching is the phenomenon where the speaker speaks use one language and switch to other language. This study aimed to figure out types and functions of code-switching and purposes of lecturer used code-switching in the teaching-learning process. This study was qualitative research used thematic analysis data to collected the types, functions of code-switching also purposes of lecturer’s code-switching. The study findings three different types of code-switching (a) tag-switching, (b) Inter-sentential switching and (c) intra-sentential switching. Six different functions of code-switching there were (a) quotation, (b) addressee specification, (c) interjection, (d) reiteration, (e) message qualification, and (f) personalization or objectification. The lecturer’s purposes used code-switching in the teaching-learning process was to explain the material that is difficult for students to understand, to help students understand the material in the target language, to strengthen understanding of new vocabulary, to inform, to translate and to build a relationship with students. Also, surprising findings; improved the pronunciation of new vocabulary words that are difficult for students to pronounce and helped students remember the material that has been studied. Keywords: code-switching, qualitative method, EFL.
Learning English from Tiktok : A Qualitative Case Study Widagsa, Rudha; Fokatea, Muhammad Rizqun
Journal of English Language Teaching and English Linguistics Vol. 9 No. 2 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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

Abstract

This study explores the use of TikTok as a medium for learning English, specifically targeting English as a Foreign Language learners (EFL). TikTok, as a widely popular social media platform, offers a unique opportunity for users to engage with diverse video content that can enhance their English skills, particularly in pronunciation, fluency, and comprehension. The primary objective of this research is to examine how EFL learners utilize TikTok to improve their English and to understand the impact of this platform on their learning process. The study employs a qualitative case study method, with data collected through in-depth interviews, participant observations, and analysis of TikTok content used by the participants. The findings reveal that TikTok is an effective tool for improving English skills among EFL learners. Participants reported significant improvements in pronunciation, fluency, and comprehension, along with increased motivation and interest in learning English due to TikTok's interactive and entertaining approach. This research contributes to the field of language education by highlighting the potential of digital media as an innovative and engaging learning tool. English educators are encouraged to incorporate TikTok into their teaching strategies to facilitate the development of English skills.
Students’ perceptions of teachers’ translanguaging practices in Indonesian EFL classrooms Fadila, Deandra Jeihan; Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.916

Abstract

In Indonesia, where more than 700 languages exist, EFL teachers make use of students’ linguistic repertoire (e.g., utilize the Indonesian language [hereafter ‘Indonesian’] which functions as the national and official language) during the English instruction. While previous studies have focused on various aspects of EFL teachers’ cognition, little has been known concerning students’ perceptions of teachers’ utilization of languages other than English during the EFL instruction. Therefore, the present study aims to further understand this issue by investigating students’ perceptions of translanguaging practices performed by their teachers during English lessons at a junior high school in Yogyakarta. A qualitative study with case study design was conducted to address the objectives. Three teachers’ classroom practices were observed and five students were purposively invited for interviews. Results showed that translanguaging practices performed by the teachers functioned as explanatory and rapport-building strategies. While students demonstrated positive attitudes towards such practices and stated that the teachers’ translanguaging practices supported their learning goals and helped to boost their motivation in language learning, they seemed to be concerned that uses of languages other than English during English lessons would not only reduce their exposure to the target language but also decrease their opportunities to improve their English-speaking skills.   
Teaching Grammar: The Intersection of Teacher Stated Beliefs and Classroom Implementation Widagsa, Rudha; Rahmawan, Andi; Tria Agustin, Dery; Andrea, Andrea
LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 2 (2024)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v14i2.13714

Abstract

This study investigates the intersection between teachers’ stated beliefs regarding grammar instruction and their actual classroom practices, focusing on two experienced English teachers in Yogyakarta, Indonesia. While prior research underscores the influential role of teachers' beliefs in shaping instructional approaches, discrepancies between these beliefs and classroom implementation are frequently observed. This qualitative case study involved two English teachers from a junior high school in Yogyakarta who have completed their undergraduate degrees in English education and have over ten years of teaching experience. Data were collected through semi-structured interviews, classroom observations, and document analysis to explore how teachers' beliefs about teaching grammar align or diverge from their practices. The findings reveal inconsistencies, demonstrating that while both teachers express a preference for implicit, communicative approaches, practical challenges such as large class sizes, curriculum demands, and varied student proficiency often necessitate the use of explicit instruction methods. These results support existing literature that highlights contextual factors as mediators between beliefs and practices. The study emphasizes the need for reflective practices and tailored professional development programs that help teachers align their instructional strategies with their beliefs. This alignment can enhance instructional effectiveness and foster a more cohesive learning environment. Future research should further investigate how professional development and reflective practices can support teachers in bridging the gap between their beliefs and classroom methodologies.
Impact of Teaching Practicum Experiences on The Development of Cultural Sensitivity in Pre-Service EFL Teachers in Indonesia Putri, Aliffia Ganish Herliana; Widagsa, Rudha
Journal of English Language Teaching and English Linguistics Vol. 10 No. 1 (2025): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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

Abstract

This study explores the influence of teaching practice experiences on pre-service English as a Foreign Language (EFL) teachers' cultural sensitivity, specifically their sensitivity to school culture, and examines how this cultural sensitivity impacts their teacher identity formation. Employing a qualitative case study approach, the research involved interviews with three pre-service EFL teachers. Thematic analysis was used to interpret the data, revealing several key findings. The study found that teaching practice significantly enhanced pre-service EFL teachers' awareness of school culture, encompassing the distinct academic environment and customs encountered in schools compared to their campus experiences. Additionally, this experience improved their classroom management, selection of teaching methods, and fostered greater patience and confidence in their teaching roles. Moreover, increased cultural sensitivity positively influenced the development of their professional identities, highlighting the importance of emotional factors such as a sense of belonging to the teaching profession, preparedness for the classroom, and self-assurance. Overall, the study underscores that teaching practice not only deepens pre-service teachers' understanding of school culture but also equips them emotionally and professionally for their future careers.
Exploring English language teachers’ use of translanguaging in Indonesian secondary school English classrooms: reasons and purposes Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby; Hamdani, Haris; Sagita, Yusti; Aini, Yasmin Qurrota; Hasanah, Nikmah Tul
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10425

Abstract

Despite a growing body of research on translanguaging internationally, more studies are needed to examine secondary school teachers’ reasons and purposes of translanguaging during English lessons, especially in Outer Circle countries such as Chile, Germany, China, Vietnam, and Indonesia. This paper aims to contribute to this emerging area of interest by investigating junior secondary school teachers’ reasons for and purposes of utilizing students’ linguistic repertoires during English language instruction in the Indonesian ELT context. Data were primarily collected through interviews with three teachers working at two schools in the Special Region of Yogyakarta, Indonesia. The findings reveal several reasons for translanguaging, including limited exposure to English outside the classroom, lack of foundational English knowledge, restricted vocabulary, and diverse student learning needs and proficiency levels. Teachers reported using languages other than English to build rapport, foster a relaxed classroom atmosphere, reinforce or clarify instructions, facilitate comprehension, check understanding, and manage instructional time efficiently. These findings suggest that translanguaging can be an effective pedagogical strategy in English language classrooms, particularly in contexts with limited English exposure. The study points out the importance of incorporating translanguaging approaches into teacher education programs and recommends further research into its long-term effects on student learning outcomes.
Co-Authors Agustina, Mara Aini, Yasmin Qurrota Andrea, Andrea Aulia Nisa’ Khusnia Dery Tria Agustin Dwipa, Nendra Mursetya Somasih Fadila, Deandra Jeihan Fokatea, Muhammad Rizqun Hamdani, Haris Hasanah, Nikmah Tul Hindun Astiani Indah Lestari, Indah Juang Kurniawan Syahruzah Laela Sagita Laela Sagita Nafisah Endahati Nendra Mursetya Somasih Dwipa Pramugara Robby Yana, Pramugara Robby Primasari Wahyuni Putri, Aliffia Ganish Herliana Rahmawan, Andi Ratri Mindarti Sagita, Yusti Sri Wiyanah Wulandari, Rizkyana