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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 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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THE CORRELATION BETWEEN LINGUISTIC INTELLIGENT AND STUDENTS ABILITY IN WRITING DESCRIPTIVE TEXT Lestari, Indah; Widagsa, Rudha
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 3 No. 1 (2022): Vol. 3 No. 1 March 2022
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.773 KB) | DOI: 10.47701/frasa.v3i1.2033

Abstract

The role of linguistic intelligent in learning a foreign language particularly in writing skill has received increased attention across a number of disciplines in recent years. This study aims to investigate the correlation between linguistic intelligence and students' ability to write descriptive texts. This quantitative research was conducted at a vocational high school in Central Java, Indonesia in January 2022. The data was collected through a questionnaire instrument and a descriptive text writing test of 80 samples from 394 populations. The data analysis technique employed product moment and descriptive analysis using SPSS. The result of the study shows the significance value obtained from the product moment correlation = 0.528 and the significance value 0.000 < probability 0.05, which means the hypothesis (H0) was rejected and the hypothesis in this study (Ha) was accepted. Based on the statistical analysis, this study concluded that there was a correlation between students’ linguistic intelligence and the ability of writing descriptive text.
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

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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

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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.
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

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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.
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