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All Journal International Journal of Evaluation and Research in Education (IJERE) Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia LITE: Jurnal Bahasa, Sastra, dan Budaya Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal Jurnal Ilmiah Peuradeun QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama IJoLE: International Journal of Language Education International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings Journal of Educational Research and Evaluation Voices of English Language Education Society Journal of English Language Teaching and Linguistics Rainbow : Journal of Literature, Linguistics and Cultural Studies Acuity : Journal of English Language Pedagogy, Literature and Culture ACITYA Journal of Teaching & Education TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Language Teaching Innovations and Materials (Jeltim) JALL (Journal of Applied Linguistics and Literacy) Journal of English Teaching and Learning Issues Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning Studies in English Language and Education UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Educational Studies: Conference Series English Education Journal International Journal of Education, Vocational and Social Science Jurnal Abdimas Rainbow : Journal of Literature, Linguistics and Culture Studies Language Circle : Journal of Language and Literature Explorations in English Learning English Review: Journal of English Education International Journal of English Learning and Applied Linguistics (IJELAL)
Issy Yuliasri
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Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Flouting of Grice’s Maxims in Creating Humor in "Steve TV Show” YouTube Clips Nafi', Mar' Atul Latifah Jauharin; Yuliasri, Issy; Pratama, Hendi
Rainbow : Journal of Literature, Linguistics and Culture Studies Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v14i1.22009

Abstract

This study examines how the violation of Grice’s cooperative maxims—quantity, quality, relation, and manner—elicits humor in YouTube clips from Steve Harvey’s TV Show. Using a qualitative content analysis approach, this research analyzes social media data from the show’s YouTube channel. The analysis applies a pragmatic identity framework and follows the data analysis techniques outlined by Miles and Huberman (1984). Key findings reveal how different types of maxim violations, influenced by contextual factors, contribute to humor production in a talk show format. This study offers valuable insights into the role of conversational implicature in humor, particularly within contemporary media, and contributes to the broader field of discourse analysis and humor studies. By examining how humor is constructed through maxim flouting, the research highlights its implications for understanding humor in digital media and its cultural significance in global media contexts.
Beyond Instructions: Exploring the Power of Directives in EFL Tutoring Harmiyanti, Rizky; Yuliasri, Issy
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.4009

Abstract

This study explores the directive illocutionary acts produced by a tutor in a Small England Class during English teaching and learning. This research was conducted to find out the types of directive illocutionary acts employed, identifying the most and least frequent types and their implications. The data were analyzed by the descriptive qualitative method, and collected by recording the teaching and learning process, watching and listening to the video, transcribing the video, and classifying the tutor’s utterance into directive illocutionary acts. The writer applied Searle’s theory to the types of directive illocutionary acts which include direct, request, ask, urge, tell, require, demand, command, order, forbid, prohibit, enjoin, permit, suggest, insist, warn, advise, recommend, beg, supplicate, entreat, beseech, implore, and pray. The result of the study revealed that there are a total of 429 data points found in the speech, with command being the most dominant with a total of 247 (57.58%), followed by ask at 156 (36.36%), request at 12 (2.80%), suggest at 5 (1.17%), forbid at 3 (0.70%), recommend at 3 (0.70%) and the last three sequences (advise, tell, and urge) being the least dominant at 1 (0.23%). The findings indicate that commands were the most prevalent type of directive illocutionary acts, as they were mainly used to get the students to perform a specific action that the tutor desired i.e., translating the tutor’s speech into English when drilling session.
Formative Assessment Evaluating Formative Assessment in the Implementation of the Merdeka Curriculum Fajar Imam Murifqi; Issy Yuliasri
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.4177

Abstract

Formative assessment plays a critical role in supporting student learning by providing continuous feedback throughout the instructional process. However, many teachers have yet to implement formative assessment effectively, particularly in English language instruction under the Emancipated (Merdeka) Curriculum in Indonesia. This qualitative study investigates the implementation of formative assessment in an English class at SMP Daarul Qur’an Ungaran, a junior high school located in West Ungaran District. Data were collected through preliminary observations, classroom observations, interviews, and document analysis involving one English teacher and 28 eighth-grade students. Findings indicate that the teacher partially implements formative assessment strategies, including quizzes, oral questioning, and student reflections. However, certain aspects such as grammar and pronunciation assessments were found to be underutilized. Students generally responded positively to the feedback they received, though some formative techniques were inconsistently applied. The study highlights both the potential and the challenges of implementing formative assessment under the Emancipated Curriculum. It offers practical insights for educators and policymakers on how to improve assessment literacy and better integrate formative strategies into classroom practices to support student learning outcomes.
Writing Assessment Literacy and Its Role in Shaping EFL Student Learning and Performance in Indonesian Universities Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30750

Abstract

Writing Assessment Literacy (WAL) is an essential competency for English lecturers in higher education, particularly in English as a Foreign Language (EFL) contexts such as Indonesia, where cultural and pedagogical traditions often shape assessment practices. Despite growing attention to assessment literacy, limited research has explored how different WAL levels relate to students’ learning experiences and writing performance. This study addresses that gap by examining how lecturers’ WAL influences student outcomes in Indonesian universities. Using a sequential mixed-methods design, Phase 1 involved 24 EFL lecturers who completed a Writing Assessment Literacy Test. Results identified three WAL groups: Excellent (50%), Good (29.2%), and Low (20.8%). One lecturer from each group was selected for Phase 2, along with their respective student cohorts (n = 66). Data sources included student responses to an Assessment Experience Questionnaire, writing samples evaluated with a standardized rubric, and statistical analyses using Kruskal-Wallis tests and Spearman rank correlations. Findings revealed significant differences in student learning experiences across groups (K = 40.791, p < 0.0001, η = 0.616), with the Low WAL group reporting the highest learning scores. In contrast, the Good WAL group achieved the highest writing performance (K = 6.531, p = 0.038, η = 0.0719), suggesting a possible “optimal zone” of assessment practice. Strong positive correlations were found between student learning and writing outcomes (ρ = 0.63–0.84, p < 0.05). These findings indicate that WAL influences student outcomes, but not in a strictly linear way, emphasizing the need for context-aware and pedagogically responsive assessment literacy development.
Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools Fadlilah, Sayyidatul; Yuliasri, Issy; Fitriati, Sri Wuli
Dinamika Ilmu Vol 25 No 2 (2025): Dinamika Ilmu, 25(2), December 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i2.11495

Abstract

Integrating Technological Pedagogical Content Knowledge (TPACK) in English as a Foreign Language (EFL) teaching necessitates striking a balance between global educational innovations and local cultural and religious contexts. This ethnographic study examines how faith-based values and cultural norms influence the integration of TPACK among EFL teachers in the Professional Learning Communities (PLCs) of Indonesian Islamic schools. Using a multidisciplinary framework combining educational technology, sociocultural theory, and religious studies, the research addresses: (1) How do faith and culture shape teachers’ TPACK practices? (2) What challenges and opportunities arise in aligning technology with Islamic educational values? (3) How do PLCs help or hinder culturally responsive TPACK development? Data were collected through classroom observations, field notes, photo voice, and school documents. Findings indicate that religious and cultural commitments influence technology adoption and enhance lesson relevance by connecting to students' experiences. PLCs provide collaborative spaces to address value-based concerns, share strategies, and co-create approaches that ensure teaching effectiveness and cultural and religious consistency. The study highlights the need for context-sensitive professional development to facilitate the sustainable integration of technology in EFL settings.
A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.97081

Abstract

This study examines the comparative effectiveness of Web-Based Inquiry Learning (WBIL) and Field-Based Inquiry Learning (FBIL) in enhancing academic writing performance among EFL students with differing levels of self-regulated learning (SRL). Sixty third-semester students from UIN Siber Syekh Nurjati Cirebon participated in a quasi-experimental design within a Writing for Academic Purposes course. Students in the WBIL group explored information on Cirebonese wedding ceremonies through online sources, while the FBIL group conducted interviews with cultural figures. Pretest and posttest writing tasks were analyzed using two-way ANOVA. Findings showed that both groups improved, but no statistically significant differences emerged across instructional types or SRL levels. Although the overall model was significant, individual variables did not explain the variance in writing gains. The study contributes by explicitly contrasting online and field inquiry within culturally grounded EFL writing tasks, highlighting that both modes offer equally valuable learning experiences. These findings underscore the importance of authenticity and cultural context in inquiry-based learning and call for further research on how these factors interact with learner characteristics to foster academic writing development. How to cite this paper: Hidayat, H., Yuliasri, I., Rukmini, D., & Widhiyanto, .. (2025). A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 21-37. http://dx.doi.org/10.26418/jeltim.v7i2.97081
Realizing Apology Speech Acts in EFL: A Case Study of English Department Students at Universitas Negeri Semarang Irhami, Moh. Akhdan Aufarizal; Yuliasri, Issy
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26830

Abstract

This study aimed to find out how English Department students at Universitas Negeri Semarang realize the speech act of apology in English and how certain social variables influence their realization. The study is grounded in Olshtain and Cohen’s (1983) taxonomy of apology strategies and Brown and Levinson’s (1987) politeness theory, which addresses the roles of power, social distance, and rank of imposition. Using a qualitative case study design, this study employed a written Discourse Completion Task (DCT) with ten situations involving differences in power, social distance, and offense severity. The subjects of this study were 20 students from the second semester. The collected data were analyzed using a categorization framework based on the five apology strategies by Olshtain and Cohen and contextual factors by Brown and Levinson. The findings showed that explicit expression of apology was the most frequently used strategy and promise for forbearance was the least frequently used strategy. Students were more likely to combine several strategies in their realization of apology speech act rather than using a single strategy. It also revealed that students adjust their apologies according to context, demonstrating awareness of social roles and communication appropriateness. The study concluded that the students can realize their apology speech act based on contextual factors such as power, social distance, and offense severity by their appropriateness in selecting and combining the strategies.
Translation Techniques and Errors in a Folktale: A Comparison between Students and Alumnae Muhammad Zaid Muttaqin; Issy Yuliasri
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.31381

Abstract

This study compares translation techniques and errors found in the Indonesian translations of an English folktale by two distinct groups: current students and alumnae of the English Education Department. Drawing on Molina and Albir’s taxonomy of translation techniques and the error classification by the National Accreditation Authority for Translators and Interpreters (NAATI), the research employs a qualitative descriptive design. Participants, ten students and ten alumnae selected via purposive sampling, translated the folktale The Stonecutter. Their translations were analyzed to identify patterns in technique use and error frequency. The findings highlight the impact of experience and training on translation quality, offering implications for translation pedagogy.
Understanding English Teachers’ Engagement in Professional Learning Communities for TPACK Reconstruction Fadlilah, Sayyidatul; Yuliasri, Issy; Fitriati, Sri Wuli
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 10(2), November 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v10i2.991

Abstract

This study examines the role of English teachers in Professional Learning Communities (PLCs) as they develop their Technological Pedagogical Content Knowledge (TPACK) within the context of cultural and religious norms in madrasahs in Semarang City, Indonesia. Using a qualitative ethnographic case study methodology, the data were collected through observations, questionnaires, and field notes to demonstrate teachers' behavioural, emotional, and cognitive engagement. The study consisted of 50 in-service English teachers from thirty Islamic junior high schools serving varying educational backgrounds and professional learning experiences. The findings suggest, using Fredricks et al.'s multidimensional framework on engagement, that the teachers were very engaged behaviourally when we measured their attendance, participation, and attempts to use technology in their classrooms. Emotionally, the teachers exhibited excitement, curiosity, key details, engagement, pride, and self-efficacy, which led them to feel connected to the PLC and motivated to experiment with different instructional practices. Cognitively, the teachers engaged in reflective practices, planning with goals, problem-solving, and pedagogically integrating technology with content. This study highlights that PLCs can be a formidable vehicle for collaborative professional growth, helping English teachers develop their technological teaching capacity and pedagogically innovate while maintaining their cultural and religious nuance. This study also highlights that TPACK reconstruction involves a process of continually engaging in multidimensional, ongoing interactions to be effectively reconstructed in a relevant context.
Writing the World, Writing the Web: Comparative Strategies of Self-Regulated Learning in Hybrid EFL Contexts Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.99787

Abstract

This qualitative comparative case study investigates how English as a Foreign Language (EFL) students enact self regulated learning (SRL) strategies while composing academic reports in two contrasting settings: field based learning (FBL) and web based learning (WBL). 24 of  third semester undergraduates at an Indonesian cyber university were evenly assigned to conduct either community interviews (FBL) or online research (WBL) on local cultural traditions. Data from classroom observations, semi structured interviews to 3 students, and student texts were thematically analysed around five SRL components: goal setting and planning, information gathering and evaluation, self monitoring and adaptability, strategy use and feedback seeking, and motivation and self efficacy. Findings reveal context specific SRL profiles. FBL students displayed intention driven goals, situated accuracy, consistent thematic focus, dialogic revision with informants, and confidence rooted in relational engagement. WBL students exhibited adaptive structuring, digital breadth, emergent reframing, peer oriented polishing, and self efficacy linked to information management. Both groups regulated their writing, yet they relied on different affordances, namely social authenticity and textual flexibility. The study underscores SRL as an ecologically embedded process and recommends hybrid task designs that blend experiential inquiry with guided digital exploration. Such integration can cultivate writers who balance ethical representation with genre savvy adaptability, thereby supporting deeper learning in technology mediated EFL contexts
Co-Authors Abdrurrachman Faridi Abdurachman Faridi Abdurrachman Fairidi Abdurrachman Faridi Abdurrahman Faridi Afief Fakhruddin, Afief afifah, Iif nur afifah, Iif nur Agung Dwi Nurcahyo Agung Ginanjar Anjaniputra Agus Rohmahwati, Agus Ahdillah, Muhammad Zidni Ilman Ahmad Bukhori Muslim Ahmad Sofwan Alfitri, Bahya Alfu Nikmah Alief Noor Farida Alief Noor Farida Anjarani, Devie Reztia Annisa Nur Atikah Anwar, Choiril Aprilian Ria Adisti Aprilian Ria Adisti Arif Suryo Priyatmojo Arif Suryo Priyatmojo Aristyanti, Yullia Ayu Asih Nurakhir Bambang Purwanto Budi Waluyo Budi Waluyo Budiono, Gracendy Aluz Clarita Charanjit Kaur Swaran Singh Charanjit Kaur Swaran Singh Damar Isti Pratiwi Dian aprianti Didit Kurniadi Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Anggani Linggar Bharati Dwi Hastuti Dwi Rukmini Edi Hartono Eka Nurhidayat Elma Indriyani Fahrur Rozi Fahrur Rozi Fajar Imam Murifqi Fajriyati Waibah Mosambonga Farida, Alief Faridi, Abdurrachman Febrianto, Nazala Wahyu Febrianto, Nazala Wahyu Fera Sulastri, Fera Ferrian Erwanto Frimadhona Syafri Frimadhona Syafri Girindra Putri Dewi Saraswati Harmiyanti, Rizky Hartono, Rudi Haryani Haryani Haryani Haryani Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendi Pratama Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Hudi, Anugrah Cahyo I Ketut Trika Adi Ana Iis Siti Aisyah intan kusuma wardani Ira Mutiaraningrum Irhami, Moh. Akhdan Aufarizal Ismi Kusumaningroem, Ismi Izza, Awwalia Fitrotin Izza, Awwalia Fitrotin Januarius Mujiyanto Januarius Mujiyanto Januarius Mujiyanto, Januarius Jayawarsa, A.A. Ketut Joko Nurkamto Junior, Simon Resania Kadek Sonia Piscayanti Kadek Sonia Piscayanti Karismawati, Angga Karlinda Orin, Karlinda Katharina Rustipa Katharina Rustipa Koman, Hanifah Nur Najibah Koman, Hanifah Nur Najibah Kumara, Kusuma Arum Diana Lalita Vistari Lestari, Yunda Luluatul Musyafa'ah Lulut Widyaningrum M. Sukarno Masriatus Sholikhah Masrurotul Ajiza Ma’sumah, Fithriyatul Meylana Ardhy Muh Syafei Muhammad Darrin Zuhri Muhammad Khatami Muhammad Rifqi Muhammad Zaid Muttaqin Muhammad Zaki Pahrul Hadi Muhimatul Ifadah Mujianto, Yanuarius Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mustakim Sagita Nafi', Mar' Atul Latifah Jauharin Nafisah, Nuharani Dyah Ngasbun Egar Nia Pujiawati Nia Pujiawati Nugroho, Kurniawan Yudhi Nur Azmi Rohimajaya Nur Ekaningsih Nurhidayat, Eka Nurrahmah Nurrahmah, Nurrahmah Nyoman Karina Wedhanti Pamela Allen Pasca Kalisa Perdana, Rizky Ramadhan Permatasari Gunawan, Yayang Gita Permatasari Gunawan, Yayang Gita Permatasari, Ayu Pradana Ajiasa, Mokhammad Prasetya, Irfan Zahid Prasetya, Irfan Zahid Pryla Rochmahwati Puji Astuti Puji Astuti Puji Astuti Puji Astuti Pujiawati, Nia Purwanto, Muhammad Bambang Putri Anggraeni R. Bunga Febriani R. Bunga Febriani Rafika, Rahmi Rafika, Rahmi Rahayu Puji Haryanti Rahayu Puji Haryanti Rahayu Puji Haryanti Rika Riwayatiningsih Ririn Ambarin Rizka Fauziah Rizky Harmiyanti Rizky Yolanda Rr. Sri Ratna Rahayu Rudi Hartono Rudi Hartono Rudi Hartono Saputri, Sisca Wulansari Sari, Mareta Permata Sari, Mareta Permata Savyanandaru, Oki Savyanandaru, Oki Sayyidatul Fadlilah Sayyidatul Fadlilah Sena, Banggala Puja Setiawan, Hanif Pandu Setiawan, Hanif Pandu setiowati Shofa, Khalida Ash Siti Musarokah Sri Haryati Sri Lestari Sri Lestari Sri Mulatsih Sri Setyarini Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Sukarno Sukarno Suwandi Suwandi Tacazely, Alrina Raras Tacazely, Alrina Raras Testiana Deni Wijayatiningsih Ulya Dewi, Fitri Vistari, Lalita W, Widhiyanto Wahyono, Muhammad Ichsan Andi Wahyono, Muhammad Ichsan Andi Wahyuni, Sri Warsono Warsono Warsono Warsono Weni Ratnasari, Weni Wicaksono, Firman Wicaksono, Firman Widhiyanto Widhiyanto , Widhiyanto Yan Mujiyanto Yan Mujiyanto Yosefina Rosdiana Su Yugafiati, Rasi Yulia Nur Ekawati Yulia Nur Ekawati Yuliati Yuliati - Yunda Lestari, Yunda Yusro, Alfin Zukhruf Farizi Zulfa Sakhiya zulfa Sakhiyya