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Bram, Barli

Universitas Sanata Dharma Yogyakarta, Indonesia

Author-ID : 502089

Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences Other

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Pragmatic Deixis in King Charles III’s Inauguration Speech Ratri , Ayu; Bram, Barli
Journal of Pragmatics Research Vol. 5 No. 2 (2023): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v5i2.245-261

Deixis in English is a phenomenon of understanding words and phrases by considering contexts and actual speech action. Second learners can employ the pragmatic deixis in various literary works or other media dimensions to comprehend the Meaning of words and utterances. Hence, this study attempted to know the types of deixis in King Charles III Inaugural speech. The researchers obtained the transcript from the New York Times and analysed it using descriptive research to explore and explain the deixis types in the speech in more detail. The writers used Cruse’s (2000) theory to indicate the five types of deixis. The data revealed that all types of deixis occurred in speech, including person deixis, spatial deixis, temporal deixis, discourse deixis, and social deixis. The type of deixis that appears most often is person deixis, with a percentage of 71%. Meanwhile, the deixis that appears the least is social deixis, with a percentage of only 3%. The spatial and discourse deixis each have a percentage of 9%, followed by temporal deixis with a percentage of 8%. The result of this study is likely to enrich second learners of English's knowledge and vocabulary of pragmatic studies, primarily the phenomenon of deixis.

Word Class Conversion And Its Benefits In The EFL Context Nurinik Wea, Teofanne; Bram, Barli
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47120

One way to increase learners’ skills and the language’s elements is through the word formation process, especially conversion. This study aimed to investigate types of word conversion in the Oxford English Dictionary (OED), and the implications of word conversion for the EFL context. This study was a descriptive qualitative study, and the researcher used morphological analysis in analyzing the data. In gathering the data, the researcher accessed the website of the Oxford English Dictionary and tried to search the word conversion between Noun-Verb, Verb-Noun, and adjective-verb. The result of the study showed that 227 words were included in word conversion. Those words consisted of 104 noun-verb conversions, 12 noun adjectives, 55 adjective-nouns, and 56 verb-nouns. Furthermore, as demonstrated by previous studies, word conversion can improve learners’ skills, especially in reading, writing, and speaking. It is also crucial in learning the elements of language, such as grammar and vocabulary.

CODE-MIXING AND CODE-SWITCHING UTTERED BY CINTA LAURA IN OKAY BOSS TRANS7’S TALK SHOW Yulius Nahak; Barli Bram
Journey: Journal of English Language and Pedagogy Vol. 5 No. 1 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i1.534

Code-mixing and code-switching can effectively deal with the complex communicative demands that arise when participants have varied levels of linguistic ability. This paper aimed to examine the types and the functions of code-mixing and code-switching uttered by Cinta Laura Kiehl in Okay Boss Trans7’s Talk Show on 23/06/2020, entitled “Ada Apa Dengan Cinta Laura Kiehl dan Aero'' (What happened to Cinta Laura Kiehl and Aero). The design of this study used a qualitative descriptive method. Data were gathered from the talk show in written data. An explanatory sample was used to analyze the collected data. The findings revealed 27 data of code-mixing used by Cinta Laura Kiehl: 19 were intra-sentential code-mixing, and eight were intra-lexical code-mixing. Besides, 19 data of code-switching were identified: 10 were intra-sentential switching, eight were inter-sentential switching, and one was emblematic code-switching. Furthermore, the most dominant function of code-mixing was incompetence, with 15 data, and the most dominant function of code-switching was covering the ability to speak a specific language, with eight data. The study results are expected to contribute to students and lecturers of English and researchers engaging in sociolinguistic research to explore further the purpose of using code-mixing and code-switching in conversation.

ASSESSING VOCATIONAL HIGH SCHOOL EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN ONLINE LEARNING Happy Indriyono; Markus Budiraharjo; Barli Bram
Journey: Journal of English Language and Pedagogy Vol. 5 No. 2 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i2.580

During the Covid-19 pandemic, classroom activities are mostly conducted online using Information and Communication Technology (ICT). This situation requires teachers to be literate in technology for teaching. Some pedagogical methods and platforms are available to support learning activities and a number of constraints need resolving. This study aimed to investigate the empirical data of teachers’ readiness for English education in vocational high school considering the technology integration in teaching and to uncover the obstacles. Teachers’ readiness was assessed using Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework. Descriptive quantitative research was conducted to the members of the forum of vocational high school English teachers located in Surakarta. It was predicted that a number of English teachers participating in this research were not ready for technology integration in the future in spite of their strong desire to learn the technology. Based on the participants’ responses, it was also crucial to have supports from educational institutions where teachers worked to provide relevant devices and encouraging atmosphere to enable technology-enhanced learning. It was predicted that students’ primary impediments to learning with technology were the facilities and the teacher’s pedagogical methods.

Semantic Range of Verb-to-Noun Conversion and Leaners’ Vocabulary Enrichment Mawarni, Angelina Kusuma Jelita; Bram, Barli
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.68977

This research explored the semantic range of verb-to-noun conversion in English, centering on how this process, known as nominalization, enhances lexicon and underpins linguistic theory, language education, and computational applications by analyzing 205 verbs and their nominalized shapes extricated from the online Oxford English Dictionary (OED) and online Merriam-Webster Dictionary. The investigation revealed patterns and frequencies of nominalization, categorizing things into semantic types, such as the event, result, agentive, instrumental, locative, and state. The findings revealed that transitive verbs showed the foremost broad semantic extent in nominalization. The semantic range of verb data is 2127 data or 31% per cent which is divided into transitive verb and intransitive verb. The number of semantic ranges in transitive verbs is 1377 data or 20% per cent and the number of semantic ranges in intransitive verbs is 750 data or 11% per cent. While the number of semantic ranges on conversion nouns is 880 data or 13% per cent. A mismatch or unmatched number produced on the semantic range of verb-to-noun was 1268 data or 19% per cent. The implication of this research is to know English learners' awareness of noun-to-verb conversion and ease of communication in daily activities.

Grammatical Errors in Written Reflections of English Education Master’s Program Students Hapsari, Anita Galuh Sri; Ginting, Aprilia Arnis; Bram, Barli
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 47, No. 2
Publisher : citeus

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

Mastering sentence structure for English Education Master’s Program (EEMP) students is obligatory considering their level of education as graduate students, who would become English teachers, lecturers, or researchers in the future. Therefore, major errors in constructing English sentences are no longer expected to happen at this level. This study investigated grammatical errors in sentences produced by EEMP students in their weekly written reflections in their Educational Psychology class. Fifty reflections of the first semester of EEMP graduate students were collected from assignments given by the lecturer of Educational Psychology class. This research employed document analysis as the method and the data analysis was conducted based on error categories. The results showed that the students made 106 morphological errors consisting of omission, addition, alternating form, archi-form, misordering, and 75 syntactical errors, including the use of the subject-verb agreement, preposition, conjunction, punctuation, and parallel structures.

Indonesian EFL Students’ Self-Regulated Learning Strategies for English Speaking Trifosa, Maria; Keny, Anatasia; Bram, Barli
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.35938

This study investigated self-regulated learning (SRL) strategies employed by Indonesian undergraduate students to enhance their English-speaking abilities. A quantitative research design was employed, with data collected from 30 undergraduate students through a modified Self-Regulated Motivation for Improving Speaking English as a Foreign Language (SRMIS-EFL) questionnaire. Descriptive statistical analyses, including mean scores and standard deviations, were conducted using SPSS to examine the extent to which four SRL factors, Task Value Evaluation, Regulation of Learning Environment, Regulation of Affect, and Regulation of Classroom Environment, were demonstrated. The findings indicated that Task Value Evaluation was the dominant factor supporting students’ speaking skills, while Regulation of Affect and Classroom Environment showed moderate engagement. These results suggest that cognitive, affective, and environmental strategies collectively influence students’ motivation and participation in English-speaking activities. Implications for teaching include designing meaningful speaking tasks, promoting peer collaboration, and creating supportive learning environments to strengthen students’ SRL and oral proficiency.

Figurative Language in Ten British Council Learnenglish Kids’ Stories Riandana, Martinus Hergirico; Bram, Barli
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Figurative language are exposed in British Council LearnEnglish Kids stories. The use of figurative language in the stories required interpretation to understand its literal meaning. Ten stories of British Council LearnEnglish Kids were chosen to be analysed. The objective is to interpret the figurative language into the literal meanings, aiding young readers’ understanding. Descriptive qualitative as a method to write the findings and document analysis as an approach to analyse the data were employed to address the research question. In total, twenty-six figurative language were found in ten printed British Council LearnEnglish Kids stories. Limited figurative language was found since the authors mostly used a direct language to avoid confusion. The figurative language found were eighteen personifications, six hyperboles, one irony, and one apostrophe. Personification is the predominant type of figurative language. This study contributes to help readers, particularly young readers to understand the figurative language available in the stories provided by British Council LearnEnglish Kids website.

Co-Authors A.A. Ketut Agung Cahyawan W Aditya Agung Sutono Adityo Prawinanto Adityo Prawinanto Adityo Prawinanto Agustin, Ernawati Alberik Ryan Tendy Wijaya Albertus Agung Sanjaya Albertus Yordhana Arsanto Aletheia Ajeng Priskinanda Alfonsa Vina Kanasya Aloisius Wisnu Mahendra Alvia Nurrahma Ekasiwi Anchieta Ave Avillanova Andang, Kristina Andang, Kristina Andriani, Erina Angelina Diva Angelina Diva Wijaya Anita Galuh Sri Hapsari Aprilia Arnis Ginting Ari Sandy, Yuli Armando, Eric Ginta Arsanto, Albertus Yordhana Arya Putra, Akbar Mandala Astri Wulandari Astriningsih, Nurhapsari Aulia, Ahmida Rizki Ayu Ratri Ayuni Kabobu Heda Bernadeta Siska Indriyana Blasius Banu Suryaleksana Bria, Maria Gaudensia Brigitta Shinta Hapsari Catur Fitriana Christiani Tiwi Sumanti Dayan Domisianus Toar Dewanty, Monika Dyah Ayu Kusumawardani Efrika Siboro Elisabeth Suminto Elisabeth Wulan Wahyuningtyas Elizabeth Emmanuela Sulistyawati Erina Andriani Erina Andriani Erina Andriani Fransiska Selvy Wulandari Ginting, Aprilia Arnis Gracia Vica Ade Nugraheni Gregorius Punto Aji, Gregorius Punto Haninda, Marcellina Happy Indriyono Happy Indriyono Hapsari, Anita Galuh Sri Hapsari, Brigitta Shinta Hardi Prasetyo Hardi Prasetyo Heda, Ayuni History, Jati Landhung Indira Lusianingtyas Siswanto Irene Anggita Dennaya Jati Landhung History Jeane Theresia Limeranto Kanasya, Alfonsa Vina Kartika Widiastuti, Maria Kasmiran, Marselus Suarta Keny, Anatasia Krismalita Sekar Diasti Kristian Florensio Wijaya Kriswinahyu, Aprilia Dyah Kusuma Jelita Mawarni, Angelina Lazar, Paskalina Dwi Intan Bui Lisa Wijaya Lista Indriani LUKMAN SARJONO, RADEN INDRAJID Lumintang, Sheline Feranda Lusiana Sari Rahayu Margareta Novita Sari Maria Nadilia Maria Wisendy Sina Markus Budiraharjo Mawarni, Angelina Kusuma Jelita Mety, Mety Michael Alfredo Pesurnay Michael Alfredo Pesurnay, Michael Alfredo Monika Dewanty Nabila, Kafa Bella Nadeak, Ave Lucia Nadia Aprilia Listyantari Nadilia, Maria Napitupulu, Esther Febriana Tiurmaida Natasha Ayalus Yoan Yola Yolanda Nernere, Regina Putri Noviani, Stella Nugraheni, Gracia Vica Ade Nugraheni, Maria Paskalia Putri Nugroho, Alvian Nurinik Wea, Teofanne Ouda Teda Ena Paradewari, Dirtya Sunyi Paskalis Damar Aji Kurnia Patricia Angelina Prasetyo, Hardi Prawinanto, Adityo Raden Indrajid Lukman Sarjono Ratri , Ayu Ratri, Ayu Retno Muljani Riandana, Martinus Hergirico Sanjaya, Paschalis Kurniawan Sari, Margareta Novita Setiawan, Widiarto Adhi Sinom, Patrick Adtya Pratama Sisilia Endah Lestari Sisilia Endah Lestari, Sisilia Endah Stella Noviani Sulistyawati, Elizabeth Sulistyawati, Elizabeth Emmanuela Sumit Choemue Sumit Choemue Sumit Choemue Suryaleksana, Blasius Banu Susan Maria Tabita Hermayani Tabitha, Ratya Khelin Teofanne Nurinik Wea Theresia Seismika Widowati Trifosa, Maria Truly Almendo Pasaribu Upor, Rose A. Veronica Esti Nugrahani Veronica Esti Nugrahani Wahyuni, Hanna Irma Wahyuningtyas, Elisabeth Wulan Wasisti Argo Tyas Reno Wasisti Argo Tyas Reno, Wasisti Argo Tyas wijaya, kristian florensio Yeskha Martika Megariani Yoannes Yuka Krisdianata Yolanda, Natasha Ayalus Yoan Yola Yulius Nahak Yulius Nahak Yuliyana Yuliyana Yundari, Yundari

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