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Bram, Barli

Universitas Sanata Dharma Yogyakarta, Indonesia

Author-ID : 502089

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

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Metadiscourse Markers in Scientific Journal Articles Veronica Esti Nugrahani; Barli Bram
Langkawi: Journal of The Association for Arabic and English Vol 6, No 1 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v6i1.1528

This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching. The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker. Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing.

Elementary EFL teachersâ€™ perceptions on code-switching in primary learning contexts Kristian Florensio Wijaya; Retno Muljani Retno Muljani; Barli Bram
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.7236

In this 21st century teaching and learning, there is an intense debate involving language experts whether code-switching should be integrated into EFL learning contexts or not. The supporters of the L2 believed that intense training in the target language will enable EFL learners to be more proficient target language users. While the L1 experts allowed EFL teachers to apply their mother tongue while delivering the teaching-learning materials in order to deliver their teaching-learning instructions clearly for the learners. In line with this contradictory paradigm, EFL teachers need to implement the first language more judiciously in order to preserve learnersâ€™ first language and acquire their target language competencies fully. This study attempted to discover Elementary EFL teachersâ€™ perceptions of the use of code-switching in primary learning contexts. This study utilized narrative inquiry utilizing one research instrument, open-ended interview questions to discover Elementary EFL teachersâ€™ perceptions regarding the utilization of code-switching in primary learning contexts. The participants involving in this study were EFL teachers working in Demangan Baru 1 Elementary School, Yogyakarta. Findings from this study revealed that code-switching did not only help EFL teachers to deliver particular learning materials clearly but also promote greater EFL learning enjoyment for the students.

USING WORD BANK TO ENRICH VOCABULARY OF GRADE X STUDENTS OF TAMAN KARYA MADYA VOCATIONAL HIGH SCHOOL Indira Lusianingtyas Siswanto; Catur Fitriana; Barli Bram
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 7, No 2 (2019): VOLUME 7, ISSUE 2, OCTOBER 2019
Publisher : STKIP Siliwangi

This paper explored the teaching techniques to enhance the tenth grade students’ vocabulary items in Taman Karya Madya Vocational High School Yogyakarta, Indonesia. The researchers conducted a pre-test before undertaking the classroom action research (CAR) and a post-test to measure the students’ improvement afterwards. Data were analyzed using the qualitative method by comparing the results of the pre-test and of the post-test. This study sought to answer the research questions related to how the word bank helped students in enriching vocabulary and whether there was any relationship between the teaching method applied in this CAR and the students’ improvement in vocabulary mastery. Results indicated that word bank assisted the students in enhancing vocabulary and that it was essential to choose an appropriate technique in teaching vocabulary.

Indonesian Jokes on Tailgates and Posters in English Angelina Diva; Barli Bram
Vivid: Journal of Language and Literature Vol 9, No 2 (2020)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.9.2.93-97.2020

This paper investigated jokes written on tailgates and posters in English in an Indonesian context to identify and understand the different variations of the joke meanings as non-verbal communication. Data, consisting of jokes on tailgates and posters, were collected online and examined phonologically and pragmatically using a document analysis. The data were analyzed in order to identify, categorize and classify the words and phonics and then interpret the meanings. Results showed that three jokes written on tailgates and two jokes written on posters contained funny or amusing aspects due to phonological and pragmatic factors, as in “She Book Carry Do It” which means “Sibuk Cari Duit” in Indonesian and “Busy to find money” in English.

LEARNERS' LANGUAGE CHALLENGES IN WRITING ENGLISH Barli Bram
Celt: A Journal of Culture, English Language Teaching & Literature Vol 12, No 1: July 2012
Publisher : Soegijapranata Catholic University

This paper discusses a number of common linguistic challenges or issues or problems which learners (would-be teachers) of the English language encounter when attempting to express themselves in written form, particularly in paragraph writing. The paper also suggests strategies for dealing with the challenges and points out (dis)advantages of using a certain evaluation approach. Generally, the common language issues can, for example, be classified into: 1. articles, 2. concord or agreement, 3. finite verbs, 4. prepositions, 5. countable and uncountable nouns, 6. sentence levels (fragments, comma splices and run-on or fused sentences) and 7. spelling. Other general, more abstract challenges include diction or word choice, idiomatic expressions and sentence variations. The so-called Minimum Requirements, which are commonplace mistakes, as mostly listed in numbers 1-7 above and which learners (particularly those who are English teacher candidates) should avoid, are put forward and commented on. The writer believes this grammar-oriented approach still remains relevant.

Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University Albertus Yordhana Arsanto; Adityo Prawinanto; Barli Bram
Vision: Journal for Language and Foreign Language Learning Vol 8, No 2 (2019)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i23816

This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.

Interruptions and politeness in David Letterman show “my guest no need introduction” Shah Rukh Khan episode Christiani Tiwi Sumanti; Barli Bram
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 1 (2021): July 2021
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v6i1.5962

This paper analyzed interruptions and politeness in the David Letterman Show. The data were collected from the show “My Guest No Need Introduction.” The study was qualitative research, and the data were analyzed and then classified into types of interruptions. Results showed 32 interruptions in the conversation uttered by two speakers in the show, more specifically 26 times of overlap interruptions, three times of simple interruptions, twice of silent interruptions, and once of butting-in interruption. It can be concluded that, first, the appropriate interruptions display positive strategies of politeness in the David Letterman Show. Interruptions could be done for a specific purpose to strengthen the bond between two speakers and to avoid misunderstanding. Second, the interruptions show politeness in conversation. Politeness appears to clarify statements to prevent misunderstandings between cultures.DOI: 10.26905/enjourme.v6i1.5962

INVESTIGATING STUDENTS’ FAMILIARITY WITH CONVERSION, AN ENGLISH WORD FORMATION PROCESS Krismalita Sekar Diasti; Barli Bram
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6320

One of the paramount aspects of acquiring a language is mastering the vocabulary. One way to enrich our vocabulary is by familiarizing ourselves with word formation process. This study aimed to investigate students’ familiarity with a word formation process called conversion. This was a descriptive quantitative study. Using Google Forms, the researchers distributed a questionnaire containing statements on conversion to collect data. The participants were 10 first year students of the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta. The researchers calculated the students’ correct and incorrect answers. Results showed that most of the students were unfamiliar with conversion, one of the word formation processes, especially the conversion involving verbs to nouns (50%) and adjectives to nouns (50%). Most students were knowledgeable about the conversion from nouns to verbs (80%). One of the implications is that ELESP students study conversion, one of the word formation processes in English, to enrich their vocabulary items.

Filler Utterances of Instructors in ELT Context Aloisius Wisnu Mahendra; Barli Bram
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 7, No 2 (2019): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v7i2.999

This study investigated filler utterances produced by English instructors teaching a general English course considering that fillers play crucial roles in English language teaching (ELT) contexts. Data, consisting of 981 filler utterances, were collected from recorded teaching sessions conducted by female and male English instructors at the Language Institute of Sanata Dharma University, Yogyakarta, Indonesia. The collected data, in the form of transcribed texts containing instructors’ filler utterances, were examined with the discourse analysis method. The findings showed that the female instructors produced more types of fillers with the total of 639 utterances and the male ones 342. Fourteen types of phrase fillers uttered by the female instructors were as follows: actually, alright, and then, anyway, I guess, I mean, I think, okay, right, so, well, ya (yes), you know, and you see. Thirteen kinds of phrase fillers identified among the male instructors’ utterances were alright, and now, and then, anyway, I guess, I mean, I think, okay, right, so, well, ya (yes), and you know. The frequently identified fillers shared benefits in terms of introducing topics, getting the students’ attention, giving instructions, searching for words, and emphasizing and confirming ideas.

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases Erina Andriani; Stella Noviani; Barli Bram
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11824

In the IELTS writing preparation class, the teacher can facilitate the students by integrating the stylistic approach in building writing students’ style. Not only achieving the primary goals in English proficiency by focusing on the writing style, but students can also comfortably share their ideas in their style. The paper examined the stylistics integrated material in IELTS writing through noun phrase construction. This study employed a qualitative method and a descriptive design. The data were collected using structured observation sheets as the instrument and were analyzed stylistically. Writing materials and the writing results of 12 students at an English course were collected. Results showed that stylistics was used in phrase complexity and ambiguity as a part of writing strategies. It was supported by the three dominant types of noun phrases produced by the students in their writing: determiner + head, determiner + pre-modifier + head, and pre-modifier + head, as the evidence of the implementation of integrated material in IELTS writing. For the noun phrase uses, the students could vary the noun phrases in their complexity, function, and type in their tests, though the variations in each of those aspects were still low. Implications of the results are stylistics could be implemented in language learning-teaching activities in general. It could encourage students to develop their writing style for self-expression and more explicit writing products.

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 Gloria, Gloria 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 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 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 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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