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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Penelitian Humaniora Litera Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) Lingua Cultura Al-Lisan Kajian Linguistik dan Sastra EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning Journal of Language and Literature Jurnal Ilmu Keluarga dan Konsumen LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics Humaniora Linguistik Indonesia Metalingua: Jurnal Penelitian Bahasa Journal of English Language Teaching and Linguistics REiLA: Journal of Research and Innovation in Language Jurnal Abdi Insani Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Al-Lisan: Jurnal Bahasa Indonesian Journal of EFL and Linguistics Tarling : Journal of Language Education DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Asalibuna International Journal of Education and Digital Learning (IJEDL) Studies in English Language and Education Journal of Literature Language and Academic Studies (J-LLANS) REGISTER JOURNAL

Erna Andriyanti

Universitas Negeri Yogyakarta

Author-ID : 509965

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Teachers’ Questions in Elementary School English Learning: Types and Functions Naomi Dwi Aprina; Erna Andriyanti
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(2), November 2020
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Question types usually used in classroom learning are display questions and referential questions. Many teachers mostly used display questions in their classroom learning. However, studies showed that display questions limit the students’ opportunity to produce the language. Therefore, this present study aimed to analyse the contribution of teacher questions’ types in English classroom learning to classroom interaction. The participants of this qualitative study were three sixth grade English teachers from three different Islamic schools in Yogyakarta. The data were collected through classroom observation. The result shows that the teachers used both display and referential questions, and all teachers used display questions more frequently. Furthermore, the result of the analysis shows that referential questions received longer responses than display questions. It also indicated that referential questions gave the students more opportunities to practice the language. However, both display questions and referential questions are important for EFL students. The use of both question types can be adjusted based on the levels of the students, the purpose of the lesson and students’ learning strategies.

Multicultural Competence Awarness among International Students in Yogyakarta State University Edith Romano Galindo; Erna Andriyanti
Humaniora Vol. 12 No. 2 (2021): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v12i2.6949

The research aimed to describe and interpret the characteristics of multicultural awareness of seven international students studying tertiary education in the postgraduate studies department at Yogyakarta State University. When individuals moved to a place where more than one culture coexists, they were now part of a multicultural society. In this respect, one of the many reasons for the existence of multicultural societies was the student mobility phenomenon in which many students decided to live abroad to pursue their academic goals. Accordingly, these students faced new cultural situations, and there was no doubt that they needed to use their multicultural competencies. However, were they aware of their own multicultural competence? Had the way they conceptualized it ever helped them to achieve their professional goals? In the research, such questions highlighted the relevance of focusing on the existing knowledge about multicultural competence of international students, which might provide insights into the role of multicultural competence as an inherent aspect of life to achieve personal or professional goals and strengthen their intercultural communication. Many pieces of research have already focused on the teachers’ multicultural competence and the importance of incorporating it in the programs. However, not many of them focused on the way students conceptualized it and perceived it in their lives. By using qualitative research and making use of a questionnaire as the main instrument, the findings show that students have a high level of awareness, and they mostly conceive it as a tool to achieve their professional goals.

Exploring Metaphor Use: Its Categories and Translation Strategies within the Novel Anak Bajang Menggiring Angin by Sindhunata into Herding the Wind by Joan Suyenaga Ani Maghfiroh; Erna Andriyanti
Linguistik Indonesia Vol 39, No 1 (2021): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v39i1.164

This research explores the use of metaphor categories and its translation strategies using the theory of Newmark (1988). The qualitative method was employed since the data were in the form of verbal data derived from novels. In the stage of collecting the data, an observational method followed by note-taking technique was applied. As indicated in the section of results and discussion, 151 data were considered to be metaphor in the ST whilst 90 data belong to TT and 61 other data were converted into other forms (simile, sense, and even deletion). Of six metaphor categories, four categories emerged in the texts whereas two out of them (Adapted and Recent metaphor) were not used. The metaphor category most dominantly used in both texts is dead metaphor with 111 data (11,2 %) in the ST and 70 data (7,8 %) in the TT whilst the strategy ‘metaphor to metaphor’ dominates over other strategies (81 data, 53,6 %). Meanwhile, the least strategy employed was ‘metaphor to simile with sense’ and strategy ‘metaphor to metaphor plus sense’ is disregarded. In addition, as the metaphor translation strategies were bound to the metaphor categories, the result poses that dead metaphor is the category translated by using the strategy ‘metaphor to metaphor’ in most frequency.

CONVERSATIONAL IMPLICATURE IN ENGLISH LEARNING PROCESS AT SENIOR HIGH SCHOOL IN YOGYAKARTA (IMPLIKATUR PERCAKAPAN DALAM PROSES PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH MENENGAH ATAS DI YOGYAKARTA) Khairani Ade Guswita; Erna Andriyanti
Metalingua: Jurnal Penelitian Bahasa Vol 18, No 2 (2020): METALINGUA EDISI DESEMBER 2020
Publisher : Balai Bahasa Jawa Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/metalingua.v18i2.548

This writing aims to describe the types of conversational implicature and the reason for using conversational implicature by the English teachers in the English learning process at three senior high school in Yogyakarta. The method used was descriptive qualitative and the researchers were the key instrument. The data source of this study was the senior high school teachers’ utterances that contain implicature in English learning process. Data were collected through observation and recording technique. The results of the study show both generalized conversational implicature and particularized conversational implicature were applied. The reasons for using conversational implicature are to increase the force of someone’s message, to achieve certain goals, to attract the hearer’s attention, and to soften expressions. AbstrakKajian ini bertujuan untuk mendeskripsikan jenis-jenis implikatur percakapandan alasan penggunaannya oleh guru bahasa Inggris dalam proses pembelajaran bahasa Inggris di tiga sekolah menengah atas di Yogyakarta. Metode yang digunakan adalah deskriptif kualitatif dan pengajar adalah instrumen kuncinya. Sumber data dalam penelitian ini adalah tuturan guru bahasa Inggris sekolah menengah atas yang mengandung implikatur dalam proses pembelajaran bahasa Inggris. Data dikumpulkan menggunakan teknik pengamatan dan perekaman. Hasil penelitian menunjukkan adanya penerapan implikatur percakapan umum dan implikatur percakapan khusus. Alasan penggunaan implikatur percakapan tersebut adalah untuk meningkatkan kekuatan pesan seseorang, untuk mencapai tujuan tertentu,untuk menarik perhatian pendengar, dan untuk melembutkan ungkapan.

External Factors Causing Students’ Difficulties in Listening Kartika Pratiwi; Erna Andriyanti
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

To become a good speaker, one has to be a good listener because naturally people cannot speak properly before listening first. Listening is an important requirement, and also a basic competence to be a good speaker in English. Listening is not an easy process since one who listens must be able to distinguish between sounds, understand the vocabulary and grammatical structures, as well as interpret the meaning at the same time. Listening in English requires focus and attention yet, in fact, many students tend to have several difficulties to focus in listening practice. The article aims to show the external factors affecting the students’ difficulty within each process of listening comprehension. The external factors include the speaker, the context of material, and the physical setting. By adopting qualitative design, it is found that the external factors have the higher potential to influence the students’ focus negatively than the students’ physical condition and behavior which are known as internal factors. Moreover, through several findings based on the library research, it is revealed that the external factors are linked to each process of listening. Suggestions with the effective ways to resolve the difficulties in listening are provided.

A Critical Discourse Analysis of Oliver Prass’ Talk on “Antiasian Hate in the United States” in Kompas-TV Try Mahendra Siregar; Erna Andriyanti; Sulis Triyono
Humanus: Jurnal Ilmiah Ilmu-ilmu Humaniora Vol 20, No 2 (2021)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Racism is not only an internal issue of a country while discussing pluralistic society. The racism in the US must attain multitudes international attentions due to diversity of the people, including Asians with diverse races. The purposes of this study are to investigate how the ideology of racism is constructed through language and why the racism is occurred in pluralistic society of the US. The data for this study is two bilingual talks of Oliver Prass in KOMPAS TV. The CDA is adopted as tool to explore and discover racism ideology though language representation. The result on textual dimension with transitivity process depicts that racism ideology occurs in different forms to show effect of personal feeling and psychological effect from racist people toward the victims. In discursive dimension, to emphasize a hidden agenda of a discourse requires the speaker status and position during producing the language; for instance, as social activist, victims, and Indonesian. Then in social practices implies the reason why racism is existing; those are as a defense mechanism, economic anxiety, personality profile and power as well as authority abuse by the government that may lead to racism treatment on minorities by discrimination and negative prejudice.

“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom Siti Jannatussholihah; Ashadi; Erna Andriyanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices Lucky Amatur Rohmani; Erna Andriyanti
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

High frequency words in English textbooks for Indonesian senior high schools Rizki Meliani Rustan; Erna Andriyanti
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

This content analysis study focused on three main purposes, including to analyse the High Frequency Words (HFWs) of Dolch’s list in reading texts from three English textbooks of Indonesian senior high schools, to analyse the language features of HFWs in reading texts of the English textbooks, and to propose strategies that can be used in teaching HFWs. The reading texts were grouped into three types including recount text, narrative text, and descriptive text. The reading texts were further analysed using an online word-counter to find out the HFWs of Dolch’s list in the texts. The findings show that there were 124 words found as the HFWs. The HFWs found were mostly articles, prepositions, pronouns, nouns, verbs, adverbs, adjectives, and conjunctions. Those were the most frequent words that should be known by students. Moreover, the language features of HFWs in each text were varied according to its context and the types of the texts. Hence, some strategies could be applied to facilitate English teachers in teaching HFWs, such as the word card strategy and direct teaching strategy, so that their students master the HFWs. The implication of this study also suggested textbook writers to provide additional content in textbooks such as the word list of HFWs.

EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL.

Co-Authors Adaninggar Septi Subekti Agustian Ramadana Putera Aji Seno Suwondo Akmalia, Frida Ani Maghfiroh Anita Triastuti Annisa Nurul Firdausi Ari Nurhayati Ariansyah, Ahmad Arifah Prima Satrianingrum Ashadi Ashadi Ashadi Aulia Rahmatika Nur Azizah Basikin Basikin Benni Setiawan Christina Lhaksmita Anandari Desak Made Sri Mardani Edith Romano Galindo Eisha Jamila Qomariyah Ikhwan Emi Nursanti Ihtiara Fitrianingsih Ikha Adhi Wijaya Indah Permatasari Jannatussholihah, Siti Kartika Pratiwi Khaira Liza Khairani Ade Guswita Lucky Amatur Rohmani Mehdi Riazi Meidiana Suyono Muhammad Reza Fadhilah Naomi Dwi Aprina Ni Nengah Suartini, Ni Nengah Novasa Adiyani Noviyanti, Anggi Nur Fatimah Nur Hidayati Nur Hidayati Paulus Kurnianta Pratomo Widodo Pratomo Widodo Pratomo Widodo Rahmi D Andayani Refi Rizki Radian Rizki Meliani Rustan Saiful Anwar Santi Fitriyani Siti Jannatussholihah Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Sulis Triyono Susana Widyastuti Titik Sudartinah Try Mahendra Siregar Ubaidillah, M. Faruq Wardani, Umi Sismia Widyastuti Purbani Yusri, Miftahul

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