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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 Journal of English and Education 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 Martabe : Jurnal Pengabdian Kepada Masyarakat JEES: Journal of English Educational Study 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 ADJES (Ahmad Dahlan Journal of English Studies) Journal of Literature Language and Academic Studies (J-LLANS) REGISTER JOURNAL Indonesian Journal of English Language Teaching and Applied Linguistics
Erna Andriyanti
Universitas Negeri Yogyakarta
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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How to Influence Others? Synthetic Personalization and Social Semiotic Analysis of Genders Firdausi, Annisa Nurul; Andriyanti, Erna; Ashadi, Ashadi
Humanus Vol 22, No 2 (2023)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/humanus.v22i2.121129

Abstract

Within the last 20 years, TED has become an influential platform that provides knowledge and education by directing speakers on giving motivational speeches. This paper aims to analyze gender attitudes while delivering the speech and how they influence the audience. This study applied a descriptive qualitative method by using Synthetic Personalization by Fairclough (2001) and a Social-semiotic approach by Van Leeuwen (2008) to the selected TED videos to analyze the data and corpus linguistics, namely AntConc, as the tool to analyze the vocabularies, first-person and second-person concordances presented. The findings show 1.101 vocabularies used by men and 1.156 vocabularies that denote synthetic personalization used by women. Although the strategies they used are different, men’s and women’s speeches have successfully influenced the audience by immersing synthetic personalization to bring intimate, engagement, and personal relationships towards the mass audience by bringing up the feeling of ‘similarity’. The social-semiotic covers social distance and social interaction between men and women toward the audiences. Women are more socially considerate while men are more direct in their speech. The distance and interactions are subjected as a form of representation of closeness.
Turn taking patterns, repair and adjacency pairs in an online interaction: a conversation analysis Fatimah, Nur; Widodo, Pratomo; Andriyanti, Erna
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21041

Abstract

The present study analyzed the use of conversation analysis (CA) in online interaction. The aim of the study is to describe the patterns of turn taking, repair, and the adjacency pairs in the online conversation. Employing a qualitative research methodology, data were taken from an online conversation about how to learn English, taking place in YouTube between a professor of English language teaching and the host who is a professor of education. The conversation was mainly in Bahasa Indonesia. The data were first transcribed in Bahasa Indonesia and translated into English. The study found some structures of exchange in the communication and the patterns of turn taking, repairs and adjacency pairs evident from the analysis of conversation. There are some patterns of turn-taking and adjacency pairs along the online conversation. The turn constructional units vary in syntactical forms. In addition, both self-initiated and other initiated-self repairs occurred. The study drew the implication of CA to language teaching. CA contributes to language teaching in terms of offering not only the authentic real-life communication, but also the authentic spoken interaction which will encourage learners to be able to produce authentic utterances.
Second Language Learning Strategy for Young Learners: Learning Hiragana as A Process in Japanese Language Acquisition Mardani, Desak Made Sri; Widodo, Pratomo; Andriyanti, Erna; Suartini, Ni Nengah
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 1 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i1.60681

Abstract

Abstract. Learning strategies in the Japanese language for young learners tend to be applied to children in Japanese mixed-married families or foreign children in Japan. However, this study tried to apply a learning strategy for a young learner who does not have a background in the Japanese environment or experience with Japanese people and culture. This study aims to describe a learning strategy by applying mnemonics to young learners in Japanese language acquisition, particularly in the Japanese character Hiragana. This research used qualitative descriptive design, with research instruments that include researchers, observation forms, and literature sources. The data collected in this study were analyzed using an interpretive approach. This study used a mnemonics-based digital tool application was used to assist the young learner in learning the Japanese character, Hiragana. This study shows that mnemonics can improve young learners' Hiragana acquisition. Learning strategy by applying mnemonics helps the young learner memorize each character and improves associative skills and Japanese vocabulary as a language acquisition process. Some characters are similar and confusing for beginners, and some Japanese characters do not exist in Indonesian, which makes it difficult for learners to pronounce them. The application greatly helps the subject memorize each character and improves associative skills and Japanese vocabulary as a language acquisition process. Through continuous reading practice, the subject can distinguish almost similar characters and help pronounce vocabulary. This application is very effective for parents who want to introduce Hiragana characters to young learners, with intensive reading practice and creating an environment that uses Hiragana.Keywords: learning strategy, mnemonics, Hiragana, young learner, language acquisition
The influence of gadgets on language development in early childhood Wardani, Umi Sismia; Ashadi, Ashadi; Triyono, Sulis; Widodo, Pratomo; Andriyanti, Erna
EduLite: Journal of English Education, Literature and Culture Vol 10, No 1 (2025): February 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.1.36-53

Abstract

This study aims to explore the effect of gadgets on language development in early childhood, specifically focusing on three-year-old participants. The digital era, characterized by rapid technological advancement, has significantly influenced daily life, posing challenges for parents as minors can easily gadgets without supervision. The study used qualitative research. The research method employed a case study that involved detailed observation. The data collection is about a single subject or small group, including direct observation of children and interviews with their parents. The CoComelon channel on YouTube was used as a medium for language development in this study. The findings of this research show that gadgets influence the development of language. Participants in this study demonstrated positive impacts, contrasting with the predominantly negative cases observed in Indonesia. The participants in this research are included in the stages of prelinguistic so that the children can get a verb from a show, and it is said repeatedly because the parents have rules for children to discipline based on the theory Piaget as quoted by Gin.
Factors Influencing Academic Performance of English Literature Students Widyastuti, Susana; Andriyanti, Erna; Nurhayati, Ari
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 2 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i2.65191

Abstract

Abstract. Student success is one of key goals of higher education, thus necessary steps are taken to identify how it can be achieved. However, students vary in their ability and performance in completing their studies with various factors attributing to these variations. This study offers identification of the factors within the context of English language program. Examining students’ perception, it attempts to reveal ways in which personal, internal, and external factors and different stages of study may interact to influence student's academic performance. The primary data was a Google Form Questionnaire to 217 students (n=217) of the English literature study program in a state university in Yogyakarta. Through descriptive statistics, the Likert Rating Scale data were analyzed using R. Qualitative data underwent reduction, categorization, and representation using R Qualitative Data Analysis (RQDA). Findings reveal that the Confirmatory Factor Analysis (CFA) satisfied the goodness of fit criterion. The linear regression analysis using the variables from the CFA model revealed that University Learning Facilities, Liking one’s study program, Courses meeting students’ expectations, and Student's Interest in the courses explained 51.31% of the variation (R-squared=0.513) in Students' Academic Performance. However, lecturers negatively impact students’ success, alongside factors like mental health. Further research through in-depth interviews with alumni could establish a more supportive academic system.Keywords: CFA, EFA, student’s academic performance, motivation factors, obstructing factors
(Im)politeness employed by multilingual Indonesian EFL learners in argumentative conversations Nursanti, Emi; Andriyanti, Erna; Wijaya, Ikha Adhi
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26033

Abstract

Politeness might lessen imposition in argumentative conversations which potentially result in conflict. However, different conventions on politeness among different cultures may cause problems for EFL (English as a Foreign Language) learners who often transfer their native communication preferences to their target language usage. This article explores the (im)politeness employed by multilingual EFL learners in casual agreeing-disagreeing exchanges among peers. Using explanatory sequential mixed method design, students utterances in role plays were analyzed based on Leechs (2014) politeness theory, Kakavas (1993) disagreement strategies, as well as Lochers (2004) mitigating strategies on disagreement. It is found that in conversations with people of equal status and power, the observance of politeness maxims is more apparent than the violation. It indicates that maintaining others faces is essential irrespective of age differences, even in arguing conversations. The more frequent use of positive politeness than negative politeness strategies represents their greater orientation to others than to themselves. The prevalence of mitigated disagreement and the frequent use of an appreciation preface also show their priority to maintaining good relationships. Those findings support the view of Asians as a collectivistic group whose primary concern in communication is group membership. This suggests that awareness of politeness in argumentative conversations among EFL learners must be increased by giving them different perspectives from non-Asian cultures.
The Use of ChatGPT in English Language Learning: A Systematic Literature Review Nur Hidayati; Erna Andriyanti; Novasa Adiyani
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.14740

Abstract

The integration of Artificial Intelligence (AI) in education has accelerated significantly, yet there remains a gap in systematic research exploring its role in English language learning. This systematic review examines 21 studies (2022–2024) on ChatGPT's role in English learning, focusing on its use by students and teachers, as well as its benefits and challenges. Following PRISMA guidelines, this review analyzes data from Scopus, ERIC, and Google Scholar using thematic analysis to identify key themes. The findings reveal that students employ ChatGPT for academic writing assistance, vocabulary development, and idea generation, while teachers leverage it for lesson planning, instructional material preparation, and student assessment. The advantages include enhanced motivation, improved writing proficiency, and personalized learning experiences. However, concerns such as over-reliance on AI, ethical dilemmas, and data privacy risks persist. This study underscores the potential of ChatGPT in fostering interactive and engaging language learning environments, advocating for a balanced integration of AI and traditional pedagogical approaches. The investigation of the sustained implication of ChatGPT use and approach to maximize the application in educational settings should be conducted for the future research.
Rethinking Technology-Driven CPD (Continuing Professional Development) for Arabic Language Teachers in Indonesia Akmalia, Frida; Andriyanti, Erna; Triyono, Sulis
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5208

Abstract

Abstract: Amid the global shift toward digital education, the professional growth of teachers is increasingly shaped by their ability to integrate technology into pedagogical practice. However, Arabic language teachers often face systemic barriers in accessing relevant and effective technology-driven professional development. This conceptual paper investigates the underexplored intersection between educational technology and Continuing Professional Development (CPD) for Arabic language educators, particularly in the context of Indonesia. Drawing on Technological Pedagogical Content Knowledge (TPACK), Professional Competence Theory, and Andragogy, the study proposes a contextualized CPD framework that addresses the unique instructional demands of Arabic teaching. It critically analyzes current limitations in teacher training such as low digital literacy, limited subject-specific support, and a mismatch between CPD content and classroom realities. Moreover, the paper underscores the scarcity of scholarly attention to Arabic teacher development in the broader discourse on technology-enhanced learning. By bridging theory and practice, this article contributes a model for inclusive and sustainable CPD that empowers Arabic teachers to design more engaging and culturally relevant learning experiences. The proposed framework has implications for educational policy, curriculum design, and future empirical research in multilingual and digitally evolving contexts.   Abstrak: Di tengah pergeseran global menuju pendidikan digital, pertumbuhan profesional guru semakin dibentuk oleh kemampuan mereka untuk mengintegrasikan teknologi ke dalam praktik pedagogi. Namun, guru bahasa Arab sering menghadapi hambatan sistemik dalam mengakses pengembangan profesional berbasis teknologi yang relevan dan efektif. Artikel konseptual ini menyelidiki persimpangan yang belum dieksplorasi antara teknologi pendidikan dan Pengembangan Keprofesian Berkelanjutan (PKB) untuk pendidik bahasa Arab, khususnya dalam konteks Indonesia. Dengan mengacu pada TPACK, Teori Kompetensi Profesional, dan Andragogi, penelitian ini mengusulkan kerangka kerja PKB kontekstual yang membahas tuntutan instruksional yang unik dari pengajaran bahasa Arab. Studi ini secara kritis menganalisis keterbatasan saat ini dalam pelatihan guru seperti literasi digital yang rendah, dukungan mata pelajaran yang terbatas, dan ketidaksesuaian antara konten PKB dan realitas di kelas. Selain itu, artikel ini menggarisbawahi kelangkaan perhatian para akademisi terhadap pengembangan guru bahasa Arab dalam wacana yang lebih luas tentang pembelajaran yang ditingkatkan dengan teknologi. Dengan menjembatani teori dan praktik, artikel ini memberikan kontribusi berupa model PKB yang inklusif dan berkelanjutan, yang memberdayakan para guru bahasa Arab untuk merancang pengalaman belajar yang lebih menarik dan relevan secara budaya. Kerangka kerja yang diusulkan memiliki implikasi untuk kebijakan pendidikan, desain kurikulum, dan penelitian empiris di masa depan dalam konteks multibahasa dan perkembangan digital.
Validating a diagnostic reading test for junior high school EFL learners in Indonesia's English massive program using QUEST Hidayati, Nur; Andriyanti, Erna
Al-Lisan: Jurnal Bahasa Vol 10 No 2 (2025): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v10i2.6708

Abstract

Background: Non-formal English education programs often lack rigorous assessment tools, resulting in challenges in evaluating student performance and guiding instructional improvements. One such program, the English Massive Program (EMAS) in Kediri, East Java, Indonesia, serves as a community-driven initiative focused on enhancing English proficiency. However, the quality of its assessments, especially in reading comprehension, remains a critical concern. Aims: This study aims to investigate how item analysis using the QUEST application can enhance the quality of diagnostic assessment and instructional strategies in non-formal English education, specifically within the EMAS program. The focus is on analysing reading comprehension tests to identify weaknesses and propose improvements in test construction. Methods: This exploratory study analysed 30 multiple-choice reading comprehension items completed by 26 junior high school students participating in the EMAS program. The QUEST application was employed to assess item difficulty, discrimination, and distractor efficiency. Results: The results showed that while most discrimination indices were within acceptable ranges, many items, especially the distractors, were too simple and ineffective. This resulted in insufficient and unbalanced discrimination values, indicating that the test items did not optimally differentiate among varying student ability levels. Implications: The study underscores the importance of integrating psychometric-based diagnostic tools in community education settings. It demonstrates how such analysis can empower educators with practical insights to improve test design, thereby enhancing assessment quality and pedagogy. The research calls for more advanced diagnostic assessment methods to support literacy and instructional planning in low-resource, non-formal educational environments.
Investigating Intercultural Competence in EFL Teaching: Teacher Perception and Action Used to Promote Intercultural Competence Yusri, Miftahul; Andriyanti, Erna
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25325

Abstract

Background: Integrating intercultural components in foreign language teaching is essential because of the interrelationship between language and culture and the need to understand native and target cultures. Integrating intercultural competence can be done appropriately if the English teacher applies appropriate teaching patterns or strategies to promote intercultural competence in the English classroom. Thus, after implementing intercultural competence, students can adapt to the global society in the future. Objective: The study focuses on revealing (1) teacher’s perceptions of intercultural competence in EFL teaching and (2) the actions they used in promoting intercultural competence in EFL teaching in some senior high schools in two different cities, Yogyakarta and Palembang. Methods: The research is a descriptive study that investigates EFL teachers’ perceptions and the application of intercultural competence in high school. Findings: (1) Participants thought that intercultural competence was crucical to be taught in EFL teaching and that intercultural components such as attitudes, knowledge and skills must be introduced to students in English classroom. It is reflected in the teaching materials, teachers’ syllabi, and information directly from participants. (2) In achieving the learning goals of promoting intercultural competence, all teachers used some actions including media, small group instructions, collaborative dialog, collaborative grouping, and internet-based intercultural contact. Conclusion: Teachers have positive perceptions of integrating of intercultural competencies practices in EFL teaching. However, teachers also faced some problems in integrating intercultural competence such as time limitations in promoting it in EFL learnig, another issue is related to the recent curriculum and EFL textbook, which does not support intercultural knowledge.
Co-Authors Adaninggar Septi Subekti Adawiyah, Siti Lutfiah Rabiyatul Aji Seno Suwondo Akhyari, Muhammad Wafa Akmalia, Frida Aldayana, Yunisma Amalia, Siti Nur Amanda Virgary, Sekys Anandari, Christina Lhaksmita Ani Maghfiroh Anita Triastuti Annisa Nurul Firdausi Ari Nurhayati Ariansyah, Ahmad Ashadi Ashadi Ashadi Aulia Rahmatika Nur Azizah Basikin Basikin Benni Setiawan Desak Made Sri Mardani Edith Romano Galindo Eisha Jamila Qomariyah Ikhwan Emi Nursanti Fitriyani, Santi Ihtiara Fitrianingsih Ikha Adhi Wijaya Indah Permatasari Jannatussholihah, Siti Jeane Tuilan Kartika Pratiwi Khaira Liza Khairani Ade Guswita Labibah Rahmah, Qonita Lucky Amatur Rohmani Mehdi Riazi Meidiana Suyono Murtafi'ah, Banatul Naomi Dwi Aprina Ni Nengah Suartini, Ni Nengah Novasa Adiyani Noviyanti, Anggi Nur Fatimah Nur Hidayati Nur Hidayati Nurahma Poernomo, Aretha Paulus Kurnianta Pratomo Widodo Pratomo Widodo Rachmat Nurcahyo Rahmi D Andayani Ramadan, Syahri Ramadana Putera, Agustian Refi Rizki Radian Reza Fadhilah, Muhammad Rizki Meliani Rustan Rochma, Anis Firdatul Rohali Rohali Saiful Anwar Saiful Anwar Santi Fitriyani Satrianingrum, Arifah Prima Siti Jannatussholihah Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Siwi Widiastuti Sulis Triyono Susana Widyastuti Titik Sudartinah Try Mahendra Siregar Ubaidillah, M. Faruq Wardani, Umi Sismia Widyastuti Purbani Yusri, Miftahul Zudianto, Hardian