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All Journal Metathesis: Journal of English Language, Literature, and Teaching Register Journal Efektor JEES: Journal of English Educational Study PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Jurnal Pendidikan Edutama PROJECT (Professional Journal of English Education) JPIn : Jurnal Pendidik Indonesia English Journal REGISTER JOURNAL
Antonius Setyawan Sugeng Nur Agung
Universitas Katolik Santo Agustinus Hippo
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Scrutinizing Register Realization in Facebook Trading Group Antonius Setyawan Sugeng Nur Agung; Monika Widyastuti Surtikanti; Masfa Maiza; Efrika Siboro
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.311-330

Abstract

This study aims at scrutinizing the register pattern used by the sellers in promoting their goods in the popular Facebook trading group used by people in Ngabang, West Borneo, “Ngabang Jual-Beli”. The group is an ambient representation of language variation used in West Borneo. The register analysis covers the field, tenor, and mode of the discourse. The data analysis encompasses domain, taxonomy, componential, and cultural theme analysis modified by Santosa (2017). The domain covers the kinds of goods being sold. The taxonomy analysis is the three meta functions in the SFL framework. The combined domain and taxonomy in the componential analysis figure out the register pattern in the group. The findings reveal that in the field of discourse, the posted clauses are dominated by the use of the material process, relational identification, and relational attributive process. The material process reflects the experiential meaning of the current activities. Meanwhile, the information of the goods realizes relational identification and relational attributive processes. With respect to the tenor of discourse, there is a tendency for the sellers to use declarative clauses which reflect equal status between the sellers and the customers by considering the minimal social distance. Furthermore, in the mode of discourse, the unmarked topical theme reflects as the majority of the ellipsis subject referring to the sellers. The study implies that the language used in digital trading should consider the participants, the relationship among the participants, and the media used to persuade their target market.Keywords: Facebook trading group, online shop, register, systemic functional linguistics
Motivational Pathways To Teaching in Challenging Times: A Study of English Gen Z Pre-Service Teachers Arie Arie; Antonius Setyawan Sugeng Nur Agung; Monika Widyastuti Surtikanti; Efrika Siboro
Jurnal Pendidikan Edutama Vol 13 No 2 (2026): July 2026
Publisher : IKIP PGRI Bojonegoro

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Abstract

Teacher motivation has often been studied using broad frameworks that overlook generational traits and rural educational contexts. This study explores how altruistic, intrinsic, and extrinsic motivations influence Gen Z English pre-service teachers’ decisions to pursue teaching in the resource-limited educational setting of West Kalimantan, Indonesia. Using a qualitative approach, data were gathered through questionnaires and semi-structured interviews with 56 Gen Z pre-service teachers and analyzed through an interactive process of data reduction, display, and conclusion drawing. The results reveal a layered motivational structure. Altruistic motivation is identified as the main driver, driven by a strong moral commitment to community service and reducing educational disparities. Intrinsic motivation develops gradually through teacher education, reflective learning, and the development of professional identity, serving as a key factor in sustained career commitment. Extrinsic motivation plays a secondary role, mainly as a contextual factor related to job security and work conditions. These findings challenge the stereotype of Gen Z as primarily extrinsically motivated and emphasize the need for context-aware, value-driven approaches to understanding teacher motivation in underprivileged educational settings.
AI, PEERS, AND SUPERVISORS: EPISTEMIC AUTHORITY IN POSTGRADUATE SUPERVISION Antonius Setyawan Sugeng Nur Agung; Monika Widyastuti Surtikanti; Masfa Maiza; Doni Alfaruqy; Imam Baihaqi; Rizki Ramadhan; Daniel Jesayanto Jaya; Diana Zulita
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6211

Abstract

The integration of generative artificial intelligence into higher education has transformed the ways postgraduate students begin and advance their academic work. However, few studies have explored how AI influences epistemic authority in the development of thesis proposals. This study examines how postgraduate students establish and prioritize AI, peers, and supervisors as epistemic authorities within an AI-mediated academic environment. Using a qualitative interpretative methodology, we gathered data from 105 graduate students through questionnaires and semi-structured interviews. Reflexive thematic analysis unveiled a stratified epistemic hierarchy. AI was seen as an important authority because it could help people think more clearly and generate new ideas, but it had to be checked. Peers acted as relational authorities, giving emotional support and dialogic assistance. Supervisors maintained the highest epistemic status as institutional authorities owing to their evaluative authority, responsibility, and symbolic capital within academic frameworks. AI reduced uncertainty and increased perceived control in the early stages of proposal creation, without undermining supervisory legitimacy. Authority remained grounded in institutional acknowledgment rather than in the rapid dissemination of knowledge. The findings enhance AI-in-education studies by shifting the emphasis from usage frequency to authority configuration, offering insights for AI governance and postgraduate supervision.
Co-Authors Albert Rufinus Albert Rufinus Allvian Ika Fiki Susanto Arie Arie Charito A. Quinones, OP Daniel Jesayanto Jaya Diana Zulita Doni Alfaruqy Efrika Siboro Henry Elisa Imam Baihaqi Jenny Barli Kunto Nurcahyoko Laurent, Ria Masfa Maiza, Masfa Monika Widyastuti Surtikanti Monika Widyastuti Surtikanti Mustika Aji Hertanto Oxtapianus Tawarik Rendy Amora J Rizki Ramadhan Titis Dewi Cakrawati Tuminah Tuminah Utami, Elva Yudas Alno Yustina Selong Yustina Selong