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All Journal Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan Bahasa Indonesia Borneo Educational Journal (Borju) Jurnal Cahaya Mandalika Indonesian Journal of EFL and Linguistics Southeast Asian Journal of Islamic Education Indonesian Journal of English Language Teaching and Applied Linguistics
Yuni Utami Asih, Yuni Utami
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Corpus-Based Analysis of Word 'Ghost' in the Collection of Kenyah Stories Syarifah, Laily; Febiyani, Febiyani; Anjani, Novira; Munawarah, Siti; Putri, Jairatunnisyah Jaidun; Asih, Yuni Utami; Kalukar, Ventje Jany
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(1), May 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i1.741

Abstract

To illustrate the concept of ghosts, this research aimed to explain how they were described in Ã`ma Lóngh and Lebu’ Kulit language, the collection of Dayak Kenyah short stories. This research employed a descriptive qualitative method based on figurative language personification theory. Data analysis is conducted using corpus analysis with the AntConc application. This research concluded that there are four categories that employ personification in relation to the term 'ghost' namely the ghosts act like human, the ghosts being described as dying like humans, ghosts can transform into other forms and ghosts being described as animals. The use of personification in these stories allows readers to relate to and believe in the ghost, enhancing the drama and suspense of the story. The ghosts in this research were only described using personification. Further research might investigate ghosts through different theories to see how their appearance can contribute to certain meanings in the stories.
Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program Nurfitriana, Latifah; Ping, Maria Teodora; Asih, Yuni Utami
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8892

Abstract

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education
Addressing the Gap in Reflective Teaching Practices: A Case Study of an English Lecturer in Non-English Major Hasanah, Eni Uswatun; Suhatmady, Bibit; Asih, Yuni Utami; Kalukar, Ventje Jany; Iswari, Weningtyas Parama; Ping, Maria Teodora
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1975

Abstract

This study explores the implementation of reflective teaching practices by an English lecturer instructing non-English major students and examines its contributions to professional development and classroom engagement. Reflective teaching involves a continuous cycle of self-assessment, adaptation, and improvement, which enables educators to refine their teaching methodologies to better meet students' needs. Using a qualitative case study approach, this research employed multiple data collection methods, including reflective journals, semi-structured interviews with the lecturer and students, and non-participant classroom observations. The findings indicate that reflective teaching significantly enhances lecturer self-awareness, fostering a more adaptive, student-centered instructional approach. By regularly analyzing his teaching methods and incorporating student feedback, the lecturer was able to create a more engaging and inclusive learning environment. Students reported increased motivation, participation, and comprehension as a result of these pedagogical adjustments. Even though the study found some benefits, it also found some problems that can make it hard to use reflective practices consistently. These problems include a lack of time and too much administrative work that should be done by the lecturer. The research underscores the importance of integrating reflective teaching into professional development programs to promote a culture of continuous learning among educators. Additionally, it highlights the need for further studies involving diverse educational settings to explore the long-term impacts of reflective teaching on both instructors and students. By addressing these gaps, future research can contribute to the development of more effective and sustainable approaches for incorporating reflection into higher education teaching practices
Bridging the Gap: Academic and Social Challenges of First Year Out-of- Town English Students at Mulawarman University Mukhtasyar, Mukhtasyar Al Hazami; Asih, Yuni Utami; Aridah
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2083

Abstract

This study aims to investigate the academic and social challenges faced by new students in the English education, study program at Mulawarman University Who come from outside the city. This study uses a qualitative case study design with four participants who had the lowest GPA in the last semester. Data were collected through Semi-structured interviews and analyzed using thematic analysis. The results of the study show, remained these academic challenges Social Challenges and strategies for overcoming these challenges. Academic challenges include time management in dealing with heavy workloads and difficulties in understanding English-based learning. Social challenges include homesickness, lack of confidence, and difficulties in social adaptation. Despite facing various obstacles. students implemented several strategies, such as asking for help from Friends, joining campus, organizations, and Independent Learning This study emphasizes, the importance of Campus, support systems, in helping new students from outside the region, adapt and succeed academically. And socially These findings can serve as input for lecturers, program administrators and campus officials in designing orientation programs, and students Support Services.
Contextualizing English Language Learning: Islamic Stories as Teaching Materials in ELT Maesaroh, Dwi Titi; Susilo, Susilo; Aridah, Aridah; Iswari, Weningtyas Parama; Asih, Yuni Utami; Suhatmady, Bibit
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.11513

Abstract

Driven by the growing awareness of cultural relevance in English language teaching (ELT), this study presents the development of English materials based on Islamic stories for Islamic schools. This study aims to describe the design of English teaching materials that integrate Islamic values in response to the lack of culturally appropriate resources available to teachers in Islamic educational settings. This study used a qualitative approach to describe the process of developing teaching materials from Islamic stories through the development stages. The primary data consists of drafts of teaching materials at each development stage, from initial design through revisions to the final prototype. Supporting data is obtained from literature, learning theories, and teaching materials design principles, which serve as the foundation for each development step. The development process involved determining learning goals, selecting and adapting content, texts, and tasks, instructions, and learning outcomes assessment. The materials were carefully designed to meet students’ linguistic level and moral development goals. In the process, the researchers do self-evaluation, consultation with experts, and revision to produce high-quality materials. This study highlights the broader framework of Islamization of knowledge in ELT, emphasizing the importance of aligning language learning with Islamic worldviews. By offering culturally and spiritually relevant learning resources, the materials developed in this study provide English teachers with practical tools to foster both language proficiency and religious character education in Muslim learners.
THE REPRESENTATION OF MULTICULTURAL VALUES IN NUSSA: THE MOVIE Hariadi, Rizki; Asih, Yuni Utami; Suhatmady, Bibit
Jurnal Cahaya Mandalika ISSN 2721-4796 (online) Vol. 4 No. 2 (2023)
Publisher : Institut Penelitian Dan Pengambangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jcm.v4i2.1408

Abstract

Nussa: The Movie is present in the midst of the lack of entertainment with education and multicultural values. Indonesian children and parents need to be provided with entertainment with this content. The researcher displays the multicultural values contained in the film in qualitative descriptive research using the Critical Discourse Analysis method by Norman Fairclough. As a result, there are several multicultural values contained in the film, primary Islam and Indonesian culture in general and particularly local cultural values, that are; Betawi, Batak, and Javanese.
"GENDER REPRESENTATION IN ELT TEXTBOOK: ENGLISH FOR TENTH GRADERS (CONTENT ANALYSIS)" Fauzi, Khozin; Asih, Yuni Utami; Suhatmady, Bibit
Jurnal Cahaya Mandalika ISSN 2721-4796 (online) Vol. 4 No. 2 (2023)
Publisher : Institut Penelitian Dan Pengambangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jcm.v4i2.1522

Abstract

Gender representation and gender roles have been characterized in a variety of elements based on categories of Gender visibility and Gender roles theory, including Main Characters, Named as Non-active Characters, Non-named, Non-active Characters, Appearances in Illustration, Noun and Pronoun. As a result, the goal of this study was to discover gender representation and gender roles in the English textbook Bahasa Inggris When English Comes in Handy for Tenth Graders. Grafindo Media Pratama is the publisher. The research approach is a qualitative investigation with content analysis. Males dominated in areas such as the number of named-non active, non-named-non active, appearance in drawings, and titled & named, according to the findings of this study. In addition, female characters dominated the primary characters. Males also performed the majority of gender duties, including home and public gender roles. Finally, if the discrepancies between male and female gender are greater than 5%, the book is deemed to possess gender bias, according to Stockdale's thesis.
Does the English Textbook for Young Learners in Indonesia Promote Gender Equality? Maesaroh, Dwi Titi; Asih, Yuni Utami; Suhatmady, Bibit
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1152

Abstract

Education is a critical area in promoting gender equality to the young generation of this country. The curriculum that promotes gender equality could be represented in a textbook as a teaching material resource commonly used in Indonesia. This study is a critical discourse analysis that examines the gender representation in the English textbook for the third grade of primary school in order to discover whether or not the textbook promotes gender equality. The data were collected from “Grow With English” English book 3 published by Erlangga Publisher. The data in the forms of pictures, words, phrases, and sentences were then analyzed qualitatively by using Fairclough’s three dimensional frameworks and Halliday’s Systemic Functional Linguistics. The findings revealed that: the examined textbook represents genders equally in terms of the quantity in which females and males are portrayed equally in pictorial representation and names of characters. In terms of social roles of job positions, male and female are also portrayed occupying various professional occupations such as doctors, fire fighters, police officers, and so on. However, the portrayals of male and female in domestic roles and activities are still stereotypical in which females are portrayed doing more domestic activities and less active, while males are portrayed doing more active outdoor activities. These results may have the implication that the English teachers for young learners could improvise by providing more understanding about gender equality while using the textbook.
STRATEGI METAKOGNITIF DALAM PEMBELAJARAN BAHASA INDONESIA BAGI PEMELAJAR BIPA UNIVERSITAS MULAWARMAN Zakaria, Masduki; Asih, Yuni Utami; Putri, Nia Novita; Hidayah, Isnaini Rahmah
Jurnal Pendidikan Bahasa Indonesia Vol 13, No 2 (2025): Juli - Desember 2025
Publisher : PBSI, FKIP UNISSULA, Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpbi.13.2.55-64

Abstract

Dalam konteks pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA), strategi metakognitif berperan penting dalam membantu pemelajar merencanakan, memantau, dan mengevaluasi proses belajar mereka. Meskipun sejumlah penelitian sebelumnya menegaskan efektivitas strategi metakognitif dalam pembelajaran bahasa kedua, kajian yang secara khusus menyoroti strategi metakognitif pada pembelajaran BIPA masih terbatas. Sebagian besar studi BIPA lebih menekankan pada metodologi pengajaran, integrasi budaya, atau pemanfaatan teknologi, tanpa menyelami secara mendalam pengalaman personal pemelajar. Hal ini menimbulkan kesenjangan penelitian, sebab sejauh ini belum ada kajian yang berfokus langsung pada penerapan strategi metakognitif dalam konteks BIPA. Penelitian ini bertujuan untuk mengisi kesenjangan tersebut dengan menggunakan pendekatan mixed methode. Partisipan penelitian terdiri atas lima mahasiswa asing dari Polandia, Madagaskar, dan Thailand yang mengikuti program darmasiswa BIPA Universitas Mulawarman. Data dikumpulkan melalui kuesioner strategi metakognitif (20 item, 8 dimensi) setelah mereka menempuh 9 bulan pembelajaran. Hasil penelitian menunjukkan bahwa seluruh partisipan menerapkan strategi metakognitif, dengan kecenderungan kuat pada aspek perhatian umum (80% selalu memilih cara termudah memahami materi) dan manajemen diri (50% selalu, 40% sering mencari informasi saat kesulitan). Namun, kelemahan menonjol terdapat pada aspek evaluasi diri, di mana 44% mahasiswa hanya kadang-kadang melakukan refleksi terhadap pencapaian belajar. Temuan ini menegaskan bahwa strategi metakognitif memberikan kontribusi signifikan terhadap kemandirian belajar pemelajar BIPA, khususnya dalam hal kesadaran memilih strategi belajar, kemampuan monitoring, serta fleksibilitas menyesuaikan pendekatan. Namun, rendahnya kemampuan evaluasi diri menunjukkan bahwa proses metakognisi belum berjalan menyeluruh, sehingga kemandirian belajar belum sepenuhnya optimal. Novelty penelitian ini terletak pada fokus kajian yang secara eksplisit menyoroti penggunaan strategi metakognitif dalam pembelajaran BIPA sebuah area yang sebelumnya belum pernah diteliti secara mendalam. Penelitian selanjutnya disarankan untuk mengeksplorasi faktor budaya dan latar pendidikan asal mahasiswa yang memengaruhi praktik refleksi, serta merancang intervensi pedagogis untuk memperkuat aspek evaluasi diri pemelajar BIPA.
Co-Authors Anjani, Novira Aridah Aridah, Aridah Bibit Suhatmady Fauzi, Khozin Febiyani, Febiyani Hariadi, Rizki Hasanah, Eni Uswatun Hidayah, Isnaini Rahmah Kalukar, Ventje Jany Maesaroh, Dwi Titi Maria Teodora Ping, Maria Teodora Masduki Zakaria Mukhtasyar, Mukhtasyar Al Hazami Munawarah, Siti Nurfitriana, Latifah Putri, Jairatunnisyah Jaidun Putri, Nia Novita Susilo Susilo Syarifah, Laily Weningtyas Parama Iswari, Weningtyas Parama