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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English and Education SALEE: Study of Applied Linguistics and English Education International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Fauzul Aufa, Fauzul
University of Queensland
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING Aufa, Fauzul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 7, No 1 (2013)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v7i1.7254

Abstract

Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.
From Comprehension to Expression: Exploring the Correlation of Listening and Speaking Anxieties in English as a Foreign Language (EFL) College Students Marlina, Leni; Safitri, Dian; Adnan, Aryuliva; Aufa, Fauzul; Shawfani, Amalya
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.128398

Abstract

Listening and speaking are two main English skills, which can determine the eligibility of EFL college students in comprehending the messages uttered by the speakers and delivering them through speaking. However, to obtain the better result of understanding the speakers and talking about the ideas in front of many other students and lecturers are demanding and it makes the students tend to have anxiety, which is called listening and speaking anxiety. The sample of research was one basic class of the English Language Education Program Specifically International Class EFL 30 Indonesia college students, the 2019 batch at English Language and Literature Department in one of public universities in West Sumatra. The type of sampling used was cluster random sampling. The findings suggested no link existed between the apprehension associated with oral communication and aural comprehension. The Pearson Correlation coefficient of .055, along with a two-tailed significance value of .760, provided support for the findings. Future studies are encouraged to further investigate the relationship between listening and speaking anxieties to gain a more comprehensive understanding of this topic.
Female Agency in Suzanne Collins’ The Hunger Games (2008) Marlina, Leni; Wahyuni, Delvi; Aufa, Fauzul; Ulya, Ridha Hasnul; Z, Elviza M.
International Journal of Multidisciplinary Research of Higher Education Vol 7 No 4 (2024): (October) Theme Education, Language, Technology, Social Sciences, Economics, Engi
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v7i4.240

Abstract

The study aims to contribute to the understanding of female agency in literary works and its significance in the broader societal context. This study examines how Suzanne Collins' 2008 novel, The Hunger Games, addresses female autonomy. This study adopts a descriptive research approach. The data collection technique employed in this research is observation, conducted by reading the text of The Hunger Games by Suzanne Collins (2008). Furthermore, the data analysis technique utilized in this study is thematic analysis. Thematic analysis is used to identify patterns and overarching themes within the novel. The steps of this research include familiarizing oneself with the novel’s text, generating initial codes, identifying themes, reviewing and naming themes, and presenting the analysis results. The study extracts data from the text and contextual elements, employing known theories to decipher the novel's layers of meaning. The findings offer a multidimensional view of how The Hunger Games empowers its female characters within the fabric of agency against societal inequalities. Additionally, through a qualitative inquiry informed by Freudian theory, the study enriches scholarly discourse on self-injury behavior in literature, providing insights into human nature and the relevance of psychological theory in understanding literary representations of the human condition.
Digital Storytime: Investigating Prathambooks.org's Role in Reducing College Reading Anxiety Marlina, Leni; Safitri, Dian; Amri, Zul; Aufa, Fauzul; Yuliani
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 1 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i1.1709

Abstract

EFL learners consider reading English texts as a tiresome and unpleasant task that must be completed since they are not used to being exposed to interesting reading materials (Lee, 2015, p. 66). Digital children’s literature allows EFL learners to experience reading books interactively. This research aims to investigate whether using digital children’s literature prathambooks.org has a significant effect on EFL college students’ reading anxiety. prathambooks.org is a web-based story book that provides an open-access repository through the prathambooks.org feature. This study examined 184 undergraduate students enrolled in Introduction to Literature at Universitas Negeri Padang's English Department during the 2022/2023 academic year. Data were collected via a 26-item reading anxiety questionnaire adapted from Ahmad et al. (2013), administered pre- and post-intervention. The intervention consisted of a 15-day program utilizing 15 digital stories from Prathambooks.org, supplemented with comprehension and vocabulary exercises. This protocol was designed to investigate the effects of digital children's literature on college-level reading anxiety. The finding showed a positive effect on students’ reading anxiety after following reading treatment. The students’ post-response scores decreased significantly by about 4.04%, from 70.51% to 66.47%. This research proves that integrating prathambooks.org with structured exercises as reading material has a significant effect on decreasing EFL college students’ reading anxiety.
The Assessment Tool Of L2 Learners' Pragmatic Competence: Written Discourse Completion Test (WDCT) Aufa, Fauzul
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4441

Abstract

Research studies have shown that pragmatic competence is teachable. The importance of teaching pragmatics has also been recognized, but still foreign language teachers are reluctant to teach pragmatics in their classrooms. This might be partly due to the lack of some valid methods for assessing pragmatic competence. This essay contends that while the Written Discourse Completion Test (WDCT) has some pitfalls, the WDCT effectively assesses learner's pragmatic competence.Key words: pragmatic competence, teaching pragmatics, pragmatic competence assessments, Written Discourse Completion Test (WDCT)
Explicit Pragmatic Instruction In Teaching English As A Foreign Language Aufa, Fauzul
Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i1.4458

Abstract

Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their pragmatic competence which is better taught explicitly in the classroom. This essay argues that while the implicit instruction is reasonably applicable, the explicit pragmatic instruction is more effective to facilitate EFL learners in developing their pragmatic competence.
The Use of Discourse Completion Task (DCT) As Explicit Instruction On Indonesian Efl Learners' Production of Suggestion Acts Aufa, Fauzul
Journal of English and Education (JEE) Vol. 5 No. 2 (2011): VOLUME 5 NO 2 DECEMBER 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i2.5597

Abstract

There are some activities that can be developed to bring up EFL learners' pragmatic awareness, such as contextualized language practice in given situations, constructed peer dialogues, and metapragmatic discussions. This task-based approach used in these activities can be either explicit or implicit instruction. One of them is a metapragmatic discussion prompted by Discourse Completion Task (DCT). In this paper, DCT, as an explicit pragmatic instruction, was practically investigated its effectiveness to facilitate EFL learners in developing their pragmatic competence. The results demonstrated from the analysis of RP2 prompted by the DCT support the fact that the explicit instruction results in some variations of linguistic forms that contribute to the development of subjects' pragmatic competence Key words : Discourse Completion Task (DCT), pragmatic competence, explicit pragmatic instruction, English as a Foreign Language (EFL).  
Co-Authors Aryuliva Adnan Delvi Wahyuni Dian Safitri Leni Marlina Shawfani, Amalya YULIANI Z, Elviza M. Zul Amri