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All Journal Indonesian EFL Journal Journal of ELT Research ELT in Focus Elsya : Journal of English Language Studies Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences
Sidik Indra Nugraha, Sidik Indra
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THE FLOUTING OF COOPERATIVE PRINCIPLE MAXIMS: IMPLICATIONS FOR TEACHING OF PRAGMATICS IN EFL CLASSROOM Nugraha, Sidik Indra
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.670

Abstract

This research reports on the flouting of cooperative principle maxims in a comedy movie. The data were taken from conversational exchanges of a comedy movie entitled Meet the Parents, and were collected by transcribing the exchanges exposing humor occurred in the movie. The exchanges potentially flouting the maxims were analyzed in the light of Grice’s CP maxims, elaborated further in Thomas (1995), to look into the types of maxims flouted and the ways the maxims were flouted. The exchanges were then further analyzed as to find whether the types of verbal humor are particular to each maxim flout. The analysis revealed that the four types of maxims, i.e. Quantity, Quality, Relevance, and Manner, occurred to have been flouted so as to create humor. The Quality maxim was the most commonly flouted (55.6%), whereas the least commonly flouted was the Relevance maxim (6.3%). The speakers flouted the maxims in a number of different ways particular to each maxim. Moreover, the analysis found that maxim flouts were relevant to the types of verbal humor. Therefore, given the importance of pragmatic competence that the foreign language (FL) learners should acquire, it is suggested that pragmatics should be explicitly taught and integrated into the teaching of English.Keywords: pragmatic competence, the cooperative principle, conversational exchanges, maxim flout, verbal humor
The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy Yanto, Elih Sutisna; Nugraha, Sidik Indra
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (923.963 KB) | DOI: 10.22236/JER_Vol2Issue2pp66-83

Abstract

The present study presents the instructional procedures of the implementation of corpus-aided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-to-date, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpus-informed data was difficult or boring.
English Needs Analysis for Economics Students: An Exploratory Research Saefullah, Hilmansyah; Nugraha, Sidik Indra
ELT in Focus Vol. 3 No. 1 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i1.3698

Abstract

Learning specific English relevant to the work field has currently been necessary for students studying in a specific subject field. Designing an English course for EFL students learning in a specific subject field requires a needs analysis. This research aims to investigate target needs of EFL students learning in economics field in order to be able to communicate both personally or professionally. The purpose of this research is also for developing an English syllabus for economics students based on the needs analysis. Through exploratory research design, this research involved 67 students from Economy Major in the third semester. The data about students’ target needs of English were collected through questionnaires adapted from Dudley-Evans & St. John (1998), Hutchinson & Waters (1987), and Nation & Macalister (2010). Based on the needs analysis, the results revealed that the English teaching should integrate four English skills (speaking, listening, writing, and reading) to accomodate the students’ needs.
Recount Text in EFL Vocational School: A Thematic Structure Analysis Amartya, Dini; Nugraha, Sidik Indra; Ridwan, Iwan
Elsya : Journal of English Language Studies Vol. 4 No. 3 (2022): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v4i3.9983

Abstract

Recount text is a staple material taught in the first year of Indonesian secondary schools yet research on this dominant ELT unit is limited despite the common observation of many students struggling to produce a well-written recount text. To address this research gap and problem, this study conducted a textual meaning analysis in the texts written by tenth-grade Vocational School. This study aimed to figure out the types of themes shown in 14 recount texts written by 14 students from two different vocational schools with other majors. The approach used the content analysis method and belonged to descriptive qualitative research. Content analysis is used as the technique to analyse the data considering Eggins’ 1994 Systemic Functional Linguistics (SFL) theory. The analysis revealed that most of the themes used are Unmarked Topical Themes. Every student has a different way of delivering messages in the Recount text that they made. Moreover, the researchers found Marked Topical Theme, Mood Adjunct Interpersonal Theme, Conjunction Textual Theme, Conjunctive Textual Theme, Continuative Textual Theme, and Multiple Theme. The result of the present study is hoped to provide insights, gained from observing patterns of Theme and Rheme relations, for secondary English teachers’ endeavours to help improve students’ cohesion.
Bridging the gap: Project based-writing procedure texts as a pathway to real-world jobs for vocational students Sutisna Yanto, Elih; Firdaus, Irma Maulia; Nugraha, Sidik Indra
ELT in Focus Vol. 6 No. 2 (2023): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v6i2.10938

Abstract

This best practice article presents a guided teaching strategy aimed at vocational students to improve their procedure text writing skills. The practical application-focused program focuses on developing students' understanding, writing skills, and speaking in professional contexts. The challenges vocational students face in combining technical expertise with clear communication are addressed through interactive activities, self-correction techniques, and various presentation methods. Systemic Functional Linguistics (SFL) genre pedagogy and the Teaching and Learning Cycle (TLC) form the basis of the teaching approach. The study, conducted in a West Java vocational school, uses a case study design that demonstrates the coexistence of anxiety and excitement, the effectiveness of collaboration, and strategies for overcoming obstacles in learning procedure texts. The findings highlight the central role of teaching strategy in preparing vocational students to communicate effectively in their professional activities.
The Use of Digital Storytelling in Learning Spoken Narrative: A Case of a Private Vocational School in Jakarta Sari, Ayu Nur Indah; Puspitaloka, Nina; Nugraha, Sidik Indra
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 21 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14291915

Abstract

This study aimed to shed more light on the implementation of digital storytelling in learning spoken narrative and explore the students’ perception of learning spoken narrative through digital storytelling. The study employed a narrative inquiry approach and gathering the data through reflective journals and interviews. The research site is SMK Citra Mandiri Jakarta, with 6 participants consist of high, medium, and low achievements in English subject. The findings are thematically analyzed and categorized into one subtheme, which related to the research question. This study highlighted the implementation of DST was an effective strategy in narrative spoken that inserted digital medium such as laptop and projector. It helps students with vocabulary knowledge, easier to understood grammar and retelling the stories because the video contains a very interesting story, in the form of animation, with captions inserted, the characters are funny, creative and inspiring. However, this study also discussed that students had positive perceptions and there were no difficulties of using DST in learning speaking. This study concludes that DST is a strategy that can help students learn to spoke. Through this strategy, students could increase their vocabulary, grammar understanding, and spoken narrative in retelling. Thus, they could enjoy lessons in class more, so they felt happy and enthusiastic.
Exploring Students’ Response in Reading Comprehension of Narrative Text through REAP (Read, Encode, Annotate, and Ponder) and Story Map Strategy Nurul’aini, Ghina; Nugraha, Sidik Indra; Kartini, Dedeh
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.399-408

Abstract

English teachers should strive to create a living atmosphere in the classroom by carefully determine a proper strategy that supports the goal of the learning and entices students’ enthusiasm to learn more. The REAP and story map strategy are the two among several strategies that has been affirmed to improve students’ reading comprehension of narrative text. This present study aims to explore students’ attitudes regarding the joint-strategy of REAP strategy and story map strategy in assisting their reading comprehension of narrative text. A descriptive case-study design was used for this study and data obtained from the three instruments will be descriptively analyzed by using thematic analysis and measuring mean score of questionnaire results to interpret the data. Upon the data being analyzed, there are two major findings highlighted in the study. First, the two strategies used in the classroom involved cognitive processes such as critical thinking and motivation comes second following with students’ experiences at last. Second, students had positive attitudes toward the strategies used in the reading activity since they passionately participated in the drills. Specifically, these findings suggest that the mentioned strategies are appropriate to be applied in advancing students’ reading comprehension of narrative text.
Exploring AI-Driven Language Teaching For English As A Foreign Language Teachers In Vocational High School In Karawang Septiani, Revina Pinkan; Nugraha, Sidik Indra; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2073-2084

Abstract

In today’s rapidly digitalization educational landscape, Artificial Intelligence (AI) has emerged as a promising tool in English as a Foreign Language (EFL) instruction. Despite its potential to improve teaching efficiency and learner engagement, the integration of AI in Indonesian vocational high schools remains limited and challenging. This study investigates how EFL teachers incorporate AI into their classroom practices, the obstacles they face, and strategies to optimize its use. Using a qualitative case study method, data were collected through open-ended questionnaires and semi-structured interviews with four English teachers at a vocational high school in Karawang, West Java. Thematic analysis was conducted using the Technological Pedagogical Content Knowledge (TPACK) framework. The results indicate that major barriers include inadequate infrastructure, poor internet access, limited digital device availability, and sufficient teacher digital literacy. Pedagogical issue such as dependency on AI, reduced creativity, and ethical concerns like plagiarism and decreased student autonomy also surfaced. The study highlights the importance of targeted professional development based on TPACK, improved technological access, and ethical digital literacy in school curricula. These findings offer valuable insights for enhancing AI integration in EFL teaching at the vocational level, with implications for teacher training, curriculum design, and education policy in Indonesia.
Co-Authors Amartya, Dini Ambarwati, Evi Karlina Dedeh Kartini Elih Sutisna Yanto, Elih Sutisna Firdaus, Irma Maulia Hilmansyah Saefullah Iwan Ridwan Nurul’aini, Ghina Puspitaloka, Nina Sari, Ayu Nur Indah Septiani, Revina Pinkan Sutisna Yanto, Elih