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All Journal Indonesian Journal of Learning and Instruction ABDIMAS SILIWANGI Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat IJORER : International Journal of Recent Educational Research English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of Learning and Instruction Darussalam English journal
Yayan Suryana
English Department, Faculty Of Teacher Training And Education Universitas Kuningan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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A MORPHO-SYNTACTIC ERROR ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING Hana Dhiya Ulhaq; Yayan Suryana; Nida Amalia Asikin; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol 5 No 2 (2022)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v5i2.6844

Abstract

The research aims are to identify the morpho-syntactic errors in argumentative text writing by university students at the English Department of Kuningan University and find out the difficulties that students face in writing argumentative texts. A descriptive qualitative is used through the instruments of document analysis and interviews. The subject of this research was 5 students of the English Education Department who were in the second semester. The result of the document analysis showed that the errors in using prepositions as the most frequent error at 6 errors (25.24%), errors in using verbs group at 4 errors (16.5%), the third place of errors are errors in using articles and errors in word order, and errors in using relative clauses and relative pronouns for 3 errors (12.5%), errors in using tenses and errors in using adverbs for 2 errors (8.3%), the next is errors due to lack of concord for 1 error (4.16%) and the last is errors in using conditional sentences for 0 error. Moreover, the difficulties that students face in writing argumentative texts based on interviews were: language features, grammar, vocabulary election, writing strategy, personality background, study background, and the environment including learning sources. The errors were found in writing argumentative texts because these factors affected the student's performance in writing argumentative texts.Keywords: argumentative text; error analysis; morpho-syntax.
Socialization of Flood and Landslide Disaster Mitigation as a Lesson for Elementary School Students in Cikondang Village, Hantara District, Kuningan Regency Yayan Suryana; Toto Supartono; Nunu Nugraha; Erlan Darmawan; Harun Al-Rasyid
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2024): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v7i1.4382

Abstract

The geographical location of the Indonesian archipelago, which is at the meeting point of the Indo-Australian Plate, the Eurasian Plate, and the Pacific Plate, as well as the many mountains, valleys, and rivers, has caused Indonesia to frequently experience various disasters including earthquakes, landslides, floods, droughts, tsunamis, and others. The community's ignorance in dealing with various disasters has caused many victims which could have been reduced or avoided if they were willing to study the character of each disaster by carrying out disaster mitigation activities. Cikondang Village, Hantara District, Kuningan Regency is a village that has various unique features with varied land contours, there are low and highlands which have caused Cikondang Village to have various disaster risks because of its location on the Cipedak and Cibasale river flow routes, and also Mount Chulamega. , hills and valleys are also found around Cikondang. Among the most frequent threats are flash floods and landslides from cliffs in Cikondang Village. With disaster mitigation activities, it is hoped that the public will become aware of the importance of prevention through various efforts such as socializing natural disaster management and how to avoid them. Increasing knowledge of how to save oneself from various disasters is our goal in holding this disaster mitigation activity.
Meningkatkan minat baca dan belajar Bahasa Inggris bagi anak-anak di Desa Bunder Kecamatan Cidahu Kabupaten Kuningan Muhammad Aprianto Budie Nugroho; Erwin Oktoma; Yayan Suryana; Auliyah Hasanah; Giaz Nutrian
Abdimas Siliwangi Vol. 7 No. 1 (2024): Februari 2024
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v7i1.21885

Abstract

Data terakhir di tahun 2022 menunjukan minat dan kemampuan baca dari anak-anak di Indonesia memperlihatkan hasil yang kurang menggembirakan. Hal tersebut menimbulkan keprihatinan kami sebagai akademisi yang berkecimpung dalam pendidikan. Maka dengan fakta tersebut kami mengajukan program pengabdian Masyarakat berupa program meningkatkan minat dan kemampuan baca daari anak-anak di Desa Bunder, Kecamatan Cidahu, Kabupaten Kuningan. Kegiatan pengabdian ini berjalan selama tiga hari. Langkah yang kami lakukan mulai dari sosialisai, kemudian pelaksanan program pengabdian ini, berdasarkan proses pengabdian yang kami lakukan selama tiga hari menunjukan bahwa terdapat peningkatan dari minat baca dan kemampuan baca para siswa, hal tersebut bisa dilihat dari antusiasme yang terlihatbdari keterlibatan para siswa dalam program kami, dan juga berdasarkan masukan dari Kepala Sekolah, guru kelas, dan orang tua anak-anak yang terlibat dalam program ini.  
Differentiated Learning in Teaching English Subject of The Merdeka Curriculum Erwin Oktoma; Muhammad Aprianto Budie Nugroho; Yayan Suryana; Mujtaba Jamal
IJORER : International Journal of Recent Educational Research Vol. 6 No. 2 (2025): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i2.775

Abstract

Objective: This study examines the implementation of differentiated learning in teaching English at the senior high school level, focusing on its strengths and challenges within the Merdeka Curriculum framework. Differentiated learning is applied through content, process, and product, allowing teachers to tailor instruction to students’ needs. The findings highlight benefits such as enhancing student engagement, accommodating diverse learning styles, and fostering personalized instruction. However, challenges include complex lesson planning, inadequate school facilities, and inconsistencies in teaching approaches. The study emphasizes the need for teacher training, technical support, and infrastructure improvements to optimize its implementation. Method: This research employs a descriptive qualitative approach at Senior High School 1 Garawangi, Kuningan Regency, West Java. Data were collected through classroom observations and teacher interviews with 13 structured questions. The analysis explores how differentiated learning aligns with the Merdeka Curriculum, along with its practical challenges. Results: The study reveals that differentiated learning enhances student participation and learning outcomes but presents difficulties such as complex preparation, resource constraints, and varied teacher competencies. The study suggests enhancing teacher training, providing technical guidance, and improving school facilities. Novelty: This research provides new insights into differentiated learning within the Merdeka Curriculum, specifically in English language teaching, contributing to effective instructional strategies in Indonesia.
THE ANALYSIS OF INDONESIAN AFFIXES IN ENGLISH WORDS IN “23 TUTORIAL MENGGAMBAR DENGAN INKSCAPE” E-BOOK Muhammad Rofiddin; Yayan Suryana; Yuniarti Yuniarti
Indonesian Journal of Learning and Instruction Vol. 6 No. 1 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i1.8836

Abstract

This study aimed to examine the combination of Indonesian affixes with English base words and explore their meanings. Using a qualitative research method, specifically document analysis, the research focused on data collected from the e-book titled "23 Tutorial Menggambar dengan Inkscape". Following Creswell's procedures for data collection and analysis, English words accompanied by Indonesian affixes were selected as the data. The analysis involved categorizing the data into morpheme types, identifying patterns, and determining their meanings. The findings revealed that English base words can be combined with Indonesian affixes. The identified patterns included Indonesian prefix + verb, Indonesian prefix + noun, noun + Indonesian suffix, and Indonesian prefix + verb + Indonesian suffix. Besides, Indonesian affixes also can change the word class of English base words and their meaning. This research sheds light on the utilization of Indonesian affixes in English words, contributing to our understanding of code-switching at the morphemic level.Keywords: world englishes; code-switching; morphology; Indonesian affixes; English words
ENGAGEMENT RESOURCES IN ONLINE OPINION ARTICLES: AN APPRAISAL ANALYSIS OF EDUCATIONWEEK Auliya Hasanah; Marwito Wihadi; Yayan Suryana
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 3 (2025): JETALL VOLUME 8 NUMBER 3 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i3.23599

Abstract

This study aims to determine the sub-categories of engagement and their functions in opinion articles from the “EducationWeek” homepage. The theory used by the researcher comes from Martin & White regarding the engagement of appraisal theory. A qualitative method was used with a discourse analysis approach and document analysis as the instrument of this study. The result shows that 185 clauses containing engagement subcategories (Monogloss, Deny, Counter, Concur, Pronounce, Endorse, Entertain, Acknowledge, Distance) were found in the three opinion articles. The functions of the subcategories of engagement used by the authors in the three opinion articles include monogloss to express a single viewpoint, deny to reject other views, counter to present two different statements, concur to express the author's support, pronounce to emphasize the author's statement, endorse to present a valid source, entertain to allow space, acknowledge to present other voices implicitly, and distance to provide quotes that seem to scare. This study is expected to increase the knowledge of readers and a reference for further researchers on different topics or media of articles, various backgrounds of writers of articles, other genres such as news, advertisement, editorials, etc., or select certain sub-categories of engagement, like acknowledge or endorse
"PROGRESS EVERY DAY, EVEN ONE SENTENCE": SELF-REGULATED STRATEGIES OF INDONESIAN EFL STUDENTS IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.364

Abstract

Thesis writing demands sustained self-regulation over months or years, yet little is known about how Indonesian EFL students regulate this long and often isolating process. This study examines the self-regulated strategies Indonesian EFL students use to manage thesis writing across undergraduate, master's and doctoral levels. Drawing on Zimmerman's cyclical model of self-regulation, an explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Students reported frequent difficulties with grammar and vocabulary (M = 3.39 on a 1-to-5 frequency scale) and coherence (M = 3.35), and only 2 of 22 felt very confident writing grammatically correct academic English. To manage these demands, they relied most on seeking feedback from advisors or peers (19 of 23), revising drafts repeatedly (17), using grammar checkers (15) and writing outlines (14), while only 5 attended writing workshops. Open-ended responses and interviews revealed a distinctive strategy of incremental daily progress, captured in one student's resolve to "progress every day, even if only one sentence," alongside scheduled writing blocks, reading and modelling on previous theses, progress tracking, extensive use of paraphrasing and AI tools, and persistence sustained by motivational and spiritual self-talk. The findings show that students' self-regulation is strongest in the performance phase, relies heavily on external regulation through advisors and deadlines, and is increasingly mediated by digital tools. The study proposes an incremental self-regulation cycle for thesis writing and discusses implications for supervision and writing support.
ADVISOR-CENTRED, PEER-SUPPORTED: FEEDBACK ECOLOGIES OF INDONESIAN EFL STUDENTS ACROSS THREE DEGREE LEVELS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.365

Abstract

Feedback in thesis writing is usually studied as a two-way exchange between student and supervisor, yet students draw on a wider ecology of advisors, peers, institutional services and digital tools. This study examines how the feedback ecologies of Indonesian EFL thesis writers are composed and how they change across undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them, two at each degree level. Advisors formed the core of every ecology, named as a feedback source by 12 of 14 undergraduates, all 4 master's students and 4 of 5 doctoral students. Peers formed a supporting layer that thinned with degree level: 9 of 14 undergraduates named peers, compared with 2 of 4 master's and 1 of 5 doctoral students, and no doctoral student combined advisor and peer feedback. Writing centres were used only by three undergraduates. Advisor feedback was rated the most effective support overall (M = 4.45 on a 1-to-5 scale), while undergraduates rated peer mentoring, writing centres and workshops lower than postgraduates did. Interviews showed undergraduates embedded in reciprocal peer groups described as bahu-membahu, master's students drawing on seniors and graduates, and doctoral students working in relative isolation, with one noting the absence of a peer-review culture. The study proposes a layered model of advisor-centred, peer-supported feedback ecologies and argues that institutions should strengthen the peer and institutional layers, particularly for postgraduate writers.
THESIS WRITING ACROSS THE ACADEMIC LADDER: A CROSS-LEVEL INVESTIGATION OF INDONESIAN EFL STUDENTS' BARRIERS AND COPING STRATEGIES Yayan Suryana; Bachrudin Musthafa; Eri Kurniawan
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.215

Abstract

Thesis writing is one of the most demanding tasks Indonesian EFL students face, requiring them to coordinate linguistic accuracy, methodological reasoning, and disciplinary argumentation in a foreign language. While prior research has documented individual difficulties in Indonesian EFL thesis writing, few studies have examined how these difficulties vary across undergraduate, master's, and doctoral levels, or how linguistic, methodological, socio-cultural, institutional, and technological barriers interact within a single writing process. This study addresses that gap using a sequential explanatory mixed-methods design, combining a structured survey of 23 Indonesian EFL students (13 undergraduate, 4 master's, 5 doctoral, and 1 fresh graduate) with semi-structured interviews with six purposively selected participants across the three academic levels. Survey results show that referencing and citation management was rated as the most difficult stage of thesis writing (M = 3.17), ahead of topic selection and academic English writing, while cross-level comparison reveals that master's respondents reported the greatest difficulty with grammar and vocabulary, whereas doctoral respondents reported the greatest difficulty with topic selection and referencing. Interview data explain this divergence: undergraduate difficulties centered on idea development and citation mechanics, master's difficulties on renewed methodological and linguistic demands despite prior training, and doctoral difficulties on interdisciplinary theoretical positioning, argument coherence, and sustained self-regulation under institutional and supervisory pressure. Advisor feedback emerged as the most valued support mechanism, though its perceived quality varied considerably across participants. The findings support a developmental, level-sensitive model of academic-writing support that integrates language instruction, research methodology, feedback quality, self-regulation, and responsible use of digital and AI-assisted writing tools, rather than a uniform, one-size-fits-all approach to thesis-writing instruction.
WRITING AT 2 A.M.: SELF-REGULATION AND TIME MANAGEMENT AMONG WORKING INDONESIAN EFL THESIS WRITERS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.222

Abstract

Thesis writing demands sustained, self-directed effort over an extended period, a challenge compounded for Indonesian EFL students who must simultaneously manage substantial employment, business, or family obligations alongside their writing. While existing research treats self-regulation as a general disposition measured through survey instruments, few studies document the concrete, day-to-day practices working thesis writers use to protect and sustain writing time. This study addresses that gap through a qualitative, multi-case analysis of interview data from Indonesian EFL thesis writers, focusing on three informants who combined thesis writing with full-time teaching, independent business ownership, and university lecturing respectively, alongside a contrast group of non-working writers. Analysis identified three core time-management strategies — a fixed pre-dawn writing block, deadline-triggered bursts of activity, and session-based writing tied to a teaching schedule — whose severity scaled with the intensity of each writer's competing obligations. Beyond these core strategies, five further mechanisms proved central to sustaining writing under pressure: religious and spiritual anchoring of writing time, progress-tracking that served either social accountability or private efficiency depending on circumstance, active renegotiation of institutional schedules, family support functioning as practical infrastructure rather than only encouragement, and emotional regulation treated as an integrated component of time management rather than a separate concern. These findings suggest that self-regulation for working EFL thesis writers is not a single, teachable trait but a composite practice, often improvised out of necessity and scaffolded onto pre-existing routines and relationships. The study concludes that supervisory and institutional support would benefit from inviting working writers to describe and build on the systems they have already assembled, rather than offering generic time-management advice.
Co-Authors Auliya Hasanah Auliyah Hasanah Bachrudin Musthafa Dadang Solihat Eri Kurniawan Erlan Darmawan Erwin Oktoma Fahrus Zaman Fadhly Fathiyya Zahira Mujahidah Giaz Nutrian Hana Dhiya Ulhaq Harun Al Rasyid Magdalena Ngongo Marwito Wihadi Marwito Wihadi Muhammad Aprianto Budie Nugroho Muhammad Aprianto Budie Nugroho Muhammad Rofiddin Mujtaba Jamal Naibaho, Lamhot Nida Amalia Asikin Nida Amalia Asikin Nunu Nugraha Nur Fathiyya Zahira Mujahidah Sri Rahayu Pebriani Syifa Kamilah Nur-Aqidah Toto Supartono Yuniarti Yuniarti Yuniarti