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All Journal Englisia Journal Indonesian Journal of English Language Teaching and Applied Linguistics Stairs: English Language Education Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Permana, Sudarya
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Student Engagement in Flipped English Classrooms: A Case Study of General English for Adults in an English Course in Jakarta Fira, Chairunnisa Nurul; Permana, Sudarya; Mayuni, Ilza
STAIRS: English Language Education Journal Vol. 4 No. 2 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.2.3

Abstract

This research investigates the influence of flipped learning on the engagement of adult participants in non-formal English language programs, considering diverse language proficiency levels. Employing a comprehensive methodology involving observations, interviews, and surveys, the study assesses engagement indicators and captures participants' perspectives. The incorporation of pre-class materials emerges as a significant contributor, empowering students to anticipate and prepare for in-person sessions, thereby fostering confidence and active participation in class discussions. The integration of collaborative group work further enhances engagement by introducing diverse viewpoints. Survey findings align with observations and interviews, affirming the effectiveness of the flipped learning model in augmenting student engagement. The approach also positively impacts students' perceptions of English learning, encouraging a deeper exploration of its practical relevance. This study highlights the crucial role of flipped learning in fostering dynamic and meaningful student engagement, offering valuable insights for educators seeking to optimize their teaching methodologies. Acknowledging limitations in sample size and educational context, the research emphasizes the necessity for future studies in more diverse settings.
Unveiling Creativity Elements in YouTube Narrative Videos for Ninth-Grade Junior High School Students Nugraha, Nalika Ligar Katiasa; Permana, Sudarya; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 4 No. 2 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.2.5

Abstract

Creative narrative videos posted on YouTube have been proven to help students learn the narrative text and enhance students’ creativity toward making an excellent creative product. Along with the advantages, there are challenges and risks that teachers must consider since YouTube is an open-access video-sharing platform. This study aims to see whether narrative videos posted on YouTube meet creativity elements that can help ninth-grade junior high school students learn narrative text. This study used a qualitative method with content analysis to analyze fifteen narrative videos from three YouTube channels; Dongeng Kita, English Fairy Tales, and Gigglebox. The selected fifteen videos have been uploaded within the last seven years and are addressed to teenage viewers. Using the framework from D'Souza (2021), the findings show that the selected narrative videos fulfilled around 30% to 80% of the creativity elements. The audience immersive experience aspect, with a percentage of 45%, is the most dominant aspect of the narrative video's creativity elements. In contrast, the development and control aspect is the least in the creativity elements of narrative video, with a percentage of 25,5%. The narrative videos demonstrate diversity, a distinction or feature that distinguishes a narrative video from the previous version (narrative text). This study is expected to be a recommendation for teachers in choosing narrative videos on YouTube to support their teaching materials and simultaneously enhance students' creative thinking skills.
Gender Representation in The English Textbook Entitled “Stop Bullying Now” for SMA/ MA/ SMK/ MAK Grade XI Zahra; Permana, Sudarya; Andayani, Rika
STAIRS: English Language Education Journal Vol. 5 No. 1 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.1.5

Abstract

Textbooks serve as a primary source of knowledge and play a critical role in shaping students' perceptions of social norms, including gender roles. This raises the need to examine whether textbooks have actively supported gender equity or still reinforce traditional gender stereotypes. This research aims to analyze gender representation in a textbook using a quantitative approach and the gender representation grid developed by Brugeilles and Cromer (2009). The findings reveal a significant dominance of male characters in the representation within the textbook, indicating an imbalance in gender representation within the textbook. Moreover, male characters tend to be assigned roles that align with gender stereotypes prevailing in patriarchal societies. These findings carry significant implications for creating inclusive and diverse learning materials to ensure they reflect gender equality and diversity within society. By understanding and recognizing this imbalance, it is hoped that content developers will be motivated to produce more representative and gender-sensitive materials.
The inaugural speech of the Indonesian presidents: Analysing speech acts of Jokowi and SBY inaugural speech Hidayat, Didin Nuruddin; Septiawan, Yudi; Eviyuliwati, Ismalianing; Zulfikar, Teuku; Permana, Sudarya
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12760

Abstract

Language plays a significant part in shaping and influencing people’s perspectives on societies and on political sectors, especially in an inaugural speech. Inaugural speech is one of the powerful tools to notify the people of the purposes as a leader. Hence, the researchers aimed to analyze the inaugural speeches of Susilo Bambang Yudhoyono (SBY) in 2004 and Joko Widodo (Jokowi) in 2019 regarding their rhetoric and schematic words in their speeches during their tenure served as the Indonesian President. To uncover their inaugural speeches, the researchers used the theoretical frameworks proposed by Hymes (1974, cited in Eaton, 2019), where he developed the analysis of the connection between a language and a broader feature, such as macro- and micro-linguistics analysis. However, the key purpose of concern still marks a language presenting equality between linguistic and social perspectives. The study revealed that SBY and Jokowi mostly used polite words, a low, moderate voice, and tended to appreciate their rivals when giving their inaugural speeches respectively in 2004 and 2019. The difference in macro and micro-linguistics features assert that these two national figures have different traits even though they are from the same ethnic group, the Javanese. Further, this study suggested some pedagogical implications for English teachers to implement the potential benefits of macro- and micro-linguistics analysis of inaugural speeches for the language classroom. It can bridge a gap between language teaching and practical English use in society.
The inaugural speech of the Indonesian presidents: Analysing speech acts of Jokowi and SBY inaugural speech Hidayat, Didin Nuruddin; Septiawan, Yudi; Eviyuliwati, Ismalianing; Zulfikar, Teuku; Permana, Sudarya
Englisia Journal Vol 10 No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12760

Abstract

Language plays a significant part in shaping and influencing people’s perspectives on societies and on political sectors, especially in an inaugural speech. Inaugural speech is one of the powerful tools to notify the people of the purposes as a leader. Hence, the researchers aimed to analyze the inaugural speeches of Susilo Bambang Yudhoyono (SBY) in 2004 and Joko Widodo (Jokowi) in 2019 regarding their rhetoric and schematic words in their speeches during their tenure served as the Indonesian President. To uncover their inaugural speeches, the researchers used the theoretical frameworks proposed by Hymes (1974, cited in Eaton, 2019), where he developed the analysis of the connection between a language and a broader feature, such as macro- and micro-linguistics analysis. However, the key purpose of concern still marks a language presenting equality between linguistic and social perspectives. The study revealed that SBY and Jokowi mostly used polite words, a low, moderate voice, and tended to appreciate their rivals when giving their inaugural speeches respectively in 2004 and 2019. The difference in macro and micro-linguistics features assert that these two national figures have different traits even though they are from the same ethnic group, the Javanese. Further, this study suggested some pedagogical implications for English teachers to implement the potential benefits of macro- and micro-linguistics analysis of inaugural speeches for the language classroom. It can bridge a gap between language teaching and practical English use in society.
Empowering EFL Learners in Translation through Peer Review-based Instruction: A Case Study in Higher Education Permana, Sudarya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1591

Abstract

Although peer review can never substitute teacher feedback, it can become an alternative way for assessing EFL students’ completed tasks in view of that teachers often do not have enough time to give immediate feedback to the tasks. The present study aimed at finding out to what extent peer review was able to empower EFL learners, especially in translation classes. The research design was a case study which involved students’ translation analysis and questionnaire completion in data collection. Students’ translations were analyzed by using a content analysis technique which referred to the acceptability of translation, whereas student questionnaire with the technique of frequency count. The result showed that involving peer review in translation was able to empower EFL learners in two dimensions, i.e., lingual empowerment and personal empowerment. Lingual empowerment concerned students’ translation improvement in which it was regarded as an acceptable translation. Personal empowerment dealt with students’ psychological conditions in which they felt capable (empowered) of doing translation acknowledged from their positive responses to the involvement of peer review in translation. Considering the practical implications, teachers are suggested to employ a peer review in their translation classes. Peer review-based activities create translating opportunities where students can empower themselves, either lingually or personally.
Empowering EFL Learners in Translation through Peer Review-based Instruction: A Case Study in Higher Education Permana, Sudarya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1591

Abstract

Although peer review can never substitute teacher feedback, it can become an alternative way for assessing EFL students’ completed tasks in view of that teachers often do not have enough time to give immediate feedback to the tasks. The present study aimed at finding out to what extent peer review was able to empower EFL learners, especially in translation classes. The research design was a case study which involved students’ translation analysis and questionnaire completion in data collection. Students’ translations were analyzed by using a content analysis technique which referred to the acceptability of translation, whereas student questionnaire with the technique of frequency count. The result showed that involving peer review in translation was able to empower EFL learners in two dimensions, i.e., lingual empowerment and personal empowerment. Lingual empowerment concerned students’ translation improvement in which it was regarded as an acceptable translation. Personal empowerment dealt with students’ psychological conditions in which they felt capable (empowered) of doing translation acknowledged from their positive responses to the involvement of peer review in translation. Considering the practical implications, teachers are suggested to employ a peer review in their translation classes. Peer review-based activities create translating opportunities where students can empower themselves, either lingually or personally.
Co-Authors Agustina, Imas Wahyu Andayani, Rika Eviyuliwati, Ismalianing Fira, Chairunnisa Nurul Hidayat, Didin Nuruddin Ilza Mayuni Nugraha, Nalika Ligar Katiasa Septiawan, Yudi Teuku Zulfikar Zahra