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All Journal Englisia Journal Journal on English as a Foreign Language (JEFL) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Rifiyani, Andri Jamaul
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Education Languange, Linguistic, Communication & Media

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Unveiling deixis expressions in the Oxford junior secondary English webinar by Icy Lee Rifiyani, Andri Jamaul; Dzulfikri, Dzulfikri; Elfiyanto, Sonny
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.16860

Abstract

The significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.
Indonesian EFL Teachers' Identity Construction in a Global Englishes Era Ubaidillah, M. Faruq; Elfiyanto, Sonny; Rifiyani, Andri Jamaul; Lee, Huan Yik
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1082

Abstract

Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.
When EFL learner identity intersects with their investment: Stories from Indonesia Ubaidillah, M. Faruq; Elfiyanto, Sonny; Rifiyani, Andri Jamaul; Islam, Syaiful
Journal on English as a Foreign Language Vol 14, No 2 (2024): Issued in September 2024
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8475

Abstract

Current research has looked at learner identity as a single construct and is studied as a separate entity from English as a foreign language (EFL) learners’ investment in learning. While the issue has gained much attention in recent times, there is an urgency to explore the intersection of learner identity and investment in English as a foreign language learning. To fill this lacuna, the present study employed a narrative inquiry to understand four Indonesian EFL learners’ identity construction and their investment. Data were garnered from individual semi-structured interviews that discerned the participants’ prior English learning experiences, present perspectives on learning English, and their future aspirations. In analyzing the data, we followed Braun and Clarke’s (2006) six-step analysis procedure. Findings suggest that learners’ prior learning experiences, current perspectives about the role of English in global communications, and their participation in the community of practice serve as mediators in their identity construction process and investment practices. In addition, investment influenced the way the participants constructed their identities as EFL learners. This study suggests the incorporation of identity-awareness pedagogy into the ELT curriculum in order to create more inclusive EFL teaching and learning practices.
How do senior English teachers experience Global Englishes in language teaching? Narratives from within Rifiyani, Andri Jamaul; Namaziandost, Ehsan; Ubaidillah, M. Faruq; Langgeng, Budianto
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38114

Abstract

Extensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years. The data were gathered using individual in-depth interviews and analysed following Braun and Clarkes thematic analysis procedure. Results revealed that most participating teachers were unaware of the GE variations. Their inadequate knowledge of GE was seen in how they perceived issues of native-speaker ideology, the use of L1, the inclusion of Western culture, and the use of English textbooks in their classes. The studys findings suggest that raising GE awareness of English teachers is essential since the paradigm shift of English as a global language has received considerable and critical attention in academia. In addition, the findings demand GE awareness to be included in the secondary school English curriculum. Finally, the use of narrative inquiry in this study is also promising in revealing teachers lived experiences personally and professionally.
Unveiling deixis expressions in the Oxford junior secondary English webinar by Icy Lee Rifiyani, Andri Jamaul; Dzulfikri, Dzulfikri; Elfiyanto, Sonny
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.16860

Abstract

The significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.
Co-Authors Dzulfikri, Dzulfikri Elfiyanto, Sonny Islam, Syaiful Langgeng, Budianto Lee, Huan Yik Namaziandost, Ehsan Ubaidillah, M. Faruq