Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture UNNES International Conference on ELTLT
Mustikareni, Dyah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Urging for crisis management paradigm: Deictic expression in Retno Marsudi’s speech at UNGA Lestari, Wahyu Puji; Mustikareni, Dyah
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023): The Proceedings of the English Language Teaching, Literature, and Translation (ELTLT
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This paper aims to identify the types of deixis and their implications employed by Retno Marsudi’s speech about a new paradigm for the current world crisis during the United Nations General Assembly (UNGA) in September 2022. The researchers employed qualitative descriptive methods to answer the aims of the study. The steps conducted were finding and downloading the video of speech delivered by Retno Marsudi at the UNGA in September 2022 on YouTube, transcribing the speech delivered in the video, collecting the deictic expressions present in the speech transcription, classifying the categories of deictic expressions, and lastly interpreting the purpose of the deixis use according to the content of the speech. The findings indicate that the most used deixis in Retno Marsudi’s speech is Time deixis with 67 occurrences, followed by Person deixis with 55 occurrences, Discourse deixis with 22 occurrences, Social deixis with 5 occurrences, and Place deixis with 1 occurrence. The findings show different outcome with the previous studies concerned with speeches or lectures. It can be implied that Marsudi mostly employed Time deixis because she wanted to emphasize the urgency of her proposed solutions to overcome the world crisis. Furthermore, she wanted to take the audience into thinking about past events as lessons, the current situation as facts happening today worldwide, and the future positive possibilities if Indonesia’s proposed paradigm could be implemented. Hopefully, this paper could help readers to understand the use and implications of deictic expressions found in Marsudi’s speech related to the context.
Assessing writing of descriptive text using portfolio assessment plan as formative assessment Mustikareni, Dyah
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023): The Proceedings of the English Language Teaching, Literature, and Translation (ELTLT
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Descriptive text is one of the genres which is included in the English Curriculum for the Tenth Graders of Senior High schools in Indonesia. The identification of the descriptive text is usually the main idea of the paragraph or called a general statement, and the description of the descriptive text is about the explanation of the general statement or main idea or supporting details to the general statement. Portfolio Assessment Plan (PAP) is one of formative assessment that becomes an alternative tool for assessing in English language teaching classrooms, including writing skills. The portfolio procedures comprise the collection, selection, self-assessment, reflection, and delayed evaluation and are embedded within multiple feedback sources. Possible challenges come up in implementing this PAP, such as the students could run of time before they finish the work, searching the information from Google could distract students, and similar writing could happen between students. To address the possible challenges above, there are some solutions. First, teachers have to notice the ‘insufficient learner engagement. Second, reminding them to use their time wisely by searching the useful information only is needed. Third, it needs the teachers’ management when find there is the same topic used by the students.
Cultural Representations in Indonesian EFL Textbooks: A Synthesis Study Mustikareni, Dyah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.4053

Abstract

This study aims to synthesize findings from eight qualitative research articles examining the representation of cultural content in English as a Foreign Language (EFL) textbooks used in Indonesia. The research is motivated by the increasing emphasis on intercultural competence in language education and the need to align textbook content with national character education and global communication goals. Although EFL textbooks are widely used in Indonesian classrooms as primary instructional materials, concerns have emerged regarding their cultural relevance and inclusivity. A thematic synthesis method was employed to analyze the selected studies, which focused on textbooks published or used in Indonesia between 2016 and 2025. The analysis consisted of three stages: coding primary findings, clustering them into descriptive themes, and synthesizing cross-study analytic themes. The findings reveal four major themes: the dominance of target cultures, superficial representation of cultural and multicultural values, cultural imbalance and bias, and the limited application of intercultural approaches. While some locally developed textbooks introduce Indonesian cultural content, they often fail to support deeper intercultural reflection and engagement. This study concludes that Indonesian English as a Foreign Language (EFL) textbooks need to be more culturally balanced and pedagogically reflective. Integrating intercultural competence into textbook design can better support learners’ linguistic development, national identity formation, and the development of global citizenship. The results necessitate a critical evaluation and revision of textbook content to ensure alignment with both national educational policies and intercultural communication objectives.
Co-Authors Wahyu Puji Lestari, Wahyu Puji