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All Journal Journal of Pragmatics and Discourse Research International journal of education and learning International Journal on Education Insight Teaching English as a Foreign Language Journal BAHASTRA
Ekici, Gail
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Silencing monologic teaching in ELICOS Ekici, Gail
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

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Abstract

This research focuses on the Adult Silent Period in Second Language Acquisition (SLA), examining ways to combat proficiency silences from the perspective of advanced speaking bilinguals who reflected on how they ‘broke their silence’. The paper argues that proficiency-oriented silence in language-learning adults can improve through repetitive speaking practice in ELICOS. The pedagogical approach needs to fit the purpose of improving proficiency. The data collection included three stages, a survey with 148 advanced level bilinguals, analyses of a publicly available YouTube video of a pre-intermediate class, and teacher interviews. Findings from bilingual students’ self-reports on their early experiences in learning the English language in pre-intermediate classes showed that when the silent period in adult language learning is ignored by teachers due to their silencing monological teaching, language production is unnecessarily delayed. These students argued that their teachers emphasized the study of form above opportunities for meaning-making. The study suggests that acknowledging and addressing the silent period in adult language learners is crucial for facilitating language proficiency. Effective pedagogical strategies that prioritize repetitive speaking practice and meaningful interaction over a rigid focus on grammatical form can accelerate language production in adult learners. The findings imply that language educators in ELICOS programs should adapt their teaching methods to incorporate more communicative practices, thereby reducing the silent period and enhancing learners' speaking proficiency. The conclusion drawn from this research is that a balanced approach, which combines form-focused instruction with ample opportunities for meaning-making, can significantly improve the language acquisition process for adult learners.
The use of silence as a monitor in EAL Australia Ekici, Gail
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1578

Abstract

This mixed methods study has highlighted that students in lower level of EAL in Ausytalia have used silence to monitor their speeches. The study surveyed 148 student and teachers and results highlighted that teachers did not know about the adult silent period. Findings show that that their silent period was not treated by their teachers due to ‘pedagogical barriers’. Competent Bilinguals said that there was too much emphasis on form rather than meaning. The main reason for paucity on the this topic is because for several decades the teaching of English as an additional language (EAL) has focused on communicative language teaching (CLT) to encourage students to use English to make meaningful conversations. Proficency silence as an adult learnier in EAL is crusal and needs to understood by educators.
Learning advertising text using Canva media at junior high school Putra, Muhammad Yani; Prasetyo, Sri Kukuh; Raditya, Ria; Astuti, Ariesty Fuji; Ekici, Gail
International Journal on Education Insight Vol. 4 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v4i1.10297

Abstract

This research aims to describe the use of Canva media in Indonesian language learning, especially advertising text materials, slogans, and posters for eighth-grade students of junior high school. This research used a descriptive qualitative method to figure out how the use of Canva could impact on the students’ performance during the classroom session. The subjects in this research were 32 eighth-grade students at SMP Negeri 5 Yogyakarta, a public junior high school located in Yogyakarta, Indonesia. The findings provides the insights that the use of Canva media in learning advertising texts, slogans, and posters can improve the students’ learning outcomes, thinking skills, and their ability to master digital technology at the learning.
NARRATIVE, MEANING, AND DISASTER AWARENESS: A DISCOURSE-PRAGMATIC ANALYSIS OF THE CUPU PANJALA TRADITION IN MEGATHRUST MITIGATION Rohmah, Anindi Nur; Wulandari, Yosi; Ekici, Gail
Journal of Pragmatics and Discourse Research Vol 6, No 1 (2026)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v6i1.1632

Abstract

Communities living in megathrust-prone regions of Indonesia continue to face recurring seismic and hydrometeorological hazards, yet disaster communication often remains limited to technical or institutional channels. This gap leaves many rural populations dependent on cultural knowledge systems to interpret environmental uncertainty. The Cupu Panjala tradition in Padukuhan Mendak, Gunungkidul, represents one such indigenous mechanism, functioning as a ritualized narrative that encodes warnings, environmental memory, and moral regulation. This study aims to examine the Cupu Panjala tradition as a communicative system of local disaster awareness rather than a static myth or folklore. Using a qualitative approach grounded in discourse-pragmatic analysis, data were collected through oral narratives, ritual performances, and community interpretations associated with the Cupu Panjala ceremony. The analysis focuses on how narrative structures, symbolic references, and communicative intentions shape collective perceptions of natural hazards. Findings indicate that the symbolic messages within the Cupu Panjala tradition, such as references to red soil, elephants, or flowing water, serve as semiotic instruments that guide social behavior and environmental vigilance. These symbols are interpreted communally and transformed into collective awareness and preparedness actions, demonstrating that Cupu Panjala operates as a culture-based early warning system. The study concludes that the mythopoetic and pragmatic dimensions of Cupu Panjala actively reinforce social cohesion, ecological ethics, and psychological resilience. By framing disasters as communicative and moral events, the tradition contributes to community-based mitigation. Integrating such indigenous narrative systems into contemporary disaster communication can enhance culturally grounded preparedness and strengthen participatory risk management.
Strengthening media literacy through intensive reading–listening skills in higher education: Information processing framework Lestari, Nurul Dwi; Anwariyah, Anwariyah; Ekici, Gail
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA (in-progress)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i1.1660

Abstract

Intensive reading and listening skills are things that need to be optimized for students of the Indonesian Language Education Study Program at UIN Kediri. This is because the profile of graduates of this study program, one of which is to become novice educators in the field of Indonesian. This study aims to describe (1) the dominance of micro skills in understanding academic discourse, (2) the limitations of macro-level meaning in intensive reading and listening, and (3) the reconstruction of micro-macro relationships in language learning theory. The method in this study uses a mixed research method that combines qualitative and quantitative methods. This study uses a Concurrent Design model. The results of the study show that of the six indicators of intensive reading skills, there is one indicator that needs to be improved, namely the ability to find the main idea. Meanwhile, the other five indicators have met the effectiveness aspect. As for the four indicators of intensive listening skills, there are two indicators that need to be improved, namely inferential listening and reorganization. Learning innovations as an implication of these findings, among others, can be carried out through the use of gradual scaffolding, development of question banks, combining bottom-up and top-down strategies, paraphrasing activities, identifying keywords, utilizing HOTS questions, and other innovative exercises.
Co-Authors Anwariyah, Anwariyah Astuti, Ariesty Fuji Lestari, Nurul Dwi Prasetyo, Sri Kukuh Putra, Muhammad Yani Raditya, Ria Rohmah, Anindi Nur Yosi Wulandari