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An Appraisal Analysis of Attitude in Dr. W.C. Minor and Prof. James Murray’s Utterances in The Professor and the Madman (2019) Movie Novia Setyana Khusnul Khotimah; Widhiyanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6789

This study is a discourse study which was conducted to find out the appraisal analysis through Attitudes from James Murray and W.C. Minor, the main character in The Professor and the Madman movie. The study examined the features of the three types of attitudes: affect, judgement and appreciation using Murray and Minor Minor’s utterances as the main data. The analysis focused on clauses, which were segmented from the characters’ utterances. These clauses were examined and interpreted using Halliday’s (1994) framework of interpersonal meaning within the Systemic Functional Grammar (SFG) approach. SFG views language as a resource of meaning making, and interpersonal meaning is one of the meanings of language which shows the role relationship between interlocutors. The analysis revealed that Murray employed more attitude resources of judgement, whereas Minor used more attitude resources of affect. The findings also revealed that each of the two characters presented the attitude types and polarity that shows their characteristics and the background issues underlining it. Finally, the findings indicate that the overall atmosphere of the per scenes in the movie was highly affected by the attitudinal exchanges between the characters and their respective background issues.

MARITIME ENGLISH IN FOCUS: A RATER-BASED EVALUATION OF ESP COURSEBOOK QUALITY Yusi Rahmawati; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18728

This study assesses the quality of a Maritime English coursebook used in a leading vocational maritime education program in Indonesia. The evaluation is based on expert opinions and criteria drawn from English for Specific Purposes (ESP) principles. A qualitative descriptive method was used, supported by document analysis. Data were collected from four expert raters using a 48-item Likert scale evaluation sheet. The analysis was done manually, focusing on item trends and using thematic categorization based on ESP indicators. The coursebook is considered relevant to maritime contexts, with strengths in vocabulary use and realistic tasks. However, it shows inconsistency in instructional design and does not fully align with learner-centered approaches expected in ESP materials. The findings are useful for maritime education, ESP material development, vocational curriculum design, and coursebook evaluation in applied linguistics, maritime training centers, and language education programs. This study also presents an expert-based evaluation framework for ESP coursebooks in maritime settings, addressing the lack of research using qualitative analysis based on expert judgment rather than student feedback.

Subtitling Strategies and Translation Quality in Indonesian Fan Subtitle of Kung Fu Panda 4 Ayuni Falhi, Qory; Widhiyanto; Haryanti, Rahayu Puji
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): 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.v10i2.3927

This study investigates the balance between naturalness and accuracy in the Indonesian fan-sub of Kung Fu Panda 4. It examines the subtitling strategies employed by fan translators, utilizing Gottlieb’s (1992) subtitling strategies and Larson’s (1984) principles of translation quality. Adopting a descriptive qualitative approach, the research analyzed 139 lines from the movie, focusing on their cultural and linguistic complexity. The findings reveal that paraphrasing was the most frequently applied strategy (63.31%), followed by transfer (15.11%), expansion (9.35%), condensation (7.91%), and imitation (4.32%). These strategies enabled fan translators to adapt the source text while preserving its meaning, ensuring the subtitles were culturally and linguistically suitable for the Indonesian audience. Most subtitles were rated as moderately natural (79.86%) and moderately accurate (50.36%), with a smaller portion achieving high ratings. The study underscores the need to enhance naturalness and accuracy while emphasizing the importance of incorporating subtitling strategies in translation education to address real-world challenges.

MARITIME ENGLISH IN FOCUS: A RATER-BASED EVALUATION OF ESP COURSEBOOK QUALITY Yusi Rahmawati; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18728

This study assesses the quality of a Maritime English coursebook used in a leading vocational maritime education program in Indonesia. The evaluation is based on expert opinions and criteria drawn from English for Specific Purposes (ESP) principles. A qualitative descriptive method was used, supported by document analysis. Data were collected from four expert raters using a 48-item Likert scale evaluation sheet. The analysis was done manually, focusing on item trends and using thematic categorization based on ESP indicators. The coursebook is considered relevant to maritime contexts, with strengths in vocabulary use and realistic tasks. However, it shows inconsistency in instructional design and does not fully align with learner-centered approaches expected in ESP materials. The findings are useful for maritime education, ESP material development, vocational curriculum design, and coursebook evaluation in applied linguistics, maritime training centers, and language education programs. This study also presents an expert-based evaluation framework for ESP coursebooks in maritime settings, addressing the lack of research using qualitative analysis based on expert judgment rather than student feedback.

Boosting Accuracy and Fluency in Speaking Skills: An ARCS Model Intervention for Indonesian Tourism Students Purwanto, Muhammad Bambang; Yuliasri, Issy; Widhiyanto; Rozi, Fahrur
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.96536

The low speaking skills of students in the context of learning English for specific purposes, such as tourism, encourage the need for a more effective teaching approach. This study aims to analyze the ARCS Model's effectiveness in improving students' speaking accuracy and fluency in the tourism study program at Politeknik Negeri Sriwijaya. This study used a quasi experimental design with a pretest and posttest approach, involving 60 EFL students (22 males and 38 females) aged 18–20 years who took the English for Hospitality course in the second semester of the 2025 academic year. The homogeneity of the participants' initial abilities was tested using the Oxford Placement Test (OPT). The participants were randomly divided into an experimental group (with the ARCS Model) and a control group (with conventional methods). The instrument used was the Cambridge PET speaking test, with two assessment indicators: Error-Free Clauses per T-unit (EFC/T) for accuracy and Words per Minute (W/M) for fluency. Data analysis was done using MANOVA with the help of IBM SPSS Statistics software version 24.0. The results showed a statistically significant improvement in the experimental group for both aspects of speaking skills, with a significance value of p < 0.001, and a Partial Eta Squared effect size of 0.522 (accurate) and 0.805 (fluent). These findings concluded that the ARCS Model effectively improves speaking skills, especially fluency, compared to conventional teaching methods. Therefore, integrating the ARCS Model in the foreign language curriculum at vocational institutions is recommended to strengthen students' communicative competence and competitiveness in the global tourism industry.

An Appraisal Analysis of Attitude in Dr. W.C. Minor and Prof. James Murray’s Utterances in The Professor and the Madman (2019) Movie Novia Setyana Khusnul Khotimah; Widhiyanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6789

This study is a discourse study which was conducted to find out the appraisal analysis through Attitudes from James Murray and W.C. Minor, the main character in The Professor and the Madman movie. The study examined the features of the three types of attitudes: affect, judgement and appreciation using Murray and Minor Minor’s utterances as the main data. The analysis focused on clauses, which were segmented from the characters’ utterances. These clauses were examined and interpreted using Halliday’s (1994) framework of interpersonal meaning within the Systemic Functional Grammar (SFG) approach. SFG views language as a resource of meaning making, and interpersonal meaning is one of the meanings of language which shows the role relationship between interlocutors. The analysis revealed that Murray employed more attitude resources of judgement, whereas Minor used more attitude resources of affect. The findings also revealed that each of the two characters presented the attitude types and polarity that shows their characteristics and the background issues underlining it. Finally, the findings indicate that the overall atmosphere of the per scenes in the movie was highly affected by the attitudinal exchanges between the characters and their respective background issues.

Discourse Markers in the Introductory Section of Research Articles in National accredited Journal Fadilla, Hilda; Widhiyanto; Wahyuni , Sri
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1171

Discourse markers provide writers with signaling devices to connect ideas and guide readers in grasping the connection of ideas in the texts. An introductory section of a journal article represents a unique text which should be written with clear and interconnected arguments. This paper aims to reveal how discourse markers play vital roles in realizing the development of the arguments in this knotty text. To achieve this, introductory sections of articles published in a nationally accredited journal were examined. Using Fraser's (2009) functional classes of discourse markers, 22 introduction sections were analyzed employing text analysis to determine the usage of these markers. It was found that despite employing all types of discourse markers, not all of them were applied appropriately. Their uses may not be in line with their functional classification. Among others, there are three functional classes of discourse markers proposed by Fraser (2009), they are contrastive markers, elaborative markers, and inferential markers. Elaborative markers were the most used type among the different types, followed by contrastive and inferential markers. This implies that authors tended to develop ideas more often, whereas contrastive and inferential markers were used less frequently but were crucial for indicating differences and making conclusions within the texts.

A Case Study on Teacher’s Questioning Strategies in an Indonesian Vocational EFL Classroom Haikal Fikri, Robeirt; Widhiyanto
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.v10i1.4220

This single-teacher, single-lesson qualitative case study explores how an English teacher at an Indonesian vocational (SMK) school applies questioning strategies and for what pedagogical purposes. One 90-minute classroom session was video-recorded, supported by a semi-structured teacher interview and relevant lesson documents. Data were coded using Miles, Huberman, and Saldaña’s (2014) interactive model, which combines deductive and inductive approaches to categorize teacher questions into procedural, convergent, and divergent types. A total of 42 teacher questions were identified. Procedural questions (≈57%) dominated, managing routines and transitions, while convergent questions (≈24%) checked comprehension through factual responses. Divergent questions (≈19%) promoted extended talk when combined with wait time and peer prompting. Short classroom vignettes illustrated how probing and redirection fostered participation and reflection. Credibility was maintained through the triangulation of observation, interviews, and documentation, as well as member checking of analytic summaries and an audit trail of coding decisions. In vocational EFL contexts with time and proficiency constraints, the strategic use of divergent prompts, accompanied by explicit wait time and scaffolding, can enhance meaningful student contributions without compromising classroom management. This study contributes empirical evidence from an underexplored SMK setting, offering practical insights for English teachers on balancing procedural control with communicative questioning to foster interaction and motivation in vocational classrooms.

The Realization of Assertive and Directive Speech Acts in Apple’s Instagram Captions Nanda Alifia; Widhiyanto; Bahri, Saeful
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): 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.v10i3.3950

This research aims to analyze assertive and directive speech acts in “Apple” official account captions on Instagram using Searle’s theory related to environmental topics, particularly those promoting nature. With the increasing role of social media in corporate communication, companies like Apple have leveraged platforms such as Instagram to engage with their audience and raise awareness of important environmental. By examining the language used in Apple's captions, this study aims to explore how the company employs various communication strategies to influence public attitudes and encourage positive behavior toward environmental sustainability. Through a descriptive qualitative approach, 56 speech acts from the 44 captions were analyzed. The most frequently used speech act by Apple’s captions on Instagram is assertive acts, which are used 50 times and they are asserting (38%), stating (28%), informing (22%), describing (8%), claiming and giving opinion (2%) then directive acts only 6 times. It is utilized to inform, motivate, and provoke thought among followers. From the whole result, this research highlights the role of social media in shaping consumer perceptions and fostering environmental responsibility. The findings provide valuable insights into the effectiveness of language as a tool for building trust and ongoing communication to drive environmental action Keywords: Instagram, pragmatic, speech act

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