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This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Esteem Journal of English Study Programme Journal of Educational Research and Evaluation Acuity : Journal of English Language Pedagogy, Literature and Culture ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Widhiyanto
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Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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
Co-Authors Aenurrifah, Ahmad Aunilah Aulia, Tazkia Aghnia Ayuni Falhi, Qory Fadilla, Hilda Fahrur Rozi Haikal Fikri, Robeirt Issy Yuliasri Maryanti, Tri Nanda Alifia Novia Setyana Khusnul Khotimah Novia Trisanti Purwanto, Muhammad Bambang Rahayu Puji Haryanti Saeful Bahri Saqifanty, Awanda Bramantika Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Wahyuni , Sri Yusi Rahmawati zulfa Sakhiyya