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Barli Bram
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Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
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INDONESIA
IJIET (International Journal of Indonesian Education and Teaching)
Published by Universitas Sanata Dharma
ISSN : 25488422     EISSN : 25488430     DOI : https://doi.org/10.24071/ijiet
Core Subject : Education,
Education
Arjuna Subject : -
Articles 323 Documents
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ARGUMENT SCHEMATIC PATTERNS IN EXPOSITORY TEXT WRITING FOR HIGH SCHOOL STUDENTS Gay, Masayu; Suyono, Suyono; Suwignyo, Heri; Harsiati, Titik
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.9551

Abstract

Writing arguments is a form of patterns and schemata that students have. Therefore, it is important to explore it comprehensively, so that this research aims to reveal argument schemata patterns, both basic and complex patterns, as well as their linguistic features. Through a qualitative approach with schemata theory and Toulmin argument patterns, the research produced three patterns, namely the basic pattern C-G 31 data (27.43), the simple pattern C-G-W 21 data (18.58), and the complex pattern C-G-W-B 10 data (8.85), C-G-W-B-Q 12 data (10.62), C-G-W-B-Q-R 7 data (6.20), C-G-Q 8 data (7.08), C-G-W-Q 11 data (9.73), C-G-B 7 data (6.20), and C-G-W-R 6 data patterns (5.31). Basic patterns are composed of two elements, simple patterns of three elements, and complex patterns are formed beyond the basic and straightforward. Students assert the definition using the linguistic schemata "is" as a claim and describe the object using the linguistic feature "is" in the claim to bolster the argument and serve as a warrant. Reaffirmation through the use of linguistic features, such as "my conclusion," "therefore," "so," "which," "even," and "must," as protection. In summary, three types of student argument schemata are present in the composition of expository texts: basic patterns, simple patterns, and complex patterns.
ENHANCING EFL LEARNERS' SPEAKING ABILITIES THROUGH THE USE OF PODCASTS AND ONLINE DRAMA SCRIPTS Suseno, Edy
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.10382

Abstract

It is crucial to communicate using a language. However, a lot of EFL students had trouble expressing their ideas. 25 freshmen joined the therapy to make it better. To improve the effectiveness of the teaching-learning process, the teacher created a WhatsApp group application during pre-learning. The instructor guided the pupils in creating sentences by teaching them the lexico-grammar of bilingualism. The teacher displayed the podcast's URL on the screen to help students coordinate their contextual usage. Using this kind of content, the students improved their noticing, listening, repeating, shadowing, and translating skills. It is the audio and video version of the podcast. The pupils must improve their capacity for information exchange. In order to appease them, the instructor displayed the URL of an online drama script on the screen. The pupils rehearsed the role play in order to finish the assignment. The study's results were then qualitatively examined. As a result of using podcasts and online theatrical scripts to study speaking, the students' capacity for presenting ideas increased. The novelty is this approach leverages the power of multimedia to create an engaging and authentic learning experience that goes beyond traditional classroom activities. Teachers must use these kinds of findings when instructing related subjects. It also encourages other researchers to carry out studies in related disciplines.
SCHOOL-BASED LITERACY PROGRAM TO IMPROVE STUDENTS READING COMPETENCIES IN EARLY YEARS OF PRIMARY EDUCATION IN RURAL AREAS Wijaya, Adhimas Wahyu Agung
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.9734

Abstract

Improving literacy for early-grade children in primary schools in rural areas in Indonesia is a complex task due to the limited availability of reading resources and the varying teachers pedagogy competencies to teach students. This study aims to explore how school-based literacy programs by enhancing teachers teaching practices and improving the literacylearning environment at schools may improve students reading competencies, especially in lower grades. Using mixed methods, this study explains how studentsimprove theirreading competencies and this study also explores supporting factors and challenges to improve students' literacy. The sample of the study is 800 students and 92 teachers or principals in 28 primary schools in a district in West Kalimantan, Indonesia. The proportion of students who can read (categorized as a reader)improved after the program intervention. Several supporting factors that contribute to the improvement of student reading competencies have been identified such as teachers' motivation, teaching strategies, the availability of print-rich learning materials, and the support of school principals in literacy programs.
FACTORS HINDERING THE INTEGRATION AND POTENTIAL OF TECHNOLOGY IN EFL CLASSROOMS Mali, Yustinus Calvin Gai
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.9553

Abstract

Teachers play essential roles in ensuring the success of technology integration and maximizing the potential of technology in theteaching and learning practices. Therefore, it is crucial to know somefactors that might hinder teachers from successfully integrating and fully maximizing technologys potential in various educational levels, such as those in English as a Foreign Language (henceforth called EFL) contexts. To achieve the objective of the study, the researcher examined twenty empirical research articles from sixteen peer-reviewed journals from 2009-2020 using Google Scholar, JSTOR, and ScienceDirect databases. The analysis results could be categorized into five main themes: (1) dealing with too many school administrative tasks, (2) lacking skills to use technology, (3) lacking relevant technology training, (4) dealing with constraints to join technology training, and (5) lacking access to technology. The discussions of each theme in light of the relevant literature, practical solutions to deal with the situations, and directions for further research are presented.
UTILIZING PADLET APPLICATION ON WRITING ACTIVITIES: EFL LEARNERS VIEWS Mega, Iful Rahmawati; Aprilliandari, Dwi Indra
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.8794

Abstract

The objectives of this research determined the students perception of using the Padlet Application through writing activities. Padlet is the digital equivalent of sticking post it notes to the wall for organizing students' writing; the entire class can use it to organize ideas, brainstorm, comment, and create a stream of text and images. Students of EFL Writing Class were the subject of this research. The study used descriptive qualitative research with the questionnaire survey to collect the data. Based on the researchers survey, all the data was analyzed descriptively to describe learners views. The researcher offers some questions in the form of a questionnaire that focuses on using Padlet through writing class. The research results are based on students views that Padlet is easier to use, students enjoy the writing class, students are more interested in writing activities, and students feel motivated to complete the writing. Meanwhile, the challenge of using Padlet is the internet connection. So, most of the students believed that using Padlet to help their writing process was useful. Padlet is an effective tool for students to do writing activities and stay motivated.
THE BOY, HIS TEACHER AND THE LINGUIST: LEARNING TURKISH WITH AESOP FABLES Safir, Kassim Boudjelal
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.9106

Abstract

Can we Aesopianise other languages? This is what this article is about. You must be familiar with the fable of the Fox and the Grapes. Arent you? Its popularity has crossed the borders and became one of the most shared fables in the world. That popularity (1) is in fact an asset for linguists to implement the linguistic context predictability (2) using narratives. On the other hand, borrowings (3) and collocational patterns (4) can be of paramount importance to unlocking linguistically related languages. Therefore, it would be interesting to approach fables through specific strategies to try to guess familiar texts in context. To test this novel approach, we invited ten master students to participate in an experiment where they were asked to perform a series of tasks using the four linguistic tools in a game-like exercise. The results showed that participants succeeded in the post-test 26.09% of the lexicon found in ten popular fables -which is for sure not excellent but highly encouraging- when compared with that little 2.94% in the pre-test. Furthermore, the study implies that linguistic awareness preceded by cultural awareness could be a significantly powerful tool for learning any foreign language.
INVESTIGATING STUDENTS’ SELF-EFFICACY IN SPEAKING THROUGH THE USE OF PROJECT-BASED LEARNING Nernere, Regina Putri; Budiraharjo, Markus
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11365

Abstract

This research explored the role of podcast-making project within project-based learning (PBL) framework in enhancing students' self-efficacy in speaking English. Fifty-three second-semester students from two intermediate listening and speaking classes at a private university in Yogyakarta's English Language Education Study Program (ELESP) participated. A sequential explanatory mixed-method approach was employed. To provide robust findings, the data were collected using questionnaires, interviews, and classroom observations to provide more comprehensive findings. Quantitative data were examined using paired sample t-tests, while thematic analysis was leveraged for the qualitative data. The findings disclosed a significant improvement in students' self-efficacy, as evidenced by an increase in mean scores and a decrease in variance, indicating greater consistency of confidence levels. In addition, the qualitative insights identified four major themes as the factors in enhancing students' self-efficacy: growth through personal challenge, modelling success as vicarious learning, collaborative environment, and emotional regulation and coping strategies. These findings suggested that integrating PBL, such as podcast-making, into language education can effectively foster students' self-efficacy and ability to communicate in real-world scenarios. Further implications are provided, suggesting that educators can adopt similar PBL activities to help learners overcome psychological barriers and develop a positive mindset toward speaking in English. 
PRAGMATIC COMPETENCE CONSTRUCT IN SECOND LANGUAGE ACQUISITION: CRITICAL THEORETICAL AND PEDAGOGICAL PERSPECTIVES IN LANGUAGE TEACHING Santos, Rafael Ibe
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11467

Abstract

Drawing from literature on language and interlanguage pragmatics as well as education and business, this conceptual paper presents the current realities in second language learning and instruction and argues for the need to align collegiate second language acquisition curricula that emphasize linguistic and pragmatic competence. Such revision is consistent with the need to prepare college students to meet the critical demands of multi-context communication, which necessitates a deliberate teaching of pragmatic competence.  More than the typical cognitive and technical skills, both local and global job markets need wide-ranging sets of communication-related competences as these affect meaning-making and quality of relationships, particularly in the workplace. Acquisition or enhancement of these skills paves the way for career, business, and life success. Said competencies also highlight the value of social or sociocultural skills as well as internal attributes that are critical in fostering healthy relationships and fruitful interaction. Both sets of skills speak of a person’s appropriateness in terms of use of pragmalinguistic and sociopragmatic resources and norms in communication, in addition to the aptness of understanding of linguistic and non-linguistic codes. Ultimately, these skills all boil down to pragmatic competence, which is needed in a balanced second language teaching approach. 
FRAMING INCLUSIVITY: A PHOTOVOICE EXPLORATION OF DISABILITY ACCOMMODATIONS IN SANATA DHARMA UNIVERSITY Kurniastuti, Irine; Sumarah, Ignatia Esti; Winarti, Eny
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11528

Abstract

The voices of students with disabilities in inclusive higher education have not been widely revealed. This study aims to capture the learning experience in inclusive higher education using the photovoice method involving students with disabilities (Deaf and autistic) and their student companions. The activities carried out are emphasized so that the subjects convey their aspirations. Subjects are asked to photograph, record, and reflect on their experiences of good practices in inclusive learning, concerns experienced, and suggestions for improvement. The problems experienced are problems regarding accessibility, availability of infrastructure, understanding of deaf and autistic culture, and career problems. Furthermore, a critical dialogue is carried out to reach policy makers at the university and efforts to provide better inclusive education services. 
CRITICAL DISCOURSE ANALYSIS ON STUDENT PARTICIPATION IN BILINGUAL MATHEMATICS LEARNING Tjendani, Endah Nur; Crismono, Prima Cristi; Febriyanti, Beby Dwi; Pitasari, Mely Agustin Reni; Hanifiyah, Fitriyatul
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.9122

Abstract

This research applied Critical Discourse Analysis to investigate how students engage in bilingual mathematics classes at two Islamic boarding schools (pesantrens) in Jember. It aimed to understand how language is used by both students and teachers throughout the learning process and the ways it impacts student involvement. Data were gathered through classroom observations, audio recordings, and field notes. The Initiation-Response-Follow-up (IRF) model was used for analysis. The study revealed that students' ability to participate is closely tied to their confidence in speaking English and the encouragement they receive from teachers. These insights underscored the need for inclusive communication methods and psychological support to boost participation in bilingual classrooms. The research also offered a deeper look at how language functions in educational settings and what that meant for teaching practices in bilingual environments. Ultimately, the findings can help shape more effective teaching strategies within bilingual education, particularly in pesantrens, leading to improved learning experiences and greater student engagement.

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