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ADJES (Ahmad Dahlan Journal of English Studies)
Published by Universitas Ahmad Dahlan
ISSN : 23565012     EISSN : 24772879     DOI : https://doi.org/10.26555/adjes
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ADJES (Ahmad Dahlan Journal of English Studies) is a journal of English language teaching, linguistics, and literature. The Journal provides in-depth research and analysis in various areas, including English language teaching (methods, strategies, teaching media, assessment, etc.), English Linguistics (phonology, syntax, morphosyntax, semantics, sociolinguistics, etc.), and English literature (including comparative studies and the implementation of literature in English language teaching).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 11 No. 1 (2024): March" : 5 Documents clear
Teacher’s Problems in Teaching English with a Level of Common European Framework of Reference for Students with Special Need (A Case Study in Inclusive School at SMP Al Irsyad Al Islamiyyah Purwokerto) Rahayu Adinda Sahra; Khairunnisa Dwinalida
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.747

Abstract

The purpose of this study was to find out the teacher’s problems in teaching English to students with special needs in the inclusive school of SMP Al Irsyad Al Islamiyyah Purwokerto. This research used qualitative methods with descriptive analysis techniques. The subject of the research was an English teacher who teaches students with special needs in ninth grades of SMP Al Irsyad Al Islamiyyah Purwokerto. This research was carried out using interviews, observation, and documentation as methodological triangulation to prove the reliability of the data. The data were analyzed by data reduction, data display, drawing conclusions, and data verification. The results indicated that teacher’s problems were caused by internal and external factors, including : 1) internal factors coming from the teacher herself consisting of time constraints and lack of teacher competence; 2) external factors come from several causes, including : a) problems from students consist of difficulties in the learning process, students' characteristics, students' academic performance, and difficulties interaction between students on a social level; b) problems from school management consist of a limited number of aide teachers and curriculum; c) problems from family environment consist of lack of parents’ attention.
Improving Students’ Confidence in Speaking Skills Using Scripted Role Play at Yogyakarta Tourism Academy Santoso, Ihsan Budi; Prasetyo, Sigit
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.751

Abstract

The research aims to investigate the efficacy of scripted role play in boosting students' confidence in speaking English at Yogyakarta Tourism Academy, focusing on third-grade students. Additionally, the study seeks to identify and address obstacles hindering students' speaking practice. This is qualitative descriptive employing interviews, observations, and literature reviews to gather data. The finding shows that scripted role-play can enhance students' speaking skills holds broader implications for language education and instructional practices. It suggests that structured and scaffolded activities like scripted role-play offer valuable opportunities for targeted language practice within a supportive learning environment. This implies that lecturers can incorporate scripted role-play into their curriculum to provide students with focused speaking practice, particularly for pronunciation, fluency, and intonation. The scripted role-play fosters collaboration and active participation among students, so it can contribute to a communicative and interactive classroom environment. Finally, scripted role-play can build students' confidence by providing clear guidelines and achievable goals. Students' confidence might be increased by knowing what to anticipate in a role-play scenario. Their comfort level with the script increases along with their confidence in their language skills leading them to more casual talks. Indeed, pronunciation can present a daunting obstacle for language learners. Scripted role-playing is a useful method in language training. It offers a safe environment for students to hone their language abilities, particularly their pronunciation while boosting their self-esteem and getting them ready for interpersonal interactions in the real world. However, scripted roleplay offers a promising solution and avenue for advancement.
English Language Learning for Culinary Arts Students: Obstacles and Expectations Pratita Pawestri; Fajria, Astry
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.764

Abstract

Mastering English learning as a culinary arts student is important. Culinary arts students need to be able to understand English to help them interact with customers, understand recipes and instructions in English, and also collaborate with culinary professionals from different countries. However, in practice, students often experience obstacles in learning which also leads to students' expectations of English language learning. Therefore, the study aims to find out culinary arts students' obstacles and expectations of English learning. The research subjects were culinary arts students of SMK Muhammadiyah 4 Yogyakarta, consisting of 5 female and 5 male students. The research subjects were randomly selected by the English teacher. In this case, the research method used is descriptive qualitative. The data was obtained by using a semi-structured interview method in a face-to-face. The instrument used in this research is an interview guideline consisting of fifteen questions related to students’ obstacles and expectations. Data from the interview were analyzed in a qualitative data analysis stages. After conducting the research process, it was found that culinary arts students' obstacles of English learning were: ontogenic obstacles shown by students' disinterest in learning English; didactical shown by students' dissatisfaction with the way teachers teach; and epistemological obstacles shown by students' lack of understanding in learning English. Students’ expectations of English learning also found that students expect a variation of learning, learn outside the classroom, learn English to be adjusted to students' abilities, and prefer learning with more emphasis on speaking skills.
Reinforcing Reading Comprehension with Summarizing Activities in Extensive Reading Class Prasetyo, Halim Budi; Al Farhan, Miftah
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.973

Abstract

Reading comprehension is crucial for it is indispensable to the formation of an individual's knowledge and perception about particular information obtained. In case of extensive reading context, reading comprehension can be facilitated through various strategies or activities, and one of them is summarizing activities. This study aims to scrutinize the summarizing activities performed by students to reinforce their reading comprehension of extensive reading projects in college. An interview study was employed as the research method by involving three English department students and one extensive reading lecturer as the research participants. Open-ended questions were used to guide the data collection process, and the data were further analyzed qualitatively. The results informed that students did the summarizing activities through several stages, such as dividing the book into several pages to be distributed to all group members, reading their respective pages, doing a focus group discussion (FGD) to discuss their readings, and making a comprehensive summary to be presented in front of the class. These activities were confirmed to facilitate the students in establishing better reading comprehension. In spite of that, any other activities to reinforce reading comprehension still need further investigation to provide several alternative options for use in more specific contexts.
Modal Verbs of Prediction and Volition in Indonesian EFL Junior High School Textbooks: A Corpus-Based Study Wardah, Wulan Setia; Oktavianti, Ikmi Nur
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.1422

Abstract

This study investigates the representation of modal verbs expressing prediction and volition in Indonesian EFL textbooks for junior high schools aligned with the Kurikulum Merdeka. Employing a corpus-based methodology, the analysis compares modal usage in textbooks against two prominent native corpora: the Corpus of Contemporary American English (COCA) and the British National Corpus (BNC). The findings highlight the dominant use of the modal verb "will" and underrepresentation of "would" and "shall," suggesting a limited semantic range presented to learners. This research provides pedagogical insights into improving the authenticity and effectiveness of EFL materials by aligning them more closely with authentic language usage. The study contributes to the growing body of corpus-based linguistic research and proposes practical measures to align language instruction with real-world communication demands. Through detailed linguistic comparison and discussion of pedagogical implications, this article aims to enhance textbook quality and language instruction for Indonesian EFL learners.

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