cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bambang Widi Pratolo
Contact Email
bambang.pratolo@pbi.uad.ac.id
Phone
-
Journal Mail Official
adjes@pbi.uad.ac.id
Editorial Address
Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55191 Kampus 4 UAD
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 38 Documents
 1   2   3   4 
Voices on Instagram Usage in English Language Teaching: A Systematic Review Pasha, Nariza Ayu; Pratolo, Bambang Widi; Inawati, Iin
Ahmad Dahlan Journal of English Studies Vol. 10 No. 2 (2023): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i2.516

Abstract

In this digital era, Instagram is growing rapidly not only as social media but also as an educational platform, especially in English language teaching and learning. Research investigating further Instagram usage in English language teaching and learning through the systematic review is still scarcely reported. The purpose of this study is to investigate and synthesize the contribution of previous research (2017-2022) related to Instagram usage and its advantages in the ELT context. Several studies were found on the Sinta, ERIC, and Google Scholar databases. 25 articles were selected based on specified criteria stages that refer to Preferred Reporting Items for Systematic Review and three stages of Meta-Analyses (PRISMA). The findings of this research showed the four main themes examined in Instagram in ELT context, namely students' perceptions of using Instagram in learning English (40%), the topic of improving students' English skills using Instagram (32%), exploring English learning activities through Instagram (20%), and Instagram use in English teaching and learning as perceived by teachers (8%); and the five main advantages of using Instagram for learning English: improving language skills (40%), providing fun learning to students (23%), fostering creativity, motivation, and self-confidence (19%), increasing student understanding in ESP classes (9%), and provide opportunities for collaboration (9%).
An Ethnography Study: The Anomaly of Post- Pandemics Technology utilization in English Learning to Gen Z students Al Fath, Muhammad Sandy; Putri , Nikmah Sistia Eka
Ahmad Dahlan Journal of English Studies Vol. 10 No. 2 (2023): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i2.538

Abstract

The presence of covid-19 has a long-lasting impact even after the pandemic is over. One of them is in the English learning process at MAN Kotawaringin Timur. The main problem raised in this study is related to changes in the learning culture of both teachers and students who display two sides, namely the positive and negative sides. The main purpose of this research is to find out the implementation, constraints, and anomalies felt by teachers related to post-pandemic learning. The research approach used is qualitative with ethnographic research type. Data collection techniques used interviews, surveys, observations, and documentation. The research subjects consisted of four English teachers. The results showed that the implementation of learning has two types of opposite ways while running the class with technology. However, both sides of perspectives had strong considerations that cannot be denied. Moreover, the anomalies are divided into three sections, the learning environment, teachers’ tendencies, and students’ misunderstanding.
Effects of Electronic Communication on the Mechanical Accuracy of Secondary School Students Ambrose, Lynda
Ahmad Dahlan Journal of English Studies Vol. 10 No. 2 (2023): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i2.617

Abstract

This study examined the effects of electronic communication on the mechanical accuracy of  the written essays of  private senior secondary school students in Oredo Local Government Area, Benin City, Edo State, Nigeria. The study employed a quantitative research approach with the use of questionnaires and direct observations as instrument used for data collection. The focus is on mechanical accuracy which involves grammar, punctuation and spelling (GPS) in the students’ essay writing. Private secondary schools in Oredo LGA in Edo State are 36,  out of these, 10 schools were selected using the convenience sampling technique;15 students from each school were also purposively selected, making a total of 150 students. In all, 101 questionnaires were well filled out and retrieved successfully. However, the researcher rounded it up to 100. Simple percentage method was used to analyse the data. Results showed that 89% of the students make use of mobile phones for communication  more than any other means of electronic media, while 64% used their phones for social networking. The  results further showed an equilibrium in  the percentage of students of whom the social network/communication affect their grammar and spelling which rates 41% each. Only 18% responded that it affected their punctuation. However, a close observation showed that inconsistent spelling, inappropriate use of punctuation marks, concord and wrong use of capitalisation are major pitfalls in the written essays of the senior secondary school students.
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.
Students’ Challenges in Speaking English (A Case Study in the IPIREL of Universitas Muhammadiyah Yogyakarta) Jaya, Patria Handung; Ananda Putri Salsabila; Dario Rifki Ismail; Paradita, Lanoke Intan
Ahmad Dahlan Journal of English Studies Vol. 12 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i1.921

Abstract

Speaking English is one of the most important skills in learning, especially as international class students. They need more effort to speak English correctly because they are required to use English in a daily basis in the learning process. However, this is the biggest challenge for them since English as a foreign language in Indonesia. While many researches mainly talk about speaking difficulty for students in general, this study aims to find out students' challenges in speaking English during class experienced by students in the international class program. In addition, because this research is a quantitative study, questionnaires were distributed to find out all the problems faced by International Program of International Relations (IPIREL) students in Universitas Muhammadiyah Yogyakarta (UMY). The results show that the challenges faced by students in speaking is the fear of making mistakes and the lack of vocabularies that limit them to produce the utterances, especially in the classroom. In facing the challenges, the students also have some strategies in handling the situation. It is expected that this research is able to make other students more aware of the possible challenges that they may face in speaking English and find some strategies to handle them.
The Linguistic Resources of Tropes in the Media Construction of Anti-Graft Campaign in Nigeria (2015-2022) Okugbe, Monday; Ambrose, Lynda Chinenye
Ahmad Dahlan Journal of English Studies Vol. 12 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i1.1083

Abstract

The major hindrance causing underdevelopment in African countries, including Nigeria is corruption, and the role of the media in combating the menace is crucial. Therefore, this study examines the manner in which tropes in media reports shape public knowledge and perception of graft, with a view to fighting corruption through the writers’ presentation of anti-graft campaign within the Nigerian context. Data in the study comprise headline news, top stories, news and opinion articles which represent online version of the newspapers and news report Journals. The publications represent the media presentation on graft and anti-graft campaign in Nigeria which fall within the period of 2015 to 2022. The study uses descriptive, interpretative, and explanatory methods to analyze language patterns in the data. It applies conceptual metaphor theory to examine how media reports frame corruption. Findings show that the use of tropes in anti-graft campaigns helps engage the public, making them more receptive to critical and rational media reports that address corruption from different perspectives.
Challenges in English Language Learning at SMP Muhammadiyah Piyungan: A Case Study Konipa, Monica Gita; Pratolo, Bambang Widi; Nguyen, Tran Thi Hoang
Ahmad Dahlan Journal of English Studies Vol. 12 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i1.1306

Abstract

This study explores the challenges faced in teaching English at SMP Muhammadiyah Piyungan, focusing on variations in student proficiency, motivational issues, technological constraints, assessment difficulties, and classroom management. Using qualitative research methods, including classroom observations, semi-structured interviews with teachers, and student surveys, the study identifies strategies to address these challenges. Findings reveal that differentiated instruction and interactive teaching methods enhance student engagement and motivation. However, issues such as limited access to technology and inadequate assessment methods persist. The study emphasizes the importance of collaboration among teachers, parents, and administrators to create a supportive learning environment. Recommendations include professional development for teachers and the integration of culturally responsive teaching practices to improve English language education at the junior secondary level.

Page 3 of 4 | Total Record : 38

 1   2   3   4 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2025) Vol. 11 No. 2 (2024): September Vol. 11 No. 1 (2024): March Vol. 10 No. 2 (2023): September Vol. 10 No. 1 (2023): March Vol. 9 No. 2 (2022): September Vol. 9 No. 1 (2022): March