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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 43 Documents
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Students’ Perceptions of the Benefits of Multimodal Texts Used by English Teachers at SMA Uswatun Hasanah Padang Panjang Syarifah Hayatul Fitri; Putra, Hendra Eka; Suyono, Suyono; Elfi, Elfi; Afriandi, Muhamad Argi
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.v12i1.1313

Abstract

In the rapidly evolving digital era, multimodal texts—integrating visual, auditory, and textual elements—have become increasingly essential in English language instruction. However, limited research exists on how students perceive the pedagogical value of these texts in secondary education, especially within the Indonesian context. This study aims to explore students’ perceptions of the benefits of multimodal texts as used by English teachers at SMA Uswatun Hasanah Padang Panjang during the 2024/2025 academic year. Employing a quantitative approach with a descriptive design, data were collected from 28 eleventh-grade students selected through total sampling. A closed-ended questionnaire using a five-point Likert scale was administered, and data were analyzed based on Djemari’s perception classification (as cited in Fitri, 2016). Findings revealed that the majority of students held favorable views: 46.4% had a positive perception, 42.9% had a strongly positive perception, and only 10.7% had a negative perception. Notably, students perceived multimodal texts positively in the cognitive and conative components and strongly positive in the affective domain. These results highlight the importance of integrating multimodal strategies to enhance student engagement and comprehension in English learning. The study contributes to current ELT practices by underscoring the pedagogical relevance of multimodal texts in fostering meaningful and emotionally engaging learning experiences.  
Turn-Taking Strategies in Talk Show Interviews: A Qualitative Study of K-Pop Idol BTS on The Tonight Show Purwanti, Eko; Cahyani, Ananda Pramesti Regita; Meisa, Wistri; Suryadi, Dedi; Sari, Mariska Intan; Pasandalan, Sittie Noffaisah
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.v12i1.1330

Abstract

Turn-taking plays a vital role in managing and structuring conversations, making it especially important in both everyday interactions and educational environments. While much research has explored turn-taking in classroom or casual settings, limited attention has been given to how it operates in bilingual or multilingual media interviews. This study seeks to fill that gap by examining the turn-taking strategies used during interviews between Jimmy Fallon and K-Pop Idol BTS (Bangtan Sonyeondan), a globally recognized Korean boy band, on The Tonight Show Starring Jimmy Fallon. Employing a qualitative method, the study analyzed three interview videos through transcription and manual coding, guided by Stenstrom’s framework of turn-taking strategies. The analysis identified three main strategies: Taking the Turn (TTS), Holding the Turn (HTS), and Yielding the Turn (YTS). Among these, Taking the Turn (TTS) emerged as the most dominant, appearing in 47% of instances—emphasizing its key role in shaping the dynamic flow of K-Pop Idol interviews. These findings offer valuable insights for language learners and educators by demonstrating authentic conversational strategies in multilingual contexts. Furthermore, these findings may also serve as practical references for media professionals and interviewers aiming to manage turn-taking more effectively during live interactions.  
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.
The Influence of English in Scientific Articles of Indonesian Language and Literature Education Programs: A Corpus-Based Study Prayogi, Icuk
Ahmad Dahlan Journal of English Studies Vol. 11 No. 2 (2024): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i2.1429

Abstract

This corpus-based study investigates the influence of English in scientific articles produced within Indonesian language and literature education programs. Although Bahasa Indonesia functions as the official medium of academic instruction and publication in this context, English continues to play a significant role in shaping the linguistic landscape of scholarly writing. The research aims to identify and classify the types of English influence present in academic texts written in Indonesian, highlighting their frequency and function. Data were drawn from six randomly selected scientific articles and analyzed using AntConc software. The analysis revealed a total of 1,152 English-influenced lexical items across 27,349 tokens, comprising 271 distinct forms. These forms were categorized into six types of influence: adaptation, borrowing, calque (literal translation), neologism, translation, and retention (words kept in English and italicized). Among these, adaptation was the most prevalent type, accounting for 78.23% of all English-influenced items, followed by borrowing and calque. While neologisms and retained English terms occurred less frequently, they still illustrate authors’ engagement with global academic discourse. The findings demonstrate that English significantly influences the lexis of scientific writing in Indonesian, particularly in areas where localized terminology may still be lacking. These results suggest a need for further policy development concerning terminology standardization and language use in academic contexts. This study contributes to ongoing discussions about language contact, bilingual academic writing, and the role of English in non-English-medium higher education systems, especially in linguistically diverse settings such as Indonesia.  
Pre-Service Teachers Problems and Strategies During the Kampus Mengajar (KM) Program Kinanti, Tri; Triyoga, Arilia
Ahmad Dahlan Journal of English Studies Vol. 11 No. 2 (2024): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i2.1430

Abstract

The Kampus Mengajar (KM) Program offers valuable real-world experience despite the challenges that prevent prospective teachers from carrying out their duties. This research aims to find out how prospective English teachers deal with the problems they face when participating in the Kampus KM program. This study is a qualitative study using narrative inquiry method. The subjects of this study were two students majoring in English Educationat a private university in Yogyakarta who had completed four months of KM teaching practice. The instrument used was an interviewguideline. To collect data, the researcher used semi-structured interviews with open-ended questions. The questions in the semi- structuredinterview included the general experiences of participants during the KM program. The researcher used three steps to analyze the data: data reduction, data presentation, drawing conclusions and verification. The results of the study showed that pre-service teachers encountered obstacles during the KM teaching practice period such as lack of teaching media, self-doubt, and lack of student motivation in learning English. This was influenced by several factors such as lack of school facilities, lack of teacher experience in teaching, and differences in motivation and understanding of English between students. Pre-service teachers were required to find strategies to solve problems faced during the teaching practice period; use of games, flash card media, and understanding the material. This affected the self-development of prospective teachers in terms of problem solving and self-confidence.
Teachers’ Beliefs and Practices in Professional Development: A Higher Education Context Purwanti, Eko
Ahmad Dahlan Journal of English Studies Vol. 11 No. 2 (2024): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i2.1437

Abstract

This research aims to find out teachers’ beliefs about Teacher Professional Development (TPD) in higher education contexts. Teachers in higher education are primarily responsible for reforming, developing, and distributing science, technology, and art through education, research, and community service. These tasks called Three Pillars of Higher Education or Tri Dharma Perguruan Tinggi are obligatory for all Indonesian teachers. In order to accomplish these three pillars of higher education, teachers should be professional, and in so doing, teachers should have four competencies, comprising professional, pedagogical, social, and personal competence. To accomplish these three pillars of higher education and have these four competencies, teachers must conduct professional development activities. TPD is important to increase the quality of education in higher education around the world. Therefore, teachers are encouraged to conduct TPD regularly and continuously amidst their never-ending works. This phenomenon is experienced by teachers in UMY; hence, it is interesting to investigate teachers’ belief about their TPD activities. This study employed a qualitative approach, particularly a descriptive qualitative research design in which the data were collected from three teachers of an Islamic private university in Yogyakarta. The findings of the study revealed the participants’ beliefs about their TPD, the activities they did in maintaining their TPD, their challenges in implementing TPD, and their strategies in overcoming the problems. In the long term, this research aims to build a culture of professionalism among teachers in higher education, especially in this Islamic private university.
The Perception of English Study Program Students on the Use of Project-Based Learning in Scientific Writing Husna, Usrotul; Afrianto, Afrianto; Purwanti, Indah Tri
Ahmad Dahlan Journal of English Studies Vol. 11 No. 2 (2024): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i2.1448

Abstract

This research explores students' perceptions of the use of Project-Based Learning (PjBL) in the Scientific Writing Class at the English Study Program of FKIP UNRI. Employing a descriptive quantitative method, this study involved 37 students who had experienced PjBL during the class. Data were collected through a questionnaire containing 35 items across eight indicators. The results show that students have a high level of perception of Project-Based Learning (PjBL) in the Scientific Writing class, with an average score of 3.96. All indicators including relevance, clarity of objectives, application, and satisfaction-fall within the 'high' category. Overall, the findings demonstrate that the implementation of PjBL in the Scientific Writing class was positively perceived across various dimensions, including its application in learning activities, lecturer's support, student motivation, and writing skill development. There results underscore that when implemented thoughtfully, PjBL can enhance both the cognitive and affective aspects of students' learning experiences.
Aritifical Intelligence (AI) for EFL Writing Skills: Systematic Literature Review Pratita Pawestri; Pratolo, Bambang Widi
Ahmad Dahlan Journal of English Studies Vol. 11 No. 2 (2024): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i2.1460

Abstract

This systematic literature review examines the role of Artificial Intelligence (AI) in enhancing English as a Foreign Language (EFL) writing skills. The study summarizes previous research to evaluate the effectiveness of AI-based tools such as ChatGPT, Grammarly, and Quillbot in supporting writing instruction. Several studies published between 2019 and 2024 were selected and analyzed. The findings show that AI tools can significantly help improve students’ creativity, organization, and vocabulary usage in writing. They also assist in reducing writing anxiety and increasing confidence through instant feedback and idea suggestions. However, concerns remain regarding the risks of over-reliance, loss of originality, and limited contextual understanding by AI systems. This review emphasizes the importance of using AI critically and ethically, ensuring it complements rather than replaces human input. It highlights the need for developing students' critical thinking and digital literacy alongside AI integration. The insights provided in this review can serve as a valuable reference for future empirical research and classroom practice, especially in the context of EFL writing instruction in Indonesia.
Expressive Speech Acts in Cross-Cultural Communication: A Pragmatic Analysis of Lost in Translation Film Amalia, Siti Nur; Rohali, Rohali; Andriyanti, Erna
Ahmad Dahlan Journal of English Studies Vol. 12 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i2.1515

Abstract

This research investigates expressive spech acts in intercultural communication as depicted in the film Lost in translation. Focusing on complimenting, critiquing, appreciating, apologising, and expressing confusion, the study draws on Searle’s theory of expressive speech acts, Brown and Levinson’s politeness theory, and Hofstede’s cultural dimensions – particularly individualism and collectivism. Using a qualitative descriptive method, the researcher analyses interactions between American and Japanese characters, exploring how emotions and social intentions between American and Japanese characters, exploring how emotions and social intentions are conveyed acroos cultures. The study finds that American reflecting individualist values, tend to communicate emotions directly, using strategies that promote validation and closeness. Conversely, Japanese speakers, shaped by collectivist norms, prefer indirect, polite speech that priorities harmony and social etiquette. These contrasting pragmaticpoliteness strategies reveal the need for balance and adaptability in intercultural communication. The findings suggest that expressive speech acts are deeply embedded in cultural and social hierarchies, and misinterpretation may lead to misunderstandings or conflicts. The research also highlights the role of the film as a medium for observing authentic communication within a controlled context. Ultimately, the study underlines the importance of pragmatic sensitivity in a globalised world and calls for more research in cross-cultural pragmatics to foster effective and respectful Intercultural interactions.
Why Not Speak Up? A Narrative Inquiry into the Silence of Undergraduate EFL Learners in Speaking Classes Andi Syifa Hanifaturrizkia; Aridah Aridah; Didik Sucahyo; Desy Rusmawaty; Maria Teodora Ping
Ahmad Dahlan Journal of English Studies Vol. 12 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i2.1650

Abstract

Despite the importance of speaking skills in communicative English as a Foreign Language (EFL) pedagogy, many undergraduate EFL learners remain silent in speaking courses. Existing research has largely focused on silence among EFL learners in other cultural contexts, leaving a gap in understanding the sociocultural, institutional, and linguistic factors influencing Indonesian university students. This qualitative study employs narrative inquiry to explore the lived experiences of silent undergraduate EFL learners in speaking classes, allowing participants to share personal stories, emotions, and reflections on their silence. Guided by Krashen’s Second Language Acquisition theories and Saville-Troike’s ethnographic framework, the research investigates both the individual and contextual factors of silence. The findings show that silence is influenced by university pedagogical shock, engaging in a silent period and hindered by affective filters, as well as contextual factors such as hierarchical classroom dynamics, authoritarian teaching styles, group-influenced silence, disengagement due to uninteresting topics, and showing respect. This research highlights the need for more supportive and interactive speaking environments in EFL speaking classes and offers practical suggestions for teachers to help students participate more actively.

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