Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Abjadia, International Journal of Education ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Indi Azimah
Universitas Islam Malang
Education Languange, Linguistic, Communication & Media Other

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Interpersonal Skills in English Speaking Classrooms: A Sociopragmatic Study in an Indonesian Pesantren Moh Kholid; Indi Azimah; Salsabila Umi Nur Fajria; Khoirotun Nissak; Dzulfikri Dzulfikri
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.40699

Abstract

This qualitative study explores how interpersonal communication strategies, framed within the concept of “loving pedagogy,” shape the relational dynamics of English-speaking classrooms in an Indonesian Islamic boarding school (pesantren). Conducted at Pesantren Luhur Baitul Hikmah in Kepanjen, Malang, the research involved two English teachers and three students (santri). Data were collected through semi-structured interviews and analyzed thematically. Findings reveal that teachers employ culturally situated strategies- such as non-threatening error correction inclusive language, and the framing of English as a tool for collective religious and intellectual purposes- to build psychologically safe learning environments. For instance, teachers consistently used praise –first recasts (e.g., “Good attempt, let’s just adjust the verb form together”) and positioned speaking practice as ibadah dakwah, which visibly lowered students’ affective filters. These practices reduce students' speaking anxiety and enhance their willingness to communicate. The study demonstrates that effective interpersonal pedagogy in this context is deeply interwoven with local ethical and mentorship traditions (Suhbah). The results offer a model for culturally responsive language teaching that integrates relational care with pedagogical intentionality, providing practical insights for teacher development in Islamic educational settings.
Exploring EFL Learners’ Emotional Engagement with Authentic English Captions in Digital Reading Indi Azimah; Dzulfikri
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i1.2799

Abstract

In the digital era, social media has become a prominent source of authentic English input for English as a Foreign Language (EFL) learners. While previous studies have emphasized benefits such as vocabulary enhancement, motivation, and digital literacy, little attention has been given to how learners emotionally engage with emotionally charged captions frequently encountered on platforms like Instagram, TikTok, and X. Despite their linguistic simplicity, these captions frequently elicit emotional responses and personal reflection, indicating a potential role in language learning that extends beyond traditional comprehension. The present study investigates EFL learners’ emotional and cognitive engagement with such captions and examines how these factors relate to language learning behaviours. Employing a qualitative methodology, semi-structured interviews were conducted with purposively selected participants who regularly interact with English-language content on social media. Thematic analysis identified five principal themes: emotional resonance, cognitive reflection, language learning behaviour, platform influence, and frequency of exposure. Participants described translating captions, reflecting on personal experiences, and observing vocabulary growth as outcomes of engaging with emotionally charged texts. Participant reported that emotional connection appeared to support their comprehension and vocabulary acquisition, particularly when content aligned with their personal experiences. This study highlights the significance of affective factors in digital reading contexts and offers preliminary evidence that social media texts can function as meaningful resources in English language learning.
University Students’ Use of ICT in EFL Learning: An Investigation of Perceptions, Attitudes, and Competencies Indi Azimah; Trisnawati H. Rahman; Rofiatun Muzahira; Achmad Fathorrosi Soleh; Muhammad Yunus
Language Circle: Journal of Language and Literature Vol. 20 No. 2 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.31064

Abstract

In the digital era, Information and Communication Technology (ICT) plays a critical role in shaping English as a Foreign Language (EFL) instruction. While prior studies have primarily focused on teachers’ perspectives, limited research has explored students’ experiences in using ICT to support language learning. This study investigates university students’ perceptions, attitudes, and self-reported digital competencies regarding ICT use in EFL learning. Employing a qualitative case study approach, data were collected through semi-structured interviews with three seventh-semester students from the English Language Education Program at Universitas Islam Malang. Thematic analysis revealed that students generally perceived ICT as beneficial for enhancing flexibility, motivation, and access to diverse language resources. Participants expressed positive emotional attitudes toward ICT integration but also reported challenges such as technical difficulties, inconsistent internet access, and limited guidance from instructors. Furthermore, students demonstrated varying levels of digital competence, indicating a digital divide in readiness and confidence. The findings suggest that while ICT holds great potential for enriching EFL learning, its effectiveness depends on students’ digital skills, institutional support, and the implementation of blended learning strategies. This study contributes to a more comprehensive understanding of student-centered ICT use in EFL contexts and highlights the need for inclusive, well-supported digital pedagogy.
Co-Authors Achmad Fathorrosi Soleh Dzulfikri Dzulfikri Dzulfikri Khoirotun Nissak Moh Kholid Muhammad Yunus Rofiatun Muzahira Salsabila Umi Nur Fajria Trisnawati H. Rahman