Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Language Teaching and Education
Khusuma Dewi, Anggraeni
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

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Contextualizing English Speaking Instruction in Indonesian Pesantren:: A Needs Analysis Attabik, Muhammad Haikal; Sugesti, Nunik; Zainiza, Mailiza; Khusuma Dewi, Anggraeni; Ahdiansyah, Agung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56318

Abstract

This study investigates the target needs, learning needs, and environmental factors influencing English-speaking instruction in an Indonesian pesantren context. Employing a mixed-methods design, data were collected through questionnaires administered to 20 santri (10 male and 10 female) and semi-structured interviews with two English teachers at Pesantren Babakan Ciwaringin Cirebon. The findings reveal that English is primarily used in routine communicative situations, particularly daily conversations and speech-related activities. Daily activity stopics and contextual expressions are perceived as the most relevant speaking content, while grammar emerges as both the greatest speaking difficulty and the most desired aspect to master. Although santri demonstrate adequate performance in basic communication, they experience difficulties in higher-order speaking activities, such as debate, argumentation, and spontaneous discussion. The study also highlights the important role of environmental support, including teacher guidance, peer interaction, institutional language policies, and extracurricular activities, in promoting English use. However, regular language exposure does not necessarily lead to communicative competence, as speaking practices remain largely routine-oriented and accuracy-focused. The study suggests that speaking instruction in pesantren should incorporate more contextualized and interaction-focused activities to support the development of higher-order communicative competence.
Making Notes for Teaching Reading: The Implementation of Reading to Learn Program (R2L) in an EFL Classroom Khusuma Dewi, Anggraeni; Kartika Ningsih, Harni
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56675

Abstract

This paper investigates the implementation of note making from the Reading to Learn (R2L) program where students make notes from their reading texts and at the same time learn to read.  R2L is known to support literacy development but one specific phase, note making during the Joint Construction stage particularly in Indonesian EFL classrooms, remains largely unreported. This case study examines how the note making phase serves as a learning scaffold to teach reading. The study employs a pedagogic register to analyze classroom interactions and teacher-student relationships. The data were drawn from the classroom interaction recordings during the Joint Construction stage of R2L instruction. The findings indicate that pedagogical interaction during note making was characterized by explicit instruction, guided participation, affirmative scaffolding, and collaborative engagement between teacher and students. The assignment of reciter and scribe roles, along with prompting, checking, correction, and continuous affirmation, effectively encouraged active student participation in collaborative note construction. Note making activities helped students develop their awareness of vocabulary, spelling, pronunciation, and how texts are organized. This study provides both theoretical and practical insights by showing how systematic R2L note making can strengthen and improve literacy skills in EFL settings.
Co-Authors Ahdiansyah, Agung Attabik, Muhammad Haikal Kartika Ningsih, Harni Nunik Sugesti Zainiza, Mailiza