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All Journal The Art of Teaching English as a Foreign Language (TATEFL) Muslim English Literature
Lilik Istiqomah
Western Sydney University
Religion Languange, Linguistic, Communication & Media

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EFL Students’ Perspectives on VR-Mediated EAP in the Indonesian Higher Education Settings: A Qualitative Case Study Dana Kristiawan; Lilik Istiqomah
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1104

Abstract

This qualitative case study investigates how Virtual Reality (VR) mediates English for Academic Purposes (EAP) in a History course from the standpoint of Indonesian EFL undergraduates. Thirty students at a public university in East Java participated in a two-session VR sequence of short 360° “field trips” followed by evidence-anchored speaking and writing. informed by disciplinary literacy in History and genre-based EAP pedagogy. Data were generated through non-participant classroom observations, semi-structured interviews, and brief open-ended reflections. Data were analyzed using reflexive thematic analysis. Findings indicate predominantly positive attitudes toward VR-mediated EAP in the Indonesian higher education setting. Students reported that VR sharpened attention to historical features, supplied shared visual evidence that made discussion more purposeful, and supported movement from description to interpretation and evaluation in short academic products. Learners perceived gains in discipline-relevant lexis (materials/condition, spatial relations, chronology) and increased willingness to speak when guided-noticing prompts and sentence stems were available. Reported constraints, brief motion discomfort, bandwidth/device interruptions, and elevated cognitive effort at the moment of articulation were mitigated by short viewing segments, a one-minute reset, and role rotation during device sharing. The study concludes that, when braided with genre-aware scaffolds, VR functions as a practical mediational tool for fostering participation, clarity of ideas, and discipline-specific vocabulary in History-oriented EAP within Indonesian higher education.
Translation as Multilingual Mediation in Local Islamic Higher Education: Evidence from Pre- and Post-Test Translation Tasks Lilik Istiqomah
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1147

Abstract

English Medium Instruction is widely associated with internationalization and wider access to academic knowledge, yet much less is understood about how students in local higher education contexts negotiate disciplinary meaning when academic content presented in English is mediated into Indonesian as the target language. This study explores that issue through translation practices in a local Islamic higher education setting. Drawing on pretest and posttest translation data, the analysis considers how students moved toward or away from meaning in terms of accuracy, acceptability, and comprehensibility. The findings suggest that improvement in translation quality varied across the data. In several cases, posttest versions conveyed academic ideas more clearly and rendered them in Indonesian in ways that were more natural and accessible. In other cases, however, revision did not substantially improve the translation, particularly when students were dealing with dense academic wording and complexity in phrases and clauses. These patterns suggest that the main challenge in this context is not simply vocabulary deficiency, but the mediation of disciplinary meaning across languages. Rather than viewing translation as evidence of weakness in English Medium Instruction, this study argues that it works as an intercultural bridge through which students connect English academic discourse with locally meaningful forms of understanding.
Unhomely Experiences and Cultural Integration in Umm Zakiyyah’s Muslim Girl Nur Asiyah; Muh Arif Rokhman; Lilik Istiqomah; Hidayatul Nurjanah; Nafila Azzahra
Muslim English Literature Vol. 5 No. 1 (2026): Muslim English Literature
Publisher : UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/mel.v5i1.52342

Abstract

This study investigates how unhomely experiences shape the process of cultural adaptation and identity negotiation in Umm Zakiyyah's Muslim Girl., focusing on the protagonist, Inaya, a Muslim girl who moves from Saudi to America. This study examines how Inaya’s unhomely experiences lead her to negotiate identity and develop strategies for cultural integration. Employing a descriptive qualitative approach, this study analyzes textual data drawn from the novel. Two theories are used in this research: the first, Homi Bhabha's concept of the unhomely, which reveals how Inaya feels alienated in society; and the second, John W. Berry's acculturation theory, which explains how the prominent figure accepts and adapts to the new culture through integration. The findings reveal that Inaya’s unhomely experiences manifest as awkwardness, uncanniness, incoherence, and instability. These conditions are shaped by cultural differences, religious visibility, and social interaction in the host society. However, these experiences do not remain unresolved. Inaya gradually develops coping strategies through school participation, social recognition, and identity negotiation, which lead her toward cultural integration. With several experiences, Inaya's growth has involved being an open minded, adapting to new environments, participating in social events, achieving academically, and respecting others. This research demonstrates that unhomely experiences transform into an integrated identity through the negotiation of a hybrid identity while maintaining her religious faith. Thus, this research contributes to diaspora studies, Muslim identities, and modern intercultural communication.
Co-Authors Dana Kristiawan Hidayatul Nurjanah Muh Arif Rokhman Nafila Azzahra Nur Asiyah