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All Journal Abjadia, International Journal of Education JELLT (Journal of English Language and Language Teaching) Jurnal Wahana Pendidikan Educenter: Jurnal Ilmiah Pendidikan INSANIA : Jurnal Pemikiran Alternatif Kependidikan Journal of General Education and Humanities
Abdullah Kafabih
Universitas Negeri Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Understanding ESP Learners’ Views on the Importance of the Four Language Skills in Professional and Business Settings Abdullah Kafabih; Rozanah Katrina Herda; Zohaib Hassan Sain
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.857

Abstract

This study investigates how English for Specific Purposes ESP learners’ view on the importance of the four macro-skills: speaking, reading, writing and listening in professional and business settings among Indonesian university learners. Despite widespread recognition of English as a key medium in global workplaces, empirical evidence regarding students’ prioritisation of these skills remains limited, particularly in Indonesia. A quantitative survey was conducted among 47 university learners enrolled in ESP programs employing a structured questionnaire with a four-point Likert scale to capture perceptions across the four skill areas. The sample was selected using purposive sampling, and the questionnaire had been reviewed through expert validation to ensure content appropriateness. Descriptive statistical analyses showed that reading had the highest mean score (3.553), followed by speaking (3.547), writing (3.542), and listening (3.516), indicating consistently high perceived importance across all four macro skills. The findings underscore the need for ESP curricula to integrate all four skills and cohesively align instructional practices with workplace expectations. This study contributes to the literature by providing a holistic view of learners' views on English macro-skill importance and offers practical implications for curriculum designers and educators seeking to enhance learners’ readiness for global professional communication.
A Study on the Key Factors Affecting Speaking Fluency in Indonesian Higher Education Settings Abdullah Kafabih; Rozanah Katrina Herda; Leong Jin Jee
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.18977

Abstract

English speaking fluency plays a crucial role in supporting students’ academic achievement and global employability. However, many learners continue to struggle with spoken English despite years of formal instruction. This study investigates key factors influencing speaking fluency among university students in the Indonesian higher education context, focusing on personal attributes, cultural and social influences, and pedagogical practices. A mixed-methods approach was used, with data collected through questionnaires from 105 students and semi-structured interviews with 10 participants. The findings indicate that psychological barriers, such as anxiety and lack of confidence, are significant obstacles to speaking fluency. Additionally, limited exposure to authentic English practice and teacher-centered pedagogical approaches contribute to the challenges faced by students. However, the study also highlights positive factors that enhance fluency, such as interactive teaching strategies, vocabulary development, and the provision of constructive feedback. These elements were found to significantly improve students’ fluency and boost their confidence in speaking. Furthermore, the study emphasizes the importance of peer interaction, supportive learning environments, and the integration of technological tools in promoting speaking proficiency. The results suggest that these factors play a critical role in developing students’ communicative competence. Based on these findings, the study offers practical recommendations for educators and policymakers, emphasizing the need for tailored interventions to address students’ specific challenges and improve their English speaking skills in the context of Indonesian higher education. Keywords: speaking fluency, psychological barriers, interactive teaching, higher education, language learning strategies.
Pre-service EFL teachers’ perceptions of oral corrective feedback for reflective thinking and metacognitive awareness in microteaching Abdullah Kafabih; Rozanah Katrina Herda; Bazilah Raihan Binti Mat Shawal; Natalya Andreevna Karelina
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.2304

Abstract

This study aimed to examine pre-service EFL teachers’ perceptions of oral corrective feedback (OCF) in relation to their reflective thinking and metacognitive awareness during microteaching activities. Using a quantitative descriptive survey design, data were collected from 64 participants at an Indonesian public university via a validated questionnaire and analyzed through descriptive statistics and Likert-scale interpretation frameworks. The results indicate that participants perceived OCF as supporting reflective thinking and metacognitive awareness, particularly when feedback included clear explanations, contextual relevance, and peer interaction. Participants reported using feedback to evaluate instructional choices, set learning goals, and regulate their teaching strategies. Conversely, lower confidence in self-correction highlighted a continued reliance on external guidance during this developmental stage. This study extends existing literature by positioning OCF not merely as a performance correction tool but as a cognitive prompt that initiates a sequential pathway toward self-regulated learning. The findings offer practical guidance for teacher educators to design feedback practices that deliberately scaffold reflective inquiry and gradually build autonomous evaluative judgment in novice teachers.
Media visual untuk meningkatkan keterampilan membaca siswa dalam mendukung pendidikan berkualitas SDGs Bunga Putri Maulia; Lee Yii Tyng; Abdullah Kafabih
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.15382

Abstract

Reading proficiency is crucial for academic success, yet many university students, including those at Universitas Negeri Yogyakarta, struggle with comprehension due to limited vocabulary, lack of critical thinking, low motivation, and traditional teaching methods; thus, innovative strategies like visual media are needed to foster interest and improve reading skills. One such medium, the wall magazine, has shown promise in primary education but remains underexplored in higher education, prompting this study to evaluate its effectiveness in enhancing students’ reading abilities and to provide insights for more engaging and interactive pedagogical approaches. This study employed a descriptive qualitative method with purposive sampling, involving 39 second-semester English Education students at Yogyakarta State University and several key informants to explore the effectiveness of wall magazine media in enhancing reading skills. Data were collected through observation, interviews, and documentation, then analyzed using qualitative descriptive techniques with triangulation strategies to ensure validity and credibility. This study confirms that wall magazine media effectively enhances reading skills by increasing student motivation, comprehension, and engagement. The project-based and collaborative nature of the media fosters critical thinking, creativity, and a sense of ownership in learning. While students and lecturers responded positively, improvements in content updates and display logistics are still needed. Therefore, integrating wall magazine projects into the curriculum offers a sustainable, student-centered approach to developing literacy and 21st-century skills.
AI Tools for Personalized English Learning: Bridging the Gap Between Technology and Language Acquisition Abdullah Kafabih; Morista Sasi Apriliana; Nanda Ardianing Putri; Eko Wardoyo; Siki Tyas Retnani; Rozanah Katrina Herda; Sheikha Majid
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22475

Abstract

Language learning has become increasingly effective with the support of artificial intelligence, particularly in English language learning contexts. This study aims to explore how English as a Foreign Language learners utilize artificial intelligence to support personalized learning and to examine their perceptions of this technology. The study employed an explanatory sequential mixed methods design, beginning with quantitative data collection followed by qualitative exploration. Quantitative data were collected through a structured questionnaire involving 200 undergraduate learners from the English Education Department of a public university in Indonesia, while qualitative data were obtained through semi structured interviews with 10 selected participants. Quantitative data were analyzed using descriptive statistics and qualitative data were examined through thematic analysis. The findings indicate that artificial intelligence features such as real time feedback, adaptive content, voice recognition, and gamified tasks contribute to improvements in learners’ writing, reading, speaking, and listening skills. In addition, artificial intelligence provides interactive and accessible learning support that allows learners to engage flexibly in personalized learning. However, limitations related to meaningful interaction and contextual understanding remain challenges when artificial intelligence is not used judiciously.
Investigating Indonesian Learners’ Use of The Mother Tongue (L1) In English for Specific Purposes Classrooms: A Survey-Based Study Bunga Putri Maulia; Abdullah Kafabih
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40359

Abstract

This study investigates learners’ use of the mother tongue in English for Specific Purposes classrooms and examines students’ perceptions of lecturers’ use of the mother tongue as part of instructional practice. Drawing on a descriptive survey design, data were collected from 66 students enrolled in ESP courses at a public university in Indonesia. The participants, drawn from several intact classes, completed an online questionnaire adapted from an established instrument and contextualized to the Indonesian setting. The questionnaire explored the frequency and functions of students’ mother tongue use as well as their evaluations of teachers’ use of the mother tongue in explaining vocabulary, grammar, instructions, and discipline related content. The data were analyzed using descriptive statistics, including means, standard deviations, frequencies, and percentages. The findings indicate that learners do not rely on their first language indiscriminately but use it selectively to support comprehension, peer collaboration, and expressive clarity in cognitively demanding situations. In addition, students perceive lecturers’ use of the mother tongue as pedagogically appropriate when it serves specific instructional purposes, particularly in clarifying technical terminology and complex professional concepts. English remains recognized as the primary medium of instruction, while the mother tongue functions as a supportive resource. These findings provide empirical support for a balanced and context sensitive approach to mother tongue use in ESP instruction and contribute to ongoing discussions on multilingual practices in higher education. The study is limited by the use of convenience sampling, the relatively small sample size, and reliance on self-reported questionnaire data, which may affect the generalizability of the results.
The Relationship between English Learning Experiences on Students' Motivation to Communicate in English Abdullah Kafabih; Rozanah Katrina Herda; Wulan Nugraheni; Sharizan Sharizan; Dalwinder Kaur
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1289

Abstract

This study examined the relationship between English learning experiences and students’ motivation to communicate in English among secondary school students in Yogyakarta, Indonesia. Employing a quantitative correlational design, the study involved 72 eleventh-grade students selected through convenience sampling. Data were collected using two self-report questionnaires that underwent expert validation. Pilot testing indicated marginal internal consistency for the English Learning Experiences scale (α = .612) and acceptable reliability for the Motivation to Communicate scale (α = .863). Descriptive results showed that students generally reported positive English learning experiences and high motivation to communicate. However, opportunities for authentic English use outside the classroom and students’ tendency to initiate communication remained comparatively limited. Simple linear regression analysis revealed a significant positive predictive relationship between English learning experiences and motivation to communicate, F(1,70) = 17.386, p < .001, accounting for 19.9% of the variance in motivation to communicate (R² = .199). The findings suggest that students with more positive learning experiences tend to report higher communicative motivation, although motivation is likely associated with additional psychological, social, and contextual factors. The study highlights the importance of supportive learning environments and meaningful communication opportunities. Future research should employ larger samples, longitudinal designs, and mixed-method approaches.
Co-Authors Bazilah Raihan Binti Mat Shawal Bunga Putri Maulia Dalwinder Kaur Eko Wardoyo Lee Yii Tyng Leong Jin Jee Morista Sasi Apriliana Nanda Ardianing Putri Natalya Andreevna Karelina Rozanah Katrina Herda Sharizan Sharizan Sheikha Majid Siki Tyas Retnani Wulan Nugraheni Zohaib Hassan Sain