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All Journal Journal of General Education and Humanities Foreign Language Instruction Probe
Hendi Hidayat
UIN Siber Syekh Nurjati Cirebon
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Intertextual Awareness in EFL Report Writing: A Comparison of Field- and Web-Based Source Use Amroh Umaemah; Hendi Hidayat; Tedi Rohadi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1529

Abstract

This qualitative study explores how EFL students interactively work with field- and web-based sources in academic report writing through processes of selection, interpretation, and integration. Data were collected through semi-structured reflective questionnaires, semi-structured interviews, and student report texts involving 32 third-semester students. Grounded in Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis identified two overlapping intertextual repertoires that reflected distinct patterns of meaning-making. Field-based engagement encouraged experiential curiosity, dialogic interpretation, and narrative integration, in which students drew on cultural immediacy and personal experience to construct a stronger authorial voice and epistemic agency. In contrast, web-based engagement was more strongly associated with algorithmic search behaviour, multimodal decoding, and citation-oriented structuring. Although both source types supported strategic meaning-making, field-based practices demonstrated deeper interpretive engagement and more independent knowledge construction. The findings indicate that pedagogical support should integrate embodied inquiry and digital literacy to strengthen students’ critical intertextual competence in academic writing. The study also suggests incorporating hybrid source use into EFL writing instruction to support more balanced and adaptive academic authorship.
The Effectiveness of Implementation of The Nearpod Application on Students’ Vocabulary Achievement at Junior High School Yeyet Kusmiati; Hendi Hidayat; Edy Waloyo
Foreign Language Instruction Probe Vol. 3 No. 2 (2024): Technology in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i2.598

Abstract

This study aimed to evaluate the effectiveness of the Nearpod application in enhancing students' vocabulary. Utilizing a quasi-experimental design, quantitative methods were employed, and data were collected through pre-tests and post-tests. The findings revealed a significant improvement in vocabulary scores among students using Nearpod. The experimental group showed an increase in average scores from 51.13 (pre-test) to 75.97 (post-test), with a maximum score of 90 and a minimum score of 60. In contrast, the control group's scores increased from 52.03 to 72.22, with a maximum score of 85 and a minimum score of 55. The T-test results indicated a higher post-test score in the experimental group compared to the control group. The standard deviation for the experimental group was 8.604, and for the control group, it was 7.763. The average standard error was 1.587 for the experimental group and 1.265 for the control group. The independent sample t-test showed t (df=56) = 2003 with a p-value of 0.945, leading to the rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha). These results suggest that the Nearpod application is effective in improving students' vocabulary achievement.
Intertextual Awareness in EFL Report Writing: Comparing Students’ Use of Field-Based and Web-Based Sources Tedi Rohadi; Hendi Hidayat; Herawati Fajrin
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1008

Abstract

This qualitative study investigates how EFL students engage with field-based and web-based sources in academic report writing, focusing on their intertextual strategies of selection, interpretation, and integration. Data were collected from 32 third-semester students through reflective questionnaires, semi-structured interviews, and student report texts. Guided by Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis revealed two distinct but overlapping intertextual repertoires. Field-based engagement fostered experiential curiosity, dialogic interpretation, and narrative integration rooted in cultural immediacy. In contrast, web-based engagement promoted algorithmic search behaviour, multimodal decoding, and citation-driven structuring. While both modes demonstrated strategic meaning-making, field-based practices reflected stronger authorial voice and epistemic agency. The findings suggest that pedagogical support should cultivate both embodied inquiry and digital literacy to enhance students’ critical intertextual competence. Implications are offered for integrating hybrid source use into academic writing instruction and for future research on adaptive authorship in EFL contexts.
Co-Authors Amroh Umaemah Edy Waloyo Herawati Fajrin Tedi Rohadi Yeyet Kusmiati