Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Journal on English as a Foreign Language (JEFL)
Hamzah Puadi Ilyas
Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Insights on Integrating Critical Thinking with EFL Instructions in Indonesian Higher Education Hamzah Puadi Ilyas; Istaryatiningtias Istaryatiningtias
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2044

Abstract

Balancing authority and agency to build student ownership: A thematic study in Indonesian EFL classrooms Hamzah Puadi Ilyas; Jiehad Akbar Pria Utama
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10601

Abstract

Student ownership is widely linked to autonomy, motivation, and responsibility in English as a Foreign Language (EFL) learning, yet little is known about how secondary teachers share control while maintaining instructional authority in exam-driven, authority-oriented settings. This descriptive qualitative study examined how Indonesian senior secondary EFL teachers balance authority and student agency to strengthen learners’ ownership of the learning process. Twenty teachers (12 female; 8 male; aged 27–45) from 16 public and private schools across Jakarta, Tangerang, Bogor, Depok, and Bekasi in Indonesia participated in this study. Data were generated through semi-structured interviews (face-to-face or Zoom) and teacher reflective journals, then analyzed using thematic analysis. Results revealed that teachers described ownership as responsibility and voice, shown when students initiate actions, make learning-related choices, and reflect on progress. Rather than relinquishing authority, teachers reshaped it through a staged transfer of responsibility, combining clear routines with scaffolding, dialogic feedback, and student-led activities. However, examination demands and cultural expectations of deference restricted the scope of agency. These findings suggest that ownership in exam-oriented EFL classrooms develops through structured, gradual autonomy support; teacher education and assessment policy should therefore align classroom authority with meaningful opportunities for student choice and reflection.
Co-Authors Istaryatiningtias Jiehad Akbar Pria Utama