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All Journal English Review: Journal of English Education JURNAL PENGABDIAN KEPADA MASYARAKAT Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) Langkawi: Journal of The Association for Arabic and English LLT Journal: A Journal on Language and Language Teaching Child Education Journal Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) Jurnal Praksis dan Dedikasi Sosial Journal of Research on English and Language Learning (J-REaLL) International journal of education and learning JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education KOPEMAS LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Journal on English as a Foreign Language (JEFL) Jurnal Ilmu Pendidikan
M. Faruq Ubaidillah
Universitas Islam Malang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University M. Faruq Ubaidillah; Utami Widiati
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.721 KB) | DOI: 10.30762/jeels.v8i1.3123

Abstract

This narrative study explores identity construction and classroom participation of an Indonesian student who attended a master program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.
Willingness to Communicate in English: An Interview Study with Indonesian Vocational High School Students Muhammad Yunus; Erfan Efendi; Ronald Ronald; M. Faruq Ubaidillah; Huan Yik Lee
Langkawi: Journal of The Association for Arabic and English Vol 9, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5921

Abstract

Research into willingness to communicate in English has gained momentum in second/foreign language learning recently. Applied linguists have argued for the factors that may hinder learners to communicate in English. However, although extensive studies on willingness to communicate in English have been carried out, the studies have much focused on university and high school students. As a result, very little is known about the hindrances of students' willingness to communicate in English in the context of vocational high schools. To fill such a lacuna, this study was designed to explore hindrances of willingness to communicate in English among Indonesian vocational high school students. In-depth interviews were conducted with 6 participants from three Indonesian vocational high schools with regard to the hindrances they encountered when communicating in English. To analyze the data, we employed Braun and Clarke’s (2006) thematic analysis. Findings from the study suggest four emerging themes: 1) lack of self-confidence, 2) presence of fear, 3) teacher's teaching style, 4) and vocabulary provision. Our study reveals that, even though the participants are aware of the problems, situated supports in the forms of out-of-class English communications are needed to help solve their hindrances in English communications. Pedagogical implications of this study are offered at the end of this article.
Investigating Academic Writing in EFL Contexts: Students’ Voices on Complexities and Coping Strategies Sania Alinda Mouli Asnas; Mutmainnah Mustofa; M. Faruq Ubaidillah
Vision: Journal for Language and Foreign Language Learning Vol 11, No 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i116326

Abstract

This research aimed to investigate students’ voices regarding the complexities that contribute to challenges and the coping strategies that address academic writing challenges they use in academic writing. Through a qualitative method, four female students majoring in English Education in the eighth semester at a private university in Indonesia were chosen as participants in this study's interview. Data analysis techniques employed include analyzing the data, coding the data, and interpreting the data. The findings indicated that twelve complexities contributed, namely learners’ low motivation, lack of lecturers’ feedback, lack of translation, lack of references, lack of time, lack of research background, low students' self-confidence, lack of experience in writing, lack of proficiency in reading, lack of critical thinking skill, lack of proper preparation in writing, and lack of a supportive writing learning environment. Students used twelve coping strategies for organization, ideas development, vocabulary, grammar, and mechanics. These strategies included exercises, feedback, reading academic papers, extensive reading, Google Translate, QuillBot, Grammarly, and Mendeley for arranging academic style. The implication of this research has been discussed here.
Transitivity and critical discourse analysis on a testament: A woman’s involvement in jihad Fahmi Gunawan; St Kuraedah; Abdul Muiz Amir; M Faruq Ubaidillah; Saad Boulahnane
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26330

Abstract

While a plethora of scholars have explored a growing body of research on women’s involvement in Jihad, there is still a paucity of studies addressing it using the hybridity of transitivity analysis and critical discourse analysis. The present study examined a testament left by an Indonesian woman involved in what she fallaciously called ‘Jihad’. To collect the data, the document analysis was adopted, meanwhile, Halliday and Matthiessen’s transitivity analysis (2004) and Fairclough’s critical discourse analysis (2003) were employed to analyze the data. The findings demonstrated that the experience of the woman’s involvement in jihad was described by the dominant use of material process verbs (59.4%), followed by relational process (19%), mental process (13.5%), and verbal process (8.1%). The transitivity analysis showcases that the testament is not an average text with a religious message or instructions to deal with the left property; instead, it contains a message of the Salafi Jihadist ideology of the Islamic State of Iraq and Syria (ISIS), which might put people’s lives in peril. The five core teachings of ISIS encapsulate the message of ideological teachings, including jihad (struggle in the context of religious war), takfiri (ex-communication), al-wala’ and al-barra’ (loyalty and disavowal for the sake of God), tauhid (unitary oneness of God), and tahkimiyah (the rule of God – both religiously and politically). The study findings implicate that we must raise awareness of all kinds of testaments left by the jihadi woman because these testaments may contain a global jihadist doctrine. With this in mind, we will not be easily persuaded to join a Salafi jihadist organization.
“The teacher did not explain the lesson, just giving us a task”: Self-reflections of pre-service English teachers in an online learning mode Langgeng Budianto; M. Faruq Ubaidillah; Ehsan Namaziandost
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1377

Abstract

In the post-pandemic era, online learning has been the focus of many educational institutions nowadays, including English as a foreign language classes. However, with the current rapid changes in online learning, little attention has been paid to uncovering the self-reflection of pre-service English teachers in learning English online. This brief report seeks to construe how three Indonesian pre-service English teachers negotiate the meaning of their past learning experiences in English as a foreign language classes during the online learning mode. We employed a narrative inquiry in this study in order to capture the participants’ experiences. Data were garnered through WhatsApp-based semi-structured interviews and were analyzed narratively. Findings suggest that the participants negotiated their multifaceted learning experiences and complexities during the online learning process. In addition, from the participants’ narratives, teaching and learning enactment done by the teachers was ill-performed. The pedagogical implications of this study are discussed at the end of this paper.
The teaching of EFL reading at a university level: Teachers' and students' perceptions Moh Junaidi; Mutmainnah Mustofa; M Faruq Ubaidillah; Huan Yik Lee
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.998

Abstract

This study investigated the teaching of EFL reading at a university level from teacher’s and students’ perspectives. It delved into how the participating lecturer conducted the teaching of reading. Moreover, it shared the difficulties of teaching reading and the difficulties of students in reading. In this research, the researchers used a case study. The researchers used observation and interviews to collect the data. The participants of this study are one lecturer and three students situated in a private Islamic university in Malang, Indonesia. The recruited lecturer has been teaching reading for more than 10 years. Meanwhile, the recruited students were selected because they were close to the researchers and easy to access. The findings suggest that the teaching of reading was done by making a group discussion and cooperative learning such as Think-Pair-Share and Jigsaw. Besides, the minimal access to high-quality books for students’ reading tasks is one of the difficulties in the teaching of reading. Students also found it difficult to read difficult words. Mostly, they skipped the words and struggled to look for the text's main ideas and topic sentences. Finally, based on the result of the study, it is suggested that English lecturers should use appropriate reading books and techniques, select other supplementary materials, and vary the teaching activities. Future researchers are urged to conduct more intensive research in the teaching of reading in different contexts.
NON-ENGLISH MAJOR TEACHERS' EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY Romadhon, M.Galuh Elga; Dzulfikri, Dzulfikri; Ubaidillah, M. Faruq
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.6955

Abstract

Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.
UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE Ubaidillah, M. Faruq; Andriyanti, Erna; Triastuti, Anita
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.8944

Abstract

Research into language teacher identity construction has proliferated in recent years. However, studies examining identity construction from an integral perspective of EFL teacher educators’ past, present, and future narratives seem sparse. To fill this lacuna, the present study was designed to explore five Indonesian EFL teacher educators’ identity construction from their past, present, and future narratives. This study’s data were generated through multiple life-historical interviews with the five participants. The thematic analysis showcased that language teacher identity is constructed as a continuum from the teachers’ past experiences as EFL learners, present experiences as lecturers and doctoral students, and future narratives as imagined teacher educators. The findings also revealed that the participating teachers constructed their language teacher identity through complex and context-dependent experiences in their past, present, and future narratives. Based on the study’s findings, we offer a novel approach to studying language teacher identity construction employing teachers’ three-dimensional narratives. This approach enables teachers to understand themselves and their relationships with social environments through the interconnectivity of their past, present, and future narratives.
Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher Megawati, Fika; Shah , Shanina Sharatol Ahmad; Anugerahwati , Mirjam; Ubaidillah , M. Faruq; Mustofa , Mutmainnah; Agustina, Sheila
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1156-1176

Abstract

Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.  
Indonesian EFL Teachers' Identity Construction in a Global Englishes Era Ubaidillah, M. Faruq; Elfiyanto, Sonny; Rifiyani, Andri Jamaul; Lee, Huan Yik
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1082

Abstract

Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.
Co-Authors Abdul Muiz Amir, Abdul Muiz Ahmad Heki Sujiatmoko Alka, Wensi Amalia, Shinta Ana Kumalasari Andri Jamaul Rifiyani Andri Jamaul Rifiyani Andri Jamaul Rifiyani Anita Triastuti Apgrianto, Kurniawan Arepin, Mazlen Arida Mufidah Budianto Langgeng Dwi Fita Heriyawati Dzulfikri Dzulfikri Dzulfikri, Dzulfikri Ehsan Namaziandost Ehsan Namaziandost Eko Suhartoyo, Eko Erfan Efendi Erfan Efendi Erna Andriyanti Fahmi Gunawan Faridatul Istighfaroh Fika Megawati Hamiddin Hamiddin Huan Yik Lee Huan Yik Lee Huan Yik Lee Imam Wahyudi Karimullah Inayatul Ainiyah Islam, Syaiful Kara Mac Donald Karisma, Yunita Khusna, Khaula Amelia khusnul khotimah Kurniasih Kurniasih Langgeng Budianto Lee , Huan Yik Lee, Huan Yik Lestari Setyowati Luluk Sri Agus Prasetyoningsih Mahabbatul Afiqoh Mirjam Anugerahwati Moh Junaidi Mohammad Aryun Jauhari Mohammad Khoirul Umam MR, Elvira Rasyida Muhammad Yunus Mustofa, Mutmainnah Namaziandost, Ehsan Nena Akmaliah Arroudloh Ni'mah, Dzurriyyatun Nisak, Khoirotun Nur Diana Khalidah Nuris Shobah Prabjandee, Denchai Rifiyani, Andri Jamaul Romadhon, M. Galuh Elga Romadhon, M.Galuh Elga Ronald Ronald Saad Boulahnane Sania Alinda Mouli Asnas Septiana, Vita Nugrah Shah , Shanina Sharatol Ahmad Sheila Agustina Sonny Elfiyanto Sri Wahyuni St Kuraedah Suatmo Pantja Putra Suatmo Pantja Putra Syabilla, Zalsa Febrina Syaiful Islam Utami Widiati Vita Nugrah Septiana Yuyun Yuyun Yuyun, Yuyun Zalfa Amirah Khusniyah