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All Journal English Review: Journal of English Education JURNAL PENGABDIAN KEPADA MASYARAKAT Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) 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) 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
Ubaidillah, M. Faruq
Universitas Islam Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
When EFL learner identity intersects with their investment: Stories from Indonesia Ubaidillah, M. Faruq; Elfiyanto, Sonny; Rifiyani, Andri Jamaul; Islam, Syaiful
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8475

Abstract

Current research has looked at learner identity as a single construct and is studied as a separate entity from English as a foreign language (EFL) learners
MEMBENTUK SANTRI YANG PERCAYA DIRI: PENINGKATAN KEMAHIRAN BAHASA INGGRIS MELALUI INTENSIVE PUBLIC SPEAKING COURSE DI PONDOK PESANTREN AN-NAHDLOH MALAYSIA Mahabbatul Afiqoh; Yuyun Yuyun; Mohammad Aryun Jauhari; Zalfa Amirah Khusniyah; Kurniasih Kurniasih; Imam Wahyudi Karimullah; Dzulfikri Dzulfikri; M. Faruq Ubaidillah; Mohammad Khoirul Umam
Konferensi Nasional Pengabdian Masyarakat (KOPEMAS) #5 2024 Konferensi Nasional Pengabdian Masyarakat (KOPEMAS) #5
Publisher : Konferensi Nasional Pengabdian Masyarakat (KOPEMAS) #5 2024

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Abstract

Artikel ini membahas dampak dari intensive public speaking course di pondok pesantren An-Nahdloh Malaysia dalam meningkatkan kemahiran bahasa Inggris dan kepercayaan diri santri. Dengan latar belakang era globalisasi yang membutuhkan kemahiran bahasa Inggris, penelitian ini menyoroti peran public speaking dalam membentuk pribadi yang percaya diri. Artikel ini mencermati penelitian terdahulu yang menunjukkan peningkatan kemampuan berbahasa Inggris melalui public speaking. Pondok pesantren An-Nahdloh, sebagai mitra dalam penelitian, memiliki komitmen pada pengembangan holistik santri dengan fokus pada kemampuan berbicara di depan umum. Pengabdian ini bertujuan untuk mengeksplorasi dampak intensive public speaking course terhadap keterampilan komunikasi berbahasa Inggris dan kepercayaan diri santri. Rangkaian kegiatan mencakup pre-test, persiapan, pelaksanaan program, analisis hasil, dan penilaian performa. Temuan dari artikel ini menunjukkan bahwa setelah mengikuti intensive public speaking course, para santri menunjukkan peningkatan dalam kepercayaan diri dibuktikan dengan kemampuan mereka dalam menampilkan master of ceremony, speech, story telling, dan choral speaking di depan umum. Artikel ini berharap memberikan wawasan tentang efektivitas intensive public speaking course dalam konteks pesantren.
How do senior English teachers experience Global Englishes in language teaching? Narratives from within Rifiyani, Andri Jamaul; Namaziandost, Ehsan; Ubaidillah, M. Faruq; Langgeng, Budianto
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38114

Abstract

Extensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years. The data were gathered using individual in-depth interviews and analysed following Braun and Clarkes thematic analysis procedure. Results revealed that most participating teachers were unaware of the GE variations. Their inadequate knowledge of GE was seen in how they perceived issues of native-speaker ideology, the use of L1, the inclusion of Western culture, and the use of English textbooks in their classes. The studys findings suggest that raising GE awareness of English teachers is essential since the paradigm shift of English as a global language has received considerable and critical attention in academia. In addition, the findings demand GE awareness to be included in the secondary school English curriculum. Finally, the use of narrative inquiry in this study is also promising in revealing teachers lived experiences personally and professionally.
PELATIHAN PEMBELAJARAN BAHASA INGGRIS BERBASIS ARTIFICIAL INTELLIGENCE (AI) BAGI GURU DAN SISWA DI LINGKUNGAN MADRASAH ALIYAH (MA) MIFTAHUL HASANAH GONDOSULI Ni'mah, Dzurriyyatun; Ubaidillah, M Faruq; Efendi, Erfan; Karisma, Yunita
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 31 No. 1 (2025): JANUARI-MARET
Publisher : Universitas Negeri Medan

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Abstract

Program pelatihan Pembelajaran Bahasa Inggris Berbasis Artificial Intelligence (AI) Bagi guru dan Siswa dilingkungan Madrasah Aliyah (Ma) Miftahul Hasanah Gondosuli merupakan salah satu bentuk keterlibatan dan kontribusi langsung sivitas akademika Universitas Islam Malang untuk mengimplementasikan poin ketiga Tridharma Perguruan Tinggi terkait Pengabdian Kepada Masyarakat. Tujuan dari program pelatihan ini adalah untuk meningkatkan kemampuan Bahasa inggris siswa Madrasah Aliyah (Ma) dengan menafaatkan aplikasi AI dalam bidang pengajaran Bahasa inggris. Kegiatan ini melibatkan partisipasi para guru dan siswa di lingkungan Madrasah Aliyah (Ma) Miftahul Hasanah Gondosuli yang berlokasi di Kabupaten probolinggo, jawa timur. Kegiatan ini diawali dengan peninjauan kebutuhan siswa yang berada di Madrasah Aliyah (Ma) Miftahul Hasanah Gondosuli Kegiatan peninjauan ini dilakukan secara eksklusif dengan partisipasi pihak-pihak yang berkepentingan. Langkah selanjutnya adalah menentukan lokasi diselenggerakannya program pengabdian masyarakat. Kegiatan pengabdian masyarakat ini dibagi menjadi 2 tahapan, tahapan pertama yaitu mengkonsep dan pembuatan materi yang akan dilaksankan. Tahapan kedua adalah pelaksanaan yaitu pemberian materi terkait dengan pemanfaatan aplikasi AI dalam pembelajaran Bahasa inggris kemudian dan pendampingan penggunaan aplikasi AI serta pembagian doorprize dan ceramah motivasi bagi siswa oleh para dosen sebagai penutup acara. Berdasakan hasil survei yang diperoleh dari peserta, kegiatan ini terbukti efektif dan bermanfaat bagi mereka. Selain itu, kegiatan tersebut juga menginspirasi peserta yaitu para untuk meningkatkan standar pengajaran mereka dengan memanfaatkan Artificial Intelligencei (AI) sebagai media pembelajaran di kelas, dengan tujuan meningkatkan kemampuan berbahasa siswa, khususnya dalam bahasa Inggris.
Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international teaching practicum experience Yuyun, Yuyun; Suhartoyo, Eko; Ubaidillah, M. Faruq; Arepin, Mazlen
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.89844

Abstract

While prior research has widely examined domestic teaching practicum, limited attention has been given to the specific challenges EFL pre-service teachers face in international settings and how these experiences inform their development as educators. Adopting a narrative research design, this study delves into the lived experiences of Indonesian EFL pre-service teachers, uncovering nuanced insights through their stories. The findings reveal four primary challenges: distinguishing academic orders, navigating instructional culture shock, adapting to language barriers, and managing insufficient learning facilities. Despite these hurdles, the PSTs employed innovative coping strategies, transforming obstacles into meaningful learning opportunities. The narrative accounts also highlight five significant benefits gained from the practicum: increased teaching confidence, enhanced skills in lesson planning and activity supervision, alignment of teaching methods with diverse learning styles, improved proficiency in constructing learning assessments, and expanded professional networks. This study encourages teacher education programs to include global teaching competencies and an international teaching curriculum into the teaching and learning enactment.How to cite this paper: Yuyun, Y., Suhartoyo, E., Ubaidillah, M. F., Arepin, M. (2025). Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international practicum experience. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 123"“145. http://dx.doi.org/10.26418/jeltim.v7i1.89844
Exploring the emotional geographies of EFL students’ participation in group assignments: A narrative inquiry Wahyuni, Sri; Heriyawati, Dwi Fita; Ubaidillah, M. Faruq; Prabjandee, Denchai
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23833

Abstract

Research on emotional geographies in EFL learning has been extensively carried out. However, the studies have mostly focused on the context of teachers' rather than students' emotional geographies. Informed by the emotional geographies framework, this study investigated the ways in which three EFL students construct and experience their emotional geographies while engaging in group work assignments. It specifically focuses on the participants’ past, present, and future experiences of participating in group work and how they deal with emotional issues. The study employed a narrative inquiry to elicit participants' lived experiences with in-depth interviews to collect the data. This method is considered appropriate for research designs that allow exploration of the emotional dimensions and experiences of participants in their past, present, and future through storytelling. For the data collection, this study conducted interviews in two ways, including direct interviews and online interviews. The findings show various negative emotional geographies experienced by EFL students in their group assignment participation, such as frustration, anxiety, insecurity, and disappointment. It also reveals that participants overcome those emotional issues in several ways, including adjusting their personalities, taking on more responsibility than others, and asking for help from third parties. The limitation of this study is the single data collection method, namely, interviews, which may affect the generalizability of the data. This study suggests more supportive learning environments by providing more information about group emotions and dynamics to students. Future research is encouraged to explore EFL students’ emotions in different contexts.
Understanding classroom participation and identity construction of Indonesian EFL teachers as language teaching assistants in U.S. universities Istighfaroh, Faridatul; Kumalasari, Ana; Septiana, Vita Nugrah; Ubaidillah, M. Faruq; Mustofa, Mutmainnah
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9898

Abstract

Studies on the interplay of teacher identity and classroom participation have contributed significant findings in transnational settings. However, in-depth research on identity construction and classroom participation of Indonesian EFL teachers serving as Indonesian language teaching assistants in U.S. universities remains scant. This study aims to explore the identity construction of Indonesian EFL teachers as they enact their roles as Indonesian language teaching assistants in U.S. universities. The study employed a narrative inquiry, collecting data through semi-structured interviews. Three EFL teachers serving as Indonesian language teaching assistants with Fulbright scholarships for Foreign Language Teaching Assistants (FLTA) participated in this study. Findings reveal that participants were actively engaged in all phases of instruction, including pre-teaching preparation, classroom interaction, and post-teaching reflection. Their collaboration with American supervisors and use of various digital tools demonstrates professional adaptability and commitment to effective language teaching. Additionally, participants constructed and negotiated their identities through daily interactions with students, colleagues, and members of the local community. Language use, cultural participation, and religious/national identity served as key dimensions in this identity construction. While participants maintained their Indonesian and Muslim values, they also embraced certain American cultural norms, illustrating the dynamic interplay between cultural adaptation and identity preservation. 
A Narrative Inquiry into EFL Teachers’ Emotional Geographies in Online Grammar ‘Funtainment’ Assessment Sujiatmoko, Ahmad Heki; Setyowati, Lestari; MR, Elvira Rasyida; Ubaidillah, M. Faruq; Namaziandost, Ehsan
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4197

Abstract

In EFL classrooms, each teacher is expected to be able to act professionally in teaching and assessing the students through the ability to control emotions. However, studies that capture such phenomenon are lacking. This study investigated the narratives of Indonesian EFL teachers’ emotional geographies who conducted online assessments using 'Funtainment Assessment' in 'Grammar' classes. The study employed a narrative inquiry as the design by collecting individual in-depth interview data over four months. Findings unveiled five aspects that influenced changes in the participants' emotional geographies: physical, moral, sociocultural, professional, and political. Participants had a variety of attitudes in response to the emotions that arose when assessing the students' grammar competence online. Interestingly, the participants experienced continuous adaptation to the practice of negotiation to the emotional changes Thus, it did not distract the professional developments they had done through agentive actions. The study's empirical results also suggest that the 'emotional geography dimensions' contributed to future teachers' professional developme
Enacting an emergency EFL course in an Indonesian disadvantaged condition Khotimah, Khusnul; Apgrianto, Kurniawan; Mustofa, Mutmainnah; Ubaidillah, M. Faruq; Amalia, Shinta
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1384

Abstract

Situated in a disadvantaged condition in Lombok, Indonesia, the present study looks at the enactment of an emergency EFL course after earthquake and aftershock circumstances in a public university in the region. For such a purpose, forty-two non-English department students who attended the course in four face-to-face and nine asynchronous meetings were recruited using a convenience sampling technique. A set of questionnaire was disseminated to document participants’ responses on the course implementation. Observation and semi-structured interviews were also conducted to portray the pedagogical praxis. The findings suggest that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. Interestingly, the students positively reflected the course as the best way to learn in a disadvantaged condition. However, they were not confident with their attainment in English skills and components. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged condition. HIGHLIGHTS : The findings evince that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. The students positively reflected the course as the best way to learn in an emergency learning milieu. The teacher appeared to be able to maintain students’ motivation. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged conditions.
Co-Authors Abdul Muiz Amir, Abdul Muiz Agustina, Sheila Ahmad Heki Sujiatmoko Alka, Wensi Amalia, Shinta Ana Kumalasari Anita Triastuti Apgrianto, Kurniawan Arepin, Mazlen Arida Mufidah Dwi Fita Heriyawati Dzulfikri Dzulfikri Dzulfikri, Dzulfikri Ehsan Namaziandost Eko Suhartoyo, Eko Elfiyanto, Sonny Erfan Efendi Erfan Efendi Erna Andriyanti Fahmi Gunawan Faridatul Istighfaroh Fika Megawati Huan Yik Lee Huan Yik Lee Imam Wahyudi Karimullah Islam, Syaiful Karisma, Yunita Khusna, Khaula Amelia khusnul khotimah Kurniasih Kurniasih Langgeng Budianto Langgeng, Budianto Lee , Huan Yik Lee, Huan Yik Lestari Setyowati Mahabbatul Afiqoh Mirjam Anugerahwati Moh Junaidi Mohammad Aryun Jauhari Mohammad Khoirul Umam MR, Elvira Rasyida Muhammad Yunus Mustofa , Mutmainnah Mustofa, Mutmainnah Namaziandost, Ehsan Ni'mah, Dzurriyyatun 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 Sonny Elfiyanto Sri Wahyuni St Kuraedah Suatmo Pantja Putra Syabilla, Zalsa Febrina Utami Widiati Yuyun Yuyun Yuyun, Yuyun Zalfa Amirah Khusniyah