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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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How EFL Pre-Service Teachers Negotiate Their Professional Identities During Teaching Practicum: A Narrative Inquiry Ubaidillah, M. Faruq; Sonny Elfiyanto; Andri Jamaul Rifiyani; Nena Akmaliah Arroudloh
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12300

Abstract

This study investigates how EFL pre-service teachers in Indonesia construct and negotiate their professional identities during the teaching practicum. Employing a narrative inquiry approach, it captures participants’ lived experiences during their transition from language learners to novice teachers. Data were collected through in-depth interviews and were analyzed using thematic narrative analysis. The findings show that identity construction is a dynamic and recursive process shaped by personal motivations, classroom interactions, institutional contexts, mentorship, and reflective practice. Initial motivations, such as familial influence, job security, and interest in English, shaped early teaching identities but were often challenged during practicum experiences. Participants encountered classroom realities such as disengaged students, limited resources, curriculum misalignment, and varied mentorship support, which triggered critical reflection and adaptive teaching strategies. Through continuous reflection and classroom engagement, participants negotiated tensions between theoretical knowledge and practical demands, gradually reshaping their pedagogical beliefs and professional self-concepts. Classroom interactions and mentorship experiences emerged as key sites of identity negotiation, enabling participants to develop more flexible and responsive teaching approaches. The study suggests that the teaching practicum functioned as a transformative space for professional identity development.
How do senior English teachers experience Global Englishes in language teaching? Narratives from within Andri Jamaul Rifiyani; Ehsan Namaziandost; M. Faruq Ubaidillah; Budianto Langgeng
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.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | 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.
Indonesian EFL Teachers' Identity Construction in a Global Englishes Era M. Faruq Ubaidillah; Sonny Elfiyanto; Andri Jamaul Rifiyani; Huan Yik Lee
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.
Pre-Service English Teachers’ Anxiety in Speaking English: A Case from an Indonesian Islamic College Ali Ashari; Hamiddin Hamiddin; Inayatul Ainiyah; Nur Diana Khalidah; M.Faruq Ubaidillah; Kara Mac Donald
Jurnal Ilmu Pendidikan Vol. 29 No. 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i12023p25-31

Abstract

Extensive research on speaking English as a foreign language has been carried out in the last decades. However, little is known about the exploration of speaking anxiety experienced by pre-service English teachers situated at a private Islamic institute, particularly in the Indonesian setting. This case study aimed to investigate the factors that influence six pre-service English teachers’ anxiety in speaking English and how they overcome such hindrances. Data were analyzed using Braun and Clarke’s (2006) thematic analysis, including (1) familiarizing we with the talking data, (2) creating transcripts from the data, (3) reading the transcripts multiple times, (4) creating codes for salient data, (5) creating categories from the codes, and (6) creating themes from the categories. The analysis reveals factors that influence the participants’ speaking anxiety, including 1) feeling embarrassed, 2) fear of mistakes, 3) lack of confidence, 4) feeling nervous, and 4) rarely speaking. In addition, the participants enacted multiple ways of alleviating their anxiety when teaching, such as asking motivation from friends, starting the class with English, engaging, students in a game-based learning, preparing materials before the class, and asking students to focus on the class
EFL teacher educators Muhammad Yunus; M. Faruq Ubaidillah
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3133

Abstract

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators
Islamic junior high school students Andri Jamaul Rifiyani; Mutmainnah Mustofa; M. Faruq Ubaidillah; Huan Yik Lee; Suatmo Pantja Putra
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.5046

Abstract

The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students
The parental language policy on children's language acquisition: a case of international family Faridatul Istighfaroh; Sonny Elfiyanto; M. Faruq Ubaidillah
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6339

Abstract

Discussing second language acquisition (SLA) from the perspective of one same-nationality family has been massively conducted. However, the recent study regarding SLA in toddlers in mixed-marriage families, especially with Indonesian mothers, has not been previously observed. Directed to the study demonstrated by Li (2007), this present study aimed to examine the three essential marks of family roles on their children's acquisition, such as the parent's literacy accomplishment, the daily occupation choice and opportunity, and adaptation as well as integration into the local country. Two families with Sudan-Indonesia and America-Indonesia backgrounds participated as research subjects. The narrative inquiry method through interviews (see Duff, 2019) was employed to gain the data. Then, the data were analyzed by using Braun and Clarke
When EFL learner identity intersects with their investment: Stories from Indonesia M. Faruq Ubaidillah; Sonny Elfiyanto; Andri Jamaul Rifiyani; Syaiful Islam
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
Understanding classroom participation and identity construction of Indonesian EFL teachers as language teaching assistants in U.S. universities Faridatul Istighfaroh; Ana Kumalasari; Vita Nugrah Septiana; M. Faruq Ubaidillah; Mutmainnah Mustofa
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. 
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