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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 : 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.
UNCOVERING THE RESILIENCE AND STRESS FACTORS OF EFL TEACHERS: A NARRATIVE STUDY Syabilla, Zalsa Febrina; Ubaidillah, M. Faruq; Mustofa, Mutmainnah; Romadhon, M. Galuh Elga
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8934

Abstract

EFL teachers typically confront an abundance of problems that can lead to stress and have an influence on their resilience. Understanding resilience and stress can help improve well-being and education. This qualitative study tried to figure out the resilience and stress factors faced by EFL teachers across educational levels. The narrative inquiry involved an in-depth semi-structured interview administered to four EFL teachers across primary, middle, and secondary levels. The findings indicate that EFL teachers across educational levels encounter similar stressors, such as heavy workloads, student behavior, and low salary. Surprisingly, there were differences in stress factors and resilience strategies utilized by teachers across educational levels. The primary-level teacher reported more stress when dealing with students’ behavior, whereas middle-level teacher was stressed by students’ behavior and resources, and high school teacher by resource constraints and encouraged student engagement. Regarding resilience strategies, teachers at all levels indicated seeking support from family and friends but also using different coping methods such as meditation, leisure activities, and positive thinking. The findings suggest the importance of understanding the unique stress factors faced by EFL teachers across educational levels and establishing targeted support programs to enhance teacher resilience.
Islamic junior high school students Rifiyani, Andri Jamaul; Mustofa, Mutmainnah; Ubaidillah, M. Faruq; Lee, Huan Yik; Putra, Suatmo Pantja
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 Creation of EYL Textbooks in Indonesia: An Interview Study on EFL Teachers’ Perceptions Arida Mufidah; Mutmainnah Mustofa; M. Faruq Ubaidillah
Jurnal Pendidikan Anak Vol 4 No 3 (2022): Child Education Journal: Desember
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v4i3.3514

Abstract

Textbooks are a type of teaching material. Textbooks used in classrooms must have gone through an evaluation process based on standards for textbook creation. However, various problems arise in the production of textbooks, especially English textbooks for grades 1-3. This study used a case study to find out what information is used by EFL teachers for low grades textbook creation and the causes of material gaps in in the textbook situated in an elementary school in Malang, East Java, Indonesia. Participants in this study were 6 teachers who had created English textbooks for their EYL classes. Data were collected through interviews. Semi-structured interviews were used to address questions and explore topics of interest. From the interviews, there were 3 answers to the first research question, which is what teachers use when creating textbooks for lower grade, those are; 1) worksheets, 2) the combination of books and worksheeet and 3) Internet. There were 4 main answers to the second research question regarding the difficulties or obstacles experienced by teachers in creatingcreating the English books. Those are; 1) standart in creating tetxtbooks, 2) time allocation in creating books, 3) feedback in creating textbooks, and 4) English as local content.
Co-Authors Abdul Muiz Amir, Abdul Muiz Agustina, Sheila Ahmad Heki Sujiatmoko 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 khusnul khotimah Kurniasih Kurniasih Langgeng Budianto Langgeng, Budianto 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