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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) 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
Ubaidillah, M. Faruq
Universitas Islam Malang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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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 Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning Khusna, Khaula Amelia; Mustofa, Mutmainnah; Alka, Wensi; Ubaidillah, M. Faruq; Lee , Huan Yik; Putra, Suatmo Pantja
Jurnal Pendidikan Anak Vol 4 No 2 (2022): Child Education Journal: August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v4i2.3501

Abstract

The present study focused on teachers’ perceptions of how teacher talk works in the classroom and some challenges they might encounter during initiating interaction to encourage students. A classroom observation was done to portray the data of the learning process and teachers’ interview was also conducted to discover insights about teacher talk and the challenges encountered in the classroom interaction. Findings demonstrated that the teachers enacted dominant English communication as the input rather than using students’ first language. They felt increasing the use of the target language would be more challenging as it is influenced by some aspects from both teachers and students’ motivation, attitude, and proficiency. In addition, teacher talk is varied in some extents based on the teacher and student factors. The findings also showed that teacher talk mostly occurred in the form of asking questions, giving directions, explaining the lesson, and praising the students. In addition, as the students were considered young learners, it was found that classroom interaction and language choice must be adjustable in order to make communication become more effective. Keywords: teacher talk, perception, challenge, language choice, primary level
The Creation of EYL Textbooks in Indonesia: An Interview Study on EFL Teachers’ Perceptions Arida Mufidah; Mustofa, Mutmainnah; Ubaidillah, M. Faruq
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.
PELATIHAN PENULISAN ARTIKEL JURNAL INTERNASIONAL BEREPUTASI BAGI DOSEN-DOSEN PERGURUAN TINGGI ISLAM SWASTA (PTAIS) Prasetyoningsih, Luluk Sri Agus; Ubaidillah, M. Faruq; Shobah, Nuris; Nisak, Khoirotun; Elfianto, Sonny
Jurnal Praksis dan Dedikasi Sosial Vol. 6 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

REPUTABLE INTERNATIONAL JOURNAL ARTICLE WRITING TRAININGFOR PRIVATE ISLAMIC HIGHER EDUCATION LECTURERS Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan kepadadosen dalam menghasilkan artikel jurnal yang dapat diajukan untuk publikasi di jurnal nasionaldan internasional. Kegiatan ini dilaksanakan melalui seminar online dan offline. Pelaksanakegiatan ini adalah Universitas Islam Malang di bawah naungan Lembaga Penelitian danPengabdian Kepada Masyarakat (LPPM) UNISMA. Kegiatan ini dilaksanakan di STAI Darul UlumBanyuanyar Pamekasan Madura. Metode pelaksanaan kegiatan terdiri dari beberapa tahapan.Tahap pertama adalah perencanaan melalui diskusi dengan pihak penyelenggara untukmemenuhi harapan peserta mengenai manfaat dari kegiatan pelatihan. Tahap kedua adalahpenyampaian materi dan diskusi melalui seminar online (zoom meeting) dan offline atau tatapmuka. Tahap ketiga adalah diskusi online lebih lanjut dengan peserta yang membutuhkanpenjelasan tambahan. Berdasarkan survei kepuasan yang didapat dari peserta setelah kegiatanberlangsung, kegiatan ini sesuai dengan kebutuhan peserta dan sangat bermanfaat bagi pesertaserta memotivasi peserta untuk meningkatkan kualitas artikel penelitian agar dapat diajukanuntuk dipublikasikan di jurnal nasional dan internasional. This community service activity aims to provide training to lecturers in producing journal articlesthat can be submitted for publication in national and international journals. This activity is carriedout through online and offline seminars. The executor of this activity is the Universityof Islam Malang under the auspices of the Institute for Research and Community ServiceUNISMA. This activity was carried out at STAI Darul Ulum Banyuanyar Pamekasan Madura. Themethod of implementing the activity consists of several stages. The first stage is planning throughdiscussions with the organizers to meet participants' expectations regarding the benefits oftraining activities. The second stage is the delivery of material and discussions through onlineseminars (zoom meetings) and offline or face-to-face. The third stage is further online discussionwith participants who need additional explanation. Based on the satisfaction survey obtained fromthe participants after the activity took place, this activity was in accordance with the needs of theparticipants and was very useful for the participants as well as motivating the participants toimprove the quality of research articles so that they could be submitted for publication in nationaland international journals.
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.
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
Co-Authors Abdul Muiz Amir, Abdul Muiz Ahmad Heki Sujiatmoko Alka, Wensi Amalia, Shinta Ana Kumalasari 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 Faridatul Istighfaroh Fika Megawati Huan Yik Lee Huan Yik Lee Huan Yik Lee Imam Wahyudi Karimullah Islam, Syaiful 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 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 Utami Widiati Vita Nugrah Septiana Yuyun Yuyun Yuyun, Yuyun Zalfa Amirah Khusniyah