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All Journal Foreign Language Instruction Probe
Muhammad Fahrurrozi
Institut Asyifa Indonesia
Education Languange, Linguistic, Communication & Media

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Recontextualizing Web-Based Sources in Report Writing: Exploring Students’ Meaning-Making Practices Muhammad Fahrurrozi; Evi Maulidah Sofiani; Eva Maulidah Sofiana
Foreign Language Instruction Probe Vol. 4 No. 1 (2025): ELT Methodology
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i1.690

Abstract

This qualitative study examines how third-semester EFL students at UIN Siber Syekh Nurjati Cirebon engage with web-based sources in academic report writing. Drawing on theories of intertextuality, genre-based pedagogy, and digital literacy, the research investigates students’ strategies in selecting, interpreting, and integrating online information when composing a report on Cirebon wedding traditions. Data from student texts and semi-structured interviews were analysed thematically using Braun and Clarke’s framework. Findings show that students employed targeted keyword searches and demonstrated awareness of genre structure, but tended to rely on top-ranked institutional sources and simplified conflicting information. While they displayed emerging control over paraphrasing and citation, their critical evaluation of digital content, especially in relation to algorithmic bias and underrepresented perspectives, remained limited. The study underscores the need to expand writing instruction beyond functional skills to include ethical source use, algorithmic awareness, and critical authorship, especially in contexts where AI-assisted tools are increasingly accessible. It recommends further research into how intertextual practices evolve across genres, disciplines, and technological environments. This study positions EFL learners as developing digital authors who require pedagogical support to write with critical awareness in a digitally saturated world.
Exploring Students’ Experiences of Weekly Vlogging in Indonesian Language Learning at Madrasah Aliyah Muhammad Fahrurrozi; Safrina Rati
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.1029

Abstract

Integrating weekly vlogging into Bahasa Indonesia lessons offers a promising yet demanding approach at a time when digital literacy is becoming central to classroom learning. This study examines how eleventh-grade students at a Madrasah Aliyah (Islamic senior high school) in Cirebon reflected on weekly vlog assignments used to build their Indonesian-language speaking skills. It addresses the challenges students faced and the pedagogical implications of vlog-based tasks in secondary madrasah education. An explanatory sequential mixed-methods design was applied to collect data from 32 eleventh-grade students. Data were gathered through a structured questionnaire and in-depth interviews with three students representing different performance levels. Quantitative results showed that affective, technical, linguistic, and time-management issues were rated as moderately to fairly challenging. Students reported clear benefits, including greater confidence, improved formal Indonesian speaking skills, and stronger motivation. Qualitative findings confirmed these results, revealing increased autonomy, self-reflection, and classroom engagement. The study concludes that, despite its challenges, weekly vlogging is a meaningful strategy for developing Bahasa Indonesia speaking competence in madrasah settings.
Co-Authors Eva Maulidah Sofiana Evi Maulidah Sofiani Safrina Rati