Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Journal on English as a Foreign Language (JEFL)
Sitti Nurfaidah
Institut Agama Islam Negeri Kendari, Kendari, Indonesia
Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Emotional landscape of cultural diversity: A study of international students’ experiences Rahmawati Salim; Titin Rahmiatin; Rahmat Nasrullah; Sitti Nurfaidah; Analiza B. Tanghal
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10175

Abstract

Despite the growing trend in international student mobility, research on the emotional journeys of Indonesian students in this context remains limited. This phenomenological case study seeks to explore the emotional experiences of Indonesian students participating in the International Credit Transfer Program (ICT) under the Merdeka Belajar Kampus Merdeka (MBKM) program at the university in the Philippines. It analyzes how these students cope with emotional challenges and cultural adjustment during their five-month exchange. Data were collected through semi-structured interviews with six participants of the students of the ICT program purposively selected and then analyzed using thematic analysis. The interviews were transcribed verbatim in Indonesian and systematically coded to identify recurring emotional themes. Findings revealed various emotional transitions, ranging from initial excitement and anxiety to feelings of cultural enrichment and emotional growth by the end of the program. This study highlights the importance of emotional support and cultural integration in enhancing the experience of international students. It is recommended that host institutions implement structured support systems to promote student well-being. Further research is recommended to explore long-term emotional impacts and cross-cultural comparisons.
Investigating learner autonomy-supportive features in an EFL textbook and perceptions of teachers and students on the textbook role in fostering learner autonomy Nurul Anggraini; Gin Gin Gustine; Sitti Nurfaidah; La Ode Musaldin
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.v15i2.9875

Abstract

Textbooks play a crucial role in EFL learning as a bridge between curriculum objectives and classroom practices. However, a growing body of research indicates that many EFL textbooks remain insufficient in facilitating the learning process, particularly in fostering learner autonomy (LA). This qualitative case study aimed to investigate what LA-supportive features are represented in the instructional content of the textbook When English Rings A Bell (WERAB) and explored teachers' and students’ perspectives on the textbook role in promoting LA. The study involved two English teachers and two Grade VII students from a public junior high school in Indonesia. Data were collected through document analysis and semi-structured interviews, and analyzed using content analysis and cyclical coding. The results indicate that textbook WERAB instructions predominantly aligned with lower levels of LA, namely awareness and involvement, while rarely fostering higher-order autonomy such as creation or transcendence. Moreover, teachers and students perceived the textbook instructions as monotonous, lacking scaffolding, overly directive, and offering limited multimodal texts. Students’ language barriers also led teachers to overuse L1, reinforcing their reliance on translation. This study underscores the need for improved instructional design that incorporates autonomy-supportive principles and stronger pedagogical frameworks for more effective future classroom practices.
Emotional landscape of cultural diversity: A study of international students’ experiences Rahmawati Salim; Titin Rahmiatin; Rahmat Nasrullah; Sitti Nurfaidah; Analiza B. Tanghal
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10175

Abstract

Despite the growing trend in international student mobility, research on the emotional journeys of Indonesian students in this context remains limited. This phenomenological case study seeks to explore the emotional experiences of Indonesian students participating in the International Credit Transfer Program (ICT) under the Merdeka Belajar Kampus Merdeka (MBKM) program at the university in the Philippines. It analyzes how these students cope with emotional challenges and cultural adjustment during their five-month exchange. Data were collected through semi-structured interviews with six participants of the students of the ICT program purposively selected and then analyzed using thematic analysis. The interviews were transcribed verbatim in Indonesian and systematically coded to identify recurring emotional themes. Findings revealed various emotional transitions, ranging from initial excitement and anxiety to feelings of cultural enrichment and emotional growth by the end of the program. This study highlights the importance of emotional support and cultural integration in enhancing the experience of international students. It is recommended that host institutions implement structured support systems to promote student well-being. Further research is recommended to explore long-term emotional impacts and cross-cultural comparisons.
Co-Authors Analiza B. Tanghal Gin Gin Gustine La Ode Musaldin Nurul Anggraini Rahmat Nasrullah Rahmawati Salim Titin Rahmiatin