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All Journal Journal on English as a Foreign Language (JEFL) English Review: Journal of English Education
Hendi Pratama
Universitas Negeri Semarang, Semarang, Indonesia
Humanities Languange, Linguistic, Communication & Media

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Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Nurfisi Arriyani; Rudi Hartono; Sri Wuli Fitriati; Hendi Pratama
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.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
FROM LEARNERS TO PROFESSIONALS: IDENTITY CONSTRUCTION THROUGH CONTEXTUAL TEACHING AND LEARNING IN TRANSLATION INTERNSHIP Agung Dwi Nurcahyo; Issy Yuliasri; Hendi Pratama; Muh Syafei
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.191

Abstract

Translation pedagogy has shifted from teacher-centered to practice-oriented approaches, yet a gap remains between theoretical knowledge and professional practice in translator education. While Contextual Teaching and Learning (CTL) has been applied in general language education, few studies have integrated CTL principles into translation instruction through internship programs. This qualitative case study examined the integration of CTL principles into a translation internship program and its impact on students' translation competence and professional identity formation. Twelve undergraduate translation students at Universitas Muria Kudus, Indonesia, participated in a three-month internship program. Data were collected through reflection questionnaires and supervisor assessments. Findings revealed significant improvement in translation competence, with self-assessment ratings shifting from "fair" to "good" or "very good." Supervisor evaluations confirmed high achievement in both working attitude (average 80.42) and translation quality (average 79.17). Students reported increased on-task relevance, improved project management skills, and enhanced professional identity formation. The study concludes that CTL-based internship programs effectively bridge the gap between theoretical knowledge and professional practice. Recommendations include integrating structured internships into translation curricula and providing sustained mentorship for professional identity development.
INTEGRATING EDU-TOURISM WITH CULTURAL HERITAGE AND LOCAL WISDOM INTO ENGLISH FOR TOURISM Moch. Malik Al Firdaus; Issy Yuliasri; Dwi Rukmini; Hendi Pratama
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.273

Abstract

Educational tourism (Edu-tourism) offers opportunities to enhance English as a Foreign Language (EFL) learning by connecting language instruction with authentic cultural experiences. However, the integration of cultural heritage and local wisdom into English for Tourism (EFT) courses remains underexplored, particularly in the Indonesian higher education context. This study investigates how cultural heritage and local wisdom can be integrated into an English for Tourism course through an edu-tourism framework and how such integration influences students’ engagement, language learning, and cultural awareness. Using a qualitative case study design, the research involved 15 fifth-semester EFL students and three lecturers from an English Education Department at a state university in Central Java, Indonesia. Data were collected through semi-structured interviews, classroom and field-based observations, and document analysis, and were analysed using thematic analysis. The findings reveal that integrating cultural heritage and local wisdom into EFT through contextualized lesson plans, experiential learning, and collaborative Edu-tourism projects enhanced students’ engagement, cultural awareness, confidence in using English, and appreciation of local culture. Field-based activities provided authentic opportunities for language use, while collaborative projects fostered critical thinking and creativity. Nevertheless, the implementation encountered several challenges, including limited resources, insufficient culturally integrated teaching materials, students’ initial hesitation during field activities, and time constraints within the academic schedule. These findings suggest that integrating Edu-tourism with cultural heritage and local wisdom provides an effective contextualized approach to English for Tourism instruction while simultaneously promoting cultural preservation and sustainable tourism education. The study also highlights the need for greater institutional support and curriculum development to facilitate the wider implementation of culturally responsive EFL learning.
Co-Authors Agung Dwi Nurcahyo Dwi Rukmini Issy Yuliasri Moch. Malik Al Firdaus Muh Syafei Nurfisi Arriyani Rudi Hartono Sri Wuli Fitriati