Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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This Author published in this journals
All Journal EDULITE: Journal of English Education, Literature and Culture Al-Ta'lim Journal of English Language Teaching Innovations and Materials (Jeltim) Indonesian Journal of English Language Teaching and Applied Linguistics
Aziz, Zulfadli Abdul
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Religion Education Languange, Linguistic, Communication & Media Other

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Questioning in the EFL Classroom: Teachers' and Students' Perspectives Fajria, Rizqa; Aziz, Zulfadli Abdul; Aulia, Muhammad
AT-TA'LIM Vol 31, No 3 (2024)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v31i3.922

Abstract

Interaction is one crucial aspect that should occur between teacher and student to achieve learning objectives. Asking questions is one of the ways to get to the interaction. The interaction between teachers and students in the classroom, therefore, needs to examine. This qualitative research aims to analyze teachers' and students’ perspectives on teachers’ questioning. The purpose of this study is to know teachers’ and students’ perspectives on teachers’ questioning in the classroom. The result of this study was analyzed descriptively, and the data were collected by interviewing three teachers and eight students at an Islamic Junior High School in Banda Aceh. Based on the finding of the result, it showed that the teachers and students believe that teachers’ questions are important because teachers’ questions help teachers check their students understanding, motivate students in speaking practice, and motivate students in learning. The findings of this research help teachers realize that teachers' questions are important, so the teachers can use a proper type of questioning in the classroom. Furthermore, the teachers can build more interaction and help students to get more understanding and critical thinking. Finally, the researcher offers some implications and recommendations derived from this study. First, recommend that the teacher ask more high-order questioning in the classroom. Second, employing questioning strategies throughout the entire lesson. The third, paying attention to all students.
Exploring dominant naming patterns in West Aceh and Nagan Raya: A linguistic and geographical analysis Fahmi, Said Miftahul; Aziz, Zulfadli Abdul; Yusuf, Yunisrina Qismullah; Dewi, Cut
EduLite: Journal of English Education, Literature and Culture Vol 10, No 1 (2025): February 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.1.160-176

Abstract

Naming patterns in Indonesia have shown the influence of geographical, social, and cultural factors on toponymy. Place naming in Aceh, a province in the country, has been based on the genesis and generic patterns that indicate specific objects, historical reasons, and word-forming elements. This study explores the dominant naming patterns found in the West Aceh and Nagan Raya regions by analyzing data sourced from regional databases, government archives, and the SIGAP (Sistem Informasi Gampong-Village Information System). A total of 131 place names from 29 villages were examined through literature review and document analysis as primary and secondary data sources. Thematic analysis, following Braun and Clarke’s (2006) framework, was employed to systematically identify recurring linguistic patterns. The results revealed nine dominant naming patterns in these regions, demonstrating a combination of different elements such as alue [aluə] ‘ditch’, blang [blaŋ] ‘rice field’, pasi [pasi] ‘beach’, suak [suaʔ] ‘estuary’, cöt [cət] ‘highland’, often combined with nouns or adjectives. This study illustrates how place names convey linguistic structures and geographical narratives that present Aceh's interconnection between language, landscape, and cultural identity. The findings contribute to broader discussions on the role of toponyms in preserving local knowledge and shaping regional identity.
A Sociocultural Exploration of EFL Teachers’ Beliefs about Formative Assessment in Indonesia Nufus, Hayatun; Aziz, Zulfadli Abdul; Muthalib, Kismullah Abdul
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96419

Abstract

While previous studies have examined formative assessment in various contexts, limited attention has been given to how English teachers in Indonesia’s “Emancipated Curriculum” interpret and implement it within sociocultural frameworks. This study employed a qualitative descriptive design to explore the beliefs of two English teachers at a non-mover school in Banda Aceh through the lens of Vygotsky’s Sociocultural Theory and Black and Wiliam’s formative assessment framework. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings revealed two contrasting belief orientations shaped by teaching experience and institutional support. The experienced teacher demonstrated a strong understanding of formative assessment grounded in sociocultural principles such as scaffolding and feedback within the Zone of Proximal Development (ZPD). Conversely, the novice teacher perceived assessment mainly as a tool for measuring performance, showing limited engagement in interactive or collaborative practices. Both acknowledged the importance of formative assessment but faced barriers related to time, resources, and training. The study highlights the influence of sociocultural factors on teacher beliefs and calls for continuous professional development and digital integration to foster equitable and effective learning environments. How to cite this paper: Nufus, H., Aziz, Z. A., & Muthalib, K. A. (2025). A sociocultural exploration of EFL teachers’ beliefs about formative assessment in Indonesia. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 80–105. https://doi.org/10.26418/jeltim.v7i2.96419
Second Language Interference towards First Language Use of Japanese Learners Aziz, Zulfadli Abdul; Daud, Bukhari; Yunidar, Syafira
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i1.410

Abstract

There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.
Co-Authors Cut Dewi, Cut Daud, Bukhari Fajria, Rizqa Hayatun Nufus Muhammad Aulia Muthalib, Kismullah Abdul Said Miftahul, Fahmi Yunidar Yunisrina Q. Yusuf