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All Journal JEES (Journal of English Educators Society) LET: Linguistics, Literature and English Teaching Journal Jurnal SOLMA JEES: Journal of English Educational Study Education and Human Development Journal REiLA: Journal of Research and Innovation in Language J-REaLL Journal of English Language Teaching and Learning (JETLE) JL3T (Journal of Linguistics, Literature and Language Teaching) Proceedings of English Linguistics and Literature
Ismiatun, Febti
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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An Investigation on The Use of Social Strategies in Online EFL Learning Ismiatun, Febti; Suhartoyo, Eko
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 01 (2022): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i01.2314

Abstract

Abstract: This study aims to investigate the use of social strategies in English as A Foreign Language (EFL) learning. This was inspired by the learning condition that has been changing from face-to-face atmosphere to the online-based due to the Covid-19 pandemic. This changing situation requires teachers and students to be more aware of applying suitable strategies in online learning mode, especially social strategies. Using the descriptive qualitative approach, this study was conducted on the fourth semester EFL students in a private university. To elicit the required data, set of online questionnaires was disseminated to 50 participants to obtain information on social strategies use in online EFL learning. The result of the descriptive analysis showed that average students exhibited a high frequency of using social strategies in their learning processes. In asynchronous learning, students preferred doing ‘collaboration and discussion’ to assess their completed task. The strategies of ‘using tools to improve interaction and communication as well as asking for clarification’ were more influential in synchronous learning in which technology effected the use of social strategies in the online class participation. Therefore, it becomes crystal clear that social strategies are deemed effective to aid online EFL learning. Further suggestions regarding the use of social strategies are also accessible at the end of this article.
Adapting to a Hard Situation: BIPA Teachers' Successful Strategies for Teaching Local Culture During the COVID-19 Pandemic Laksono, Prayitno Tri; Ismiatun, Febti
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (2023): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v5i1.11199

Abstract

Teaching culture is now highly challanging for teachers of Bahasa Indonesia bagi Penutur Asing (henceforth: BIPA) or Indonesian Language for Foreign Speakers since it is conducted online during pandemic. Several strategies had been offered by numerous researchers and educators to be applied in BIPA teaching yet the results remained unsatisfactory. Thus, this study aimed to explore the strategy used in teaching local culture by BIPA teachers during online learning. Using descriptive qualitative design, researchers recruited thirty-three BIPA teachers who have experience teaching local culture for one year. They came from Indonesia, Malaysia, Switzerland, and Philipphines.Triangulation data were applied by distributing the questionnaires, conducting online classroom observation, and doing in-depth interviews. After all data were gathered, researchers followed the Miles and Huberman flow model for analysis. The results showed that BIPA teachers had limited time and interaction in the hard situation during the pandemic, therefore, teaching local culture by using online platform as one of the solutions since the students cannot interact directly with Indonesian speakers was worth to conduct. To support teaching local culture, BIPA teachers implemented three strategies, including watching cultural video shows, simplifying reading, and providing foreign students with more role-playing activities to engage with local cultures material. These strategies adequately assisted them in understanding the concept of Indonesian local culture and supported their communication ability with Indonesian speakers.
Analysis of Indonesian Students’ Language Transfer of English Idiomatic Sentences Widowati, Diah Retno; Rahmawati, Henny; Ismiatun, Febti
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 6 No 2 (2020): JL3T Vol. VI No. 2 2020
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v6i2.1927

Abstract

The complexity of transferring language might mislead students as translators to mistranslate texts due to errors. Errors can be in the form of a message (meaning) or language, which also consists of grammar and lexicon. Transferring language also needs consideration of equivalent language transfer from the source language (SL) to the target language (TL). The present research identifies the error types, the source of errors, and the types of idiomatic translation that were done by English Department students of University of Islam Malang. The subjects of the research were 77 of the fifth semester students who took Translation course. The core data of this research were the students' translation works from English to bahasa Indonesia and unstructured interviews. This study employed a descriptive qualitative design. The data of the research were obtained from the result of the students' translation during the course. The data obtained also showed that more students commit errors on language than errors on message. The errors of language exist in the form of lexical aspect; they are conjunction, verb, and noun. In addition, the source of errors tends to happen because of the interlingual factors than the intralingual factors. The idiomatic transfer from the source language to the target language was done by shifting the meaning of idiom, instead of through word to word translation.
THE COMMON MISTAKES OF UNDERGRADUATE EFL STUDENTS IN WRITING ARGUMENTATIVE ESSAYS Suhartoyo, Eko; Ni’mah, Dzurriyyatun; Ismiatun, Febti
Proceedings of English Linguistics and Literature Vol. 2 (2020): Seminar on Post-Truth in Cultural Construction through Literature, Linguistics, and C
Publisher : Universitas Negeri Semarang

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

Abstract

The argumentative essay seems to be challenging for university students (Ka-kan-dee & Kaur, 2015), including in Indonesia. Despite its prominence, this writing genre needs complex thoughts in the process of text making. As an impact, these troubles create hinders so that students show the poor quality in developing the essay. This issue motivated a study that aimed at highlighting the students’ mistakes in writing an argumentative essay through a mixed-method approach. The participants were chosen disorderly from university students majoring in English education and engaged in filling out the questionnaires and interviews sequentially. The explanation data analysis was then applied by means of construing the common problems coped with the participants quantitatively as well as qualitative analysis. The results of the analysis remarked that participants encountered numerous complexities in building the argumentative essay, especially low achievers. They revealed that the features of introduction, conclusion, and grammar were so stressful and high demanding to write so they required effective strategies as well as writing digital tools to resolve the challenges. Foreclosing, the last part of this study provides meaningful insight regarding the curricula of teaching argumentative essays, such as materials and instructions.
Adaptation and instructional strategies of Indonesian pre-service teachers teaching non-English subjects in Thai classrooms Ilyin, Masruratul; Ismiatun, Febti; Widowati, Diah Retno
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.31649

Abstract

This study explores how Indonesian pre-service teachers specializing in teaching non-English subjects adapt their instructional strategies in Thai classrooms, addressing challenges related to cultural and linguistic diversity. Using a qualitative case study design, data were collected through semi-structured interviews with two participants who taught mathematics and Indonesian language using English in Thai schools. The findings highlight the significance of cultural sensitivity, bilingual sources between Thai and English, and engaging instructional methods, such as visual aids, games, and songs, in overcoming communication barriers and fostering student engagement. Participants noted the critical role of simplifying language, reflective practices, and professional development in navigating cross-cultural teaching environments. Challenges included limited access to technology, language barriers, and managing classroom dynamics during transitional periods. The study underscores the need for language preparation and culturally responsive teaching strategies to ensure effective pedagogy in multicultural settings. While the small sample size limits generalizability, this research contributes valuable insights into the adaptation processes of pre-service teachers, advocating for enhanced training programs for international teaching practicums.
"I can rise up from my adversity”: Situational language learning strategies Ismiatun, Febti; Widowati, Diah Retno; Suhartoyo, Eko
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.512

Abstract

Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.
EFFORT OF THE LECTURES TO IMPROVING ENGLISH SKILLS IN INTENSIVE COURSE CLASS Usman, Safinatun Najah; Ismiatun, Febti; Ashari, Ali
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4476

Abstract

ICT plays an important role in all aspects of daily life, especially in teaching and learning. The purpose of this study is to find out the efforts of lecturers in improving English language skills in intensive course classes. The research uses a qualitative method with a single case study design. The participants in this study were taken 2 participants from private university lecturers’ who taught intensive course classes in the first semester. The results of this study show that lecturers make various efforts to improve students' English language skills in the Intensive Course class, in response to the challenges faced in the class. The efforts and strategies made by lecturers include: (1) utilizing students with good English skills, (2) providing additional time outside of class hours, (3) supporting the formation of study clubs among classmates, (4) providing directions for utilizing technology or artificial intelligence (AI), and (5) motivating students to stay enthusiastic.
The Analysis of the Factors Contributing to EFL Student's Difficulties in Finishing English Undergraduate Thesis Khusniyah, Zalfa Armiah; Ismiatun, Febti
LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 1 (2024)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v14i1.11618

Abstract

This research aims to analyze the factors contributing to students’ difficulties in writing an undergraduate thesis. The researcher used Narrative Inquiry as the research approach in this qualitative research. The participant was an 11th-semester student of the English Education department at one of the universities in Malang, Indonesia. The researcher conducted a direct Interview with open-ended questions to gain the data. This finding shows four significant factors that affect an undergraduate student in finishing the undergraduate thesis: psychological factors, English linguistic factors, English Proficiency factors, and student attitude factors. Considering the findings, the researcher suggested some solutions in the following: Improve English linguistic ability; improve English speaking proficiency; organize time effectively; build communication with the supervisor; and read many references.
Bahasa Inggris sebagai Sarana Pemberdayaan Warga Kampung Semar dalam Pariwisata Go Green Ismiatun, Febti; Sholihah, Fitri Awaliyatush; Ni’mah, Dzurriyyatun
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.19640

Abstract

Background: Limited English proficiency has become a major barrier for the residents of Kampung Semar, Malang, in communicating with foreign tourists, especially amidst ongoing efforts to promote sustainable, community-based go green tourism. This program aims to improve the residents’ basic English communication skills so that they can interact with foreign tourists and support sustainable tourism promotion. Method: To address this challenge, a basic English communication training program was conducted through six face-to-face sessions. The methods used included interactive presentations, group discussions, role-playing, and contextual exercises tailored to the residents’ daily needs and situations. The program’s effectiveness was evaluated through surveys involving 15 participants and semi-structured interviews with three randomly selected individuals. Results: The evaluation results showed a significant improvement in the residents’ basic English communication skills, which supported their ability to introduce the village’s potential and welcome foreign visitors. Residents also demonstrated increased enthusiasm and active participation in promoting local tourism activities. Conclusion: This program proved effective in enhancing the basic English communication skills of residents and shows strong potential for replication in other communities facing similar challenges in developing sustainable tourism.
Teacher competencies and their role in promoting pre-service teachers’ professional growth Hamiddin, Hamiddin; Ismiatun, Febti; Ilmi, Yuli Ismi Nahdiyati; Wicaksono, Helmi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24314

Abstract

This study examined how teacher support, through mentorship, instructional guidance, and relational encouragement, shapes the professional development of pre-service teachers in Indonesian teacher education programs, particularly in influencing their perceptions, readiness, and development of core teaching competencies. A descriptive quantitative design was employed, involving 85 participants who completed a structured questionnaire measuring four key domains of teacher competence: personality, pedagogical, social, and professional. Data were analysed using SPSS, incorporating reliability testing, classical assumption tests, and path analysis to examine the hypothesized directional relationships among these competencies, where personality, pedagogical, and social competencies were modeled as predictors of professional competence. The results indicated that personality, pedagogical, and social competencies significantly and directly influenced professional competence as the outcome variable representing pre-service teachers’ preparedness for teaching. Among these, personality competence had the strongest individual impact. These findings highlighted the multifaceted nature of the relationship between teacher educators and pre-service teachers, both formal and informal, which played a critical role in fostering professional identity and instructional confidence by strengthening foundational competencies. By focusing on pre-service teachers’ perspectives, this study addressed an essential gap in the literature concerning how competency domains interact to form overall professional competence and provided evidence-based insights for enhancing teacher education programs. Ultimately, the study underscored the need for holistic and responsive teacher training models that integrated interpersonal, ethical, and instructional dimensions aligned with the competency pathways identified in this study to better equip future educators.
Co-Authors Eko Suhartoyo, Eko Hamiddin Hamiddin Ilyin, Masruratul Khusniyah, Zalfa Armiah Ni’mah, Dzurriyyatun Prayitno Tri Laksono Rahmawati, Henny Sholihah, Fitri Awaliyatush Usman, Safinatun Najah Wicaksono, Helmi Widowati, Diah Retno Yuli Ismi Nahdiyati Ilmi