Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Journey: Journal of English Language and Pedagogy Indonesian Journal of English Language Teaching and Applied Linguistics
Mustofa, Muhammad Ibnu
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Education Languange, Linguistic, Communication & Media

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Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1623

Abstract

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively
University Students’ Experiences in a Newly Established EMI Program: Motivations, Satisfaction, and Challenges Mustofa, Muhammad Ibnu; Monita , Diana; Ranti, Wini; Eliya, Ixsir
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1344

Abstract

The aims of the current research are threefold. First, it aimed to find out the motivations of students in Islamic education programs to choose an EMI program. Secondly, it was conducted to reveal the student satisfaction with the EMI program. Third, it sought to explore the difficulties or challenges perceived by students in the EMI program. This study employed a quantitative descriptive approach, surveying 22 students from an international class at an Islamic state university in Jogjakarta, Indonesia. The results revealed that students were mainly motivated by the need to access international publications, improve English proficiency, and enhance career prospects. Most participants felt that the program offered positive challenges, boosted motivation, and improved their vocabulary related to their courses. Additionally, many students expressed satisfaction with their lecturers' spoken English and the simplified content delivered in English. In terms of challenges, nearly half of the students reported difficulties in understanding lectures and course contents. Other challenges included writing notes and following peer discussions. These insights highlight the need for targeted support and instructional strategies to address the linguistic demands of EMI programs in the Indonesian Islamic higher education context.
Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1623

Abstract

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively
Co-Authors Ika Lestari Damayanti Ixsir Eliya Monita , Diana Ranti, Wini