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All Journal Jurnal Adabiyah Englisia Journal MILLATI: Journal of Islamic Studies and Humanities Journal of English Language Studies Tell : Teaching of English Language and Literature Journal Al Ishlah Jurnal Pendidikan Metathesis: Journal of English Language, Literature, and Teaching Wanastra : Jurnal Bahasa dan Sastra LET: Linguistics, Literature and English Teaching Journal Journal AL-MUDARRIS ELT-Lectura SANGKEP: Jurnal Kajian Sosial Keagamaan Harmoni KARIWARI SMART: Journal of Education Based on Local Wisdom JOEEL (Journal of English Education and Literature) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics International Journal of Language, Education, and Literature (IJLEL) Journal of English Language Teaching and Literature (JELITA)
Sahib, Rahmawansyah bin
Institut Agama Islam Negeri Fattahul Muluk Papua
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Journal of English Language Studies

 1 
An Analysis of Research Backgrounds of EFL Students' Research Proposal Rahmawansyah bin Sahib; Andi Miftahul maulidil Mursyid
Journal of English Language Studies Vol 5, No 2 (2020): Available Online in September 2020
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v5i2.8129

Abstract

This research analyzed research backgrounds, namely research territory (claim centrality, problems, a review literature) and research niche (gaps) of EFL students' research proposals. The research design was qualitative research employing text analysis. The researchers used a random sampling technique to select two research proposals' backgrounds. Moreover, the contents of the research proposals' backgrounds analyzed using the CARS model  (Swales & Feak, 2012). The research findings showed that the students tend to find it difficult in addressing the research territory (problems) and establishing a niche (gap). First, the students apparently find it difficult to develop their ideas as a result of the students apparently find it difficult to establish a niche (gaps). Second, the students tend to find it difficult to compose their ideas started from the general views to the specific thoughts. Last, the students lack consistency in using tenses. 
Reflective Practices of Papuan EFL Teachers in the EFL Classroom Sahib, Rahmawansyah; Aulia, Tegar
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.32419

Abstract

Enhancing teachers’ professionalism and competence has long been a fundamental priority in education. For EFL (English as a Foreign Language) teachers in Papua, reflective practice is essential for addressing classroom challenges and improving teaching quality. This study examines the models of reflective practice adopted by Papuan EFL teachers across different school levels. Using a qualitative descriptive approach, data were gathered from five EFL teachers at elementary, junior high, and senior high schools through classroom observations, interviews, and document analysis, and then analyzed thematically. The findings identify three primary models of reflective practice. First, reflective teaching activities, such as asking thought-provoking questions at the beginning, during, and at the end of lessons, which stimulate student engagement and teachers’ self-assessment. Second, reflective writing, including teaching journals, diaries, and notes documenting students’ feedback and teachers’ impressions, fostering continuous professional growth and awareness. Third, dialogical reflection, involving debates, informal discussions, and sharing experiences with fellow teachers, which encourages collaborative learning and peer support. These findings underscore the importance of developing a formal, long-term policy framework to institutionalize reflective practice among EFL teachers in Papua. Such a framework would help ensure that reflective activities are systematic, result-oriented, and significantly contribute to improving teaching effectiveness and student learning outcomes.  
Co-Authors Ade Yamin Ade Yamin, Ade Ain, Nayasza Ramadina Qurrotul Ain Amirullah -, Amirullah Amirullah Amirullah Amritha Yuningtyas Harjuni Serang Andi Miftahul Maulidil Mursyid Anggit Prasetio Nugroho Arif Rofiqi , Ahmad Aulia, Tegar Aulia, Tegar Cahyani, Rizka Dwi Erfin Wijayanti Fachrudin Fiqri Affandy Hamra Sari Heni Purwati Heni Purwati Ira Eka Pratiwi Ita Rahmawati, Suci Junaiddin, Junaiddin Kafryawan, Wira Kurnia Putri Ayu Lalu Nasrulloh, Lalu Maloga, Abdi Maulidil Mursyid, Andi Miftahul Muh. Anang Firdaus Mursyid, Andi Miftahul Maulidil Musa Rumbaru Najiba Nawing Nasrullah Nasrullah Nina Arfiani Nugrahayu, Widiastu Ardya Nugroho , Anggit Prasetio NUR FADILAH Pasinringi, Andi Achruh AB. Prasetyo Nugroho, Anggit Pratiwi, Findy Elsa Putri Ayu, Kurnia Rumbaru, Musa Sileuw, Marwan Syamsir bin Ukka Tegar Aulia Wijayanti, Erfin Wira Kafryawan Wulandari, Sefia Putri Yunita Sari Zaenuddin Hudi Prasojo Zulfadli Zulfadli Zulihi, Zulihi