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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 Journal of Instructional and Development Researches 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) ETERNAL: English Teaching Journal Wanastra: Jurnal Bahasa dan Sastra
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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Reflective Practices of Papuan EFL Teachers in the EFL Classroom Rahmawansyah Sahib; Tegar Aulia
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.  
EFL Teacher’s Perspectives on Integrating AI into Reading Comprehension Teaching in Papua Heni Purwati; Rahmawansyah Rahmawansyah; Anggit Prasetio Nugroho
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2917

Abstract

This study explores EFL teachers’ perspectives on integrating Artificial Intelligence (AI) technologies into reading comprehension instruction in Papua, Indonesia. This study employed a quantitative descriptive survey, conducted with 17 teachers from elementary, junior high, and senior high schools. Data were collected through an online questionnaire and analyzed using descriptive statistics. Findings showed that teachers were generally familiar with AI and express confidence in its use, particularly with widely accessible tools such as ChatGPT and Grammarly. Teachers viewed AI as beneficial for enhancing comprehension and providing personalized support, yet remained cautious about its potential to motivate students. Challenges on AI usage included lack of training, limited infrastructure, and ethical concerns such as plagiarism and student over-reliance. Teachers emphasized the importance of having access to AI-based tools, opportunities for peer collaboration, and focused professional development in order to overcome these challenges. The study indicates that although integrating AI has the potential to enhance reading comprehension, adoption of this technology is still at a transitional stage. Clear ethical standards, fair resource distribution, and teacher-centered training will all be necessary for successful implementation.
The Correlation between EFL Students' Anxiety and Their English Writing Skills Wira Kafryawan; Andi Miftahul Maulidil Mursyid; Rahmawansyah Sahib; Heni Purwati
Tell : Teaching of English Language and Literature Journal Vol 9 No 1 (2021): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v9i1.7372

Abstract

Anxiety in writing contains tension, nervousness, worry, and a wide variety of other negative feelings when someone is given a task to write in a certain situation. The objective of this study is to figure out whether or not there is a significant correlation between EFL students' anxiety and their English writing skills. The subject of the study is the fourth semester of EFL students in the State Islamic Institute of Fattahul Muluk Papua. The study focused on a correlational method of two quantifiable variables involving anxiety and English writing skills. Two instruments are used in this study including Foreign Language Writing Anxiety Inventory (FLWAI) developed by Cheng and the writing test developed by Heaton. The samples are 40 EFL students as the respondents and the data were calculated by Pearson product-moment. The findings reveal that there is a significant correlation between EFL students’ anxiety and their English writing skills at a high level. It means that the lower anxiety belongs to EFL students, the better they write in English. Moreover, cognitive anxiety is the most influential anxiety on EFL students’ English writing skills. Then, it is followed by somatic anxiety, and avoidance behavior is also fairly influential.
The Use of Thumbs-Up Emoji in Lecturer-Students' WhatsApp Communication: Qualitative Study Cahyani, Rizka Dwi; Sahib, Rahmawansyah; Kafryawan, Wira
Wanastra: Jurnal Bahasa dan Sastra Vol. 17 No. 1 (2025): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v17i1.11946

Abstract

This study explores Non-Verbal Online Communication in WhatsApp using the Thumbs-Up emoji, due to controversy and politeness concerns. The researcher aims to explain the implications of using Thumbs-Up emoji for EFL Lecturers and Students. This study used the Qualitative method and selected the EFL Lecturers and EFL Students of the English Study Program IAIN Fattahul Muluk Papua as participants and it took 9 participants. Data collection was by interview and online observation to answer the research questions. The data was analyzed using discourse analysis which consists of four stages; data recording, data transcription, data selection, and data interpretation. In the context of the use of the Thumbs-Up emoji in lecturer-students’ WhatsApp communication, EFL Lecturers in Papua were more dominant in using the Thumbs-Up emoji as Appreciation to EFL Students. Based on the data, the implication caused by using the Thumbs-Up emoji found two categories including feeling implication (anxious feeling and feeling rude) and situational implication (causing misunderstanding and changing the formality of conversation). Therefore, there needs a study that deepens knowledge on the use of another emojis that also often used in WhatsApp communication for Academic content.
Co-Authors Ade Yamin Ade Yamin, Ade Ahmad Arif Rofiqi Amirullah -, Amirullah Amirullah Amirullah Amritha Yuningtyas Harjuni Serang Ana Sulton Mutmainah Andi Miftahul Maulidil Mursyid Anggit Prasetio Nugroho Anggit Prasetyo Nugroho Aulia, Tegar Cahyani, Rizka Dwi Debby Riana Hairani 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 Musa Rumbaru Najiba Nawing Nasrullah Nasrullah Nina Arfiani Nugroho , Anggit Prasetio Nur Fadilah Pasinringi, Andi Achruh AB. Pratiwi, Findy Elsa Putri Ayu, Kurnia Rahmat Hamdani Rumbaru, Musa Sileuw, Marwan Syamsir bin Ukka Tegar Aulia Tegar Aulia Wijayanti, Erfin Wira Kafryawan Wulandari, Sefia Putri Zaenuddin Hudi Prasojo Zulfadli Zulfadli Zulfadli Zulfadli Zulihi Zulihi, Zulihi