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All Journal Language Circle : Journal of Language and Literature EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal of English and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Education and Human Development Journal Jurnal Abdimas Madani dan Lestari (JAMALI) Refleksi Pembelajaran Inovatif IJECA (International Journal of Education and Curriculum Application) IJELR: International Journal of Education, Language, and Religion ABDI MOESTOPO: Jurnal Pengabdian pada Masyarakat Langit Biru: Jurnal Ilmiah Aviasi Journal of English Language Teaching and English Linguistics Erudita: Journal of English Language Teaching ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Willy Prasetya
English Language Education Department, Universitas Islam Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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Peningkatan Kompetensi English Speaking dan Komunikasi Kolaboratif Pada Siswa-Siswi MAN 3 Sleman Melalui Mayoga English Camp Murtafi'ah, Banatul; Ardini, Anandayu Suri; Prasetya, Willy; Al Ghaniy, Roro Millatu; Putri, Dian Febriany
ABDI MOESTOPO: Jurnal Pengabdian Pada Masyarakat Vol 7, No 1 (2024): Januari 2024
Publisher : Universitas Prof. Dr. Moestopo (Beragama)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32509/abdimoestopo.v7i1.3498

Abstract

Survei yang dilaksanakan pada tahun 2022 oleh Education First (EF) menunjukkan bahwa keterampilan berbahasa Inggris dunia, English Proficiency Index (EPI) menyajikan fakta bahwa Indonesia menduduki peringkat ke-81 dari 111 negara di dunia dengan perolehan hasil 469. Secara global, hasil EPI Indonesia belum mampu mencapai target rerata skor EPI global yakni 502 poin. Hal ini menjelaskan perlu adanya pembenahan dalam kompetensi berbahasa Inggris terlebih di era serba modern ini. Dalam menghadapi situasi ini, diperlukan adanya pemberdayaan kepada siswa sehingga mampu mengembangkan keterampilan berbahasa Inggris dengan mengadopsi Content and Language Integrated Learning (CLIL) and Project-based Learning (PjBL) yang selaras dengan program P5 (Projek Penguatan Profil Pelajar Pancasila) Kurikulum Merdeka. Oleh karenanya, program pengabdian masyarakat yang ditujukan kepada pelajar menengah atas diharapakan dapat meningkatkan kecakapan berbahasa Inggris dengan pendekatan kolaborasi yang dilandasi nilai-nilai keislaman. Program pengabdian kepada masyarakat ini merupakan kelanjutan dari program pengabdian masyarakat tahun sebelumnya di MAN 3 Sleman, Yogyakarta, dengan beberapa modifikasi dan pembaruan pada metode pembelajaran yang dirancang. Dari hasil pembelajaran klasikal dengan CLIL dan projek mandiri siswa, nilai bahasa Inggris siswa meningkat secara signifikan. 
The Use of Flashcards Monopoly to Facilitate Elementary Students’ Learning English Vocabulary Sri Melani; prasetya, willy
Journal of English Language Teaching and English Linguistics Vol. 9 No. 1 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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

Abstract

In learning English, using appropriate methods to support learning is highly considered, especially for young learners. It helps increase students' motivation and engagement in learning, and students can more easily understand English learning. In this article, the teaching practice implemented the game-based learning method through flashcards monopoly. This article aims to facilitate the learning of English vocabulary for elementary students who have never studied English. The article data was obtained through the implementation of teaching practice which was carried out for 5 months (February-June). Moreover, the teaching practice was carried out in grade 4 at one of the public elementary schools in the Sukabumi district, Indonesia. Students acquire English vocabulary and easily understand and remember it through the flashcard Monopoly game. Students are very interested in learning, actively participate, and are brave enough to mention new vocabulary, the use of flashcards monopoly also motivates and engages students in learning English.
An Analysis of Cultural Stereotypes in an Indonesian Government-Endorsed ELT Textbook Nizar, Rifka Indah; Prasetya, Willy
IJELR: International Journal of Education, Language, and Religion Vol 6, No 2 (2024): November
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i2.9107

Abstract

Cultural stereotypes in English Language Teaching (ELT) textbooks may influence how students shape their perspectives towards the cultures being studied, yet little research discusses how cultural stereotypes emerge in ELT textbooks. This study aimed to describe the cultural stereotypes in an ELT textbook published by the Indonesian government. The book being analyzed was entitled English for Nusantara SMP/MTs KELAS VII for the seventh grade of junior high school. The data were collected and analyzed through content analysis to point out the valid inference. The findings showed that cultural stereotypes were depicted in the textbook in several ways: appearance, gender, behavior, and lifestyle. This study may provide an insight into how cultural stereotypes are depicted in the textbook, and it may contribute practically for textbook designers or material developers to take into account how cultural values will be included into textbook in order to avoid creating stereotypes for a particular culture. Furthermore, this study may also help the teachers take into account cultural stereotypes in designing and selecting learning materials for students.
Pelatihan Implementasi Pembelajaran Mendalam (Deep Learning) dalam Pengajaran Bahasa Inggris di MGMP Madrasah Aliyah DIY: Indonesia Rahayu, Puji; Murtafi'ah, Banatul; Prasetya, Willy; Widyastuti, Nur
Jurnal Abdimas Madani dan Lestari (JAMALI) Volume 08, Issue 1, Maret 2026
Publisher : UII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jamali.vol8.iss1.art25

Abstract

This community service program aims to address the pedagogical barriers faced by Madrasah Aliyah (MA) English teachers in DIY when implementing Deep Learning. The primary issue was the teachers' conceptual confusion and lack of operational guidance in designing meaningful learning experiences. The implementation method spanned ten weeks through collaboration with the DIY MA English Teacher Forum (MGMP), involving needs analysis, practical module development based on Tomlinson’s principles, and a series of workshops on classroom management, material development, assessment, and artificial intelligence (AI) integration. Results demonstrated a significant transformation in teacher capacity, shifting from rote-based instruction to more contextual and student-centered instructional designs. Program evaluation through post-tests and reflective discussions confirmed that participants successfully internalized the Deep Learning principles, i.e., mindful, meaningful, and joyful within their teaching instruments. The program's implication is significant, providing practical modules (print and digital) and a digital repository of teaching kits as sustainable community assets. In conclusion, this MGMP-based community empowerment effectively altered teachers' mindsets and professional practices. This model holds strategic implications for replication in other subjects within the madrasah environment, creating a systemic impact on improving education quality towards a more humanistic and profound approach.
Exploring Student Silence in EFL Speaking Classrooms: Teachers’ Perceptions and Classroom Strategies Annisa Siti Aulia Muzdalifah; Willy Prasetya
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9823

Abstract

Student silence is often perceived as a barrier to participation in English as a Foreign Language (EFL) speaking classes, where verbal interaction is commonly viewed as an indicator of engagement and learning. However, silence may also reflect linguistic difficulties, emotional factors, and classroom dynamics rather than simple disengagement. This study explores the teacher’s perception of student silence, the factors contributing to it, and the strategies used to support the students during speaking activities. A qualitative descriptive design was employed, involving a semi-structured interview with one experienced English teacher at a public junior high school in Yogyakarta, Indonesia. The interview data were analyzed thematically to identify patterns related to silent behavior in classroom interaction. The findings indicate that silence is mainly associated with limited language proficiency, low confidence, fear of negative evaluation, and unfamiliarity with English, particularly among lower-grade students. Peer reactions and classroom expectations also influence the students’ willingness to speak. To address these challenges, the teacher implemented strategies such as structured preparation, prompting techniques, first-language support, and creating an emotionally safe classroom environment. This study highlights teachers’ perspectives on silence in Indonesian junior high school EFL classrooms and suggests that silence can be understood as part of the language learning process rather than merely a learning obstacle.
A NARRATIVE OF AN INDONESIAN PRE-SERVICE ENGLISH TEACHER’S EMOTIONS IN INTERNATIONAL TEACHING PRACTICUM Ninik Tri Astutik; Willy Prasetya
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 1 (2021): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i1.8460

Abstract

International teaching practicum (ITP) has gained more popularity since it is considered as a way of improving teachers’ quality not only in terms of the pedagogical competence but also the intercultural one. Despite the growing body of research on emotions of pre-service English teachers as well as on ITP experiences, little attention has been given to the role of emotions particularly in pre-service teachers’ ITP experiences. Therefore, drawing on the notion of structures of feeling by Williams (1977), the present study attempted to explore an Indonesian pre-service English teacher’ emotions during her participation in an ITP program in Thailand. The narrative of the pre-service teacher was collected through semi-structured interviews, follow-up conversations and online correspondences. Thematic analysis was then conducted to analyze the narratives. The result of this study shed light on how interaction with students and co-workers as well as with sociocultural differences affected the participant’s emotions and how emotions shaped her thoughts, beliefs, and actions as teachers. The implication of this study is also discussed.
Indonesian English Teachers’ Narratives on Adapting to Curriculum Change Naufal Mufatih Al Fikri; Willy Prasetya
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 3 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i3.26251

Abstract

Curriculum change has occurred multiple times in Indonesia. The latest curriculum change to Kurikulum Merdeka (Emancipated Curriculum) posed some challenges and difficulties among teachers because they were required to implement the curriculum and any policies from the central government in a relatively short time. The present study aims to describe how two Indonesian EFL teachers adapted to such curriculum change. Two English teachers with over a decade of experience were involved. One taught at a vocational high school in a rural area, focusing on practical English. The other taught at an urban school, emphasizing academic English. To collect the narratives, semi-structured interviews were conducted. Thematic analysis with predefined themes based on Fullan's theoretical framework was applied to point out unique data patterns that would shed some light on how the two participants adjusted themselves and their practices in response to changes in curricular policies. This study will examine how teachers adapted to rapid curricular changes in Indonesia, including the challenges they faced, the support they received, and the strategies they employed, such as the utilization of online resources like YouTube.
Co-Authors Abyan Syam Zain Al Ghaniy, Roro Millatu Anandayu Suri Ardini Annisa Siti Aulia Muzdalifah Arlita, Chintya Budi Prasetyo Dian Febriany Putri Firman Parlindungan Kuswandaru, Ganang Murtafi'ah, Banatul Naufal Mufatih Al Fikri Ninik Tri Astutik Nizar, Rifka Indah Puji Rahayu Sri Melani Sundoro Wahyuningtias, Dwi Dyah Widyastuti, Nur Zalfah Ananda Juver