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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Parole: Journal of Linguistics and Education Indonesian Journal of Applied Linguistics (IJAL) LearnING Online Journal Journal of Education and Learning (EduLearn) Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia IJEE (Indonesian Journal of English Education) English Review: Journal of English Education Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AL ISHLAH Jurnal Pendidikan Dinamika Ilmu Linguistic, English Education and Art (LEEA) Journal E-Structural International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Linguistics Jurnal Onoma: Pendidikan, Bahasa, dan Sastra PROJECT (Professional Journal of English Education) Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language and Education Journal Evaluation in Education (JEE) Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) SWARNA Studies in English Language and Education JELT (Jambi-English Language Teaching) Jurnal Pengabdian Pada Masyarakat Langue PPSDP International Journal of Education Ta'dib Community Empowerment Journal JUPEMA JGEN : Jurnal Pengabdian Kepada Masyarakat SWARNA: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of English Language Teaching and Applied Linguistics
Mukhlash Abrar
Universitas Jambi
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Students’ Perception of Autonomous English Learning Volya, Duti; Hadiyanto, Hadiyanto; Haryanto, Eddy; Abrar, Mukhlash
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.43358

Abstract

This study explores Indonesian EFL students' perceptions of autonomous learning within the context of the English Language Study Program at Universitas Jambi. Situated within national education reforms such as Merdeka Belajar Kampus Merdeka (MBKM), which emphasize learner independence and flexibility, the research investigates how autonomy is understood and practiced by students in a system traditionally bound by rigid curricula and teacher-centered approaches. Employing a mixed-methods design, the study surveyed 45 students using a validated autonomy self-assessment questionnaire and conducted follow-up interviews with selected participants. Quantitative results reveal that students demonstrate moderately high levels of autonomy, particularly in understanding instructional objectives and setting personal study plans. However, challenges remain in aligning personal learning goals with formal syllabi and sustaining independent learning beyond curricular demands. Qualitative findings enrich these insights, highlighting students' proactive behaviors in time management and self-directed learning, yet also uncovering a reliance on teacher direction and gaps in leveraging institutional resources. The study identifies both strengths and limitations in students' autonomous learning development. It proposes targeted strategies—including autonomy-oriented teacher training, curriculum flexibility, learner self-assessment tools, and reflective practices—to enhance learner agency. The findings contribute to the growing body of localized research on learner autonomy in Indonesia and offer actionable implications for educators, curriculum designers, and policymakers aiming to foster lifelong learning skills in EFL contexts.
STUDENTS' PERCEPTIONS TOWARD THE DOMINANT USE OF ENGLISH AS A MEDIUM OF INSTRUCTION AT A UNIVERSITY IN JAMBI Oktavia, Eka Rizki; Wulandiri, Bunga Ayu; Abrar, Mukhlash; Heryanti, Reny
Langue (Journal of Language and Education) Vol. 1 No. 1 (2022): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v1i1.22593

Abstract

The purposes of this qualitative research were to know what the students perceive, difficulties and students' strategies to overcome challenges listening to lecturers who use mainly English as a medium of instruction. In doing this research, the researcher used a basic interpretive approach. There were 10 participants participated in this research. Data collection techniques are by using interviews. The results of the research showed that the researcher found there is some student who agrees with using English and agree with the terms and condition. The result also indicated that two themes of difficulties were identified, including internal (lack of vocabulary and lack of knowledge) and external (lecturer accents, and lecturer's attitude). This result also revealed that there were three identified students’ strategies to overcome challenges listening to lecturers who mainly use English as a medium of instruction, including self-management (practice, reading the material before learning, less noise or distraction), asking for help (asking friends and asking lecturer),  and the benefits of technology (listening to music, opening google translate, and opening dictionary)   Keywords: Student, perceptions, Dominant, English, University
An Investigation into Indonesian EFL University Students’ Speaking Anxiety Abrar, Mukhlash
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i2.358

Abstract

The general purpose of the study was to investigate EFL learners‟ speaking anxiety and its associated factors. More specifically, the study was purposed to examine the constructs of a speaking anxiety and to explore the model for predicting speaking anxiety based on gender, proficiency and class type. Therefore, explanatory factor analysis and multiple linear regression analysis were used. The result indicated that there are two factors in learners‟ speaking anxiety, but they are difficult to name as a result of overlapping variables in each component. With regards to a multiple linear regression test, the finding shows that proficiency variable is the most significant factor for predicting the variation in speaking anxiety.
(Un)silencing the Silence: EFL Students’ Speaking Anxiety in Answering Lecturers’ Questions Abrar, Mukhlash; Muhammad Muldan Salim; Rd. M. Ali; M. Rico, Felipa
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1888

Abstract

This study attempts to explore the factors and strategies of EFL students' speaking anxiety in answering the lecturer's questions. A qualitative design using a case study method was employed to gather information about individual experiences. This study examined EFL students' speaking anxiety when responding lecturers' questions at a Jambi public university. The researchers selected 10 active EFL students who had finished all courses, were accessible, and eager to engage in this research. The researchers collected data through interviews and supervisor notes. The findings were analyzed thematically. Linguistics and knowledge issues (grammar, vocabulary, pronunciation, and lack of knowledge), psychological issues (fear of making mistakes, lack of confidence, and lack of motivation), and performance issues (lack of preparations, environmental conditions, and time pressure) were identified. This study also found that EFL students reduce anxiety through self-management (practice and preparation, learning from mistakes), self-psychology (relaxation and motivation), and help from others (friends and family).
EFL Student Teachers' Experiences in Writing Their Undergraduate Theses in Jambi Abrar, Mukhlash; Fajaryani, Nunung; Hutabarat, Roni Rizki; Failasofah, Failasofah; Masbirorotni, Masbirorotni
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): 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.v7i2.1404

Abstract

The purpose of this qualitative study was to comprehensively investigate the experiences in writing undergraduate theses, the challenges faced, and strategies to alleviate the encountered challenges, of ten EFL student teachers at one higher education institution in Jambi. To collect the data, we employed semi-structured interviews guided by an interview protocol to elicit the participants’ responses. The results of the study, through thematic analysis (Braun & Clark, 2006), indicated that there are four major themes of challenges in writing an undergraduate thesis, including linguistics and writing knowledge issues, psychological issues, media and resources issues, and supervision and time management issues. To cope with those challenges, the participants employed some strategies, such as self-management strategy, technological help, and help from others. This study suggests EFL student teachers identify issues they struggle with in writing their theses. It is necessary so they could find a helpful way to deal with the challenge.
GENDER DIFFERENCES IN WRITING ANXIETY AMONG EFL UNDERGRADUATE STUDENTS: A SURVEY STUDY AT UNIVERSITAS JAMBI Fajaryani, Nunung; Failasofah, Failasofah; Abrar, Mukhlash; Masbirorotni, Masbirorotni; Septi Handayani, Lucy
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.8684

Abstract

Writing is a skill that is necessary for success in the academic world. Writing is a necessary activity in education that fosters significant growth in both teaching and learning. However, good writing requires a variety of skills, including a wide vocabulary, the capacity for contextual understanding, analytical strength, the capacity for inference, the capacity for critical thought, and much more. This skill is unquestionably difficult to acquire, especially when writing in English, which naturally puts more pressure and anxiety on students. This study was designed to investigate the types and levels of writing anxiety experienced by EFL students taking an academic writing course at an English department at a university in Jambi, regardless of their gender. The instrument of this study was a close-ended questionnaire that was adopted from Cheng (2004). It consists of 22 statements about different types of anxiety (cognitive, somatic, and avoidance behavior). There were 225 students who participated in the study. Majority of them 82.2% (185 students) were female and only 17.8% (40 students) were male. The results of the study indicated that there are differences in the level of anxiety experienced by male and female students. The highest score of the two genders is in the somatic anxiety type; namely, women have a mean score of 3.36 and men have a mean score of 3.07. Although both have high levels, there is a slight difference in numbers, so women experience higher levels of anxiety than men, and the type of anxiety they have is somatic anxiety.
The Students' Digital Reading Comprehension Challenges on Academic Text Laila, Nur; Abrar, Mukhlash; Hidayat, Marzul; Rahayu, Suska Rika Mukti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4955

Abstract

This research aims to explore the challenges of digital reading comprehension on academic text faced by third-semester students at Jambi University. In conducting this research, the researchers used descriptive qualitative methods. Five participants participated in this research and met the criteria desired by the researchers, such as active third-semester students, students who had completed reading for academic purposes courses, and students who were willing to be involved in this research. The researchers used semi-structured interviews as an instrument in data collection. The data is then processed through three stages, namely, data reduction, data display, and drawing conclusions or verification. The final results reveal that there are two categories in the challenges of digital reading comprehension on academic text. The first category is technology issues which include low reading interest, eye strain, internet connection, concentration, and too much information. Meanwhile, the second category is academic reading comprehension challenges which include vocabulary, complex sentences, and unfamiliar topics. In conclusion, students face challenges in digital reading comprehension on academic texts, especially in aspects technology and comprehension. 
EFL Student Teachers' Experiences in Writing Their Undergraduate Theses in Jambi Abrar, Mukhlash; Fajaryani, Nunung; Hutabarat, Roni Rizki; Failasofah, Failasofah; Masbirorotni, Masbirorotni
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): 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.v7i2.1404

Abstract

The purpose of this qualitative study was to comprehensively investigate the experiences in writing undergraduate theses, the challenges faced, and strategies to alleviate the encountered challenges, of ten EFL student teachers at one higher education institution in Jambi. To collect the data, we employed semi-structured interviews guided by an interview protocol to elicit the participants’ responses. The results of the study, through thematic analysis (Braun & Clark, 2006), indicated that there are four major themes of challenges in writing an undergraduate thesis, including linguistics and writing knowledge issues, psychological issues, media and resources issues, and supervision and time management issues. To cope with those challenges, the participants employed some strategies, such as self-management strategy, technological help, and help from others. This study suggests EFL student teachers identify issues they struggle with in writing their theses. It is necessary so they could find a helpful way to deal with the challenge.
Debate Pedagogy in Semi-Military Law Enforcement Classrooms: A Case Study of English-Speaking Fluency Waluyo, Gatot Hadi; Sulistiyo, Urip; Abrar, Mukhlash; Wulandari, Bunga Ayu
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.15907

Abstract

This study examines how debate pedagogy supports the development of English-speaking fluency among third-year cadets in a semi-military law enforcement institution. Guided by an interpretivist paradigm, it adopts a qualitative, single-site case study design focused on the integration of British Parliamentary debates into the English curriculum. Data were generated through semi-structured interviews, focus group discussions, classroom observation of debate sessions, and document analysis involving 36 purposively selected participants (34 high-proficiency cadets and 2 English lecturers). Data were coded and analyzed in NVivo 15 using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing/verification. The analysis yielded six interrelated thematic advantages of debate for speaking development: training spontaneous yet structured speaking; refining grammar and pronunciation; expanding topic-relevant vocabulary; strengthening logical argumentation; building confidence in English public speaking; and fostering critical thinking, research skills, teamwork, and active listening. These findings indicate that debate-based instruction effectively enhances cadets’ communicative competence and key soft skills when supported by consistent practice, peer collaboration, and constructive lecturer feedback. The study positions debate as a viable instructional strategy for semi-military academies and offers implications for curriculum design that integrates language development with preparation for contemporary, globally oriented law enforcement roles.
Critical Thinking in EFL Academic Writing: Influencing Factors and Strategic Approaches Fajaryani, Nunung; Abrar, Mukhlash; Yeni, Fitria; Failasofah, Failasofah; Heryanti, Reny
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran | In Progress|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v2i2.30545

Abstract

Critical thinking is defined as a pivotal role in students' academic writing process, but in practice, the application of this skill often becomes quite a complex challenge for students as they formulate new ideas, analyse, evaluate, and synthesize information, and finally draw conclusions. Therefore, this study was conducted to explore the factors that influence EFL students' abilities and to investigate the strategies they use to develop critical thinking skills in academic writing, especially seventh-semester students majoring in English at a public university in Jambi. This study used a qualitative approach with a case study design. Data were gathered by using semi-structured interviewed with ten students. The researchers examined and interpreted the data collected using Braun and Clarke's stages of thematic analysis. The research findings indicate that EFL students face several factors that affect their ability to develop critical thinking in academic writing. These factors include personal competence issues such as a lack of topic knowledge, linguistic challenges, including difficulties with grammar and vocabulary; and psychological barriers, such as low motivation, lack of self-confidence, and anxiety during supervision. Despite these challenges, EFL students employ various strategies to overcome obstacles in developing critical thinking skills. These strategies include self-management, the use of technological support, cultivating a conducive learning atmosphere, leveraging support systems, and managing tutoring schedule effectively.
Co-Authors Ahmad Syauqi Harsyah Akhmad Habibi, Akhmad Bangun, Wendy Fernando Berliana Sukma Tri Sukarno Capah, Catherine Rohmoia Daniel Happy Putra DARZHINOVA, LIUBOV Delita Sartika Dj S, Intan Kholida Duti Volya Duty Volya Eddy Haryanto Eko Nuriyatman Enny Hidajati Ervan Johan Wicaksana Ezis Japar Sidik Failasofah Failasofah Fortunasari, Fortunasari Friscilla Wulan Tersta Gani Patindra Gustin, Resi Amalia Habizar Habizar Habizar Habizar Habizar Habizar, Habizar Hadiyanto Hadiyanto Hary Soedarto Harjono Hendra, Robi Heri Mudra, Heri HIDAYAT, MARZUL Hutabarat, Roni Rizki Indri Anastasia Irma Suryani Irma Suryani Istifada Istifada Kamid Kamid Kurniawan, Dwi Agus Kurniawan, Raju Lindriana Safitri Liza Septa Wilyanti M. Rico, Felipa Marzul Hidayat Marzul Hidayat MASBIROROTNI - Mayasari Mayasari, Mayasari Mercy Sokoy Miftahudin Miftahudin . Miftahudin Miftahudin Muhammad fauzan Muhammad Fauzan Muhammad Haris Effendi Hasibuan Muhammad Muldan Salim Muhammad Sobri Muhammad Sobri Nadia Mayang Sari Nawangsih, Nawangsih Nazurty Nazurty Nely Arif Ningsih, Ananda Wahyu Nunung Fajaryani Nunung Fajaryani Nunung Fajaryani Nunung Fajaryani, Nunung NUR LAILA Nur Laila Oktavia, Eka Rizki Prapassel, Luxvhyona Fharadhylla Priyanto Priyanto Priyanto Rachmawati Rachmawati Rachmawati Rachmawati Rahayu, Suska Rika Mukti Rd. M. Ali Reli Handayani Reli Handayani, Reli Reny Heryanti, Reny Riang Yulia Gilsih Rico, Felipa M Rizki Niko Wahyuni Robin Pratama Rotni, Masbiro Rustam Saharudin Saharudin Saharudin Saharudin Samsiya SARI, NADIA MAYANG Septi Handayani, Lucy Siti Fitriah Sokoy, Mercy Sri Wachyunni Sukarno, Berliana Sukma Tri Sulistiyo, Urip Suska Rika Mukti Rahayu Tampubolon, Donal Wachyunni, Sri Waluyo, Gatot Hadi Wulandari, Bunga Ayu Wulandiri, Bunga Ayu YANTO YANTO Yeni, Fitra Yeni, Fitria Yulhenli Thabran Zarra, Merlin