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All Journal Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Gramatika EDULITE: Journal of English Education, Literature and Culture Journal of English Literacy Education JPSriwijaya Sriwijaya University Learning and Education International Conference IJIET (International Journal of Indonesian Education and Teaching) Al Ishlah Jurnal Pendidikan English Community Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) Journal of Educational Research and Evaluation JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jurnal Kreativitas PKM Voices of English Language Education Society Journal of English Education and Teaching (JEET) English Language in Focus (ELIF) ENGLISH FRANCA : Academic Journal of English Language and Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Indonesian Journal of Educational Development (IJED) Indonesian Journal of EFL and Linguistics Indonesian Journal Of Educational Research and Review Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Studies in English Language and Education Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Progresif The Journal of English Literacy Education Indonesian Language Education and Literature
Soni Mirizon
Master’s Degree In English Education, Faculty Of Teacher Training And Education, Sriwijaya University, South Sumatera, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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The innovation diffusion, technology adoption, and digital etnopedagogical reading: English lecturer’s agency in reinforcing the ability of the younger generation to retain local knowledge Marzulina, Lenny; Sofendi; Mirizon, Soni
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5584

Abstract

This study examines the role of English lecturers as change agents in promoting innovative digital ethnopedagogical reading in higher education settings. Even though higher education in Indonesia is becoming increasingly digitally oriented, technology adoption is often tool-centered rather than culturally aware, potentially endangering the ability of younger generations to retain local knowledge. This research investigates the factors that influence innovation diffusion and investigates the integration of digital tools with local cultural values (Bidar, Pulau Kemaro, Rumah Limas, Songket Palembang, Kue Maksuba) in reading instruction, as mediated by a lecturer at a state university in Palembang, South Sumatra. Data were gathered from six students chosen through purposive sampling and one lecturer, using a qualitative intrinsic case study design, until data saturation was reached. Primary data collection instruments included semi-structured interviews (lasting 20-30 minutes via WhatsApp video calls) and document analysis (YouTube videos, reading scripts, and chat logs). Four primary themes were identified through thematic analysis in accordance with (Braun & Clarke, 2006): the dynamics of drivers and barriers in innovation diffusion, the transformative impact on linguistic competence and cultural awareness, the systematic implementation through digital platforms, and the dual motivation (pragmatic efficiency and cultural preservation). The results indicate that culturally responsible lecturers, rather than institutional mandates, are the primary driving force behind sustainable innovation. By combining their cultural pride with their English language skills, students created a "glocal identity," demonstrating that tradition and technology can complement each other rather than work against one another. The study suggests that universities should establish communities of practice for cultural innovation, integrate ethnopedagogy into teacher education, address digital infrastructure inequities, and develop culturally grounded digital material repositories to support culturally sustainable educational transformation.
Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia Nurhaliza, Salsabila; Sofendi, Sofendi; Mirizon, Soni
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2538-2568

Abstract

Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia. Small and Secondary Cities in Indonesia face specific challenges when implementing digital transformation in English Language Learning (ELL). This research investigates such challenges in Palembang, South Sumatra, Indonesia, where technology and local (culture-based) values are not well integrated into English language teaching. Objectives: This study aimed to explore the availability and use of digital technologies, the infusion of local culture into teaching-inspired materials and practices, and the challenges and opportunities faced by teachers in developing culturally responsive, digitally based English instruction across varied school types in Palembang. Method: Employing a descriptive qualitative design, data were obtained through semi-structured interviews conducted with five English teachers from urban public, suburban, private, semi-rural, and madrasah schools. The data were analyzed thematically. Findings: Three themes emerged from the interviews conducted with the participants. Inequality in access to and use of digital technology between urban and semi-rural schools is considerable due to infrastructural challenges that discourage effective pedagogical practices. There is little representation of Palembang's local culture in the English-language instructional materials developed for students, despite teachers believing it could serve as a valuable component of the educational process. Conclusion: This study shows that meaningful digital transformation in English language education cannot rely solely on technology. It requires a coordinated approach that strengthens both technological infrastructure and culturally relevant pedagogy. For digital integration to truly benefit students, schools need system-level support: curriculum reforms that allow space for regional content, ongoing professional development that blends digital skills with cultural pedagogy, and fair resource distribution that prioritizes underserved schools. Without these combined efforts, digital initiatives risk deepening rather than reducing existing educational inequalities. Keywords: culturally responsive pedagogy, digital divide, teacher agency, english language learning.
The journey of language acquisition of third culture kids living in Indonesia Solange Francielle Silva; Soni Mirizon; Sary Silvhiany
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243030

Abstract

International mobility is a distinctive feature of the world of the 21st century. Individuals and their families are often moving due to business, job assignments, pursue further education etc. The children brought up in this mobility scenario are known as Third Culture Kids (TCKs). They are often exposed to different languages and cultures, what gives them unique abilities, but also brings numerous challenges. The objective of this article was to have a better understanding of TCKs living in Indonesia and what their journey of language acquisition in the country looked like. To answer these questions we collected data from 2 TCKs living in Indonesia, through interviews and artefacts using thematic analysis. The findings revealed that the TCKs living in Indonesia are traditional TCKs according to Pollock & Recken’s framework of TCKs. Regarding to their journey of language acquisition the parents played an important role choosing schools and implementing a family language policies at home in order to teach them their first language, hence, parents language. However the TCKs chose to use English, as their first language due to the third culture environment they were surrounded with.
FEEDBACK THAT SPEAKS: UNCOVERING STUDENTS’ PERCEPTIONS TO CORRECTIVE FEEDBACK IN FORMAL SPEAKING CLASS Muhammad Herdiyansyah; Soni Mirizon
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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

Abstract

This study examines how students feel about receiving corrective feedback from lecturers in the Speaking for Formal Interaction course and how it helps them become more proficient speakers. English education students participated in the study, which used a case study design. After being gathered via focus groups and questionnaires, the data was subjected to a thematic analysis. According to the findings, students believe that corrective feedback is crucial, particularly in formal settings. Direct correction was preferred by 27.4% of the 95 respondents, followed by recast (26.3%) and metalinguistic feedback (21.1%), indicating a preference for clear, direct feedback. This is corroborated by the fact that 12 out of 20 FGD participants preferred Direct Correction due to its advantages for clarity and retention. Students of all proficiency levels emphasized its linguistic and affective benefits. According to the study, in order to improve speaking performance, lecturers should establish a supportive environment and balance the different kinds of feedback.
Raising Bilingual Children: an Exploration of Language Ideology and its Practices in an Indonesian Family Riza Yoga Indriani; Sary Silvhiany; Soni Mirizon
Indonesian Language Education and Literature Vol. 7 No. 1 (2021)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v7i1.8733

Abstract

The role of parents' beliefs or ideology is one of the most important factors in promoting the strategies for encouraging children's bilingual development. This case study examined how the parents' beliefs influenced an effort to practice the languages at home. The data were obtained through observation, in-depth interviews, digital artefacts, and language portrait silhouettes with English-Indonesian bilingual parents, and three children at the age of 6 to 11. Nvivo12 Plus application was used to organize and code the data. The results revealed that the parents believed in the importance of laying language foundations at the golden age as this could lead to shaping confident bilingual children. Findings also highlight the influential factors in parental ideology, i.e. the changing era, parents’ experience, and the support from the extended family. Although parents chose a non-bilingual school for their children, they could practice English dominantly with children at home with a wide range of strategies. Kepercayaan atau ideologi orang tua merupakan salah satu faktor yang paling penting untuk mendukung strategi dan mendorong perkembangan bilingual anak-anak. Studi kasus ini bertujuan untuk meneliti bagaimana kepercayaan orang tua mempengaruhi upaya untuk mempraktekkan bahasa di rumah. Data diperoleh melalui observasi, wawancara mendalam, artefak digital, dan siluet potret bahasa dengan orang tua bilingual Inggris-Indonesia, dan tiga orang anak berusia 6 hingga 11 tahun. Selanjutnya, data tersebut disusun dan dikodekan dengan menggunakan aplikasi Nvivo12 Plus. Hasil penelitian ini menunjukkan bahwa orang tua mempercayai pentingnya meletakkan dasar bahasa pada usia emas karena hal ini dapat membentuk anak bilingual menjadi percaya diri. Hasil ini juga menunjukkan bahwa ada beberapa faktor yang memengaruhi ideologi orang tua, yaitu perubahan zaman, pengalaman orang tua, dan dukungan dari keluarga besar. Meskipun orang tua memilih sekolah non-dwibahasa untuk anak-anak mereka, mereka dapat berlatih bahasa Inggris secara dominan dengan anak-anak di rumah dengan berbagai strategi.
Out-of-Field Teaching in Elementary Schools: Preparedness of Pre-Service PPG English Graduates in Indonesia Khofifah Indah Sari; Soni Mirizon; Machdalena Vianty
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19929

Abstract

The Pre-service Teacher Professional Education programme (PPG Prajabatan) in Indonesia faces ongoing challenges related to assignment linearity, resulting in a gap between specialization-based training and classroom realities. This issue is particularly evident among English education graduates assigned to elementary schools and required to teach multiple core subjects beyond their training. This qualitative single-case study investigated how the pre-service PPG programme prepared English education graduates for non-linear teaching roles, focusing on the experiences of English specialists transitioning to generalist roles in elementary schools. Data were collected through semi-structured interviews with graduates in Palembang and analysis of PPG syllabi and relevant government regulations. Interview data were thematically analyzed, while documents were examined through content analysis to evaluate professional preparedness and identify systemic competency gaps. The findings reveal that, while the programme successfully developed pedagogical, technological, administrative, and professional competencies, these forms of preparedness were largely universal and insufficient for managing multidisciplinary content and diverse classroom needs at the elementary level, positioning formally certified teachers as contextually underprepared. The study found that professional preparedness cannot be ensured through certification alone without alignment between training design and placement context. This research contributes to teacher education by providing evidence to inform policy reform towards level-based teacher preparation and structured support after certification.
Pelatihan Penggunaan Culturally Responsive Teaching bagi Guru untuk Penguatan Pembelajaran Literasi Fiftinova Fiftinova; Sofendi Sofendi; Soni Mirizon; Eryansyah Eryansyah; Ismail Petrus; Zuraida Zuraida; Hariswan Putera Jaya; Alhenri Wijaya; Nova Lingga Pitaloka; Lianasari Lianasari; Yentri Anggeraini; Fitria Aprilia
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 8 (2026): Volume 9 Nomor 8 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i8.26927

Abstract

ABSTRAK Literasi merupakan kemampuan penting bagi siswa yang dapat menunjang keberhasilan belajar, pertumbuhan individu dan berkomunikasi. Sekolah berperan penting untuk berkontribusi pada upaya peningkatan kemampuan literasi siswa, dan salah satu caranya adalah dengan menerapkan pendekatan Culturally Responsive Teaching (CRT). Pelatihan ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan CRT pada pembelajaran literasi serta memfasilitasi guru mengembangkan materi berbasis budaya. Metode pelaksanaan adalah pendampingan teknis (Participatory Action Research), dengan 7 sesi luring/daring, evaluasi pre dan post survey, observasi dan dokumentasi tugas. Sebanyak 81,25% guru menunjukkan peningkatan kompetensi; seluruh materi ajar yang dihasilkan berada pada kategori baik hingga sangat baik. Pelatihan CRT berhasil meningkatkan pemahaman konseptual, keterampilan literasi berbasis budaya, dan kemampuan merancang materi ajar kontekstual bagi guru di Desa Tanjung Baru, Ogan Ilir. Kata Kunci: Literasi, Kemampuan Literasi, Pengajaran Literasi, Culturally Responsive Teaching.  ABSTRACT Literacy is an important skill that can support students’ learning success, personal growth, and communication. Schools, alongside homes, play an important role in improving students’ literacy skills, and one way to do this is by implementing Culturally Responsive Teaching (CRT). This training aims to improve teachers’ understanding and skills in integrating CRT into literacy learning and facilitate teachers in developing culture-based materials. The implementation method is technical assistance (Participatory Action Research) with 7 face-to-face/online sessions, pre and post surveys, observation, and task documentation. 81.25% of teachers showed improved competence; all teaching materials produced were rated as good to excellent. CRT training successfully improved conceptual understanding, culture-based literacy skills, and contextual teaching material design abilities for teachers in Tanjung Baru Village, Ogan Ilir. Keywords: Training, Literacy Skills, Literacy Teaching, Culturally Responsive Teaching.
Ecological Resilience Among English Teachers: Navigating Institutional and Social Challenges Ayu Febiola; Soni Mirizon; Rita Inderawati
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18306

Abstract

This study investigates the ecological resilience of English teachers as they navigate institutional and social challenges in a private English course in Palembang, Indonesia. Grounded in Bronfenbrenner's Ecological Systems Theory, the research examines how teachers maintain their professional commitment and well-being through the interplay between personal, institutional, and social systems. Using a qualitative case study design, data were collected from ten senior teachers at Gloria English Course through semi-structured interviews and documentation. Thematic analysis was employed to identify recurring themes related to teachers' resilience across ecological layers. The findings reveal that teachers encounter institutional challenges, including policy inconsistency, excessive workload demands, and limited resources, alongside social pressures from parental expectations and workplace dynamics. Despite these difficulties, teachers demonstrated a strong adaptive capacity through personal strategies, including emotional regulation, self-reflection, and spiritual coping. Social and managerial support, especially collegial collaboration, empathetic leadership, and professional trust, played a vital role in maintaining teachers' motivation and stability. The results emphasize that resilience is not a fixed individual trait but a dynamic process shaped by reciprocal interactions between teachers and their environments. This study enriches the understanding of teacher resilience by emphasizing ecological perspectives within private educational contexts, an area that remains underexplored in Indonesian EFL research. Promoting supportive institutional systems and fostering collaborative work cultures can enhance teachers' resilience, improve well-being, and sustain professional quality in private language education.
The Influence of EFL Students’ Socioeconomic Background on English Learning Motivation: A Lesson from Rural Indonesian High Schools Sholihatuddina, Nurus; Mirizon, Soni; Mirizon, Amrullah
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4931

Abstract

Motivation is a critical factor in English language acquisition, and its significance is widely acknowledged. However, disparities in income and resources, particularly in rural schools, strongly affect how motivated students feel. Socioeconomic status (SES) is recognized as a factor that influences academic achievement. The effect of SES on students’ motivation to learn English in rural Indonesia has not been widely studied. This study aims to investigate how socioeconomic status (SES) influences students' English learning motivation. This study used a qualitative case study method with 15 participants, selected and grouped according to the Modified Kuppuswamy Scale. This qualitative case study looks at how SES influences the motivation of students at a senior high school in a rural area. Data were collected through semi-structured interviews and analyzed using thematic analysis, employing Bourdieu’s (1986) concepts of cultural capital and habitus, as well as Gardner and Lambert’s (1972) Socio-Educational Model of Second Language Acquisition. The findings suggest that SES does not directly influence motivation. Instead, SES affects motivation indirectly through access to learning resources, family support, self-confidence, and social perception. Despite limited resources, students from lower socioeconomic backgrounds frequently remain motivated by aspirations for improved future opportunities. The study demonstrates that students who possess personal agency and receive support from teachers are more capable of addressing economic challenges. The findings further recommend the implementation of inclusive teaching methods and ensuring equitable access to resources for rural learners.
Online Learning Amidst Covid 19 Pandemic Disruption: EFL Lecturers and Students’ Classroom Interaction Putri Erwani; Sofendi; Soni Mirizon
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i1.4527

Abstract

Due to Covid 19 pandemic, for the last two years face-to-face classroom instruction in all education level has been migrated to online mode which may be conducted elsewhere outside of the face-to-face classroom context. This shifting brings a new trend in the classroom interaction between teachers and students. This study aims at finding out types of classroom interaction the lecturers and students do in running online learning in a public university in Palembang. Qualitative method with a case study design was employed in this study. The participants of this study were the lecturers and students who taught and learned speaking subject in English education study program at one public university. The data were collected through observation and interview to the EFL lecturers and students. The data were analyzed by using thematic analysis through coding process. The findings revealed that there were four kinds of classroom interactions commonly happened during the online learning activities, viz. Student-instructor, student-student, student-content, and student-interface interactions.
Co-Authors Agus Saripudin Agus Wahyudi Alhenri Wijaya Amiroh, Rizqi Amrullah Amrullah Amrullah Anggraini, Fenisya Arba Ina Putri Asti Gumartifa Ayu Febiola Azrielyani, Thadya Badriyah Ulfah Bambang A. Loeneto Chuzaimah Dahlan Diem, Chuzaimah Dahlan Desi Ramasari Diemroh Ihsan Diemroh Ihsan, Diemroh Eka Septiani Erlina Erlina Ernalida Ernalida ERYANSYAH, ERYANSYAH Fairuz Putri Khalisa Fiftinova Fiftinova, Fiftinova Fitria Aprilia Hanafziah Miftahul Fajri Hanafziah Miftahul Fajri Handayani, Rindu Hariswan Putera Jaya Hotna Sari Siregar Ida Rosmalina, Ida Inderawati, Rita Becce Ira Audina Pratiwi Irfan, Abdullah Irnansyah Irnansyah Ismail Petrus JOSI EKA PANTARA PERDANA, JOSI EKA PANTARA Khairunnisa, Fathia Khofifah Indah Sari Khotimah, Arria Koller, Muthia Zahranisa Lenny Marzulina, Lenny Lestari, Tri Puja Lianasari Lianasari Machdalena Vianty Machdalena Vianty Machdalena Vianty Margaretha Dinar Sitinjak, Margaretha Dinar Mariadi Mariadi, Mariadi Maskana, Nurul Mbarep Wicaksono Milyarni, Farrah Dina Mirizon, Amrullah Muhammad Herdiyansyah Mulyadi Eko Purnomo, Mulyadi Eko Muslih Hambali Nandang Heryana Nemisis Dahnisah Argasetra Neti Herawati Nova Lingga Pitaloka Novita Sari Nur Annisa Nur Annisa Nurahayati Nurhayati Nurhaliza, Salsabila Nurholis, Dewi Nurlista Iryanti Nurul Fauziah Nurul Fauziah NURUL WAHYUNI Octavina, Cindy Pandesha, Freshy Loisan Putri Erwani Putri Erwani Rana Taneta Putri Rani Septi Sapriati Ria Elviana Rindu Handayani Ririn Arsita Riski Aginia Hafizha Rita Hayati Rita Inderawati Riza Yoga Indriani Rizki Fadhliyah Roharjo, Makmum Rozaiman bin Makmun Salsabila, Fera Sary Silvhiany Shilviany, Sary Sholihatuddina, Nurus Silva, Solange Francielle Sisimetrika Katleyana Siti Jayanti Rahma Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Solange Francielle Silva Sri Indrawati, Sri Tamara Becce Tenridinanti Tasyaa, Nabilla Tenridinanti, Tamara Becce Ulfah Oktaviani Yentri anggeraini Zahra Alwi, Zahra Zuraida Zuraida Zuraida Zuraida