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All Journal International Journal of Evaluation and Research in Education (IJERE) Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Pandecta Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Jurnal Mahasiswa Fakultas Hukum PREMISE: Journal of English Education and Applied Linguistics Erudio: Journal of Educational Innovation English Review: Journal of English Education Jurnal Al-Tadzkiyyah Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu IJoLE: International Journal of Language Education Al-Hayat: Journal of Islamic Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang JTP - Jurnal Teknologi Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika REiLA: Journal of Research and Innovation in Language Journal of K6 Education and Management IJELR: International Journal of Education, Language, and Religion Journal of Research on English and Language Learning (J-REaLL) Journal of English Teaching and Learning Issues JOLLT Journal of Languages and Language Teaching Journal of English Language and Education DINAMIKA ILMU: Jurnal Pendidikan Online Learning in Educational Research TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Innovation and Education Research International Journal of Educational Best Practices REGISTER JOURNAL Jurnal Pendidikan Progresif Journal of Educational Studies ETERNAL: English Teaching Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal bahasa, sastra, seni, dan pengajarannya Studies in English Language and Education Jurnal Ilmu Pendidikan
Utami Widiati
Universitas Negeri Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs: Khoiriyah; Utami Widiati; Bambang Yudi Cahyono; Sri Rachmajanti
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.v11i1.2659

Abstract

This paper presents the online teaching practice program that influence EFL pre-service teachers’ (PSTs) emotional experiences as the pre-cursor of their professional identity construction. This study involved six   PSTs enrolled teaching practice program in an initial teacher education. Dialogic reflection before, during, and after teaching enactment was employed to dig up information about their emotional experiences in an online classroom setting. The data were analyzed using appraisal analysis (Martin and White, 2007) and thematic analysis. The results document negative emotional experiences such as feeling dissatisfaction, doubtful, and confusion which lead to positive emotional experiences, such as caring. Factors that influence PS Ts’ emotional experiences in online teaching practice are lack of Curriculum Knowledge (CrK), lack of subject-matter knowledge or Content Knowledge (CK), and lack of Pedagogical Knowledge (PK) in terms of assessing students’ competence, and the interlink between theory and practice. All PS Ts develop a good understanding of how to exploit technological tools by encouraging their self-concept. This study substantiates the importance of shared-space coaching for teacher mentors before they become an escort for PSTs who are going to be professional teacher mentors.
From International Experience to Intercultural Competence: Indonesian EFL Teachers' Reflection Ulil Fitriyah; Utami Widiati; Yazid Basthomi; Anik Nunuk Wulyani
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.v11i1.2679

Abstract

Current developments in English Language Teaching (ELT) have heightened the urgent need for intercultural competence as another essential skill in contemporary language education. Today’s EFL teachers are required to possess intercultural competencies to effectively assist students in raising their intercultural awareness. This study aims to examine teachers’ international experiences regarding the development of their intercultural competence, utilizing the developmental model of intercultural sensitivity (DMIS) proposed by Bennett (1986, 2017) as the framework. Through the application of a multiple narrative approach, we analyzed the stories of two higher education teachers, collected via document study and three-cycle interviews. The results demonstrate the complexities of teachers’ intercultural competence development and highlight an important aspect: one’s intercultural progression, as they may flexibly alter based on the situation and condition faced at a given moment.
THE RELATIONSHIP BETWEEN READING ACHIEVEMENT AND METACOGNITIVE READING STRATEGIES OF EFL STUDENTS AT ISLAMIC BOARDING SCHOOL Susilo, Dinantari; Widiati, Utami; Wulyani, Anik Nunuk
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.93027

Abstract

This study focuses on the immersion foreign language development program at an Islamic boarding school in Pasuruan, examining how EFL students use metacognitive reading strategies and how these relate to their reading achievement. Quantitative data were collected from an adapted Survey of Reading Strategies (SORS) and reading scores of 58 students from two assessments (the language program and an independent observer). The findings indicate that students generally view themselves as frequent users of metacognitive strategies, supported by a mean SORS score of 3.7, with the highest use in Problem-Solving strategies (M = 4.026). However, no significant correlation was found between Problem-Solving strategies and reading achievement. In contrast, significant relationships emerged between language program test scores and specific strategies such as Overviewing, Guessing, and Information Dealing. The study emphasizes the need to integrate metacognitive strategy training into reading instruction to support comprehension and learner autonomy among EFL students in boarding school environments.
From Reading Comprehension to Critical Literacy: Adapting Huh's Model in Online Indonesian EFL Classrooms Dian Resty Pratiwi Ahmad; Utami Widiati; Ekaning Dewanti Laksmi; Siti Muniroh; Dewi Masitho Istiqomah
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1087

Abstract

ritical literacy has become an essential component of English as a Foreign Language (EFL) reading instruction, yet its implementation remains challenging in online learning environments where students often struggle to move beyond literal comprehension toward critical engagement with texts. Although Huh’s instructional model provides a structured framework for developing critical literacy, evidence regarding its adaptation to online EFL contexts remains limited. This study investigated how an adapted version of Huh’s model supported the development of reading comprehension and critical literacy in an online Indonesian EFL classroom. Employing collaborative classroom action research, the study involved 21 undergraduate students across three iterative instructional cycles. Data were collected through reading assessments, students’ digital artifacts, and structured online classroom observations, and analyzed using descriptive statistics alongside Miles and Huberman’s interactive qualitative analysis. The findings indicate that the adapted model progressively strengthened students’ reading comprehension and critical literacy by integrating scaffolded learning activities, explicit instruction in critical literacy concepts, locally relevant sociopolitical texts, and student-generated critical questioning. The iterative refinement of instructional practices also encouraged students to engage more critically with multiple perspectives and develop evidence-based responses to authentic social issues. This study extends Huh’s framework by demonstrating how context-sensitive pedagogical adaptations can effectively support critical literacy development in online EFL settings. The findings offer practical guidance for designing online reading instruction that integrates critical pedagogy with meaningful local contexts while fostering students’ critical engagement with contemporary societal issues.
Cohesive devices in argumentative essays by Indonesian EFL learners Meyga Agustia Nindya; Utami Widiati
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1949

Abstract

Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.
ChatGPT vs. human-made argumentative essays: Which is more critical? Agunawan Agunawan; Utami Widiati; Nunung Suryati; Kardi Nurhadi
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10998

Abstract

The integration of artificial intelligence (AI) into the education sector is becoming increasingly unavoidable; however, the ability of AI systems, such as ChatGPT, to generate critically argumentative texts remains insufficiently examined. This study explored whether argumentative essays authored by humans exhibit greater critical depth than those generated by ChatGPT. This study employed a sequential explanatory mixed-methods design. Ten Indonesian university students voluntarily composed two argumentative essays—on the topics of “city dumps” and “slum neighborhoods”—following an experiential learning model, resulting in 20 human-produced texts. ChatGPT was tasked with generating 20 essays on the same topics. The data were analyzed using the Holistic Critical Thinking Scoring Rubric (HCTSR) developed by Facione (2020), as follows: three blind raters assessed all 40 essays for critical thinking using standardized rubrics. Quantitative analysis (t-tests) and qualitative content inspection revealed that human essays consistently achieved higher scores for experiential breadth, perspective diversity, counterargument integration, and emotional resonance. These findings indicate that despite advancements in natural language generation, AI-produced argumentative writing still lacks the critical sophistication that human authors demonstrate. This study indicates that future AI development must move beyond surface-level fluency to better emulate the nuanced socio-contextual sophistication of human reasoning.
Behavioural, Cognitive, and Emotional Engagement in Task-Based Grammar Learning: A Qualitative Case Study of Indonesian EFL Undergraduates Muhammad Reza Pahlevi; Utami Widiati; Nunung Suryati; Francisca Maria Ivone; Niamika El Khoiri; Elih Sutisna Yanto
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.32939

Abstract

This qualitative case study investigated how behavioural, cognitive, and emotional engagement manifested in task-based grammar learning and how Indonesian EFL undergraduates perceived the features supporting or constraining their engagement. Five first-semester students were recruited from a class of 25 in an English education program at a public university in West Java, Indonesia. Data were collected through semi-structured online interviews and students’ storytelling drafts. Interview transcripts were analysed using a six-phase thematic analysis, while the drafts were examined as complementary evidence of students’ grammatical choices and revisions. Member checking, peer debriefing, and data-source triangulation were employed to strengthen credibility. The findings revealed that behavioural engagement was manifested through active participation, persistence, error correction, and revision. Cognitive engagement emerged through narrative planning, text comparison, monitoring of grammatical choices, connection of grammar to meaningful contexts, and strategic use of digital resources. Emotional engagement involved enjoyment, enthusiasm, confidence, challenge, and occasional stress. Students generally perceived task-based grammar learning as meaningful and motivating because contextualised storytelling, familiar topics, planning, focused feedback, and revision enabled them to use grammar for communicative purposes. Nevertheless, excessive task demands, insufficient support, and difficulty transferring grammatical knowledge from structured tasks to spontaneous communication constrained their engagement. The study demonstrates that engagement in task-based grammar learning is multidimensional, interconnected, and conditional rather than an automatic outcome of task use. Grammar instruction should therefore combine meaningful tasks with manageable challenge, appropriate scaffolding, attention to form, and opportunities for reflective revision.
The Effectiveness of Student-Initiated Media in Developing the Speaking Performance of Junior-High-School Students Maslikah, Khotim; Widiati, Utami
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 1 (2021): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v5i1.361

Abstract

This article reports the effectiveness of student-initiated media in teaching speaking to ninth graders of a junior high school. Using a pre-experimental design, this study involved 85 students, being given an experimental treatment in the form of a freedom to choose and use their own media to present an English advertisement, one of the basic competences the students had to master in the semester when the data were being collected. A pre-test in the form of oral interview was given at the beginning of the study, followed by the implementation of the research treatment. At the end of the study, the students took a post-test of a similar format. In other words, the data in this study were in the form of the students’ speaking performance. With the help of SPSS, a test was employed to check the effectiveness of the media. Besides, informal interview with the students show that they felt more relaxed and less anxious when using the media while speaking. It is recommended that teachers make use of such media in the classroom for designing democratic classroom atmosphere so that students experience joyful learning and tend to speak more.
Key Features of the Process Approach and Their Pedagogical Implications: Challenges for the Indonesian Context Utami Widiati
Jurnal Ilmu Pendidikan Vol. 11 No. 3 (2004)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v11i32004p%p

Abstract

Paradigm shifts have occurred in the teaching of writing in the ESL context. The process approach, the paradigm of the reinvented rhetoric, as Freedman and Pringle (in Emig, 1982: 2022) call it, emphasises the view of writing as a process of developing organisation as well as meaning. This article examines the challenges of the process approach for the Indonesian context. It begins with the description of the key features of the approach. The article also highlights what pedagogical implications the features have for writing instruction in EFL/ESL writing classrooms.
Possible Challenges of Teacher Research for Teacher Professional Development Utami Widiati
Jurnal Ilmu Pendidikan Vol. 7 (2000): Special Issue
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v7i2000p%p

Abstract

Teacher research (i.e. action research) has gained acceptance as a tool for teacher professional development. In spite of its increasing popularity in language classrooms, concerns have been raised in the implementation of teacher research, such as issues of quality, sustainability, the development of standards, and accessibility. In the Indonesian context, the unprofessional working conditions and the education background of most teachers have made it difficult for teachers to sustain and access research. Since changing the former appears beyond the aim of this article, it is suggested that teacher education institutions focus on the latter, revisiting the curriculum of teacher education to provide more research components.
Co-Authors , Nunung Suryati Abda Abda Ach. Amirudin Afandi, Titah Afendi Hamat Agria Golda Vegetari Agunawan Agunawan Ahmad Heki Sujiatmoko Ajeng Dini Arfianti Ali Saukah Aminuyati Ana Ahsana El Sulukiyyah Anam Fadillah Anang Santoso Andika Agung Sutrisno Andina, Diah Maya Andini Septama Sari Ani Susanti Anik Nunuk Wulyani Anik Nunuk Wulyani Anik Nunuk Wulyani Annishah Annishah Annishah Annishah, Annishah Annur Rofiq Any Eka Nur Hidayati Arik Susanti, Arik Ary Fauzi Ary Setya Budhi Ningrum Asnawi Muslem Atika Kumala Dewi, Atika Kumala Aurora Paramahita Kusumawardhani Aziz, Imam Nur Bambang Yudi Cahyono Beby Maharani Masyitha Beleven Khrismawan Budi Eko Soetjipto Chusnul Chotimah, Ima Damayanti, Elok Damiri, Sylvia David Imamyartha Dedi Kuswandi Degeng, I Nyoman Delsa Miranty Deni Yatri Devanti, Yeni Mardiyana Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Dewi Masitho Istiqomah Dhaifi, Ilzam Diah Maya Andina Dian Resty Pratiwi Ahmad Dina Puspita Rini Diska Fatima Virgiyanti Dwi Fita Heriyawati Ekaning Dewanti Laksmi Ekaning Dewanti Laksmi Eko Ariwidodo El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Elih Sutisna Yanto Emy Sudarwati Endah Yulia Rahayu Enny Irawati Ery Tri Djatmika RWW Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zein Evynurul Laily Zen Fachrurrazy Fachrurrazy Fadilla Halim Faradila Masuara Fazri Nur Yusuf Febriani, Adelia Fitriah, Rina Fitriatul Masitoh Fitriyah, Ima Flora Debora Floris Francisca Maria Ivone Furaidah Furaidah Furaida Galita Febrian Pratidina Gazali Lembah Hamat, Afendi Hardina D. Ni’mah Harfal, Zaldi Hartia Novianti Haryana, Lia Helena Octavia Hernik Farisia Him’mawan Adi Nugroho I Nyoman Sudana Degeng Ima Chusnul Chotimah Ima Dwi Lailatul Firda Ima Fitriyah Ima Fitriyah Imam Nur Aziz Imamyartha, David Imron Arifin Indri Astutik Indri Astutik Indri Astutik Januarius Mujianto Januarius Mujianto Johannes Ananto Prayogo Jonathans, Peggy Magdalena Joni Alfin Julianda Julianda Kardi Nurhadi Kardi Nurhadi Khafshoh, Adira Lizaria Khoiriyah Khoiriyah Khoiriyah Khoiriyah Khoirul Anwar Khotim Maslikah Khulaifiyah Khulaifiyah, Khulaifiyah Khusnul Khotimah Kukuh Prayitno Subagyo Lailatun Nisvi Rizki Amalia Lestari R, Kenny Shania Lilis Nur Hidayati Lina Hanifiyah Lina Hanifiyah Lulu Laela Amalia Lutfiyan Khusyabaroh M. Adnan Latief M. Ramli M. Zaini Miftah Maba, Aprezo Pardodi Maharani Khansa Mahbub, Moh. Arif Mandasari, Berlinda Mardhatillah, Mardhatillah Maslikah, Khotim Mega Fariziah Nur Humairoh Meisa Diningrat, Syaiputra Wahyuda Metaria Metaria Meyga Agustia Nindya Miftahul Janah, Miftahul Mirjam Anugerahwati Mohammad Hamidi Masykur Muhammad Muchsin Afriyadi Muhari Muhari Muhimatul Murtafi'ah Mujianto, Januarius Murtafiah, Muhimatul Muslim, Abd. Hakim Mustofa, Mutmainnah Nadhifah, Siti Nahak, Kristina E. Noya Niamika El Khoiri Noverita Wahyuningsih Nunuk Wulyani, Anik Nunung Suryati Nunung Suryati NUR CHAKIM Nur Hayati Nur Hayati Nur Mukminatien Nurhidayati Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah, Nurkamilah Nurul Atma Octavia, Helena Pahlevi, Muhammad Reza Pechinthorn, Komm Peggy Magdalena Jonathans Peggy Magdalena Jonathans Priyatno Ardi, Priyatno Punaji Setyosari Putri, Elsa Desi Rachel Mmapitso Maboa Rachmadhany, Clarita Dianmonica Rachmi Sulistyarini Radita, Cindy Raisa Fadilla Renandya, Willy Ardian Rendhi Fatrisna Yuniar RIRIN PUSPARINI Risya Astrifiya Cahyani Rizqi Khoirunnisa Rofiqoh Rofiqoh Rofiqoh Rofiqoh Romadhon , Adi Sasongko Roni Wibowo Rosyidah Rosyidah Saida Ulfa Saiful Marhaban Salsabila Gita Nurani Santi Erliana, Santi Saprudin Saprudin Sharif , Tengku Intan Suzila Tengku Sharif, Tengku Intan Suzila Tengku Sharmini Abdullah Shinta, Lucia Geneviave Bella Shirly Rizki Kusumaningrum Sintha Tresnadewi Siti Muniroh Siti Muniroh Sri Rachmajanti Sri Rachmajanti Sri Widayati Sri Wuli Fitriati Sriati Usman Suharmanto Suharyadi Supriyono, Yusup Susilo, Dinantari Suzila, Tengku Intan Syafik, Moh. Sylvia Sylvia Sylvia, Sylvia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taris, Tarisman Teguh Sulistyo Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Sharif, Tengku Intan Suzila Tommy Hastomo Triana Indrawini Ubaidillah, M. Faruq Ulil Fitriyah Uluul Khakiim Uswatun Khasanah, Yunita Utari Praba Astuti Wahjoedi Wardani Dwi Suhastyanang Wijayanti, Erythrina Crista Wiwiet Eva Savitri Wiwiet Eva Savitri Wiwin, Darwin Yazid Basthomi Yeni Mardiyana Devanti Yunita Puspitasari Zaldi Harfal Zalva Fajhira Shabrina Putri