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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Knowledge Engineering and Data Science Indonesian EFL Journal Jurnal Madah English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) International Journal of Visual and Performing Arts Ethical Lingua: Journal of Language Teaching and Literature UAD TEFL International Conference Journal of English Language and Education International journal of education and learning Indonesian Journal of English Teaching Studies in English Language and Education Leksema: Jurnal Bahasa dan Sastra Teaching English as a Foreign Language Journal ADJES (Ahmad Dahlan Journal of English Studies) BAHASTRA Englisia
Bambang Widi Pratolo
Universitas Ahmad Dahlan
Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Investigating Problems of Inductive Approach in ELT During Early Career of Indonesian EFL Teachers Leky, Abdul Majid S; Pratolo, Bambang Widi; Oktavianti, Ikmi Nur
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.33871

Abstract

The controversy of whether the English language should be taught inductively or deductively, implicitly or explicitly, consciously or subconsciously does not seem to arrive at its compromises yet. In the meantime, the methodology for English language teaching in the Indonesian EFL context has been ascribed to the inductive teaching paradigm. However, practical demands seem to have forced the teachers to develop their own teaching strategies. It is a serious problem for English teachers, especially during their early-career teaching. The current study aims to investigate problems in the implementation of inductive approaches along with some key strategies to cope with the problems. The data were obtained through a semi-structured interview involving two EFL teachers. The data was sourced from the participants' stated experiences and documents of their recorded classroom practice. The results yielded numerous contextual problems using an inductive approach, including students' capability, grammar complexity, achievement, and time insufficiency. The study also revealed key strategies teachers take, including re-adjusting their instruction procedures when an inductive approach is applied. The study implies that teachers and educational practitioners should be aware of redesigning existing learning methodologies that can be more contextualized and meet the learners' needs.
Voices of Ahmad Dahlan University English Literature Students regarding the Use of YouTube in Teaching English Kusdaryono, Junianto Bayu; Ananta Tur, Ajar Pradika; Pratolo, Bambang Widi
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 2 (2024): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.2.146-157

Abstract

This qualitative study investigates the perspectives of English literature students at Ahmad Dahlan University regarding the use of YouTube as a teaching medium for English. The aim of this research is to understand the strengths and weaknesses of YouTube as a platform for teaching English through the voices of the students. Through semi-structured interviews, the study explores the students' perceptions of the benefits and drawbacks of using YouTube for English language instruction. The findings reveal that while most students support YouTube for English teaching due to its accessibility and visual/auditory learning, some express concerns about distractions and lack of real-time feedback. Students suggest strategies like incorporating animations, selecting high-quality content, and utilizing interactive features. Previous research also supports the positive perception of using YouTube for English language instruction, with references provided.
Exploring internal challenges and coping strategies in online English learning via Google Meet: A study of 7th grade students in Yogyakarta Pratolo, Bambang Widi; Beliarita, Liza; Alsulami, Naif Daifullah
BAHASTRA Vol. 44 No. 2 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v44i2.540

Abstract

Google Meet is widely used application for distance learning, but its use presents both external and internal challenges for students. This study focuses solely on the internal challenges faced by students. The aim of this research is to identify the problems encountered in using Google Meet for online English learning and to explore the strategies students employ to overcome these issues. The study was conducted with seventh-grade students from a private junior high school in Yogyakarta. A descriptive qualitative method was used, with eight seventh-grade students participating as research subjects. Data were collected through interviews and documentation, with pseudonyms used to protect students' privacy. The research identified several key internal challenges, including a lack of motivation, difficulties interacting with teachers and peers, challenges in maintaining focus, reduced confidence in using Google Meet, and difficulties with group assignments. In response to these challenges, students implemented various strategies, such as taking notes on material presented by the teacher, seeking further clarification from teachers or classmates, completing assignments on time, being more active and communicative during lessons, and strengthening their focus and attention. The findings of this study suggest that educators need to be aware of the internal challenges students face when using digital tools like Google Meet for online learning. Schools and teachers may need to provide more guidance and support to help students stay motivated and engaged in virtual classrooms. Additionally, developing student-centered strategies to enhance interaction and improve focus during online sessions is essential for ensuring effective learning outcomes.
Students’ voices on how drama builds English-speaking confidence in an Indonesian university Pratolo, Bambang Widi; Dewi, Nuria Punjastala
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1748

Abstract

This qualitative case study examines how drama supports English speaking confidence among undergraduate students in an English Education Study Program. Data were obtained from video recorded analyses of three performances by seventeen students and interviews with six purposively selected participants. The analysis followed Braun and Clarke’s thematic procedures. Six themes emerged. Repeated practice strengthened confidence. Role play functioned as an emotional shield that reduced self-consciousness. Students experienced a shift from hesitation to greater fluency. Nonverbal behaviors signaled increased assurance. Peer support helped students regulate emotions during performance. Participants viewed drama as more engaging than conventional instruction. The findings align with Bandura’s self-efficacy theory and Krashen’s affective filter hypothesis. Drama provided mastery experiences, social models, persuasive feedback, and reduced anxiety, which supported language development. The study offers practical direction for curriculum design by recommending scaffolded drama tasks in speaking courses. Teachers are encouraged to use role play and impersonation activities to strengthen confidence. The study contributes contextually by examining a compulsory drama course in a private university, providing evidence of confidence gains that are transferable beyond elective drama contexts.
SECONDARY STUDENTS’ CYCLICAL SELF-ASSESSMENT PROCESS MEDIATED BY GRAMMARLY IN RECOUNT TEXT WRITING Fajriati Astuti; Bambang Widi Pratolo
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10993

Abstract

This research examines the cyclical self-assessment process in an English language learning class facilitated by Artificial Intelligence (AI). Guided by the research question, “How did secondary students of writing proficiency participate in a repetitive self-assessment procedure in Writing with the assistance of Artificial Intelligence?” This research uses a narrative inquiry method to collect data from three middle school students with writing proficiency levels at Angkasa Adisucipto Yogyakarta High School. Data was collected through reflective notes and interviews. Thematic analysis was used to analyze the data. This research produced two critical findings. Initially, three middle school students with varying levels of writing ability participated in different phases of a self-assessment cycle, which was influenced by two main factors: their drive to learn and their belief in artificial intelligence (AI). The higher a high school student's level of motivation, the more likely they will actively seek outside input. Additionally, their belief in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) motivates them to participate in assessment and revision processes that facilitate a cyclical self-evaluation process to improve their learning outcomes. Artificial Intelligence (AI) has the potential to enable highly efficient iterative self-evaluation procedures with diverse functions. These findings imply that integrating AI tools like Grammarly in writing instruction can enhance self-assessment efficacy, but educators must address feedback literacy and the limitations of AI-generated feedback. Future research should explore larger sample sizes and diverse contexts to generalize findings. Keywords: English Learning; Artificial Intelligence; Self-Assessment; Secondary Students.  
Voices behind the front desk: A triangular lens on English competence in hospitality education Anwari, Hamdan; Pratolo, Bambang Widi; Sulisworo, Dwi
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15079

Abstract

The hospitality industry, as a linguistically and culturally charged domain, demands communication that extends beyond grammatical correctness toward adaptive, service-oriented performance. This study investigates the state of English competence among vocational hospitality students in Yogyakarta by integrating perspectives from three key stakeholders i.e.,  students, lecturers, and industry practitioners. The research adopts a mixed-methods design to uncover the alignment and dissonance between classroom instruction, communicative readiness, and workplace expectations. Quantitative data from 86 student respondents reveal that over 80% face persistent challenges in spontaneous English interaction, citing limited vocabulary, hesitation, and low confidence. Complementary qualitative insights from focus group discussions with five lecturers and interviews with twelve hotel professionals illustrate that English proficiency in hospitality is increasingly perceived as a form of professional capital: a synthesis of linguistic agility, intercultural empathy, and emotional intelligence. The findings highlight the inadequacy of conventional, grammar-driven ESP pedagogy and advocate for a transformative, partnership-based learning model that embeds authentic industry participation, simulation-driven practice, and performance-based evaluation. The study contributes to ongoing discussions in English for Specific Purposes (ESP) by reframing communicative competence as a professional, affective, and intercultural construct rather than a linguistic artifact. It argues that recontextualizing English learning through design thinking and work-integrated learning principles can foster communicative resilience, industry alignment, and global employability among vocational graduates.
Exploring lecturers' perspectives on enhancing student employability in English education: Curriculum, pedagogy, and departmental support Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Purwanti, Eko; Pasandalan , Sittie Noffaisah
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2121

Abstract

While graduate employability has gained traction in higher education, its interpretation and operationalization in specific disciplines such as English Education have yet to be extensively examined. This study explored the lecturers’ perception of ways in which English Education Department can build the students’ employability through the curriculum, pedagogy and department support along with opportunities and challenges faced when embedding employability-oriented practices into the curriculum. This research used a qualitative design with multiple sites by interviewing ten lecturers of ten English Education Departments in Yogyakarta. Data were collected by conducting semi-structured interviews, which were then analyzed thematically. The results reveal that lecture staff see employability as something for the whole department to teach rather than an adjunct. The report highlights the need to diversify pathways through education, clarify and enhance the professional value of current learning activities, strengthen communication skills and soft skills cultivation, foster authentic and digitally mediated learning experiences, and invest in stronger external partnerships. But these efforts are limited by curriculum congestion, heterogeneous lecturer readiness, sparse institutional networks and tensions between labour-market pressures and disciplinary identity. The paper ends by arguing that in order to improve employability of English Education, coherent program-level co-ordination with sustained commitment at the department level is required.
Digital literacy research trends and collaborations in EFL classrooms: A bibliometric analysis of language learning transformation Farhaini Uswah; Bambang Widi Pratolo; Ani Susanti
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.129

Abstract

The rapid advancement of digital literacy has catalyzed the transformation of technology-based English as a Foreign Language (EFL) instruction. Nevertheless, comprehensive mappings of research trends, thematic focal points, and current scholarly collaborations remain insufficiently integrated. Moreover, the scarcity of empirical research has often compelled teachers and learners to develop technological innovations independently. This study seeks to delineate the trajectory of digital literacy research within technology-based EFL learning, focusing on prevailing themes, patterns of research collaboration, and projected directions. Employing a qualitative bibliometric approach, this study analyzes 55 documents indexed in Scopus over the past five years, with data visualization conducted using RStudio. The findings reveal a pronounced emphasis on cognitive enhancement, the predominance of Mobile-Assisted Language Learning (MALL) and self-directed learning as the most highly cited concepts, the emergence of two principal thematic clusters—digital literacy with learning autonomy, and digital literacy with Computer-Assisted Language Learning (CALL)—as well as a robust regional collaboration network within Southeast Asia. These results confirm that digital literacy, EFL, and CALL constitute the core thematic foundations of technology-mediated language learning. Concurrently, the findings underscore the necessity for further research employing mixed-methods designs to develop a more holistic understanding of how to foster sustainable innovation in EFL learning grounded in digital literacy.
Co-Authors Adam Al Hakim Agustiningrum, Tessana Aisyah, Shifak Ajar Pradika Ananta Tur Aji Prasetya Wibawa Al Hakim, Adam Ali Zuraina Alsulami, Naif Daifullah Amaliah R. Nggilu Amaliawati, Shafira Ananda, Anisa Rizky Andri Pranolo Ani Susanti Ani Susanti Arifiana Tri Wulandari Arifiana Tri Wulandari Arina Athiyallah Arlischa Ardinengtyas Armin, Diah Safithri Aulia Mufida Izzatul Mahfiana Ayudia Fauziah Azwar Abbas Azzahra Fayoris Hafiza Ba, Abdoul Fatakhou Bao, Dat Baskoro, Cahyo Beliarita, Liza Bella Nusa Bahari Cahyo Baskoro Candradewi Wahyu Anggraeni Cindi Martina Marbun Devi Martha Astuti Dewi Musfika Santi Dewi, Nuria Punjastala Dhei Klaudiya Efit Eriani Eka Dhermawati Eko Purwanti Elmawaddah Ersya Eriani, Efit Estrella T Arroyo Fahmi Fahmi Fajriati Astuti Farhaini Uswah Fatimah Setiani Garini, Selza Azzahra Gendroyono , Gendroyono Hadijah Hadijah Hafiza, Azzahra Fayoris Hamdan Anwari, Hamdan Hana Amri Solikhati Hardika, Bunga Hatmanto, Endro Dwi Hatmanto, Endro Dwi Iin Inawati Iin Inawati Ikmi Nur Oktavianti Ilahude, Fidya Felinda Indriani Indriani Indriani Indriani Khusnawati, Khusnawati Konipa, Monica Gita Kusdaryono, Junianto Bayu Leky, Abdul Majid S Mao, Yingchi Marilou D. Tino Miyarti Miyarti Muh Mahrup Zainuddin Sabri Muhammad, Abdullahi Uwaisu Nafi’ah, Aisyah Umi Nguyen, Tran Thi Hoang Nikmah Sistia Eka Putri Nur Fatimah Nurul Amalia Zahruni Nurul Fadilah Okta Widia Sari Palaguna, Suhendri Pamastu Narpaduita Pasandalan, Sittie Noffaisah Pasha, Nariza Ayu Pegiawan Basopi Pratita Pawestri Puspitasari, Ema Radzuan, Noor Raha Mohd Rika Junianti Rika Junianti Rina Febriani Sarie Rinda Nuningtyas Risalatul Hanifah Hasibuan Rizkiya, Ani Rofiqoh Rofiqoh Rondiyah Rondiyah Sakti , Muhammad Muzakki Arya Sari, Dhian Marita Sari, Mariska Intan Sari, Yulnada Soviyah Soviyah Sri Sudarsi Sri Sudarsi Surono Surono Surono Sutri Windiarti Tio Moon Lofti Tri Rina Budiwati Utama, Agung Bella Putra Utama, Hasna Aisyah Iman Wahyu Rahmadhani Mardalis Widyaningtyas, Yulisa Yulnada Sari Yuyun Nailufer Zhou, Xiaofeng Zidni Ma'ruf Zuraina Ali Zuraina, Ali