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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Prosodi: Jurnal Ilmu Bahasa dan Sastra Englisia Journal English Review: Journal of English Education Abjadia, International Journal of Education JEES (Journal of English Educators Society) Journal of Language and Literature Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer Wiralodra English Journal (WEJ) Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society Jurnal Ilmu Keperawatan Jiwa Linguistik Indonesia Journal of English Language Teaching and Linguistics Acuity : Journal of English Language Pedagogy, Literature and Culture Ethical Lingua: Journal of Language Teaching and Literature JOLLT Journal of Languages and Language Teaching Journal of Language and Health Proceedings of the International Conference on Nursing and Health Sciences International journal of education and learning Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal Pendidikan Progresif Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal bahasa, sastra, seni, dan pengajarannya The Journal of English Literacy Education Studies in English Language and Education Journal on English as a Foreign Language (JEFL) Jurnal Ilmu Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Yazid Basthomi
Universitas Negeri Malang
Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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LEVERAGING LANGUAGE LEARNING STRATEGIES AND MOTIVATIONS TO DEVELOP INTERCULTURAL AWARENESS Nur Alfiana Isnaini; Yazid Basthomi; Mirjam Anugerahwati
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): 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 | DOI: 10.36706/jele.v11i2.47

Abstract

Incorporating intercultural competence in the classroom may be a demand these days. As a required skill, intercultural competence has attracted much attention in EFL learning. Therefore, this study aims to scrutinize the types of language learning strategies and students' motivation to learn English and how those strategies and types of motivation can elevate students' intercultural awareness. This study implements the development of intercultural sensitivity (DMIS) by Bennett (2004) and Hammer et al. (2003), language learning strategies by R. L. Oxford (1990), and language learning motivation by Pranawengtias (2022). Through online interviews, this study examined the transcriptions of two English literature students. The results revealed that of the types of language learning strategies undergone by female students, male students did not encounter affective strategies. In addition, the same thing happened with the types of motivation, where only female students encountered intrinsic and extrinsic factors. However, male students only encountered intrinsic factors. Interestingly, this study also underlines how language learning strategies and motivation are inextricably linked in shaping students' intercultural awareness. Overall, this study has shed light on EFL teaching where intercultural awareness can be promoted by accelerating students' language learning strategies (LLSs) and motivations (LLMs) and enabling them to establish a basic visualization of how the target language (foreign language) we learn in the classroom has a profound link with the culture of the target language itself. Thus, spotlighting the idea that learning a foreign language will steer the flow of in-class teaching into cultural learning also becomes the point from the current research.
Examining the effects of Project-Based Learning on EFL learners’ reading achievement: The role of learner self-regulation Selamet Riadi Jaelani; Nunung Suryati; Yazid Basthomi; Nurenzia Yannuar; Dian Resty Pratiwi Ahmad; Endah Ratnaningsih
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1059

Abstract

This study examined how Project-Based Learning (PJBL) and Problem-Based Learning (PBL) affect EFL learners’ reading, with a particular emphasis on interactions with learners’ characters (high and low). The study employed a quasi-experimental design with 64 senior high school students from two classes. The students were divided into experimental and control groups. The data was collected using a 60-item reading comprehension test. The results were analyzed statistically, including Tukey’s HSD test, to examine significance and interaction effects. PJBL relies heavily on self-motivation and discipline; the results indicated a statistically significant mean difference of -14.56 (p < 0.05) between students with low character and those with high character. This suggests that PJBL was not effective for low-character learners, especially those who struggle with self-regulation. Low-character students in PJBL scored significantly lower than high-character students in PBL, with a mean difference of -7.66 (p < 0.05). In contrast, high-character students in PJBL performed significantly better than low-character students in PBL, with a mean difference of 11.91 (p < 0.05). They also outperformed high-character students in PBL, with a mean difference of 6.91 (p < 0.05). Therefore, PJBL is more effective for high-character learners because it requires independence. However, there was no significant distinction between PJBL and PBL for low-character learners (mean = 2.66, p > 0.05), indicating that these students require additional support in all educational settings. To maximize reading outcomes in the EFL context, our findings emphasize the importance of aligning instructional strategies with learner characteristics.
Getting stuck: A study of Indonesian EFL learners self-efficacy, emotional intelligence, and speaking achievement Dian Rahma Santoso; Ghozali Rusyid Affandi; Yazid Basthomi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30969

Abstract

The problems of speaking mastery faced by EFL students in higher education are various. The frequency of making mistakes in completing specific tasks is because of poor communication skills. Students have minimum chances resulting lack of practice that affects their successful performance. Self-efficacy and emotional intelligence were determined to be two essential components to developing and improving learners speaking abilities. This study is purposed to investigate the correlation between self-efficacy, emotional intelligence, and the achievement of students English speaking. This study used a quantitative correlational design. The data are gathered by using a self-efficacy scale expanded from the General Self-Efficacy Skill (GSE), emotional intelligence was measured with the emotional intelligence scale adapted from the Emotional Regulation Questionnaire (ERQ), while the speaking achievement was administered to 100 students in public speaking class. The students performed a seven-minute speech and scored based on the content, proficiency, and delivery method. The data on self-efficacy and emotional intelligence were analyzed by using multiple correlations and multiple regressions. The finding shows a significant correlation between self-efficacy and students speaking achievement (F=9.510; p=0.0030.05), while the effect size of self-efficacy on students speaking achievement is 0.102 or 10,2 %. However, there is no correlation between emotional intelligence and speaking achievement (F=2.861; p=0.0940.05). Due to the absence of a significant relationship between emotional intelligence and speaking achievement then this makes the effect size of the emotional intelligence on speaking achievement very small which is 3.3%. Then, the best model to describe students achievement is by using self-efficacy variables and eliminating emotional intelligence variables (t=3.084; Sig. 0.0030.05). This study contributes to all speaking teachers being able to reveal the students self-efficacy and emotional intelligence toward learning speaking.
“Message in A Bottle”: Discovering Fanilect within Taylor Swift’s Fandom Dinda Khoirunnisa; Nurenzia Yannuar; Yazid Basthomi; Nanang Zubaidi
Journal of Language and Literature Vol 25, No 1 (2025): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i1.10042

Abstract

This study delves into the use and impact of fanilect, a specialized form of language, within Taylor Swift’s fandom on TikTok. By employing discourse analysis, it examines the various forms and functions of fanilect in this digital community. The findings reveal four key types of fanilect: jargon, which consists of specific terms and phrases used only within the fan group; intertextual references, where fans incorporate Taylor Swift's lyrics or cultural references into their interactions; routine interactions, such as repeated behaviors or phrases during events or online discussions; and multimodal communication where fans express themselves through a combination of text, images, and videos. Furthermore, the study identifies fanilect's roles in shaping the dynamics within the Swiftie fandom. First, it contributes to identity formation, helping fans identify themselves as part of the community. Second, it establishes power structures, where knowledge of fanilect signifies status within the fandom. Third, fanilect fosters community building by encouraging emotional connections and shared experiences. Lastly, it enhances creative expression, allowing fans to engage with the fandom in varied and artistic ways. This research provides critical insights into how fanilect influences community interactions and identity within Taylor Swift’s fanbase, offering broader implications for understanding linguistic practices in digital fan cultures.
The Effects of Pair Collaboration and Self-Efficacy on EFL College Students’ Writing Quality I Dewa Gede Rat Dwiyana Putra; Ali Saukah; Yazid Basthomi; Utari Praba Astuti; Anggi Auliyani Suharja
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15483

Abstract

Pair collaboration might contribute to students’ writing quality, but that effect might differ across students with different levels of writing self-efficacy. This study aimed to explain how different kinds of writing self-efficacy-based pair formations affect the students’ writing quality in the aspect of content, organization, and language use. The participants in this study were college students majoring in English language teaching (N= 135). This experimental study consisted of three phases, where in each phase, different combinations of comparison were investigated through counter-balanced experimental design. The main inferential statistical analysis employed in this study were including Two-way repeated measure ANOVA, Friedman’s ANOVA and Wilcoxon Signed Rank Test to provide evidences on the simple effect of the comparisons. The findings showed that: first, students who write collaboratively in a homogeneous pair produce a significantly better writing quality than those who write individually regardless of their writing self-efficacy level. Second, high levels of self-efficacy students writing individually produce better writing quality than heterogeneous (high-low) pairs. Third, homogeneous pairs of high self-efficacy students outperformed heterogeneous pairs in terms of their writing quality.  These findings implied that heterogeneous pairs are recommended for learning purposes. However, homogenous pairs are recommended for assessment to minimize evaluation errors. Consequently, these results advocate for a differentiated pedagogical approach where instructors strategically shift from heterogeneous "growth-oriented" scaffolding during writing instructions to homogeneous "performance-oriented" grouping for summative tasks, ensuring that individual accountability is preserved without stifling the social benefits of peer collaboration.
Multimodal scaffolding in critical reading: Pedagogical insights from Indonesian EFL learners Arum Puspitasari; Moh. Kholilurrahman Jailani; Yazid Basthomi; Suharyadi Suharyadi; Evynurul Laily Zen
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.42721

Abstract

Scaffolding through multimodality is increasingly popular inEnglish as a Foreign Language (EFL) settings, providing newopportunities for critical reading proficiency creation withvisual, audio, and text resources. Thus, this study examines thephenomena of multimodal scaffolding among Indonesian EFLundergraduate learners in a tertiary reading course, the criticalreading course. The study used a descriptive qualitativeresearch design, collecting data from 29 English LanguageTeaching (ELT) major students through reflective journals, focusgroup discussions, and classroom observation notes to gain indepthinsights into their experiences and perspectives.Through thematic analysis approach, several themes werefound from participants' reflections and discussions: (1)multimodal texts promoted student engagement and sustainedinterest; (2) visual and audio elements facilitatedcomprehension of abstract/intricate concepts; and (3) the nonlinearcomposition of multimodal texts complicated multimodalanalysis due to limited exposure. The findings reveal thatmultimodality serves as both an effective critical readingscaffold and a cognitive complication for interpretation,meaning that multimodal literacy must be explicitly taught.Ultimately, this study contributes to the research gap in criticalliteracy and multimodal literacy in the EFL higher educationcontext with practical pedagogical recommendations based onthe learner perspective.
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.
Generative AI Adoption in Academic Writing Among EFL Graduate Students: A Modified UTAUT2 Model Deo Kharisma Andriyanto; Yazid Basthomi; Yusnita Febrianti
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 3 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/e5pfk324

Abstract

Academic writing habits in higher education have changed due to the increasing use of generative artificial intelligence (AI), particularly among students in the English as a Foreign Language (EFL) context. However, little is known about the variables that influence students’ intention to use generative AI in academic writing. This study uses the modified Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, where price value is replaced by learning value to examine the factors that influence EFL graduate students’ behavioral intentions to use generative AI. An online questionnaire was used to gather data from 115 EFL graduate students using a quantitative explanatory approach. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results show that while performance expectancy, effort expectancy, hedonic motivation, learning value, and facilitating conditions were found to be insignificant, habit and social influence had significant effect on behavioral intention. The biggest predictor was habit, suggesting that generative AI use has become commonplace and habitual. The findings suggest that students may prioritize efficiency and task completion over perceived learning benefits when using generative AI for academic writing. Additionally, this study shows that the use of generative AI in academic writing is becoming more-behavior-driven and socially influenced rather than cognitively driven.
Styles and Strategies of a Vietnamese and an Indonesian Student in Learning English Yazid Basthomi
Jurnal Ilmu Pendidikan Vol. 9 No. 3 (2002)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v9i32002p%p

Abstract

The present paper is a report of an investigation on the styles and strategies used by a Vietnamese and an Indonesian student in learning English. The subjects were a Vietnamese who was taking English bridging courses and an Indonesian formally taking ELICOS at Curtin University of Technology, W.A. The objective of the study was to find out what makes up the styles and strategies of the two subjects. The result of the study was projected to provide bases for ELT practices, particularly, regarding the styles and strategies of Asian ESL/EFL learners, in general, and Vietnamese and Indonesian students, in particular.
Bentuk Karakter Anak melalui Dokumentasi Folklor Lisan Kebudayaan Lokal Ilminisa, Ranggi Ramadhani; Siswanto, Wahyudi; Basthomi, Yazid
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 1, No. 6
Publisher : citeus

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

Abstract

This research aims to documented the myth, legend, and fairy tale in Jombang and developing the oral folklore to be child story which contain of character education. In this case, used qualitative method. Based on results study getting nine story’s from a few of data site interpretation which include north Jombang, west, south, and middle. From the nine story’s, then documented and described on result study. Thus, it is can be reference of giving character education for kid.
Co-Authors A. Effendi Kadarisman Abda Abda Abdullah, Dwi Yumna Abourahim, Nawras B M Abourahim, Nawras Rahim Achmad Komaruddin Adianto Restu Wicaksono Adira Lizaria Khafshoh Afrianto Aji, Aulia Adilla Ali Saukah Amalina Rachmi Fatina Aminatun, Dyah Andi Rusgandi, Muhammad Andita Eka Wahyuni Anggi Auliyani Suharja Anik Nunuk Wulyani Anik Nunuk Wulyani Anjarwati, Dhini Ar Ruhimat, Imroati Istibsyaroh Arif Subianto Arum Puspitasari Asih Santi Hastuti Aulia Adilla Aji Aulia Adilla Aji Aulia Apriana Bambang Yudi Cahyono Chotmaniyah Chotmaniyah Deo Kharisma Andriyanto Dian Arihasta Dian Rahma Santoso Dian Resty Pratiwi Ahmad Diba Ramadhana Dina Ayu Puspita Wardani Dinda Khoirunnisa Dwi Yumna Abdullah Edi Suharyadi El Khoiri, Niamika Endah Ratnaningsih Enny Irawati Esti Esti Mediastini Esti Mediastini Evynurul Laily Zen Faizatul Istiqomah Farouq Aji Subroto Fatina, Amalina Rachmi Firdausi, Maulidina Marlita Flora Debora Floris Ghozali Rusyid Affandi Gusti Nyoman Ayu Sukerti Gusti Nyoman Ayu Sukerti, Gusti Nyoman Ayu Harimurti, Keke Febrian Herri Akhmad Bukhori Hieronimus Canggung Darong I Dewa Gede Rat Dwiyana Putra Imraatu Salichah Indawan Syahri Intan Hamzah Ismail, Dalia Abbas Ibrahim Johannes Ananto Prayogo Keke Febrian Harimurti Khafshoh, Adira Lizaria Komaruddin, Achmad Kustyasari , Dian Kusumastuti, Purbo Lely Silia Wardhani Livana PH livana ph Lulu Laela Amalia Mafulah, Siti Mandasari, Berlinda Maula Khoirunnisa Mei Relawati Metaria, Metaria Mirjam Anigerahwati Mirjam Anugerahwati Moch. Sabrowi Moh. Kholilurrahman Jailani Mohammad Adnan Latief Mohammad Adnan Latief Mohammad Fatkhul Mubin Nadya Rezkhita Dwiana Naima Khairunisa Nanang Zubaidi Nunung Suryati Nur Alfiana Isnaini Nur Azizah Nur Mukminatien Nurenzia Yannuar Nurenzia Yannuar Nurfitriana, Latifah Parnawati, Tantry Ajeng Purbo Kusumastuti Puspandari, Lusia Eni Radina Anggun Nurisma Ranggi Ramadhani Ilminisa Ranggi Ramadhani Ilminisa, Ranggi Ramadhani Relawati, Mei Renandya, Willy Ardian Roekhan Roekhan Rofiqoh Rofiqoh Ruhimat, Imroati Istibsyaroh Ar Saiful Marhaban Santi Erliana, Santi Santoso, Dona Yanuar agus Sari Karmina Sari, Ardiana Sayid Ma’rifatulloh Selamet Riadi Jaelani Shabrina, Dinda Bunga Subroto, Farouq Aji Suci, Dewi Nur Suharmanto Suharyadi Sunaryo Sunaryo Sunaryo Sunaryo Syahirul Alim Syahirul Alim Syamdianita Syamdianita, Syamdianita Teguh Sulistyo Tommy Hastomo Ulil Fitriyah Ulya, Muflikhah Utami Widiati Utaminingrum, Fitri Utari Praba Astuti Wahyudi Siswanto Wahyudi Siswanto Wardani, Dina Ayu Puspita Wardhani, Lely Silia Wicaksono, Adianto Restu Windy Wahju Purnomo Yunita Puspitasari Yusnita Febrianti Zen, Evynurul Lailiy