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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Panrita Abdi - Jurnal Pengabdian pada Masyarakat Raheema Journal of English Education, Linguistic and Literature Education and Human Development Journal Journal of English Language Teaching Innovations and Materials (Jeltim) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Research on English and Language Learning (J-REaLL) Jurnal Surya Masyarakat BRIGHT Jurnal Penelitian, Pendidikan, dan Pembelajaran JEELS (Journal of English Education and Linguistics Studies) Proceedings of English Linguistics and Literature
Eko Suhartoyo, Eko
Universitas Islam Malang
Religion Humanities Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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THE COMMON MISTAKES OF UNDERGRADUATE EFL STUDENTS IN WRITING ARGUMENTATIVE ESSAYS Suhartoyo, Eko; Ni’mah, Dzurriyyatun; Ismiatun, Febti
Proceedings of English Linguistics and Literature Vol. 2 (2020): Seminar on Post-Truth in Cultural Construction through Literature, Linguistics, and C
Publisher : Universitas Negeri Semarang

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

Abstract

The argumentative essay seems to be challenging for university students (Ka-kan-dee & Kaur, 2015), including in Indonesia. Despite its prominence, this writing genre needs complex thoughts in the process of text making. As an impact, these troubles create hinders so that students show the poor quality in developing the essay. This issue motivated a study that aimed at highlighting the students’ mistakes in writing an argumentative essay through a mixed-method approach. The participants were chosen disorderly from university students majoring in English education and engaged in filling out the questionnaires and interviews sequentially. The explanation data analysis was then applied by means of construing the common problems coped with the participants quantitatively as well as qualitative analysis. The results of the analysis remarked that participants encountered numerous complexities in building the argumentative essay, especially low achievers. They revealed that the features of introduction, conclusion, and grammar were so stressful and high demanding to write so they required effective strategies as well as writing digital tools to resolve the challenges. Foreclosing, the last part of this study provides meaningful insight regarding the curricula of teaching argumentative essays, such as materials and instructions.
Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international teaching practicum experience Yuyun, Yuyun; Suhartoyo, Eko; Ubaidillah, M. Faruq; Arepin, Mazlen
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.89844

Abstract

While prior research has widely examined domestic teaching practicum, limited attention has been given to the specific challenges EFL pre-service teachers face in international settings and how these experiences inform their development as educators. Adopting a narrative research design, this study delves into the lived experiences of Indonesian EFL pre-service teachers, uncovering nuanced insights through their stories. The findings reveal four primary challenges: distinguishing academic orders, navigating instructional culture shock, adapting to language barriers, and managing insufficient learning facilities. Despite these hurdles, the PSTs employed innovative coping strategies, transforming obstacles into meaningful learning opportunities. The narrative accounts also highlight five significant benefits gained from the practicum: increased teaching confidence, enhanced skills in lesson planning and activity supervision, alignment of teaching methods with diverse learning styles, improved proficiency in constructing learning assessments, and expanded professional networks. This study encourages teacher education programs to include global teaching competencies and an international teaching curriculum into the teaching and learning enactment.How to cite this paper: Yuyun, Y., Suhartoyo, E., Ubaidillah, M. F., Arepin, M. (2025). Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international practicum experience. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 123"“145. http://dx.doi.org/10.26418/jeltim.v7i1.89844
Pembelajaran Kontekstual Dalam Mewujudkan Merdeka Belajar Suhartoyo, Eko; Wailissa, Sitti Ainun; Jalarwati, Saika; Samsia, Samsia; Wati, Surya; Qomariah, Nur; Dayanti, Elly; Maulani, Imas; Mukhlish, Imam; Rizki Azhari, Muhammad Holqi; Muhammad Isa, Hidayatulloh; Maulana Amin, Ilham
Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Vol. 1 No. 3 (2020)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jp2m.v1i3.6588

Abstract

Gagasan merdeka belajar yang disampaikan oleh Mendikbud bahwa salah satunya adalah pembelajaran itu harus menyenangkan, tidak membuat peserta didik merasa tertekan, peserta didik bebas memilih arah kreatifitas mereka sendiri. Adapun peran seorang guru tidak lagi menjadi satu satunya sumber belajar, sebaliknya seorang guru yang dapat membantu peserta didik menemukan bakat mereka sendiri. Desa Sukorejo masih banyak memiliki lingkungan yang pure belum banyak diubah oleh teknologi, kemerdekaan belajar dapat diwujudkan melalui pembeljaran kontekstual learning dengan cara guru menggunakan pendekatan humanis. Peserta didik di berikan materi yang hubungannya dekat dengan lingkungan mereka. Kemerdekaan belajar memang seharusnya diterapka dilingkungan belajar peserta didik, karena hal ini sangat menentukan output sekolah, terlebih jika peserta didik dipandang sebagai insan kamil, bukan sebauh robot yang harus memenuhi perintah tuannya sama persis 100%.
"I can rise up from my adversity”: Situational language learning strategies Ismiatun, Febti; Widowati, Diah Retno; Suhartoyo, Eko
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.512

Abstract

Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.
A decade of Indonesian EFL students Aimah, Firda Rohmatul; Suhartoyo, Eko
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7247

Abstract

The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.
Peningkatan Kemampuan Bahasa Inggris bagi Masyarakat Nelayan di Donggang, Taiwan Eko Suhartoyo; Fitria Dewi Navisa; Syayidah Muslimah; Fabian Akbar Nugraha
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.190-204

Abstract

English proficiency is essential for expanding economic and social opportunities in the era of globalization. However, the fishing community in Donggang, Taiwan, still faces difficulties in learning English due to time constraints, limited access to technology, and varying levels of language proficiency. This community service program aims to enhance the English language skills of the Donggang fishing community to broaden their economic prospects and social interactions in the global arena. The program employs a flexible approach using blended learning methods and materials relevant to the participants’ daily lives. The main challenges encountered include limited time, technology access, and differences in English proficiency levels. To address these challenges, solutions implemented include the use of printed materials, group-based learning, and practical speaking and writing exercises. The results demonstrate significant improvements in participants’ speaking, writing, and vocabulary related to their work as fishermen. Participants also showed increased confidence in communicating in English, along with motivation to continue independent learning after the program’s conclusion. Moreover, the program successfully fostered a learning environment that supported camaraderie and collaboration among participants. Overall, this program not only enhanced the participants’ English skills but also opened new economic opportunities and enriched their social interactions. The program has delivered sustainable positive impacts and can serve as a model for other community service initiatives aimed at empowering local communities through relevant, community-based education.
Utilizing Strategy-Based Instruction on The EFL Listening Achievement: A Quasi- Experimental Study Ika Hidayanti; Eko Suhartoyo; Kurniasih
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i2.2004

Abstract

The current study aims at investigating the effectiveness of using strategy-based instruction on the student’s listening achievement. This research applied quasi-experimental design, and the instruments were pretest and posttest. Both tests were about putting the pictures in order and form completion.  Prior to strategy choice, this study utilized Posteriori Taxonomy of Strategies of Learning English Listening Skill (Zuhairi & Hidayanti, 2014) especially focusing on the use of eight strategy categories deployed by successful students (Hidayanti & Umamah, 2018). Gaining the result from Independent t-Test analysis, it was found out that the experimental group outperformed better than their counterparts in control group. Thus, Strategy-based instruction plays important role to enhance and improve the EFL learners’ listening skill.
Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study Kurniasih; Eko Suhartoyo; Ferdinan Fransiskus
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.v11i1.1464

Abstract

At higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furthermore, it is also crucial to accommodate students’ perceptions of the strategies so that students’ voices provide valid information on how the classroom should be. This research uses a mixed-method methodology to analyze lecturers' anxiety-reduction strategies and students' perceptions of them.  Three instruments were used to collect data, namely a Second Language Writing Anxiety Inventory (SLWAI), open-ended questions about the perception, and students’ writing scores. A paired sample t-test was used to compare students' writing anxiety and performance before and after treatment. Content analysis was used to assess student opinions of the strategies. The statistics showed that students' writing anxiety fell from high (71.35) to moderate (66.47). Meanwhile, students' writing grade rises from 72.00 to 79.03. SPSS analysis showed that anxiety-reducing strategies significantly affect writing anxiety and student performance (p = 0.000). Consequently, this study's findings should be beneficial in writing classes.
Co-Authors Abdurrahman Hidayat Aimah, Firda Rohmatul Alfan Zuhairi Arepin, Mazlen Asifatul Himmah Dayanti, Elly Dea Khoirunnisa Diah Retno Widowati Dwi Fita Heriyawati Dzul Fikri Dzurriyyatun Ni'mah Elly Dayanti Fabian Akbar Nugraha Fahmi Arifin Febti Ismiatun Febti Ismiatun Ferdinan Fransiskus Fitria Dewi Navisa Fransiskus, Ferdinan Hamiddin Hamiddin Hidayatulloh Muhammad Isa Ika Hidayanti Ilham Maulana Amin Imam Mukhlish Imas Masyithoh Imas Maulani Ismiatun, Febti Jalarwati, Saika Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih MARIA BINTANG Maulana Amin, Ilham Maulani, Imas Muhammad Alif Firdaus Muhammad Holqi Rizki Azhari Muhammad Isa, Hidayatulloh Mukhlish, Imam Ni’mah, Dzurriyyatun Nur Qomariah Nur Qomariah Rizki Azhari, Muhammad Holqi Saika Jalarwati Samsia Samsia Samsia, Samsia Sitti Ainun Wailissa Surya Wati Surya Wati Syayidah Muslimah Ubaidillah, M. Faruq Wailissa, Sitti Ainun Widowati, Diah Retno Yahya Alaydrus Yuyun, Yuyun zafira Ramdayani SA. Kadir