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All Journal English Review: Journal of English Education Proceedings of ISELT FBS Universitas Negeri Padang Journal of English Language Teaching and Linguistics TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Karinov Jurnal Sains Riset Indonesian TESOL Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Real Riset Education Enthusiast : Jurnal Pendidikan dan Keguruan EPIGRAM (e-journal) ELITERATE : Journal of English Linguistics and Literature Studies English Education and Applied Linguistics Journal (EEAL Journal) English Education: English Journal for Teaching and Learning
Zaiturrahmi, Fauziah
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Jabal Ghafur
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STUDENTS' PERSPECTIVES ON THE INTEGRATION OF DIGITAL TECHNOLOGY IN LANGUAGE LEARNING POST-COVID-19 Mulyani, Aulia; Fauziah; Diana, Novita
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i1.1612

Abstract

This study aimed to explore students' perspectives on integrating digital technology into language learning after the Covid-19 pandemic. The study used a qualitative research method and collected data through questionnaires and semi-structured interviews conducted on April 29, 2024, at Ulumul Quran Senior High School. Twenty students participated in the study. The closed-ended questionnaire was analyzed using a Likert scale, while the semi-structured interviews were analyzed using thematic analysis following Braun and Clarke's (2006) approach. The findings indicated that students positively viewed integrating digital technology in English learning. They found digital technology enjoyable, engaging, attractive, easy to use, and helpful in their learning process.
UNLOCKING FLUENT SPEECH: ENHANCING STUDENTS' SPEAKING SKILLS (A CASE STUDY AT JEUMALA AMAL ISLAMIC BOARDING SCHOOL) Fitri, Mulia; Fauziah; Farizawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1620

Abstract

Speaking skills are essential for students, especially in Islamic boarding schools where daily conversations are prevalent. Students become more engaged in speaking English by emphasizing daily vocabulary memorization, particularly when influenced by equally motivated friends. This research aims to identify the factors that impact students' speaking performance in Islamic boarding school using a qualitative descriptive method. The data was collected through interviews, revealing that motivational factors and the language used in communication significantly influence students' speaking abilities. This study found that requiring students to speak English at Islamic boarding schools helps them become more proficient in speaking. Hence, students' daily activities at Jeumala Amal Islamic boarding school can be utilized to enhance their speaking skills.
Exploring Students’ Informal Digital Learning of English (IDLE) and Self-Regulated Language Learning from a Sociocultural Perspective Fauziah, Fauziah; Diana, Novita
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.4225

Abstract

This study investigates the phenomenon of informal digital learning of English (IDLE) among students engaged in independent online learning environments. Focusing on practices for students’ language development, this study explores how students autonomously acquire English language skills through informal digital means and examines the implications. It employs a mixed-methods approach, combining surveys and interviews to collect and analyse data from a diverse group of independent online learners of English (N= 182) from 23 different Indonesian universities. Quantitative data reveals that approximately 45.1% of the variation in self-regulated language learning can be explained with informal digital learning of English identified as one of the predictors. On the other hand, qualitative data findings indicate that students actively engage in IDLE through a variety of digital channels, including social media, online forums, language learning apps, and YouTube tutorials. These informal learning activities encompass a wide range of language skills, from vocabulary acquisition and pronunciation improvement to cultural understanding and conversational proficiency. Implications of this research point to the importance of recognising and harnessing students’ IDLE practices in formal educational settings. Educators and institutions can leverage these insights to design more effective online language learning programmes that incorporate elements of informal digital learning.
EFL Students’ Attitudes toward Informal Digital Learning of English (IDLE) as a Mediation Ismail, Nika Aulia Anwar; Fauziah; Zaiturrahmi
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v7i3.2264

Abstract

This research aimed to understand student attitudes towards the integration of digital learning in English language education at 1st State Senior High School, Peukan Pidie. Employing a qualitative under case study design combining offline questionnaires and semi-structured interviews to gain a comprehensive understanding of student perspectives. Sixty students participated, providing a rich dataset for analysis. The data from the questionnaires revealed prevalent trends in student attitudes. The interview data underwent thematic analysis, following Braun and Clarke's (2006) methodology, to identify recurring themes and patterns. The findings demonstrated a consistently positive attitude among students toward digital English learning. Participants perceived digital tools as engaging, accessible, and beneficial to their learning. They highlighted the enjoyable and interactive nature of these technologies, emphasizing their ease of use and perceived support in the learning process. This study underscores the potential benefits of strategically integrating digital tools into English language education, reflecting a positive student reception and highlighting the technology's perceived effectiveness in enhancing learning outcomes.
From Theory to Practice: EFL Student Teachers’ Teaching Experiences in “Kampus Mengajar” Program Fauziah, Fauziah
English Education : English Journal for Teaching and Learning Vol 13, No 2 (2025): VOLUME 13 NO 02 DECEMBER 2025
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v13i2.17232

Abstract

This study explores the EFL student teachers (STs) experiences during the “Kampus Mengajar” program, focusing on their transition from theoretical knowledge to practical classroom application. The “Kampus Mengajar” program, initiated by the Indonesian Ministry of Education, provides STs with the opportunity to teach in schools across diverse regions, thereby enhancing their pedagogical skills, adaptability, and professional identity. Using a qualitative approach, this research collected data through in-depth interviews, document analysis, and personal reflection. Findings show that STs’ participation in “Kampus Mengajar” enriched their competencies in lesson planning, classroom management, and instructional strategies based on student needs. Moreover, the program fostered confidence, reflective practice, and problem-solving skills, bridging the gap between university coursework and real-world teaching. Thus, this study provides important insights of experiential learning in teacher education and suggests that structured teaching placements like “Kampus Mengajar” are essential for preparing competent and reflective EFL educators.
A shared space for emotion: A poetic inquiry into Indonesian EFL students’ language learning experiences Fauziah Fauziah; Jamaliah Jamaliah; Novita Diana
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.17932

Abstract

This poetic inquiry aims to explore Indonesian EFL students’ experiences and emotional landscapes in their English language learning process. In this study, eighteen Indonesian EFL non-English major university student participants were recruited following the ethical protocols. Data were collected through a combination of poetry and interviews, capturing a shared space where feelings, struggles, and aspirations can be voiced and collectively understood. A thematic analysis identified patterns and recurring themes in the poetry and interviews, enabling the participants to openly express how positive and negative emotions such as anxiety, pride, and hope shape their engagement with English and their evolving sense of self as language learners. The poetic process not only served as an interpretive method but also as an empathetic medium that honors participants’ voices while revealing the relational and affective dimensions of language learning. The study demonstrates how poetic inquiry functions not only as a representational device but also as an interpretive and relational methodology that enables nuanced access to learners’ affective worlds. By foregrounding poetic inquiry as both methodological and pedagogical practice, this research contributes to expanding approaches for understanding emotional and experiential dimensions of language learning in EFL contexts. Keywords: EFL learning experience, emotion, innovative pedagogy, poetic inquiry, poem
STUDENT TEACHERS’ DIGITAL LITERACY COMPETENCE AND PRACTICES IN “KAMPUS MENGAJAR” PROGRAM Fauziah Fauziah
Epigram Vol 22 No 2 (2025): Vol. 22 No. 2 Tahun 2025
Publisher : Politeknik Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32722/epi.v22i2.7984

Abstract

This study aims to explore student teachers’ digital literacy competence and practices during their participation in the Kampus Mengajar Program. This program offers the skills to apply the technologies for teaching and learning and create collaborative and interactive learning in preparing them to become a teacher. A qualitative case study design was employed in understanding student teachers perceive, develop, and apply digital literacy in real teaching contexts. The data was constructed through semi-structured interviews and photo documents with eight student teachers of Kampus Mengajar Program and analyzed using thematic analysis. The results show that student teachers perceive digital literacy as a crucial skill in addressing the challenges of education in the digital era. The Kampus Mengajar Program is perceived to significantly contribute to enhancing digital literacy skills through providing knowledge related to digital literacy and utilizing technology in learning. However, challenges remain in terms of limited school infrastructure, insufficient digital training, and difficulties in managing digital-based administrative tasks. The study highlights the importance of integrating digital literacy more explicitly into teacher education curricula and fostering institutional support to strengthen student teachers’ digital competence and pedagogical practices. Future research is suggested to investigate factors influencing digital literacy development and the impact of digital teaching practices on student learning outcomes.
REFLECTIVE MENTORING AND EFL STUDENT TEACHERS’ PROFESSIONAL IDENTITY: A FUNDS IDENTITY PERSPECTIVE Nadhiratul Ulfa; Fauziah Fauziah; Zaiturrahmi Zaiturrahmi
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 2 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i2.87007

Abstract

This study highlights that although many studies have examined reflective mentoring in EFL teacher education, only a few studies have linked it with the Funds of Identity theory. This study aims to investigate the influence of reflective mentoring on the professional identity development of EFL student teachers. Using a qualitative case study design, this research involved eight EFL student teachers from the English Education Department at Jabal Ghafur University who were undergoing teaching practicums. Data were collected through reflective journals and semi-structured interviews, then analyzed using thematic analysis. Guided by the Funds of Identity framework, the findings indicate that reflective mentoring supports the development of self-awareness, self-confidence, pedagogical competence, and reflective thinking. The findings also showed that professional identity construction was influenced by several sources of identity, particularly social relationships with mentors and peers, past learning experiences, language-related experiences, personal values, and future aspirations. Among these sources of identity, social relationships emerged as the most dominant factor. This study implied that reflective mentoring can support the development of more reflective, confident, and competent EFL student teachers.
THE ROLE OF SONGS IN PROMOTING VOCABULARY LEARNING AMONG YOUNG EFL STUDENTS IN ELEMENTARY SCHOOL Farah Nadia; Fauziah Fauziah; Farizawati Farizawati
Education Enthusiast : Jurnal Pendidikan dan Keguruan Vol 6, No 1 (2026): Vol 6 No 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Jabal Ghafur

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

Abstract

This study investigates the role of songs in promoting vocabulary learning among young EFL students in elementary school. Using a quasi-experimental design, this research involved two classes: an experimental class that learned using songs and a control class that learned using conventional methods. Data were collected through pretests and posttests using vocabulary bingo cards, as well as documentation analysis through classroom observations and visual records to support the learning outcomes. The results showed that students in the experimental class achieved significantly higher vocabulary scores compared to the control class. The use of songs not only helped students remember vocabulary more effectively but also increased their learning enthusiasm, active participation, and confidence in using English. Documentation analysis confirmed that students in the experimental class were more engaged, active, and responsive during the learning process. These findings suggest that integrating songs into English learning can be an effective strategy to enhance vocabulary acquisition and student engagement in EFL classrooms.Keywords: EFL classrooms; elementary students; songs; vocabulary learning; vocabulary mastery.
TEACHERS' PERCEPTION ON THE INTEGRATION OF DIGITAL LITERACY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Silvia Putri; Fauziah Fauziah; Zaiturrahmi Zaiturrahmi
Education Enthusiast : Jurnal Pendidikan dan Keguruan Vol 6, No 1 (2026): Vol 6 No 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Jabal Ghafur

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

Abstract

This study explores EFL teachers’ perceptions in integrating digital literacy into TEFL. As technology becomes increasingly vital in education, understanding how teachers adopt digital tools is essential. Using a qualitative case study approach, data were collected through interviews, classroom observations, and document analysis involving four English teachers. The findings reveal that teachers generally have a positive perception of digital literacy, recognizing its potential to enhance student engagement, improve language skills, and connect with students’ digital habits. The study concludes that integrating digital literacy effectively requires supportive policies, reliable infrastructure, and continuous professional development.
Co-Authors Basion Salman Cut Indah Putri Diana Hernawati Dina Maulina Farah Nadia Farizawati Farizawati Farizawati Fauziah Fauziah Fitri, Mulia Ismail, Nika Aulia Anwar Jamaliah Jamaliah Masyitah Masyitah Mimien Henie Irawati Mohamad Amin Mulyani, Aulia Nadhiratul Ulfa Novita Diana Ramlan Ramlan Silvia Putri Sugiantoro Sugiantoro Vivi Novianti Zaiturrahmi Zaiturrahmi Zaiturrahmi Zaiturrahmi Zaiturrahmi