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All Journal Humaniora Cakrawala Pendidikan Jurnal Celtic Jurnal VOK@SINDO EDUCAFL : E-Journal of Education of English as a Foreign Language Transformasi: Jurnal Pengabdian Masyarakat Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education Journal on English as a Foreign Language (JEFL) Jurnal Terapan Abdimas JEES (Journal of English Educators Society) Journal of English Language, Literature, and Teaching (J-ELLiT) Jurnal Ilmu dan Riset Akuntansi IJoLE: International Journal of Language Education Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal Bahasa Lingua Scientia International Journal of Language Teaching and Education Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Proceedings of ISELT FBS Universitas Negeri Padang Humaniora Journal of English Language Teaching and Linguistics Journal of English Education Acuity : Journal of English Language Pedagogy, Literature and Culture ELITE Journal: Journal of English Linguistics, Literature, and Education SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Journal of Research on English and Language Learning (J-REaLL) Altruis: Journal of Community Services Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching JURNAL ILMIAH GLOBAL EDUCATION ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) Academic Journal Perspective : Education, Language, and Literature Studies in English Language and Education Eduvest - Journal of Universal Studies Wacana: Journal of the Humanities of Indonesia SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING ELLITE: Journal of English Language, Literature, and Teaching Jurnal bahasa, sastra, seni, dan pengajarannya
Lestari Setyowati
Universitas Negeri Malang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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A Curriculum Design Analysis of English Learning Outcomes in Indonesia’s Merdeka Curriculum Afiya Ulin Nuha Annafiah; Lestari Setyowati; Siti Muniroh
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.13681

Abstract

This study analyzes the English Learning Outcomes (Capaian Pembelajaran) for junior high school in Indonesia’s Merdeka Curriculum to examine how language competencies are conceptualized and what curriculum design orientation they reflect. While the existing research has largely focused on classroom implementation, limited attention has been given to analyzing the learning outcomes document itself as a curriculum product. Adopting qualitative document analysis, the study examines five competency clauses and the accompanying rationales using the framework of language curriculum development. The findings indicate that the Learning Outcomes document functions primarily as a goals-and-skills specification. Learning content is broadly implied in the outcome statements and elaborated in the rationale, while methodological guidance appears only in the rationale through a genre-based approach. Assessment is not specified within the document but is addressed in separate materials, indicating a fragmented distribution of curriculum information. This pattern reflects a backward design orientation combined with partial methodological direction, revealing a tension between outcome-based flexibility and implicit pedagogical guidance. Also, the Learning Outcomes reflect a predominantly functional view of language, supported by structural elements within a genre-based framework. The curriculum ideology is largely learner-centered, with limited evidence of cultural pluralism and no indication of academic rationalism or social reconstructionism. These findings suggest increased interpretive demands on teachers and highlight the need to strengthen curriculum coherence and teacher curriculum design literacy.
Exploring the Inclusive Classroom Practice in a Public Junior School in Malang: A Case Study Diva Izzatul Islami; Feriza Dwimas Amaldi; Agnes Wahidah Salsabilla; Alvina Alda Salsabilla; Lestari Setyowati
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 10 No. 1 (2025): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v10i1.1217

Abstract

This study explores the practice of Inclusive Education in EFL context, especially in English teaching practices in the classrooms, along with the challenges, and solutions provided at one of public junior high schools in Malang, East Java, Indonesia, by showing how students with special education needs are supported. In this qualitative case study research, the tools used in data collection are semi-structured interviews and classroom observations concerning English teachers and students with SEN. The findings point out that the school accommodates SEN students by means of differentiated teaching, special materials, and adapted assessments. Yet, several challenges persist in the areas of lack of infrastructure, inadequate teacher training, and problems in classroom management. The research also encourages some practical solutions, for example, the formation of collaborative teams of teachers and better communication with parents. This study contributes to the insights of inclusive practices in EFL settings with recommendations on how teacher preparedness and resource allocation need to be improved to foster equitable learning environments.
Representation of the Pancasila Learner Profile in Grade 12 EFL textbooks with Merdeka Curriculum Alvandha Adindra; Misbahul Amri; Lestari Setyowati
Eduvest - Journal of Universal Studies Vol. 5 No. 6 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i6.50194

Abstract

This study investigates the extent to which visuals and visual texts in the Merdeka curriculum EFL textbooks for grade XII depict the characteristics of a good Pancasila student. The research employs a qualitative approach and content analysis to examine the official textbook "Bahasa Inggris Life Today" published by the Indonesian Ministry of Education and Culture in 2022. The analysis focuses on how the visuals represent the six dimensions of the Pancasila Student Profile, including faith, global diversity, mutual cooperation, independence, critical thinking, and creativity. Findings reveal that the textbook effectively illustrates these dimensions through various visual representations and assignments, promoting character development in accordance with the Pancasila values. However, some misrepresentations were identified, particularly regarding the depiction of the Baduy tribe, suggesting the need for further analysis in future studies. Ultimately, the textbook serves as a vital resource for implementing the Merdeka curriculum and fostering students' understanding of Pancasila value
From words to action: Long-term changes in environmental literacy among EFL students Sari Karmina; Salsabila Firda Hudaya; Lestari Setyowati; Niamika El Khoiri; Latisha Asmaak Shafie
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.v16i1.10272

Abstract

While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.
Enhancing undergraduate EFL students’ research-related writing skills through a mini e-book chapter project Lestari Setyowati; Sari Karmina; Elvira Rosyida MR; Shafie Asmaak Latisha
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24229

Abstract

It is important for the university students to develop research-related academic writing skills as they need to prepare themselves to write a thesis proposal and other forms of academic writing communication. However, many still struggle to show comprehension and express basic research elements in writing, even after completing academic writing courses. Even though previous studies have shown Project-Based Learning (PjBL)’s effectiveness to enhance general writing performance and 21st-century skills, not much research in ELT higher education has focused on the use of PjBL for research-related writing in content courses. This gap suggests that students may not yet receive sufficient opportunities to practice research-related writing in meaningful and contextualized ways. To address this issue, the present study examined the effectiveness of a PjBL mini e-book chapter project in enhancing undergraduate EFL students’ research-related academic writing skills in a Designing Research in ELT course. A mixed-methods explanatory sequential design was employed involving 24 fourth-semester English education students at a public university in Malang.  In addition to students’ reflections and interview responses, their learning gains were measured through pre- and post-tests. The findings suggest that the project had a meaningful impact on their writing performance. The mean scores increased from 69.69 to 79.74, and the paired-sample t-test indicates a significant improvement (p < .001) and has a large effect size (Cohen’s d = 1.02). Qualitative findings further confirmed improvements in research literacy, motivation, and 4Cs. These results highlight the potential of PjBL as an instructional innovation for strengthening research-related academic writing skills in similar EFL contexts.
The 3rd grade students’ perception on learning CLIL through Cambridge's Guess What Textbook: A pilot study Chatarina Tri Rahmawati; Nunung Suryati; M Misbahul Amri; Lestari Setyowati
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.v12i2.41860

Abstract

Content and Language Integrated Learning (CLIL) offers a strategic approach to developing students’ English language proficiency and knowledge of other areas. Originally popular in European learning settings, CLIL has recently gained attention in the Indonesian EFL context. This study examines how 3rd-grade students perceive learning using CLIL through the Cambridge textbook Guess What. A quantitative approach was used with 66 third-grade students in a private Catholic elementary school. They filled out a questionnaire that assessed engagement, subject comprehension, and language development. Descriptive statistical analysis was used to identify key trends in student responses. It was found that students enjoyed CLIL-based learning and demonstrated increased engagement. Another thing was that most of the students only felt that their English speaking was developed through CLIL, yet they did not feel the same way about their writing and reading skills. However, while CLIL facilitated better comprehension of other subjects, many students questioned the necessity of learning non-language subjects in their English class. Through the findings, this study will shed light on EFL practices in Indonesia by highlighting CLIL’s benefits and challenges at the primary level. It emphasizes the need for targeted strategies to support reading and writing, alongside teacher training to maximize CLIL’s effectiveness.
Engaging Young EFL Learners Through English Monopoly Firslady Dolopo; Lestari Setyowati
Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/linguista.v9i1.24084

Abstract

Vocabulary learning is a fundamental component of early English as a Foreign Language (EFL) instruction, providing the foundation for young learners’ communicative competence. To support vocabulary acquisition, instructional approaches should be concrete, engaging, and developmentally appropriate. This study aimed to develop an interactive English Monopoly-based board game for Grade 1 EFL learners and examine its feasibility and classroom reception. A Research and Development (R&D) approach guided by the ADDIE instructional design framework was employed, functioning as a design model rather than a research method. The instructional media was developed through the stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, classroom observations, student response questionnaires, and teacher feedback forms. The study adopted a descriptive qualitative approach supported by descriptive quantitative data, focusing on feasibility, usability, and user responses. The findings indicate that the board game is a feasible instructional medium, fostering high levels of student enjoyment, motivation, engagement, collaboration, and active participation. These results highlight the potential of physical, game-based media to support interactive vocabulary learning in early EFL classrooms.
Engaging Young EFL Learners Through English Monopoly Firslady Dolopo; Lestari Setyowati
Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/linguista.v9i2.24241

Abstract

Vocabulary learning is a fundamental component of early English as a Foreign Language (EFL) instruction, providing the foundation for young learners’ communicative competence. To support vocabulary acquisition, instructional approaches should be concrete, engaging, and developmentally appropriate. This study aimed to develop an interactive English Monopoly-based board game for Grade 1 EFL learners and examine its feasibility and classroom reception. A Research and Development (R&D) approach guided by the ADDIE instructional design framework was employed, functioning as a design model rather than a research method. The instructional media was developed through the stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, classroom observations, student response questionnaires, and teacher feedback forms. The study adopted a descriptive qualitative approach supported by descriptive quantitative data, focusing on feasibility, usability, and user responses. The findings indicate that the board game is a feasible instructional medium, fostering high levels of student enjoyment, motivation, engagement, collaboration, and active participation. These results highlight the potential of physical, game-based media to support interactive vocabulary learning in early EFL classrooms.
Exploring the Inclusive Classroom Practice in a Public Junior School in Malang: A Case Study Diva Izzatul Islami; Feriza Dwimas Amaldi; Agnes Wahidah Salsabilla; Alvina Alda Salsabilla; Lestari Setyowati
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 10 No. 1 (2025): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v10i1.1217

Abstract

This study explores the practice of Inclusive Education in EFL context, especially in English teaching practices in the classrooms, along with the challenges, and solutions provided at one of public junior high schools in Malang, East Java, Indonesia, by showing how students with special education needs are supported. In this qualitative case study research, the tools used in data collection are semi-structured interviews and classroom observations concerning English teachers and students with SEN. The findings point out that the school accommodates SEN students by means of differentiated teaching, special materials, and adapted assessments. Yet, several challenges persist in the areas of lack of infrastructure, inadequate teacher training, and problems in classroom management. The research also encourages some practical solutions, for example, the formation of collaborative teams of teachers and better communication with parents. This study contributes to the insights of inclusive practices in EFL settings with recommendations on how teacher preparedness and resource allocation need to be improved to foster equitable learning environments.
Integrating character building into teaching to enhance the students environmental awareness Lestari Setyowati
Journal on English as a Foreign Language Vol 3 No 1 (2013): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v3i1.57

Abstract

Due to the growing environmental destruction, it is becoming necessary for people to start to care about the place they live. One way of doing this is through education by making the students aware of their environmental problems. However, the character education in Indonesia
Co-Authors Afiya Ulin Nuha Annafiah Agnes Wahidah Salsabilla Ahmad Ali Mahfudz Ahmad Heki Sujiatmoko Alvandha Adindra Alvina Alda Salsabilla Amira Wahyu Anditasari Ana Ahsana Ana Ahsana El-Sulukiyyah Ana Ahsana El-Sulukiyyah Ana Ahsana El-Sulukiyyah Ana Ahsana El-Sulukkiyah Ana Ahsana El-Sulukkiyah Anik Nunuk Wulyani Anik Nunuk Wulyani Anugerahwati, Mirijam Aqidatul Mujaddidah Arif Sutrisno Asri, Galuh Nurul Indah Azizah, Putri Nadya Badriyah Wulandari Bambang Yudi Cahyono Barotun Mabaroh Barotun Mabaroh Barotun Mabaroh Barotun Mabaroh Barotun Mabaroh Benyamin, Bianda Alzena Chatarina Tri Rahmawati Clarita Dianmonica Rachmadhany Dalopo, Firslady Dina Dwi Feriyanti Dina Dwi Feriyanti Dita Dwi Hardiastikna Diva Izzatul Islami Dyson, Ben El-Sulukiyyah, Ana Ahsana El-Sulukiyyah, Ana Ahsana El-Sulukkiyah, Ana Ahsana Elvira Rasyida MR Elvira Rasyida MR Elvira Rosyida M.R Erdan, Wahyuda Fadiah Agustina Fahmi Rizky Abiyasa Fariza Wahyu Arizal Feriza Dwimas Amaldi Firdaus, Elvin Nuril Firdaus, Maya Fitriyah Firslady Dolopo Harimurti, Keke Febrian Hariyana, Salsabila Zahrah Hidayat, Ratih Wulandari Ichwany, Salsabila Saifa Fitra Irhas Rahmat Syarif Karmina, Sari - Keke Febrian Harimurti Khaerani, Nadya Shifa Khairiyah, Ninda Anisatul Latisha Asmaak Shafie Lilik Inawati Linda Kurniawati, Linda M. Misbahul Amri Mabaroh, Barotun Mabaroh, Barotun Maghfiroh Agustinasari Suprapto Mahfudz, Ahmad Ali Maulana, Bintang Putra Karna Mirjam Anugerahwati Misbahul Amri Mohamad Anan Latief MR, Elvira Rasyida Namaziandost, Ehsan Nanang Zubaidi Niamika El Khoiri Nova Ariani Nunung Suryati Nunung Suryati Nur Indah Ramadhani Nur Samsu Pramesti, Athiyyah Shabina Auzi Putri Nadya Azizah Putri, Navisha Ayu Pristya Ikhe Rachmadhany, Clarita Dianmonica Rahima, Aida Rahmah, Eve Salsabila Ratih Wulandari Hidayat Razali, Razlina Razlina Razali Retnani, Endang Dwi Rini Ika Sari Salsabila Firda Hudaya Salsabila Saifa Fitra Ichwany Sari Kamina Sari Karmina Sari, Rini Ika Shafie Asmaak Latisha Shafie, Latisha Asmaak Shofi Nurmala Sari Sirin Suhaimah Siti Kholija Sitompul Siti Muniroh Sony Sukmawa Sri Rachmajanti Suhada Suhada, Suhada Sukmawan, Sony - Ubaidillah, M. Faruq Wahyu Narendhra, Bima Wahyu Nur Azizah Yatri, Deni Yeni Vara Sasmita Zubaidi, Nanang -