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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature International Journal of Education PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education TLEMC (Teaching and Learning English in Multicultural Contexts) J-REaLL Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Indonesian Journal of EFL and Linguistics Jurnal Ilmiah Ilmu Terapan Universitas Jambi TELL - US JOURNAL Journal of Community Empowerment Jurnal Pendidikan Progresif Indonesian Journal of English Language Teaching and Applied Linguistics Social Sciences and Humanities Reviews
Emi Emilia
Indonesia University of Education Indonesia
Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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A TRANSITIVITY ANALYSIS OF TERTIARY INDONESIAN EFL STUDENTS’ ANALYTICAL EXPOSITIONS: A CASE STUDY Amalia, Wafa; Emilia, Emi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.8732

Abstract

This paper presents the results of a study aiming to analyze analytical expositions written by tertiary Indonesian EFL students using transitivity system of systemic functional linguistics (SFL). The texts were created by nine students of English Language Education Study Program cohort 2024 at a state university in West Java, Indonesia, for the course of Reading and Writing for Academic Purposes. This study employed a qualitative case study with data obtained from the text analysis and a questionnaire distributed at the end of the course. The results of the analysis demonstrate that the students employed all six processes throughout the texts, namely material, relational, verbal, and mental processes, which were relevant to the linguistic features of an analytical exposition. Noteworthy cases in this study are students’ choices of process type for thesis statement and its placement, manners of utilizing verbal process as arguments, and alignments of process types between thesis and its restatement. The data from the questionnaire also supported the text analysis. In light to the findings, a recommendation is proposed for more exploration involving more participants, longer time, academic text types, and all systems of grammar in SFL.
EXPLORING TEACHERS’ ABILITY IN DEVELOPING PISA-LIKE READING TASKS Fadhillah, Ajeng Meidina; Emilia, Emi
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6351

Abstract

This study is a part of a joint study, aiming to develop a teacher professional development program on training teachers to teach PISA-like reading. The bigger program focuses on a pedagogical intervention that incorporates PISA reading into English and Indonesian subjects based on Systemic Functional Linguistics Genre-Based Approach (SFL GBA) and has been reported in Emilia et al. (2022). Meanwhile, this study centred around the observation of English teachers’ ability to develop PISA-like reading tasks. The intervention is framed within PISA reading (OECD, 2019a,b), and SFL GBA (Halliday & Matthiesen, 2014; Derewianka & Jones, 2016; Emilia, 2011). The study employed a case study design. The findings show that teachers were able to develop PISA-like reading tasks, evidenced from the collected reading items that follow PISA 2018 cognitive processes and response format (OECD, 2019 a, b). Moreover, teachers’ responses from interviews were likewise positive, indicating their increased awareness of PISA and their ability to design similar reading tasks. It is recommended that the training be conducted in a variety of settings with a larger number of teachers for them to eventually assist Indonesian students in improving their reading literacy as suggested by PISA.
STUDENTS’ ENGAGEMENT IN VIRTUAL CREATIVE WRITING: DEVELOPING A CREATIVE WRITING STYLE Surfaifel, Fety; Emilia, Emi; Gunawan, Wawan
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8733

Abstract

Writing is not a stand-alone mental activity; it is inextricably linked to other forms of creative design, such as drawing and music composition. Writing is a highly sought-after skill in today's digital world. Creative writing is defined as the fluent exchange of concepts in an original manner through the construction of logical connections between them in written form based on the individual's schema. This article discusses a study that examined factors affecting student engagement as a lens through which to examine students' perceptions of their creative writing class participation. These interactions emphasize the complexities of student engagement and promote the accuracy of the instruments and metrics used to study it. Cognitive engagement is concerned with a student's internal investment in the learning process, which includes inner psychological characteristics or nonvisible characteristics that encourage effort in acquiring, comprehending, and mastering the knowledge or skills required for academic work. As a result, English lessons were held for 12 students from Flores' private junior high school. They completed a questionnaire that included quantitative and qualitative questions. Descriptive statistics are used to examine qualitative data conceptually and statistically. The participants' experiences reflected various aspects of the students' participation. According to the findings, creative writing activities can help students learn about behavior, emotion, and cognition in a poetry class. However, in a poetry class, emotional involvement prevailed and was followed by behavioral engagement. Nonetheless, pupils maintained a low level of cognitive engagement.
A Reflection on Dynamics of Teacher Competence to Cope with Post- Pandemic Teaching in Indonesia Hapsari, Yulia; Emilia, Emi
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

A Reflection on Dynamics of Teacher Competence to Cope with Post-Pandemic Teaching in Indonesia. Objective: This paper aims to describe Indonesian teachers' competence in coping with the COVID-19 pandemic through their self-reflection and satisfaction with their teaching practices during the pandemic. Methods: A cross-sectional online survey using snowballing sampling was employed. Findings: This study found that from 111 teachers from various provinces in Indonesia participated in the survey, dynamic modifications in the teacher competencies, especially in the pedagogical and social competencies were apparent. Overall, while pedagogical competence experienced a decrease, social competence increased, whereas personality and professional competencies stayed the same. The volatile, uncertain, complex, and ambiguous (VUCA) conditions during the pandemic indicated facilitation in improving teacher competencies, primarily in the teachers ’ ability to integrate ICT into their teaching practices. However, the VUCA situation also recedes the teachers' competencies in understanding their learners (pedagogical competence), in being democratic and reasonable (personality competence), and in socializing with students and colleagues (social competence). Therefore, adaptive teaching and social-emotional competencies are crucial for teachers to manage post-pandemic teaching. Conclusion: These results should inform the importance of accommodating the VUCA framework in teacher competence to deal with new standards in education. Keywords: distance learning, ICT in ELT, teacher competencies, new normal education, VUCA circumstances.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202471
A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru Aunurrahman, Aunurrahman; Kusumaningsih, Citra; Sahrawi, Sahrawi; Hafis, Maliqul; Emilia, Emi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 2 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i2.1136

Abstract

This case study aimed to find out the implementation of a genre pedagogy under systemic functional linguistics (SFL) framework or under Sydney School to teach the English language to young English as a Foreign Language (EFL) learners of English Village of Parit Baru, Kubu Raya, West Kalimantan. Fifty-two young EFL learners were involved in this study. The data collection used two instruments, namely participant observations and documentation. The data analysis reveals that genre pedagogy elements could help the young EFL learners in constructing and communicating their texts independently. Also, the learners’ texts are following the schematic structures and linguistic features of the spoken genres the learners learned. To help the learners to cope with the teaching activities, songs and games activities were used to build their interest in the English language, new vocabulary, and practices to communicate their texts. This means that a genre pedagogy under the SFL framework could be integrated with joyful activities that not only provide guidance but also promote enjoyable learning in building the English language capacities of the young EFL learners in a non-formal educational context.
DIGITAL MULTIMODAL COMPOSING IN EFL PRE-SERVICE TEACHERS’ SLIDES: A SYSTEMIC FUNCTIONAL MULTIMODAL DISCOURSE ANALYSIS Lola, Viville Irena; Emilia, Emi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.11649

Abstract

Presentation slides are highly incorporated in the classroom. However, the EFL pre-service teachers’ ability to compose meaning across different modes in presentation slides remains underexplored. This study investigates how a group of four EFL pre-service teachers designed presentation slides by analysing the visual, verbal, and gestural modes through the lens of Systemic Functional Multimodal Discourse Analysis (SF-MDA). The research aims to examine how ideational, interpersonal, and textual meanings are realised in the multimodal artefacts, students’ design rationale, and how the three modes unite to achieve pedagogical goals, i.e. intersemiosis. The data included 15 presentation slides and an interview transcript, which provided insight into the EFL pre-service teachers’ design rationale. Findings indicate that although the slides employed the three modes, the analysis found limited intersemiosis, with modes, particularly the visual mode, not co-constructing meaning. This reflects a gap between the designers’ intention to engage students and the actual execution. The study concludes that pre-service teachers require not only theoretical exposure to multimodality but also structured practice in designing materials where meaning is distributed meaningfully across modes. These findings highlight the need for teacher education to develop curriculum that explicitly scaffolds digital multimodal composing skills.
MEDIATING ORAL COMPETENCE THROUGH GEN-AI IN GENRE-BASED SPEAKING INSTRUCTION FOR FRACTURED NARRATIVES Herawati, Herti; Emilia, Emi; Dewi, Finita
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i2.12521

Abstract

Developing oral narrative skills in English as a Foreign Language (EFL) contexts is challenging. It is often made more difficult by limited opportunities for personalized feedback and the cognitive burden of real-time production. This study investigated the integration of GenAI tools, specifically Gemini and ChatGPT, within a Genre-Based Approach (GBA) to scaffold the speaking skills of 32 tenth-grade students in West Java, Indonesia. This study focuses on the creative genre of "fractured stories," which is a demanding task that requires progressive scaffolding. This study used a qualitative case study design to explore how GenAI tools functioned across the GBA cycle. Data were collected through classroom observations, student-AI chat logs, students’ speaking recordings, and semi-structured interviews. The findings revealed that GenAI tools could improve students’ organizational structure and pronunciation by effectively enacting Vygotskian scaffolding, functioning as a dynamic "More Knowledgeable Other," that progressed from a lexical support during the knowledge-construction stage to a personalized phonological coach in the phase of independent practice. Analysis of speaking recordings showed marked improvement in narrative structure across all proficiency levels, while lower-proficiency students demonstrated significant gains in pronunciation accuracy via multimodal rehearsal loops. The study concluded that when embedded in a rigorous genre-based framework, GenAI transforms from a mere text generator into a robust, affective-aware partner that democratizes access to high-quality oral feedback. Future research should examine long-term retention of skills beyond the intervention period and investigate GenAI integration across diverse oral genres.
A review of Grammarly studies in the EFL context in Indonesia Zainurrahman, Zainurrahman; Rodliyah, Rojab Siti; Emilia, Emi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.86-106

Abstract

Grammarly has been a popular automated writing evaluation (AWE) tool incorporated in English as a Foreign Language (EFL) writing instruction. Grammarly studies have also proliferated. However, the trends of Grammarly studies in this context have not been captured sufficiently. To fill this gap, this study reviews the trends of Grammarly studies in Indonesia, classifying published studies from 2014 to 2024 (the search occurred in March 2024). To this end, Grammarly studies were retrieved from the Sinta database and Google Scholar via Publish or Perish 8. The inclusion criteria determined that 11 studies were to be included. Using content analysis, research types, topics, instruments, methods, and key findings are classified and reported. The analysis showed that qualitative research was the most widely used method, followed by quantitative research. Meanwhile, research and development (R&D) and classroom action research (CAR) are extremely scant. Additionally, most studies have focused more on students’ perception of Grammarly than its actual performance. These findings suggest that further CAR-based, experimental, and correlational studies on the use of Grammarly in Indonesia are needed to address the research gaps identified. The study provides useful insights that can serve as a basis for future research on the use of Grammarly in language teaching and applied linguistics, especially in Indonesia.
DMC in EFL classroom: Its possible pedagogical values to develop students’ digital literacy and creative expression Emiliasari, Raynesa Noor; Emilia, Emi; Hermawan, Budi
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.v9i2.16325

Abstract

This study investigates the implementation of Digital Multimodal Composing (DMC) in an Indonesian EFL context, with particular attention to students’ composing processes and their application of the Grammar of Visual Design (GVD). Adopting a qualitative case study design, the study was conducted over one academic semester and integrated the Genre-Based Approach (GBA) with multimodal instruction. The participants were twenty-eight undergraduate students enrolled in an English Education program who worked in four groups to produce four digital posters as the final outcome of the Independent Construction stage. All posters were designed using the Canva application and represented different genres, including narrative, informative, and persuasive texts. Data were collected through classroom video recordings, field notes, and semi-structured interviews with six purposively selected students. The findings show that students were able to integrate visual, verbal, and spatial modes in their poster designs, demonstrating an emerging understanding of representational, interactional, and compositional meanings. While students initially experienced difficulties in balancing modes and making deliberate design choices, scaffolded instruction through the GBA stages supported their gradual development of multimodal awareness. The posters illustrate students’ ability to apply GVD principles in culturally relevant and socially meaningful contexts, highlighting the pedagogical value of DMC for fostering digital literacy, creative expression, and genre awareness in EFL learning.Keywords: Digital Literacy, DMC, EFL Classroom, GBA
INTEGRATING BLENDED LEARNING INTO A GENRE-BASED APPROACH TO TEACHING ACADEMIC WRITING Sufiyandi, Sufiyandi; Emilia, Emi; Damayanti, Ika Lestari; Mukminin, Amirul
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.53470

Abstract

The Genre-Based Approach (GBA) has been widely reported as an effective framework for teaching writing; however, its implementation through the teaching cycle in blended learning environments remains underexplored. This study aims to investigate how the genre-based teaching cycle is implemented in teaching writing through blended learning and how it contributes to students’ academic writing development. A qualitative case study was conducted involving 30 students enrolled in a genre writing course at the English Language Department of a university in Indonesia. Data were collected through classroom observations, students’ reflective journals, and analyses of students’ written texts by comparing the diagnostic text to those written at the independent construction stage. The study revealed that teaching academic writing through GBA in a blended learning setting led to observable improvements in the teaching-learning process through GBA stages and in students’ academic writing in terms of genre, register, discourse, grammar, and graphic features. These findings show the value of integrating face-to-face and online learning within the genre-based teaching cycle to support academic writing development. The study also provides empirical insights into how GBA can be integrated into blended learning and offers useful guidance for academic writing instruction in higher education through technology-mediated pedagogy, with broader applicability as an instructional model for science-related study programs that require structured and discipline-specific academic texts.
Co-Authors Amalia, Wafa Amirul Mukminin Aunurrahman Aunurrahman Aunurrahman Bangga, Lungguh Ariang Budi Hermawan Citra Kusumaningsih Dimas Pujianto Emiliasari, Raynesa Noor Fadhillah, Ajeng Meidina Faradina, Widya Nur Fety Surfaifel Fikrianto, Misbah Finita Dewi Fuad Abdul Hamied Gin Gustine, Gin Habibi, Nurfitri Hamidah, Hasanatul Handi Gunawan Herawati, Herti Ika Lestari Damayanti Intan Satriani Kharismawati, Limala Ratni Sri Lola, Viville Irena Lulu Laela Amalia Maliqul Hafis, Maliqul Martinus Lafu Salu Nabung, Adrianus Nenden Sri Lengkanawati Nicke Yunita Moecharam Nugraha, Irsyad Pasaka, Rainal Wempi Pohan, Erwin Purnawarman, Pupung Rijal Anshar, Miftahur Rojab Siti Rodliyah Sahrawi Sahrawi, Sahrawi Sudarsono Muhammad Ihrom Sufiyandi, Sufiyandi Susan Santika Syairofi, Ahmad Syifa, Iva Laela Tri Indri Hardini Wawan Gunawan Yanty Wirza Yulia Hapsari Yulianeta Zainurrahman, Zainurrahman Zakia Habsari, Zakia