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This Author published in this journals
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 KEMBARA Journal of English and 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 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
Emi Emilia
Indonesia University of Education Indonesia
Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Exploratory practice in action: EFL teachers’ and students’ collaborative engagement in intensive reading activities Sri, Melisa; Emilia, Emi; Safrina, Raden
Journal of English and Education (JEE) Vol. 12 No. 1 (2026): VOLUME 12 NO 1 MAY 2026
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v12i1.42601

Abstract

This qualitative case study investigates how EFL teachers and students collaboratively enact Exploratory Practice (EP) principles in intensive reading instruction at an Indonesian university. Drawing on classroom observations, semi-structured interviews, and reflective journals, the research explores the pedagogical integration of EP’s seven key principles, including puzzle-posing, mutual development, and reflective inquiry. Findings reveal that EP transforms the reading classroom into a space for shared exploration, where both teachers and learners co-construct meaning, deepen engagement with texts, and foster a supportive learning community. Teachers shifted from delivering fixed content to facilitating dialogic discussions around learner puzzles, while students became more reflective and agentive in their reading practices. The enactment of EP led to improved teacher-student relationships, enhanced metacognition, and greater emotional investment in learning. However, challenges emerged, including time constraints, discomfort with open-ended inquiry, and misalignment with standardized assessments. Despite these tensions, the study underscores the potential of EP to humanize reading instruction by centering learner voice, inquiry, and well-being. This research contributes to the growing literature on practitioner research in language education, offering insights into the enactment of EP in skill-specific domains and advocating for more inclusive, inquiry-driven pedagogy in EFL contexts.
A process-genre approach with genAI Feedback: Interpersonal lexicogrammar development Zainurrahman, Zainurrahman; Emilia, Emi; Rodliyah, Rojab Siti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42479

Abstract

A genre-based approach is argued to be effective in developing students’ academic writing ability, but feedback provision remains a challenge. Studies on GenAI feedback have shown that GenAI tools can provide students with immediate, personalized feedback. However, a few studies have investigated the impact of integrating GenAI feedback into a genre-based approach. To fill this gap, this study integrated GenAI feedback into a process-genre approach (PGA) to teaching exposition, which is an academic genre. Focusing on students’ interpersonal lexicogrammatical developmental trajectory, this study employed a single-case study design. Data were collected from 15 EFL (English as a foreign language) undergraduate students' drafts (diagnostic writing test, four successive drafts, and final writing test). Students’ texts were scored using an SFL-informed rubric. The developmental trajectory was analyzed using repeated-measures ANOVA, along with the SFL mood, modality, and appraisal systems. The results indicated a statistically significant increment in students’ interpersonal grammar, F(2.85, 39.92) = 33.56, p < .001, ηp2 = .706, though a slight drop in the final writing test was observed. This study concludes that PGA with GenAI feedback could facilitate students’ interpersonal lexicogrammar, but students still needed learning and writing support from the teacher. The findings of this study contribute to our understanding of the PGA with GenAI feedback in teaching exposition.
Co-Authors Amalia, Wafa Amirul Mukminin Aunurrahman Aunurrahman Aunurrahman Bangga, Lungguh Ariang 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 Melisa Sri, Melisa Nabung, Adrianus Nenden Sri Lengkanawati Nicke Yunita Moecharam Nugraha, Irsyad Pasaka, Rainal Wempi Pohan, Erwin Purnawarman, Pupung Rijal Anshar, Miftahur Rojab Siti Rodliyah Safrina, Raden 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