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All Journal Jurnal Pendidikan Humaniora TARBIYA : Journal Education in Muslim Society Edukasi: Jurnal Pendidikan dan Pengajaran JURNAL PENDIDIKAN TEMATIK DIKDAS Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Jurnal Muara Sains, Teknologi, Kedokteran dan Ilmu Kesehatan Titian: Jurnal Ilmu Humaniora Didaktika: Jurnal Kependidikan Jurnal Pengabdian Dharma Wacana Pena: Jurnal Pendidikan Bahasa dan Sastra English Review: Journal of English Education Indonesian EFL Journal
Hadiyanto Hadiyanto
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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EXPLORING DIGITAL ENGLISH TEACHING STRATEGIES THROUGH DIFFERENTIATED LEARNING IN VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.144

Abstract

This study investigates the implementation of digital English teaching strategies with a differentiated learning approach at Vocational High Schools (SMKs) in South Sumatra. The research aimed to explore how teachers integrate differentiated learning strategies into their teaching practices, focusing on content, process, and product differentiation. Data was collected through observations, teacher questionnaires, interviews, and document reviews. The results show that the integration of differentiated learning has been effective in meeting the diverse needs of students, with content being adapted to students' interests and learning styles. Process differentiation was implemented through grouping students based on their learning pace, and product differentiation encouraged collaboration and student presentations. However, challenges such as limited digital literacy, inadequate teaching resources, and a lack of infrastructure were identified as barriers. The study suggests that further professional development, better digital resources, and enhanced infrastructure are essential to maximize the potential of differentiated learning strategies.
PORTRAYING EFL STUDENTS’ WRITING SELF EFFICACY ACROSS IDEATON, CONVENTION, AND SELF-REGULATION: A QUALITATIVE EXPLORATION Eliza Trimadona; Urip Sulistiyo; Hadiyanto; Mukhlash Abrar
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.157

Abstract

Writing self-efficacy plays a crucial role in shaping EFL students’ engagement, strategic behavior, and confidence in academic writing. This qualitative study investigates how university EFL students construct their writing self-efficacy through three interrelated dimensions: ideation, convention, and self-regulation. Semi-structured interviews were conducted with undergraduate EFL students and analyzed using thematic analysis supported by NVivo. The findings reveal that students’ self-efficacy in ideation is strengthened by topic familiarity, the use of planning strategies, and access to external resources, enabling them to generate and organize ideas more confidently. In terms of convention, students’ confidence is closely associated with their perceived control over grammar, vocabulary, and mechanics, often supported by digital tools as mediational resources. Self-regulation emerges as a dynamic dimension, reflected in students’ ability to manage focus, set goals, and sustain motivation, although their efficacy frequently fluctuates due to reliance on external demands such as deadlines. The results indicate that writing self-efficacy is a multidimensional and context-dependent construct shaped by the interaction of cognitive, linguistic, and regulatory processes. These findings highlight the importance of integrating strategic instruction, linguistic support, and self-regulatory guidance to foster sustainable writing self-efficacy in EFL higher education contexts.
SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION AND ITS EFFECT ON EFL STUDENTS’ CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.173

Abstract

Abstract Critical listening is an essential higher-order academic skill for EFL learners, particularly in higher education contexts where students are required to engage with complex spoken discourse such as academic discussions. However, listening instruction often emphasizes surface-level comprehension rather than evaluative and interpretive processing. Grounded in schema theory, multimedia learning theory, and metacognitive listening theory, this study investigates the effect of schema-activated multimedia instruction on EFL students’ critical listening performance in academic discussion contexts. Employing a quantitative quasi-experimental design, the study involved two intact classes of undergraduate EFL students. The experimental group received instruction integrating prior knowledge activation and multimedia support within a metacognitive listening sequence, while the control group received conventional listening instruction. Data were collected through pre-test and post-test measures of critical listening performance and analyzed using descriptive and inferential statistics. The results reveal that students exposed to schema-activated multimedia instruction demonstrated significantly higher critical listening performance than those in the control group. The findings indicate that critical listening can be systematically developed through instructional design that integrates cognitive and pedagogical principles, contributing empirical evidence to EFL listening pedagogy in higher education contexts.
LANGUAGE LEARNING STRATEGIES AND EFL SPEAKING PERFORMANCE: THE MEDIATING ROLE OF SELF-REGULATION AMONG INDONESIAN UNIVERSITY STUDENTS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.174

Abstract

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.
EXAMINING STUDENTS' PERCEPTIONS OF SPEAKING ANXIETY AND ITS INFLUENCE ON ORAL PERFORMANCE IN ENGLISH LANGUAGE LEARNERS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.96

Abstract

This research aims to explore the perceptions of English Education students at Universitas Muhammadiyah Palembang regarding speaking anxiety in oral communication classes. The anxiety, it appears, stems from challenges such as pronunciation difficulties, vocabulary recall, grammar concerns, and the fear of making mistakes, which could lead to judgment from peers. The study employed a qualitative case study design involving 43 students from the English Education Program at Universitas Muhammadiyah Palembang. Data was collected using a self-developed questionnaire designed to assess the students' perceptions of speaking anxiety and its impact on their performance. The findings reveal that, despite recognizing the importance of English for future career prospects, students' anxiety negatively influences their confidence and effectiveness during speaking activities. The study concludes that speaking anxiety can be mitigated by fostering a supportive and inclusive learning environment. Practical recommendations include integrating both simulated and real-life speaking activities, as well as encouraging students through positive reinforcement to overcome their shyness and actively engage with the language. These approaches can help resolve the issues identified, enabling educators to enhance students' English language skills and better prepare them for the demands of global communication.
DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE PEDAGOGY AT VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA: A MIXED-METHODS STUDY Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.99

Abstract

This research explores the application of differentiated instruction in English Language Teaching (ELT) at Vocational High Schools (VHS) in South Sumatra, using a sequential explanatory mixed-methods approach. A survey was conducted with 267 English teachers to assess their perceptions, instructional practices, and readiness to implement differentiated teaching within the context of the Emancipated Curriculum. The survey instrument exhibited excellent reliability (Cronbach’s Alpha = 0.983). Quantitative data were analyzed through descriptive and inferential statistics, including correlation and regression, to examine the relationships between differentiated practices, student engagement, and learning outcomes. To complement the quantitative findings, qualitative data were collected through semi-structured interviews, classroom observations, and document analysis from ten selected teachers in both public and private vocational schools. The thematic analysis revealed that teachers employed strategies such as flexible grouping, adaptive materials, scaffolded tasks, and diverse assessments. Despite these efforts, challenges like limited preparation time, varying student levels, insufficient institutional support, and inconsistent understanding of differentiation remained. The study indicates that while differentiated instruction enhances student engagement and supports personalized learning, its implementation is inconsistent. It emphasizes the need for ongoing professional development, stronger institutional support, and better alignment with the Emancipated Curriculum to optimize ELT practices in vocational education.
EXPLORING EFL STUDENTS’ PERCEPTIONS OF SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION FOR DEVELOPING CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.135

Abstract

Critical listening is an advanced listening skill that requires learners to interpret, evaluate, and synthesize spoken information in academic discourse. However, listening instruction in many EFL contexts still relies heavily on audio-only materials, which may limit learners’ engagement in higher-order listening processes. This study explores EFL students’ perceptions of schema-activated multimedia instruction for developing critical listening skills. The study adopted an explanatory perception-focused mixed-methods design. The participants were 30 students from the experimental group of a larger instructional study in an Indonesian university. Quantitative data were collected through a 20-item closed-ended questionnaire, while qualitative data were obtained from six open-ended questionnaire items to provide explanatory insights into students’ learning experiences. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative responses. The results indicate that students demonstrated highly positive perceptions of schema-activated multimedia instruction across all instructional dimensions. Multimedia usage received the highest perception scores, followed by prior knowledge activation and critical listening support. Qualitative findings further revealed that schema activation enhanced cognitive readiness, multimedia support provided structural clarity and reduced cognitive load, and the instructional design encouraged metacognitive monitoring, confidence, and engagement during listening tasks. Overall, students perceived schema-activated multimedia instruction as more supportive and manageable than traditional audio-only listening activities. These findings highlight the importance of integrating schema activation and multimedia scaffolding in EFL listening instruction to facilitate learners’ engagement in higher-order listening processes, particularly critical listening in academic contexts.
Co-Authors Ade Kusmana Andang Fazri Apdelmi Apdelmi Aryawira Pratama Bunga Ayu Wulandari Christy Mahendra Desti Anggraini Dodi Irawan Dwi Rara Saraswaty Eddy Haryanto Eka - Sastrawati Eliza Trimadona Farah Ridhiyalira Fauzan Sulman Ferry Anggriawan Finza Larasati Finza Larasati Hary Soedarto Harjono Helty, Helty Herman Budiyono HUSNUL KHOTIMAH Imilda Utami Dewi Irnanda, Ela Kamarudin Lince Muis Marzul Hidayat Muhammad Alfath Mukhlash Abrar Nadya Aprilia Nazurty Nazurty Noferdiman Noferdiman Novit Aprillia Nur Halimatusyadiyah Ms Lubis Nurhizrah, Gustituati Pratama, Amor Seta Gilang Putri Anisa Utami Putri, Riska Nanda Retno Wulan Rustam Selina Anindita Sovia Wulandari Suhendra, Irwan Sulistiyo, Urip Tomi, Masvil Yantoro, Y