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All Journal TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Script Journal: Journal of Linguistic and English Teaching JEES: Journal of English Educational Study Borneo Educational Journal (Borju) Frasa: English Education and Literature Journal JELTEC: Journal of English Language Teaching, Literature and Culture E3L : Journal of English Laguange Teaching, Linguistics and Literature Carmin: Journal of Community Service International Journal of Education, Vocational and Social Science Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Istanti Hermagustiana
Faculty Of Teacher Training And Education, Mulawarman University
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Comparative Analysis of Gender Representation in English Textbooks for Indonesian Junior High School Students Siti Nurul Jameaah; Iwan Setiawan; Istanti Hermagustiana
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 1 (2024): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i1.1879

Abstract

This study compares gender representations in three different English textbooks from three publishers used by Indonesian Junior High School students (the Indonesian government, an Indonesian private publisher, and an International publisher). Under Critical Discourse Analysis (CDA) and Systemic Functional Linguistics (SFL), the study specifically investigated males’ and females’ representations and the typical activities associated with both genders. Overall, the results showed that males dominated all the textbooks, visually and textually. Besides that, the analysis revealed that females still have lower representations, less variation in occupations, and feminine specialization in doing the household chores in two textbooks. However, positive representations and stereotypes also appear in the textbooks, such as neutral generic constructions and typical activities by both genders.
The Use of Web Based Tests in an English Classroom: EFL Students Perceptions Nur Adheliya Septiarananda; Istanti Hermagustiana; Satyawati Surya; Desy Rusmawaty
Journal of English Language Teaching, Literature and Culture Vol. 2 No. 2 (2023): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v2i2.7762

Abstract

One of the practical applications of technology integration in the educational field is a web based test Since students need to be involved in the classroom assessment decision knowing their perceptions toward the use of evaluation media is deemed important Thus this study was aimed to identify the students perceptions on the use of web based tests in an English class and to examine the problems experienced by students when using them in the classrooms One hundred fourteen high school students participated in this study This study utilized a survey which consisted of both open and close ended questions A google form based questionnaire was used to collect the data from the selected participants The data were analyzed by using descriptive statistical analysis The result of this study indicated that the students had positive perceptions of the use of web based tests However they experienced some problems during the implementation of the web based tests The problems include the mobile device breakdown lack of security unfamiliarity internet connection issue server failure browser incompatibility mobile device unavailability mobile device incompatibility and time limitation The study also found that the most frequent problem experienced by students was the server failure problem Some pedagogical implications of this study were discussed< em> < em>< p>
EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING Fazah Nadia; Aridah Aridah; Effendi Limbong; Istanti Hermagustiana; A.K. Amarullah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.4976

Abstract

This research explores the experience of ten fifth-semester EFL pre-service teachers from Universitas Mulawarman who employed Plotagon to create digital storytelling projects in a Digital Literacy course. Adopting a qualitative research design, data were collected from participants' written reflections and examined thematically. The findings emphasize five broad themes: integration of local culture, in this case folklore from East Kalimantan, into EFL courseware; technological challenges and creative coping with additional tools; creativity and collaboration through cooperative production; attitudes towards usefulness and usability that impacted technology appropriation; and redefinition of learner and teacher roles as learners took on teller and media producer roles. These findings tell us that in spite of extensive use of culture as objects, greater digital literacy levels, and greater practice on the part of learners, the subjects were affected by the presence of limited functionality of Plotagon, faulty hardware, and inconsistent group participation, thereby requiring the necessity of having institutional backing as well as training. This study contributes to fresh understanding regarding the enabling of technology flexibility, cultural awareness, and learning autonomy through the use of digital storytelling tools like Plotagon in pre-service teacher education and illustrates not only their ability to produce language and digital literacy but also their ability to improve the competence of pre-service teachers in teaching innovative, forward thinking, and culture-sensitive.
Literary Flourishing in TESOL: A Conceptual Framework for Wellbeing-Oriented Literature-Based EFL Pedagogy Sunardi; Istanti Hermagustiana; Desy Rusmawaty; Noor Rachmawaty; Sirajuddin Kamal; Surjasni; Hengky
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2399

Abstract

Background: This conceptual review proposes Literary Flourishing in TESOL as an interdisciplinary framework for humanizing literature-based English language education. This article addresses the continued prevalence of instrumental TESOL paradigms, where literature is frequently relegated to supplementary reading, cultural content, or a means of vocabulary and comprehension practice. The article develops a conceptual model that positions literary engagement as a catalyst for human flourishing and linguistic development, drawing on a range of disciplines including positive psychology, wellbeing education, and narrative theory. Methodology: The proposed PERMA-LIGHT model expands on the PERMA dimensions of wellbeing, which include positive emotion, engagement, relationships, meaning, and accomplishment, by incorporating literary, humanistic, and transformative dimensions such as literary empathy, identity formation, global and intercultural understanding, humanistic growth, and transformative reflection. The article also outlines WOLBEP, or Wellbeing-Oriented Literature-Based EFL Pedagogy, as a pedagogical framework comprising emotional engagement, narrative immersion, reflective meaning-making, dialogic interaction, transformative response, and flourishing reflection. Findings: The review asserts that literature-based TESOL can foster linguistic competence, emotional wellbeing, empathy, identity formation, resilience, intercultural understanding, and reflective agency. The article provides a model for curriculum design, literature-based pedagogy, teacher education, and future research on language education that fosters flourishing. Conclusion: The review concludes that literature-based TESOL should be repositioned from a supplementary language resource to a wellbeing-oriented pedagogy that develops linguistic competence alongside empathy, identity formation, intercultural understanding, and reflective growth. Originality: The originality of this article lies in proposing Literary Flourishing in TESOL and operationalising it through the PERMA-LIGHT model and WOLBEP framework, which integrate wellbeing, literary pedagogy, and transformative learning into a unified conceptual approach.
Co-Authors A.K. Amarullah Aminah Rhasa Wulan Aridah Aridah Aridah Dian Anggriyani Dyah Sunggingwati Fazah Nadia Hengky I Gusti Ngurah Darmawan Intan Rebecca Siburian Iwan Setiawan Kalukar, Ventje Limbong, Effendi Noor Rachmawaty Nur Adheliya Septiarananda Nur Amalia Putri Rania Putri Wahyudi Rusnah Rusnah Satyawati Surya Sella Ayu Nindya Sirajuddin Kamal Siti Nurul Jameaah Sunardi Sunardi Surjasni Teodora Ping, Maria