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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Cendekia IJEE (Indonesian Journal of English Education) JURNAL ILMU PENDIDIKAN (JIP) KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) IJoLE: International Journal of Language Education SOSIOHUMANIKA Educatio Voices of English Language Education Society GANEC SWARA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Studies in Learning and Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Jurnal Jendela Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pengabdian Masyarakat Nusantara Journal of Language and Literature Studies Stilistika GLOBAL: Journal of Language and Humanity Education English Review: Journal of English Education
Iwan Jazadi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The English Speaking Competency and Challenges for BIPA Teachers Fadjar Indra Kurniawan; Iwan Jazadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.4398

Abstract

This research aimed to determine: (1) How important English speaking ability is for BIPA teachers; (2) What English speaking macro skills should be prepared to be a BIPA teacher; (3) What obstacles BIPA teachers find in the teaching process and how  they solve them. This research used the qualitative method. The participants of this research were two BIPA teachers from different offices, from West Nusa Tenggara Province Language Office and Mataram Lingua Franca Institute. This research mostly used interviews to support the data of this research, while observation and documentation were used as supporting sources. The results of this research indicate that: (1) English speaking ability on A1 grade or the first grade is important because English is a bridge to connect the students to Indonesian; (2) There are five macro skills of English speaking ability that should be mastered by BIPA teachers; (3) The obstacles that mostly appear on the teaching process are based on the purpose of the learners to study Indonesian and the characteristics of each student from different countries.
Designing a Functional Approach Daily Conversation Module for Beginner EFL Learners Aris Dwi Intan Aprianti; Iwan Jazadi; Sartika Sartika; Elli Marliana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16466

Abstract

Communicating effectively in daily conversations remains a challenge for many Indonesian EFL learners, particularly beginners, who often struggle with fluency, vocabulary limitations, and a lack of confidence. This study aimed to design, develop, and validate a contextual daily conversation module using the Functional Approach within the ADDIE instructional model. A needs analysis involving students, alumni, and a course coordinator revealed learners’ preference for contextual topics, scaffolded practice, and bilingual support. The design phase translated these findings into structured lesson plans and communicative tasks, while the development phase involved expert validation to refine the module. The novelty of this study lies in its integration of the Functional Approach with bilingual scaffolding, a combination rarely explored in Indonesian tertiary EFL contexts. The resulting module features functional expressions, bilingual glossaries, authentic conversational topics, and reflective activities, all validated as highly appropriate by experts. Beyond its immediate context, the module provides a scalable model for other institutions seeking to enhance students’ communicative competence through context-responsive materials.
The English Speaking Competency and Challenges for BIPA Teachers Fadjar Indra Kurniawan; Iwan Jazadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 8 No. 2 (2021): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.4398

Abstract

This research aimed to determine: (1) How important English speaking ability is for BIPA teachers; (2) What English speaking macro skills should be prepared to be a BIPA teacher; (3) What obstacles BIPA teachers find in the teaching process and how  they solve them. This research used the qualitative method. The participants of this research were two BIPA teachers from different offices, from West Nusa Tenggara Province Language Office and Mataram Lingua Franca Institute. This research mostly used interviews to support the data of this research, while observation and documentation were used as supporting sources. The results of this research indicate that: (1) English speaking ability on A1 grade or the first grade is important because English is a bridge to connect the students to Indonesian; (2) There are five macro skills of English speaking ability that should be mastered by BIPA teachers; (3) The obstacles that mostly appear on the teaching process are based on the purpose of the learners to study Indonesian and the characteristics of each student from different countries.
A Design-Based Instructional Module Integrating Motivation and Self-Regulated Learning in EFL Learning Contexts IGA Widari; Iwan Jazadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19711

Abstract

This study addresses the persistent challenge of low and unstable motivation and underdeveloped learning strategies among first-year EFL students in regional Indonesian higher education contexts, where limited academic support and low-resource conditions often hinder the development of learner autonomy. In response, it aimed to develop and validate a Motivation and Learning Strategies Module (MLSM) integrating Self-Determination Theory (SDT), the ARCS motivational model, and Self-Regulated Learning (SRL) principles. A Research and Development (R&D) design adapted from Borg and Gall and Dick and Carey models was employed, combined with a mixed-methods pre–post evaluation approach. The participants were 24 first-year EFL students, along with three expert validators and six students for qualitative feedback. Data were collected through motivation and learning strategy questionnaires, validation rubrics, reflective interviews, and open-ended responses. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed using thematic analysis. The findings showed no statistically significant difference between pre-test and post-test scores of motivation and learning strategies (p > .05), indicating no significant short-term improvement. However, qualitative results revealed increased learner awareness of motivation, improved self-management, greater engagement, and emerging self-regulated learning behaviors. Expert and student evaluations further indicated that the module was highly feasible, relevant, and contextually appropriate for EFL instruction in low-resource settings. The study develops a context-sensitive instructional module integrating SDT, ARCS, and SRL into a unified framework for EFL learning. It suggests that while the MLSM does not produce immediate measurable gains in motivation, it facilitates reflective learning processes and supports the development of learner autonomy. Practically, the module offers an adaptable instructional resource for EFL educators in low-resource higher education contexts seeking to strengthen motivational and strategic learning support.
Co-Authors ., Jalaluddin Amri, Samsun Andi Haris, Andi Andi Robby Samawa Ardian Sukma Ardiyansyah ARIS DWI INTAN APRIANTI Aris Dwi Intan Aprianti Arisanti, Ivon Asbar Asbar, Asbar Asmi, Nurul Bayu Marheta Dirgahayu Pratiwi Dita Rezkia Utami Dwi Oktriansyah ELLI MARLIANA ELLI MARLIANA Endang Fauziati Fadjar Indra Kurniawan Furqanul Hakim Haerani, Aditiya IGA Widari Imam Syafei Iradatul Akbar Jalaluddin . Jalaluddin Jalaluddin jalaluddin Jalaluddin JAZADI, FAIZ UNISA Ladita, Safira Laeli Sinarti Marisa Fitri MARLIANA, ELLI Marmanto, Sri Mukti, Mukti Pratiwi, Dirgahayu Safira Ladita Samsudin Sarina Puspa Sartika Sartika Sartika Sartika, Sartika SATRIYAS ILYAS Solihin Solihin Solihin Solihin Sri Marmanto Subaidah Sultan Bahanan SUPARMAN Supriadin Supriadin Supriadin SUWARNI SUWARNI Syaifuddin Iskandar, Syaifuddin Tarihoran, Irfan Hamonangan Widari, I.G.A. Widari, IGA Yayuk Hasanah Zuhri, Lahmuddin