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All Journal Journal on English as a Foreign Language (JEFL) Englisia
Elok Putri Nimasari
Muhammadiyah University of Ponorogo
Languange, Linguistic, Communication & Media

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Critical discourse analysis in teaching reading Elok Putri Nimasari
Journal on English as a Foreign Language Vol 6, No 2 (2016): Issued in September 2016
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.256 KB) | DOI: 10.23971/jefl.v6i2.400

Abstract

In Indonesian context, it is mostly found that reading material and its exercises examine of what have been explicitly discussed. Critical thinking is less introduced within reading texts and somehow it makes the students less understandable to know what is exactly meant by the author. However, when the students are able to think critically, they will also be able to connect between ideas and to solve the problems with logical reasons. From this reason, it is clearly seen that critical thinking should be introduced, for instance, through reading texts and its exercises. This article aims to present one idea that can be used to raise critical thinking by implementing a critical discourse analysis. Therefore, the relevant literature of teaching reading, CDA, the description of how the material is integrated with CDA and the teaching sequence will be described. It is expected that this article will have deeper insight and significant implication for some educational parties such as teachers and lecturers.
Feeling like different persons: Becoming English teachers through overseas teaching internships Isna Agustin; Nurfitri Longdaeva; Elok Putri Nimasari; Ana Maghfiroh
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.127

Abstract

This study examines the professional identity development of Indonesian pre-service English teachers during a short-term international teaching internship in Southern Thailand, specifically exploring how participants perceived themselves as becoming "different persons" through this intercultural experience. Although existing research has established the role of intercultural encounters in shaping teacher identity, limited attention has been directed toward understanding how brief yet intensive overseas teaching placements contribute to emerging professional identities through processes of reflective meaning-making. Employing a collaborative narrative inquiry approach, the study analyzed written reflective narratives and semi-structured interview data collected from six Indonesian pre-service English teachers. The analysis focused on how professional identity construction unfolded through participants' everyday intercultural classroom experiences. The findings reveal that participants experienced substantial shifts in professional self-understanding, evidenced by expanded intercultural awareness, negotiated emotional and pedagogical challenges, and the development of adaptive teaching practices in response to unfamiliar classroom norms, multilingual interactions, and local school expectations. Critically, identity development did not result from intercultural exposure alone but emerged through sustained, reflective engagement with intercultural encounters throughout the internship period. This study contributes to the field of English language teacher education by highlighting the pedagogical and affective value of short-term international teaching internships and underscoring the necessity of structured intercultural preparation, guided reflection, and robust institutional support in fostering pre-service teachers' professional learning.
More than a game: An activity theory analysis of EFL learners’ Duolingo-mediated vocabulary learning practices Alvan Rafiqi Al-firdausi; Ana Maghfiroh; Elok Putri Nimasari; Diyah Atiek Mustikawati
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.165

Abstract

Numerous studies examining Duolingo within English as a Foreign Language (EFL) contexts have primarily focused on learning outcomes and user satisfaction, yet they seldom elucidate how vocabulary acquisition is systematically organized and sustained in learners’ daily routines. This gap is critical, as app-based language learning typically unfolds outside formal instructional environments. Guided by Activity Theory, this qualitative study conceptualizes Duolingo-mediated vocabulary learning as a dynamic activity system. Data were collected via an open-ended questionnaire administered to ten EFL learners recruited from an online language learning community, complemented by the researcher’s autoethnographic notes to enrich contextual understanding. Findings reveal that learners consistently engage in short, micro-sessions shaped by the platform’s segmented lesson structure. Sustained participation is enabled through self-imposed daily routines and the motivational affordance of socially visible progress indicators. Furthermore, learners actively negotiate contradictions-such as the tension between repetitive drills and meaningful use-by adjusting learning intensity or expanding their toolset to include external resources like personal notes and authentic media. These insights extend beyond descriptive accounts to inform more learning-centered design principles and pedagogical scaffolding strategies, ultimately fostering durable vocabulary development in technology-mediated, self-directed EFL environments.  
Co-Authors Alvan Rafiqi Al-firdausi Ana Maghfiroh Diyah Atiek Mustikawati Isna Agustin Nurfitri Longdaeva