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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia IJEE (Indonesian Journal of English Education) English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Jurnal Penelitian Pendidikan Jurnal Ilmiah Peuradeun Language Literacy: Journal of Linguistics, Literature, and Language Teaching JMIE (Journal of Madrasah Ibtidaiyah Education) CERIA (Cerdas Energik Responsif Inovatif Adaptif) PrimaryEdu - Journal of Primary Education BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ELT in Focus Elsya : Journal of English Language Studies Ethical Lingua: Journal of Language Teaching and Literature Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Educational Experts (JEE) ENGLISH FRANCA : Academic Journal of English Language and Education These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Research in Instructional Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Studies in English Language and Education Conference Proceedings International Conference on Education Innovation and Social Science Jurnal Pendidikan Progresif
Bachrudin Musthafa
Universitas Pendidikan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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TEACHING PRESENCE AND ITS IMPACT ON STUDENT ENGAGEMENT AND SENSE OF COMMUNITY IN BLENDED BUSINESS ENGLISH Suharno, Suharno; Musthafa, Bachrudin; Purnawarman, Pupung
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11831

Abstract

This study emphasized the critical role of teaching presence in enhancing student engagement and fostering a sense of community in blended business English learning environments. As blended learning becomes increasingly popular, understanding how instructors' active participation, feedback, and facilitation impact student outcomes is essential. The research utilized a mixed-method approach, combining quantitative surveys with qualitative interviews among university-level business English students and their instructors. Key findings revealed that a strong teaching presence boosted student participation, while constructive feedback motivated improved performance. Additionally, effective facilitation by instructors helped create supportive communities, encouraging collaboration and teamwork among students. These insights underscore the importance of active instructor involvement in blended learning to maximize educational outcomes. Educators are advised to maintain high levels of teaching presence and leverage feedback to stimulate dynamic student interactions, thereby fostering an engaging and cohesive learning environment. This study contributes practical recommendations for optimizing business English instruction in mixed-mode settings. The sample size was the obvious limitation to address to yield a more reliable study result.
ICT BARRIERS IN EFL REMOTE EDUCATION: COMPARATIVE EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS ACROSS SCHOOL TYPES IN WEST JAVA, INDONESIA Eddraoui, Bouchra; Sukyadi, Didi; Bukhori Muslim, Ahmad; Musthafa, Bachrudin
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11835

Abstract

The COVID-19 pandemic has disrupted education globally. In response, the Indonesian government mandated an immediate transition to virtual teaching. However, the rapid transformation was associated with unprecedented challenges and complications. This qualitative study investigates the experiences of 24 EFL senior high school teachers in West Java, Indonesia, representing diverse school backgrounds. The study illustrated that the teachers faced various challenges categorised into three significant aspects: 1-Technological/Technical (equity and accessibility, bandwidth, technological support), 2- Students (lack of motivation, time management, changed behaviour), and 3-Facilitator's abilities (limited ICT abilities, burnout, workload). Specifically, urban public high school teachers failed to keep students engaged and motivated in online classrooms. In contrast, rural public senior high school instructors encountered severe technical hurdles, such as inadequate internet access and limited digital equipment, making it challenging to prepare interactive classes. Furthermore, private senior high school instructors were unprepared for online education and battled to keep their pupils engaged and motivated. Furthermore, private Islamic school teachers had a particular issue connecting their teaching techniques with Islamic beliefs, which complicated digital tools and platforms. The study suggests that EFL teachers require extensive support networks, focused interventions, and specialised training to address these issues.
Improving Language Skills Through Linguistic Intelligence Learning Design Gunawan, Dani; Musthafa, Bachrudin; Wahyudin, Dinn
Jurnal Ilmiah Peuradeun Vol. 10 No. 3 (2022): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v10i3.772

Abstract

This research aimed to determine the difference in students' language skills levels before and after using a verbal-linguistic intelligence-based learning design. This research was conducted in an elementary school in Garut Regency, Indonesia, using a pre-experimental design with a one-group pretest-posttest design. The participants were 22 sixth-grade elementary school students. The data were obtained by test. The test instrument was tested for validity and reliability. Then, the data were analyzed by inferential and descriptive tests. The inferential test was done through normality and homogeneity tests. Furthermore, the data were tested for the mean difference using SPSS 22 software. The results prove differences in students' language skills before and after applying the verbal-linguistic intelligence-based learning design. The acquisition sees the difference in scores of the average score of each skill after treatment increases with an n-gain score of 68.75. This proves that verbal-linguistic intelligence-based learning design can improve each student's language skills. The findings can be an insight for future researchers conducting research on learning design based on verbal-linguistic intelligence or language skills.
ENHANCING EFL STUDENTS’ RECOUNT TEXTS BY EMPLOYING METACOGNITIVE LEARNING STRATEGIES (MLS) Dhillon, Bobby Pramjith Singh; Musthafa, Bachrudin; Wirza, Yanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9206

Abstract

Although writing in English is challenging for non-native students, metacognitive learning strategies could be the solution. Therefore, this paper aims to examine and describe if students' metacognitive learning strategies and writing abilities are positively and significantly correlated during the second semester at Nommensen University in Pematangiantar, Indonesia. The text was analyzed using a correlation study with 25 writing II students. In this study, two different kinds of variables were used. The first is the independent variable—the students' metacognitive learning strategies—and the second is the dependent variable—their writing skills. Pearson's simple product-moment correlation was employed to evaluate the collected data. A questionnaire modified from the theory of metacognitive learning strategies was used to assess the students’ metacognitive learning strategies. A written test using recount texts assesses students' English writing ability. The researchers conducted interviews to see how students who used metacognitive learning strategies responded to writing and interviewed English teachers to confirm the findings. The result showed a significant correlation between the students' metacognitive learning strategies and the students' writing skills (r = 0.590 > r table = 0.505). Therefore, the teacher and students need to consider metacognitive learning strategies in the learning process to develop their writing skills.
EXPLORING CRITICAL PEDAGOGY PRINCIPLES IN EFL CLASSROOMS: BELIEFS AND PRACTICES OF INDONESIAN TEACHERS Yulianto, Slamet Wahyudi; Musthafa, Bachrudin; Gustine, Gin Gin
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9258

Abstract

The incorporation of critical pedagogy (CP) principles in the teaching of English as a foreign language (TEFL) in Indonesia has been promoted since the last two decades. However, research on how Indonesian EFL teachers view the CP principles are rarely conducted. This case study aims to discover the perceptions of 30 Indonesian EFL teachers teaching in different levels of education and having various educational backgrounds and diverse degree of familiarity regarding the four CP principles. The data for this study were collected by distributing questionnaires and conducting interviews. The collected data were analyzed using descriptive analysis and by transcribing, tabulating, coding, categorizing, interpreting, comparing, and concluding. It is evident from the participants’ viewpoints, among the four principles, dialogue and problem-posing are the two most desirable as well as applicable ones. Additionally, in practicing the four principles, the participants claimed that they performed twelve categories of classroom activities. Considering the findings of this study, more training and research on critical EFL pedagogy are recommended.
STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA Romios, Laser; Musthafa, Bachrudin; Lengkanawati, Nenden Sri
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9531

Abstract

In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education; 
Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators Suharno, Suharno; Musthafa, Bachrudin; Purnawarman, Pupung
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp499-515

Abstract

Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators. Purpose: This study aims to explore learners’ and faculty members’ perceptions of the enactment of Artificial Intelligence (AI) technologies in English Language Teaching (ELT) based on the Community of Inquiry (CoI) Framework; in particular, intending to investigate the perceived benefits, challenges, and pedagogical implications of artificial intelligence adoption in the Indonesian education landscape. Methods: Using a mixed-methods sequential explanatory design, the study commenced with quantitative data collection through questionnaires issued to learners and educators. The next phase involved qualitative data collection through in-depth interviews and focus group discussions, which provided greater depth of insight into participants’ experiences and attitudes. Findings: In this sense, it is significant that the positive impact of artificial intelligence on ELT was reported above. Educators also acknowledged the role of AI in enhancing traditional practices and facilitating classrooms that are more dynamic and student-centered. Nonetheless, there are concerns about privacy, data security, and whether AI-driven tools are culturally nuanced enough for language instruction. Conclusion: Such fears underscore the need for contextually appropriate implementation guidelines that adapt AI tools to align with pedagogy norms and moral codes found in local education systems. This work thus contributes to the growing literature on the implementation of AI technology in language education by providing empirical evidence of effective integration of this technology, particularly in Indonesia. The outcomes will serve not solely to inform educators and policymakers on the best practices surrounding AI integration throughout ELT but also to affirm the addressing of protection and cultural acclimatization challenges. Overall, the research sets forth a roadmap for AI’s potential pedagogical role in shaping language instruction practice and policy. Keywords: artificial intelligence, community of inquiry, english language teaching, experiences, perceptions.
Practice and barriers of technology integrated pedagogy in teaching EFL young learners: A critical analysis Faudi, Faudi; Husain, Balqis; Musthafa, Bachrudin
Journal of Research in Instructional Vol. 3 No. 2 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i2.251

Abstract

Young learners' characteristics, which differ from those of young adolescents, adolescents, and adults, encourage EFL instructors to implement technology-based learning strategies with high consideration. If EFL teachers fail to implement the appropriate strategy for teaching English, young students may likely encounter academic difficulties in subsequent years. Teachers of English as a foreign language (EFL) have implemented technology-based learning strategies to improve students' literacy, vocabulary, and critical thinking abilities. There are also implementation obstacles. This article aims to identify the types of digital-based learning strategies implemented by Indonesian EFL teachers for teaching English to young learners, as well as to identify the challenges faced by Indonesian EFL teachers when implementing digital-based learning strategies for young learners.The findings indicated that EFL teachers in Indonesia employed a variety of technological approaches to develop their students' language and critical thinking skills. EFL teachers utilized multimodal e-books to improve reading skills; animated e-books were employed to enhance literacy skills; flipped classroom was utilized to augment vocabulary; and digital folklore was used to foster analytical and critical thinking skills among EFL young learners.
Building The Bridge for Teacher-Parents Collaboration in Enhancing Children Critical Literacy Skills: A Systematic Literature Review Anggraini, Gian Fitria; Sunendar, Dadang; Damayanti, Vismaia S.; Musthafa, Bachrudin
Proceedings International Conference on Education Innovation and Social Science 2024: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to analyze the impact of collaboration between teachers and parents on enhancing students' critical reading abilities. It examines existing literature on the collaboration between teachers and parents in primary schools, particularly emphasizing critical reading proficiency. A systematic search was conducted across five databases using specific criteria to select studies for further analysis. The findings suggest that collaborative efforts between teachers and parents significantly contribute to advancing and diversifying students' critical reading skills. Various strategies can be employed to facilitate this collaboration. Moreover, teachers and parents alike must enhance their knowledge not only on methods to improve children's critical reading skills but also on understanding each other's perspectives and backgrounds. Further research is essential to grasp these factors comprehensively and to develop and assess the impact of parental or teacher beliefs on children's critical reading abilities. Notwithstanding the existing disparities, the outcomes of this review underscore the potential of teacher-parent collaboration in enriching children's critical reading capability.
Co-Authors Adisti Khairunnisa Ahmad Bukhori Muslim Anggraini, Gian Fitria Anit Pranita Devi Arifin Ahmad, Arifin Astuti, Indri Andriani Atep Sujana Ayu Fatmawati Azizah, Nadya Nur Bobby Pramjit Singh Dhillon Bukhori Muslim, Ahmad Cepi Riyana, Cepi Dadang Sunendar Dhillon, Bobby Pramjith Singh Didi Sukyadi Dinn Wahyudin, Dinn Eddraoui, Bouchra Eva Meidi Kulsum Fadillah, Nida Nur fahrurrozzi, Fahrurrozzi Fajrianti, Rafni Faudi, Faudi Fazri Nur Yusuf Fikri Asih Wigati Firima Zona Tanjung Fuad Abdul Hamied Fuadah, Ulfah Samrotul Gunawan, Dani Gunawan, Wawan Gustine, Gin Gin Hadianti, Yeni Harits Setyawan Husain, Balqis Ilham Ilham Imran, Muh Erwinto Irpan Apandi Batubara Isry Laila Syathroh Isry Laila Syathroh Kusrin LELI KURNIAWATI lengkanawati, Nenden Lyesmaya, Dyah Maulani, Susan Mubiar Agustin Nenden Sri Lengkanawati Ningtyas Orilina Argawati Nita Novianti Nur Amalina Nurnaningrum, Gayatri Purnawarman, Pupung Purwanti Purwanti Putra, Dondian Rahman Romios, Laser Rully Agung Ryan Dwi Puspita Ryan Septian Sakina, Rahma Salati Asmahasanah Sari, Ratih Apri Setyo Utami Siti Kustini, Siti Slamet Wahyudi Yulianto Sri Harto, Sri Sri Setyarini Suharno Suharno Suharti, Dwi Sloria Suherdi, Didi Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wati, Erina Wawan Gunawan Wibawati, Riska Tulus Wigati, Fikri Wirza, Yanti Yanti Wirza Yanty Wirza