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All Journal Parole: Journal of Linguistics and Education Indonesian Journal of Applied Linguistics (IJAL) Jurnal Berkala Ilmu Perpustakaan dan Informasi Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Indonesian EFL Journal English Language and Literature International Conference (ELLiC) Proceedings TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of Community Empowerment Jurnal Pendidikan Progresif Social Sciences and Humanities Reviews English Review: Journal of English Education Indonesian EFL Journal Curricula: Journal of Curriculum Development
Emi Emilia
Universitas Pendidikan Indonesia
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences

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ENACTING AGENCY IN INFORMAL LEARNING: AN ECOLOGICAL STUDY OF EFL LEARNERS’ PODCAST USE FOR VOCABULARY DEVELOPMENT Melisa Sri; Emi Emilia; Raden Safrina
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/smwwe661

Abstract

Podcasts have emerged as an accessible, flexible, and learner-centered resource in informal English vocabulary development. While learner autonomy and digital vocabulary learning have been studied, limited research has investigated how EFL learners exercise agency when using podcasts in informal settings, particularly through a theoretically grounded lens. This study explores how EFL learners enact agency in vocabulary learning through podcasts, using Priestley et al.’s (2015) ecological model of agency, which incorporates iterational, practical-evaluative, and projective dimensions. Adopting a qualitative phenomenological design, the study involved eight EFL learners who regularly used podcasts for vocabulary learning. Data were gathered through semi-structured interviews and reflective journals and analyzed thematically. The findings show that learners’ agentic engagement is shaped by past learning experiences, present decision-making strategies, and future language goals. Participants demonstrated autonomy in selecting content, integrating podcasts into their routines, and using supplementary digital tools. Their engagement was guided by previous experiences with formal learning, personal beliefs about language acquisition, and aspirations for academic or professional success. The study concludes that learner agency is a dynamic, contextually situated, and future-oriented process, and that podcasts offer a meaningful platform for enacting such agency in vocabulary development beyond the classroom.
A Reflection on Dynamics of Teacher Competence to Cope with Post- Pandemic Teaching in Indonesia Yulia Hapsari; Emi Emilia
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

A Reflection on Dynamics of Teacher Competence to Cope with Post-Pandemic Teaching in Indonesia. Objective: This paper aims to describe Indonesian teachers' competence in coping with the COVID-19 pandemic through their self-reflection and satisfaction with their teaching practices during the pandemic. Methods: A cross-sectional online survey using snowballing sampling was employed. Findings: This study found that from 111 teachers from various provinces in Indonesia participated in the survey, dynamic modifications in the teacher competencies, especially in the pedagogical and social competencies were apparent. Overall, while pedagogical competence experienced a decrease, social competence increased, whereas personality and professional competencies stayed the same. The volatile, uncertain, complex, and ambiguous (VUCA) conditions during the pandemic indicated facilitation in improving teacher competencies, primarily in the teachers ’ ability to integrate ICT into their teaching practices. However, the VUCA situation also recedes the teachers' competencies in understanding their learners (pedagogical competence), in being democratic and reasonable (personality competence), and in socializing with students and colleagues (social competence). Therefore, adaptive teaching and social-emotional competencies are crucial for teachers to manage post-pandemic teaching. Conclusion: These results should inform the importance of accommodating the VUCA framework in teacher competence to deal with new standards in education. Keywords: distance learning, ICT in ELT, teacher competencies, new normal education, VUCA circumstances.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202471
INTEGRASI PEMBELAJARAN MENDALAM, PENDEKATAN BERBASIS TEKS DAN TEKNOLOGI DALAM PENGAJARAN BAHASA INGGRIS Finita Dewi; Fuad Abdul Hamied; Nenden Sri Lengkanawati; Emi Emilia; Sudarsono Muhammad Ihrom
Journal of Community Empowerment Vol 4, No 2 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i2.34238

Abstract

ABSTRAKPerubahan pendidikan di era digital menuntut dosen untuk tidak hanya menguasai teori, tetapi juga mampu mengintegrasikan strategi pembelajaran berbasis teks dan teknologi guna menciptakan pengalaman belajar yang bermakna. Sayangnya, masih banyak dosen yang memiliki keterbatasan dalam pemahaman konseptual maupun keterampilan praktis dalam penerapan Pembelajaran Mendalam pada Pendidikan Bahasa Inggris. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dosen tentang konsep Pembelajaran Mendalam dalam Pendidikan Bahasa Inggris, mengembangkan keterampilan dosen dalam menerapkan pembelajaran berbasis teks (PBT) untuk mendukung Pembelajaran Mendalam dalam pembelajaran Bahasa Inggris, dan membantu dosen untuk dapat mengintegrasikan teknologi termasuk AI dalam penerapan Pembelajaran Mendalam. Metode pelaksanaan pengabdian kepada masyarakat dilakukan dengan empat tahapan yakni, pengalaman konkret, observasi reflektif, konseptualisasi abstrak dan eksperimentasi aktif. Pelatihan ini melibatkan 15 orang dosen Bahasa Inggris dari universitas di Yogyakarta, Indonesia. Hasil survei pra-pelatihan menunjukkan keterbatasan pemahaman peserta terhadap konsep Pembelajaran Mendalam, strategi pengajaran, dan instrumen asesmen. Namun, survei pasca-pelatihan memperlihatkan peningkatan signifikan dalam pemahaman filosofi Pembelajaran Mendalam, kemampuan merancang ide pembelajaran berbasis teks, serta integrasi teknologi dalam pembelajaran membaca mendalam (deep reading) dan menulis mendalam (deep writing). Peserta menilai pelatihan relevan, bermanfaat, dan merekomendasikan keberlanjutan dengan topik lebih luas seperti pengembangan instrumen dan text creation. Dengan demikian, program ini efektif dalam meningkatkan kapasitas dosen dalam mengeksplorasi Pembelajaran Mendalam berbasis PBT serta integrasi teknologi untuk mendukung pembelajaran Bahasa Inggris yang lebih bermakna.Kata kunci: Pembelajaran Mendalam; pembelajaran berbasis teks; teknologi ABSTRACTThe transformation of education in the digital era requires lecturers not only to master theoretical knowledge but also to integrate text-based strategies and technology to create more meaningful learning experiences. Yet, limited conceptual understanding and practical skills remain challenges in implementing deep learning within English education. This community service program aimed to enhance lecturers’ understanding of deep learning concepts, strengthen their skills in applying text-based learning (TBL), and support the integration of technology, including artificial intelligence (AI), in English teaching. The training was implemented through four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Fifteen English lecturers from universities in Yogyakarta, Indonesia, participated in the program. Pre-training surveys indicated participants’ lack of familiarity with deep learning philosophy, teaching strategies, and assessment instruments. In contrast, post-training surveys revealed significant improvement in their understanding, ability to design TBL based learning ideas, and integration of technology into deep reading and deep writing practices. Participants perceived the training as relevant and beneficial, recommending its continuation with broader topics such as assessment development and text creation. Overall, this program effectively improved lecturers’ capacity to explore TBL-based deep learning and utilize technology to foster more meaningful English language learning.Keywords: deep learning; GBA; technology
A review of Grammarly studies in the EFL context in Indonesia Zainurrahman Zainurrahman; Rojab Siti Rodliyah; Emi Emilia
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.86-106

Abstract

Grammarly has been a popular automated writing evaluation (AWE) tool incorporated in English as a Foreign Language (EFL) writing instruction. Grammarly studies have also proliferated. However, the trends of Grammarly studies in this context have not been captured sufficiently. To fill this gap, this study reviews the trends of Grammarly studies in Indonesia, classifying published studies from 2014 to 2024 (the search occurred in March 2024). To this end, Grammarly studies were retrieved from the Sinta database and Google Scholar via Publish or Perish 8. The inclusion criteria determined that 11 studies were to be included. Using content analysis, research types, topics, instruments, methods, and key findings are classified and reported. The analysis showed that qualitative research was the most widely used method, followed by quantitative research. Meanwhile, research and development (R&D) and classroom action research (CAR) are extremely scant. Additionally, most studies have focused more on students’ perception of Grammarly than its actual performance. These findings suggest that further CAR-based, experimental, and correlational studies on the use of Grammarly in Indonesia are needed to address the research gaps identified. The study provides useful insights that can serve as a basis for future research on the use of Grammarly in language teaching and applied linguistics, especially in Indonesia.
Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers Metty Agustine Primary; Emi Emilia; Didi Sukyadi
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6068

Abstract

Program evaluation (henceforth PE) is a phase of curriculum development in the ELT context and is precious for improving curriculum reform. However, more research needs to be undertaken to investigate PE as a part of the English curriculum development for young learners
English curriculum analysis and its relevance to Islamic boarding school goals Rina Lestari; Emi Emilia
Curricula: Journal of Curriculum Development Vol. 2 No. 1 (2023): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v2i1.56483

Abstract

This case study reports on the analysis of the national curriculum known as curriculum 2013, and its relevance to a modern Islamic boarding school goals. This study involved one Islamic senior high school in West Java, Indonesia. The qualitative data were derived from curriculum 2013 and the curriculum complementary documents designed by the curriculum development department of the school. This document analysis relied on four fundamental elements of curriculum introduced by Tyler (1949), those are educational goals, learning experiences, learning organizations, and learning evaluations. The results showed that four fundamental aspects of the curriculum 2013 were in line with the Tyler curriculum principles. A minimum TOEFL score is one of the objectives, but the programs are inadequate to prepare the students to achieve it. Likewise, the final evaluation for the objective is still inconsistent due to the test cost issue. However, the curriculum 2013 supported by some complementary programs has demonstrated its relevance to the goals of the modern Islamic boarding school.   Abstrak Studi kasus ini melaporkan analisis kurikulum nasional yang dikenal sebagai Kurikulum 2013, dan relevansinya dengan tujuan pesantren modern. Penelitian ini melibatkan salah satu SMA Islam di Jawa Barat, Indonesia. Data kualitatif diperoleh dari kurikulum 2013 dan dokumen pelengkap kurikulum yang dirancang oleh bagian pengembangan kurikulum sekolah. Analisis dokumen ini bersandar pada empat elemen dasar kurikulum yang diperkenalkan oleh Tyler (1949), yaitu tujuan pendidikan, pengalaman belajar, organisasi belajar, dan evaluasi belajar. Hasil penelitian menunjukkan bahwa empat aspek fundamental kurikulum 2013 sejalan dengan prinsip-prinsip kurikulum Tyler. Selain itu, sekolah memberikan lebih banyak tujuan dengan menambahkan persyaratan TOEFL. Skor TOEFL minimum adalah salah satu tujuannya, tetapi programnya tidak cukup untuk mempersiapkan siswa untuk mencapainya. Demikian pula, evaluasi akhir untuk tujuan tersebut masih tidak konsisten karena masalah biaya pengujian. Namun, kurikulum 2013 yang didukung oleh beberapa program pelengkap telah menunjukkan relevansinya dengan tujuan pesantren modern.  Kata kunci: analisis Kurikulum 2013; Bahasa Inggris; pesantren modern; Tyler Rationale
Co-Authors Aah Ahmad Syahid, Aah Ahmad Angga Hadiapurwa Budi Hermawan Didi Sukyadi Eva Tuckyta Sari Sujatna Finita Dewi Fuad Abdul Hamied Geby Devtiana Maryono Geby Maryono Gema Rullyana Gustine, Gin Gin Hanif Nurcholish Adiantika Hanif Nurcholish Adiantika J. R. Martin Johan, Riche Cynthia Melisa Sri Metty Agustine Primary Nenden Sri Lengkanawati NIA KURNIASIH Raden Safrina Raynesa Noor Emiliasari Raynesa Noor Emiliasari Rina Lestari Rojab Siti Rodliyah Sudarsono Muhammad Ihrom Yulia Hapsari Z Zainurrahman