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All Journal Indonesian Journal of Applied Linguistics (IJAL) BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Jurnal Penelitian Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Indonesian EFL Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI Research and Innovation in Language Learning Edulangue Voices of English Language Education Society Journal of English Language Teaching and Linguistics JALL (Journal of Applied Linguistics and Literacy) REiLA: Journal of Research and Innovation in Language Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Studies in English Language and Education The Journal of English Literacy Education English Review: Journal of English Education Curricula: Journal of Curriculum Development
Gustine, Gin Gin
Indonesia University Of Education
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Graduate Student’s Thesis Writing Process Geby Maryono; Emi Emilia; Gin Gin Gustine
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Abstract

A thesis is a challenging scholarly writing task at the university level. Previous studies showed that an effective writing process is necessary to complete writing tasks. Therefore, it is assumed that effective process is also necessary to complete thesis writing well. This qualitative research applied a case study design to explore the writing process of a proficient graduate student in writing a thesis. The participant of this study was a graduate student from a private university with cum laude predicate. The interview was used as the main data source with document analysis as a data source for triangulation. Models of writing processes from the process-genre approach were used as the main theory to discuss the findings. This research revealed that the student went through stages of writing well with various activities. In the pre-writing stage, the student reflected on her surrounding to find the problem to solve, read numerous references and discussed the topic with the experts to gain a deeper understanding. In the drafting stage, the student always provided a specific time for writing and simultaneously integrated her reading into her writing. In the revision stage, the student got feedback from many experts, then she selected the feedback before applying them to her writing. During the revision, the student also simultaneously edited her writing. She also published her thesis several times. The student gained many benefits from each stage of writing, such as improving academic writing skills and changing mindset in perceiving writing specifically and perceiving life in general. However, she also faced challenges during the writing process, such as feeling bored with the tedious process and dealing with her perfectionist to stay realistic. From this research, it can be seen that proficient students recursively went through each stage of the writing process, which resulted in a quality thesis.
"How Do You Work Out This Zoom Classroom?": Pre-service English Teachers Challenges and Expectations During Transition to Online Teaching Practicum Gin Gin Gustine
Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v4i1.4301

Abstract

The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.
ENGLISH INSTRUCTORS’ ROLES IN FOSTERING LEARNER AUTONOMY TO NON-ENGLISH DEPARTMENT STUDENTS Eva Fauziah; Nenden Lengkanawati; Gin Gin Gustine
Edusentris Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v9i1.574

Abstract

The teacher's primary task as an education agent is to enhance and optimize the quality of student learning. It requires teachers to foster learner autonomy (LA) to think creatively, collaborate, be confident, be responsible, and become leaders. This study purposed to investigate the role of English instructors in fostering learner autonomy (LA) for non-English majoring students, the problems they face, and their responses to the solutions. This research employed a qualitative method. The data were collected through a questionnaire given to 30 English instructors and interviews with three instructors at the language center of a university in Indonesia. The results revealed that the instructors encouraged LA to teach non-English students English. The majority of them were often facilitators, counselors, resources, and managers in the classroom. They continued to manage autonomous learning despite obstacles in developing LA. The solution to their problem was attending training to promote LA. Therefore, this research is expected to provide a clear picture of the teacher's role in fostering student autonomy and provide teachers with an understanding of common problems and solutions to improve and optimize students' learning.
Preparing Bilingual NinDigging up EFL Teacher’s Instructional Strategies to Create Sustainable Communicative Language Teaching (CLT) Environment Noviani Nurjannah; Gin Gin Gustine; Ahmad Bukhori Muslim
Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 7, No. 1 (Januari 2023)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v7i1.1341

Abstract

Pervasive power of English communication has led several reforms in education system for nations all over the world, no exception Indonesia. The reforms cover the integration of English communication skill as life skill into curriculum which familiarly has been introduced as twenty century skills called as 4Cs skills integration. This study revealed the EFL teacher’s instructional strategies in creating communicative teaching and learning by using conceptual framework of Communicative Language Teaching (CLT). Case study qualitative research design is employed to answer research questions. The respondents are bilingual ninth grade teacher and school pricipal. To collect data, this study uses semi structured interview, observation and document analysis. The interview was aimed at knowing the EFL teacher’s instructional strategies in creating communicative teaching and learning environment. The collected data were then supported by observation and document analysis. The result of this study revealed that EFL teacher uses several instructional strategies to create communicative teaching and learning environment including role play, games, map-reading, surveys, presentation and the other kinds of classroom activities.
Analysis of English Formative Tests for Junior High School Students Andriyani, Devi; Gustine, Gin Gin
Jurnal Pendidikan Tambusai Vol. 6 No. 1 (2022): 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v6i1.2880

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tes formatif bahasa Inggris pada siswa sekolah menengah pertama. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Responden penelitian berjumlah 34 siswa, dengan komposisi 20 siswa laki-laki, dan 14 siswa perempuan serta satu orang guru bidang studi bahasa Inggris. Tahapan penelitian yang dilakukan meliputi pralapangan, lapangan, dan analisis data. Hasil penelitian menunjukan bahwa tes formatif bahasa Inggris siswa sekolah menengah pertama berada pada kategori amat tinggi. Hasil ini tercapai dikarenakan tes formatif bahasa Inggris yang diberikan memiliki tingkat reliabilitas dan validitas yang sangat tinggi. Guru bidang studi bahasa Inggris yang membelajarkan pembelajaran sangat paham betul bagaimana merancang dan membelajarkan bahasa Inggris di kelas. Hal ini sangat patut dicontoh bagi guru-guru bahasa Inggris lainnya agar tes formatif yang didapatkan siswa juga amat tinggi. Prasarana dan sarana lainnya untuk terus mendukung keterampilan berbahasa Inggris ini perlu dijaga dan dipertahankan oleh pihak sekolah
Praktik Prinsip-prinsip CP dalam Konteks EFL Perguruan Tinggi: Manfaat dan Tantangan Yulianto, Slamet Wahyudi; Musthafa, Bachrudin; Gustine, Gin Gin
ELTIN Journal Vol 12 No 2 (2024): VOLUME 12, ISSUE 2, OCTOBER 2024
Publisher : STKIP Siliwangi

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Abstract

There is a lack of study focusing on the payoffs and pitfalls of integrating CP principles in EFL classrooms especially in the Indonesian higher education context. This case study research was performed to unearth the benefits and challenges of integrating the four CP principles consisting of dialogue, problem-posing, praxis, and conscientization in the tertiary education EFL context. The two EFL lecturers teaching in different higher education institutions Subang and Bandung, West Java Province were selected as the participants of this study. The data were collected using interview guideline and classroom observation sheet. The obtained data were then analyzed through transcribing, coding, categorizing, interpreting, comparing, and concluding. The result showed that there are two benefits and two challenges perceived by the participants. While the two benefits are improving students’ English proficiency and increasing their social awareness, the two challenges are students’ unwillingness to participate during the classroom discussions and predetermined curriculum. It is recommended for policy makers to promote the integration of CP in the EFL classrooms especially in the higher education institutions and for further researchers to conduct the identical study focusing on how the EFL educators practicing CP principles overcome challenges they face.
STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING AT THE UNIVERSITY LEVEL: AN ANALYSIS OF CONTRIBUTING FACTORS Argawati, Ningtyas Orilina; Musthafa, Bachrudin; Gustine, Gin Gin
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11339

Abstract

Mastering speaking as a crucial ability for language learners seems to be challenging.  Students had challenges in acquiring this ability.  Teachers claimed that the challenges stemmed from students' apprehension or lack of desire.  Teachers must identify the underlying issues that hinder learning to effectively address the problems they face. This qualitative research examined the main variables that prevent university students from developing English-speaking abilities.  Data were assessed through classroom observation of one class of the first semester of university-level consisting of 42 students, and interviews with 12 chosen participants, focusing on five major characteristics of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. Research findings indicate that pronunciation errors, grammatical mistakes, limited vocabulary and expression, fluency and Speech Rhythm Issues, and Comprehension and Responsiveness Challenges were significant factors which contributed to the difficulties faced by students. Findings may inform pedagogical approaches to enhance speaking performance. Furthermore, the result of the data can be used by students and teachers to arrange some plans to overcome the difficulties.
Fostering EYL’s Critical Literacy Skills Using the Four Resources Model in Folklore Islamy, Jiaul Haque; Setyarini, Sri; Gustine, Gin Gin
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i2.20655

Abstract

Literacy instruction is frequently restricted to word decoding and literal meaning understanding in many EFL contexts, especially in early education. This study addresses the necessity of shifting towards critical literacy methods that enable young learners to engage with texts from a variety of perspectives. The aim of this research is to investigate how the Four Resources Model by Luke and Freebody (1999) can be applied to develop critical literacy skills in English Young Learners (EYL) through the use of folklore as a learning medium. The study, which used a qualitative case study methodology, was carried out in an Indonesian seventh-grade classroom. Semi-structured interviews and classroom observations were used to gather data. The results show that combining culturally relevant folktales with the Four Resources Model-code breaker, text participant, text user, and text analyst improved students' vocabulary, grammatical awareness, and capacity to consider the social values and ideologies expressed in texts. The study shows that with the help of organised, context-rich training, young students can go from basic comprehension to critical interpretation.
Crafting Voices, Shaping Thought: Integrating Scaffolding Strategies to Foster Critical Literacy in Selected Young EFL Writers Susilowaty, Susilowaty; Setyarini, Sri; Gustine, Gin Gin
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 2 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v7i2.26377

Abstract

In response to the growing need for critical literacy in adolescent English as a Foreign Language (EFL) education, this study investigates how scaffolding techniques support junior high school students in navigating complex social texts and expressing critical perspectives through writing. While the concept of critical literacy is well-established, its classroom application in Indonesian EFL contexts remains limited, particularly with younger learners and genre-based instruction.This single case study employed a qualitative approach, incorporating classroom observations and three rounds of semi-structured interviews to examine how an experienced EFL teacher in a South Jakarta junior high school implemented scaffolding strategies during a biography writing project on Vincent van Gogh. The research was guided by Lewison et al.’s four dimensions of critical literacy, alongside established models of instructional scaffolding. The analysis identified four key scaffolding types: procedural scaffolding supported students in organizing content and mastering genre conventions; motivational scaffolding sustained engagement and encouraged creative risk-taking; conceptual scaffolding introduced abstract themes such as justice and identity; and metacognitive scaffolding facilitated students’ reflection on texts and their own perspectives. Among these, metacognitive scaffolding emerged as the most impactful, enabling students to examine diverse viewpoints and connect personal insights with broader sociopolitical issues. These findings underscore the importance of responsive, differentiated instruction in fostering critical engagement among adolescent EFL learners. The study contributes a pedagogically grounded model that integrates language development with reflective inquiry, offering practical implications for educators and curriculum designers aiming to cultivate social awareness and ethical reasoning in language classrooms.
Can Beliefs and Realities Be Bridged? A Study of Culturally Responsive English Literacy Education in Rural Papua Ningsih, Sri Kusuma; Setyarini, Sri; Gustine, Gin Gin
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28608

Abstract

English literacy education in rural Papua, Indonesia, presents unique challenges shaped by geographical isolation, ethnolinguistic diversity, and limited resources. While previous studies have examined EFL teaching challenges in Indonesia, little research has explored how teachers' pedagogical beliefs interact with contextual constraints in rural settings. This study investigates the nexus between English as a Foreign Language (EFL) teachers’ beliefs and classroom practices in resource-constrained environments. Employing a qualitative case study approach, data were collected from X teachers through classroom observations, semi-structured interviews, and document analysis. Findings reveal a persistent gap between teachers’ pedagogical beliefs and their ability to implement them due to contextual constraints, including inadequate teaching materials and a rigid national curriculum. Teachers who incorporated local cultural elements, such as Papuan folktales and proverbs, into their lessons demonstrated higher student engagement and improved literacy outcomes. These culturally responsive practices bridge students’ linguistic realities and the English literacy curriculum, fostering a deeper connection to the learning process. However, systemic barriers, including insufficient professional development and the absence of culturally relevant teaching materials, limit the broader adoption of these practices. This study underscores the need for flexible curricula that integrate local cultural content and calls for increased institutional support to equip teachers in rural areas. Addressing these challenges is crucial for improving English literacy education in rural, multilingual contexts, ensuring equitable learning opportunities for all students.
Co-Authors Ahmad Bukhori Muslim Anggraini, Nurul Anit Pranita Devi Bachrudin Musthafa Budi Kadaryanto Damayanti, Elok Devi Andriyani Dewi Sartika Emi Emilia Eva Fauziah Geby Maryono Gunawan, Aninda Putri Hanif Nurcholish Adiantika Hanif Nurcholish Adiantika Hidayat, Raden Aulia Utami Hikmah Nur Insani Insani, Hikmah Nur Islamy, Jiaul Haque Muhammad Handi Gunawan Muhammad Ibnu Mustofa Musaldin, La Ode Nadzifa Nur Fadila Narovana Andriamiarana Nenden Lengkanawati Nenden Sri Lengkanawati Nicke Yunita Moecharam Nida Mujahidah Fathimah Ningsih, Sri Kusuma Ningtyas Orilina Argawati Ningtyas Orilina Argawati Noviani Nurjannah Nur Padhilah Rahmadani, Annisa Raina Farah Athaya Rianawati Rianawati Rinekso, Aji Budi Rojab Siti Rodliyah Setyaarini, Sri Sitti Nurfaidah Slamet Wahyudi Yulianto Sri Setyarini Sudana, Dadang Suherdi, Didi Susan Santika Susilowaty, Susilowaty Tri Indri Hardini Yayu Nopriani Martha