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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 Journal on English as a Foreign Language (JEFL) 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 Muslim Education Review Studies in English Language and Education The Journal of English Literacy Education English Review: Journal of English Education
Gustine, Gin Gin
Indonesia University Of Education
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Ideational metaphor in exposition texts in an EFL textbook and its pedagogical significance Muhammad Ibnu Mustofa; Gin Gin Gustine
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.34906

Abstract

Analytical exposition texts feature causal relationships and nominalization, which can be explored through a grammatical metaphor framework. Despite numerous studies on analytical exposition texts and grammatical metaphors, research on grammatical metaphors in analytical exposition texts in an EFL textbook has not been extensively reported. Through a qualitative research design, particularly qualitative content analysis, this study explored the frequency and variation of ideational metaphors in four selected analytical exposition texts in an EFL textbook for tenth graders of senior high schools in Indonesia. The results show that shift from process to thing occurred most frequently (37%), followed by shift from relator to relator: circumstance (conjunction verb) (15.8%), shift from process to process: quality (13.7%), and shift from thing to thing: class (of things) (13.1%). The other three types of shifts that occurred least frequently are shift from thing to thing: possessor (of thing) (11%), followed by shift from quality to quality: thing (6.8%), and finally, relator to relator: circumstance (conjunction prepositional phrase) (2.6%). The pedagogical implications of this study emphasize the importance of explicit teaching of grammatical metaphor through a genre-based approach. This research offers important contributions to our understanding of EFL teachers in facilitating students with the knowledge of grammatical metaphor and nominalization for better academic writing skills.
English literacy learning loss during the COVID-19 pandemic in Indonesia Gin Gin Gustine; Sri Setyarini; Rojab Siti Rodliyah
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34888

Abstract

This study explores the impact of the COVID-19-induced school closures in Indonesia on the decline of secondary school students learning, particularly in their English literacy. While numerous studies have delved into the repercussions of school closures on literacy skills in European countries, Australia, and the USA, such investigations have been relatively limited in Asia, particularly within the Indonesian context. Employing a qualitative approach for impact assessment, this research gathered data from diverse sources, including online surveys, one-on-one interviews, and focus group discussions. The survey involved 140 English teachers from four Indonesian provinces, including Java, Sumatra, Riau Islands, and Bali provinces. Ten English teachers were selected to participate in the individual online interviews, followed by a focus group discussion with four teachers. Within an inductive approach and thematic analysis framework, data were analysed, and five primary literacy skills emerged from the analysis that show a decline during the period of school closures: having critical thinking while reading, drawing inferences from texts, summarising text content, having good attitudes toward writing, and composing longer paragraphs. These initial findings, although on a small scale, are anticipated to help educators, school administrators, and policymakers in the Indonesian education sector in devising more effective plans for addressing unforeseen challenges in the future, including the development of programs to help students recover from learning loss.
INDIVIDUAL LANGUAGE LEARNERS IN AN EFL CLASSROOM: Some Differences Narovana Andriamiarana; Gin Gin Gustine; Nenden Sri Lengkanawati
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ja4emq59

Abstract

In the field of education, we do not only concentrate on the knowledge we will deliver, but also consider those who will receive it. Learners play a crucial role in the teaching and learning process because they are integral to it. Learners can differ in psychological, social, and environmental aspects, as well as in their culture and background. However, these differences impact learners’ performance in class, as they will develop at different rates, affecting the achievement of the learning objectives. Investigating EFL learners is essential because their diverse psychological, cognitive, environmental, and cultural differences strongly influence classroom dynamics and teaching effectiveness, making it crucial to understand how these variations shape learning outcomes. This research aims to discover suitable teaching strategies to face the differences among individuals and to know the impacts of those differences in an EFL (English as a Foreign Language) classroom. To address the issues, we have used a qualitative research method through questionnaires with participants from Madagascar and Indonesia. The result of the study has shown us that learners’ differences have both positive and negative feedback. To face those, better to use different approaches such as the genre-based approach, differentiated instruction, and good teaching scaffolding.
VOCATIONAL ENGLISH TEACHERS’ ADAPTATION TO DEEP LEARNING PEDAGOGY DURING CURRICULUM REFORM Nicke Yunita Moecharam; Gin Gin Gustine; Annisa Rahmadani; Nida Mujahidah Fathimah; Susan Santika
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.135

Abstract

Curriculum reform in vocational education requires English teachers to design learning that is meaningful, student-centered, technology-supported, and relevant to students’ future workplace communication needs. However, limited attention has been given to how vocational English teachers make sense of deep learning pedagogy and translate it into classroom practice after professional development. This qualitative case study examined five experienced vocational English teachers in a vocational school in Yogyakarta that had undergone curriculum reform and required teachers to incorporate deep learning-oriented pedagogy. Data were collected through semi-structured interviews and classroom observation notes and analyzed using reflexive thematic analysis. The findings show that teachers interpreted deep learning as pedagogical renewal within existing curriculum demands. Their adaptation, however, was shaped by school leadership, workload, facilities, mentoring, students’ readiness, and access to professional learning opportunities. Teachers enacted deep learning pragmatically through technology-supported and module-based English teaching, including digital tools, project-based tasks, multimodal activities, and contextualized learning materials. The study contributes to vocational English education research by showing that deep learning pedagogy is enacted through teacher sense-making, institutional negotiation, and classroom-level adaptation rather than as a fixed instructional model. 
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 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 Yayu Nopriani Martha