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All Journal Litera IBDA` : Jurnal Kajian Islam dan Budaya Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Lingua Cultura English Review: Journal of English Education Kajian Linguistik dan Sastra Proceeding of International Conference on Teacher Training and Education IJIET (International Journal of Indonesian Education and Teaching) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya LLT Journal: A Journal on Language and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society Journal of English Language Teaching and Linguistics JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) Indonesian Journal of EFL and Linguistics Jurnal Educative: Journal of Educational Studies Studies in English Language and Education SEAQIL Journal of Language Education Jurnal Pendidikan Progresif Journal on Mathematics Education
Joko Nurkamto
Surakarta State University
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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How Do EFL Teachers Navigate Problem-Based Learning in Indonesian Classrooms? Azzahra, Nurfie Rahmadani; Nurkamto, Joko
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27956

Abstract

The adoption of Problem-Based Learning (PBL) in English language education is gaining momentum due to its potential to enhance students' language proficiency, critical thinking, and problem-solving skills, which are essential for the 5.0 society era. Despite its numerous benefits, the implementation of PBL in secondary English education remains limited, primarily due to the complexities of designing instructional plans that align with student-centered learning curricula. This study investigates teachers’ competence in developing PBL lesson plans and explores their challenges. Using a case study approach, the research focuses on four in-service English teachers with extensive experience and pedagogical expertise. Guided by the framework of social constructivism, data were collected and analyzed thematically. The findings reveal the current state of teacher preparedness and highlight key contextual challenges, including managing diverse student competencies and characteristics, addressing classroom management issues, and effectively utilizing digital technology in instruction. These challenges emphasize the need for systemic support, professional development opportunities, and policy reforms that prioritize enhancing pedagogical practices over mere compliance. Addressing these issues is critical for fostering productive and supportive PBL learning environments in English language education.
Choosing EMI Schools: A Case Study of Parental Decisions and Shifting Language Ideologies in Indonesia Maharani, Anisa Frisca; Nurkamto, Joko; Adi Putra, Kristian
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27974

Abstract

The rise of English as a Medium of Instruction (EMI) schools reflects a global trend driven by the increasing demand for English proficiency in non-native English-speaking countries. This study investigates the factors driving Indonesian parents’ decisions to enrol their children in English Medium Instruction (EMI) schools, focusing on the interplay of socioeconomic status, shifting language ideologies, and cultural preservation. Employing a qualitative case study approach, the research captures the nuanced motivations of parents from diverse socioeconomic backgrounds, uncovering how aspirations for global success and fears of cultural erosion shape educational choices. The findings reveal that parents of high socioeconomic status view EMI schools as strategic investments for international opportunities, while lower socioeconomic groups balance affordability with a commitment to cultural identity. Shifting language ideologies highlight the prioritization of English as a global asset, often at the expense of local languages, generating tensions between economic aspirations and cultural preservation. These insights underline the urgent need for policies integrating multilingual education, equitable access to EMI schools, and promoting linguistic diversity. This study contributes to the discourse on globalization, education, and cultural sustainability in multilingual contexts by addressing these dynamics.
From Awareness to Practice: Indonesian Pre-Service English Teachers’ Perceptions and Implementation of Intercultural Communicative Competence Mohamad, Raditya; Nurkamto, Joko
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.v9i1.29225

Abstract

Intercultural communicative competence (ICC) is critical in English language education, especially in preparing future teachers to address cultural diversity in the classroom. Despite growing awareness of ICC, challenges remain in how pre-service teachers perceive and plan to implement ICC in their future teaching practices. This study investigated Indonesian pre-service English teachers’ perceptions of ICC objectives and their intended integration into English language instruction. Conducted at a university in Central Java, Indonesia, the study involved 19 undergraduate pre-service English teachers who completed a questionnaire, all of whom were invited to participate in follow-up interviews. The questionnaire responses were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings indicate that participants generally acknowledged the importance of ICC, particularly the knowledge dimension—such as understanding non-verbal behaviors, taboos, and levels of formality—and, to a lesser extent, attitudes like suspending judgment. However, responses also revealed inconsistencies, as many participants favored teacher-centered approaches focused on presenting cultural facts, with limited attention to deeper cultural engagement or student-centered activities. Although some participants demonstrated more comprehensive and reflective approaches, the findings suggest that many pre-service teachers have a fragmented understanding of ICC and lack clear strategies for its classroom integration. These results highlight the need for teacher education programs to explicitly address ICC objectives, foster critical intercultural awareness, and promote reflective pedagogies that support effective ICC implementation in future English language classrooms.
“I GET BLANK WHEN START TALKING”: AN EXPLORATION TOWARDS SOURCES AND STRATEGIES OF NON-ENGLISH FRESHMEN’S ANXIETY IN ESP SPEAKING PROGRAM Alfiani, Widya; Nurkamto, Joko; Supriyadi, Slamet
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7690

Abstract

 Foreign language anxiety has been recognized as one of the foremost challenges for language learners. This study intends to explore the sources of non-English freshmen’s anxiety in ESP speaking program and their ways of dealing with it. Similarly, ESP instructors’ solutions to mitigate their freshmen’s anxiety were also discovered. A qualitative approach with an exploratory case study design was conducted to enrich insight and better understand the phenomenon. Data collection involves classroom observations and semi-structured interviews with eight non-English freshmen and two ESP instructors enrolled in ESP speaking program at a private university in Malang, East Java. The data was then analyzed thematically using the interactive model of Miles et al., (2014). It was found that speaking anxiety commonly felt by non-English freshmen was caused by some sources from freshmen’s personal mentality, linguistic capability, and classroom activity. The finding also provides several strategies adopted by freshmen to overcome their anxiety. Furthermore, various approaches implemented by ESP instructors to decrease freshmen’s speaking anxiety were offered. It should be emphasized that anxiety among students will always linger upon learning a foreign language. Still, such learning roadblocks could be diminished. Instructors possess a crucial duty to lessen the worries of learners. 
Parents' Motivation for Choosing Bilingual Schools and the Role of English Day Programs in Indonesia Hanik, Asmah; Nurkamto, Joko; Setyaningsih, Endang
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12963

Abstract

In this era of globalization, equipping children with English language skills is very important. Bilingual schools have become a popular choice for parents, as they believe English is important because it is an international language. The English Day program plays a crucial role in creating a learning environment that supports structured language use, fostering a comfortable and enjoyable habit of using English. However, the specific reasons for choosing this school and the contribution of English Day to the linguistic and academic development of children still need to be researched further. Therefore, this research attempts to explore the reasons why parents enroll their children in bilingual schools and how the role of English Day in bilingual schools can help them become more proficient in English. This research uses a qualitative approach with a narrative inquiry method. The researcher used semi-structured interviews to collect data and analyzed it using Braun & Clarke's thematic analysis. From The research findings reveal the main motivations that parents enroll their kids in bilingual schools to make sure they learn English, enjoy a stimulating atmosphere, and become ready for college. Initiatives like English Day improve language proficiency, add enjoyment to the learning process, and encourage critical and creative thinking while offering useful real-world experience. The implications of this research emphasize the importance of delving deeper into parents' motivations to inform educational policies and practices; this research can assist parents in making more informed decisions regarding school choices for their children. This research contributes to the understanding of bilingual education choices, highlighting the practical value of English.
Examining Indonesian Teacher Roles in EFL Classroom: Insights from Elementary Teacher Narratives Suryadi, Adi Irma; Nurkamto, Joko; Setyaningsih, Endang
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Examining Indonesian Teacher Roles in EFL Classroom: Insights from Elementary Teacher Narratives. Objectives: Different roles have been attributed to teachers; from knowledge transmitter to caregiver. These roles are intertwined with one another and their complexity has attracted numerous researchers to investigate. In spite of the extensive literature and studies on teacher roles, very few studies have highlighted the complexity and changing roles of teachers from the insider point of view. This study explores the insider perspective of an elementary school teacher to gain clearer insights on teacher roles. Methods: The study focuses on how teachers narrate their roles as teachers and draw emerging themes from the narration. The data of this study were collected by semi-structured interviews, classroom observation, and document analysis. Findings: Through thematic analysis, the study reveals that the teacher played many roles from planning the materials, managing the class, monitoring and evaluating the students’ progress. Conclusion: These imply that teacher professional development and teacher competence become a concern in order to optimize the teachers’ roles. Keywords: Changing teachers’ roles; elementary school teachers’ roles; narrative inquiry.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202224
Speech Act of Suggestions in EFL Classroom Interactions: Teacher’s Politeness Strategies and Students’ Perceptions Dewi, Lintang Indah Ayu Respati; Sumardi, Sumardi; Nurkamto, Joko
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1741

Abstract

In a classroom context, teachers are unavoidable to correct something that a student has said, done or written. Sometimes, the corrections are in the form of suggestions. However, giving suggestion can be challenging, as it can threaten the student’s negative face. To reduce this threat, politeness strategies are necessary. This study was conducted to (1) identify the types of politeness strategies employed by an EFL teacher in delivering suggestions, (2) examine students’ perception of their teacher’s politeness strategies. This research is a qualitative case study involving an English teacher and 34 eleventh-grade Senior High School students. Data were collected through observations and interviews, and then analyzed using Brown and Levinson’s politeness theory. The result revealed that the teacher employs a balanced combination of politeness strategies, with positive politeness, negative politeness, and off-record strategies each used 26% of the time, and bald on record used 22%. These strategies are employed for various reasons, including ensuring clear communication, maintaining a supportive classroom environment, and fostering closer teacher-student relationships. Additionally, students’ perceptions revealed that the teacher’s use of polite and indirect language contributes to a positive learning atmosphere, enhancing student comfort and engagement. However, this study is limited by its focus on a single teacher and a specific group of students, which may limit the generalizability of the findings to broader contexts.
Academic writing apprehension in higher education: A systematic review Nurkamto, Joko; Prihandoko, Lastika Ary; Putro, Nur Hidayanto Pancoro Setyo; Purwati, Oikurema
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.28928

Abstract

Considering the crucial skill required in formal education, specifically in higher education, academic writing is a part of every academic writers life. However, some writers often feel that they have insufficient knowledge of source use and academic writing. Responding to this issue, this systematic review aims to untangle factors encountered by the writers while having academic writing and the solution to cope with the problems. A literature search supported by Publish or Perish application explored academic articles published in Scopus and Web of Science databases from 2014 to 2022. Employing the PRISMA method, 19 academic articles in qualitative, quantitative, and mixed-method designs were selected to explore the issue. Exploring the selected articles, this systematic review resulted in the following findings: (1) the factors influencing students writing apprehension include unfamiliarity with academic tone and style, beliefs about writing, cognitive and behavioral anxiety, and insufficient support for writing; and (2) to cope with this writing apprehension, students may seek help from others, improve their writing strategies, and effectively manage writing feedback. Furthermore, faculty members should provide more appropriate teaching techniques and opportunities for students to share ideas with their peers to reduce writing anxiety and apprehension. The implications for pedagogical practices and future research directions are further discussed.
Co-Authors A.A. Ketut Agung Cahyawan W Adi Putra, Kristian Alfiani, Widya Asrowi Asrowi azizah, Nada Azzahra, Nurfie Rahmadani Basuki, Yudi BUDIYONO Cahyaningtyas, Dhestyn Ervina Sigit Cahyaningtyas, Dhestyn Ervina Sigit Dewi Rochsantiningsih Dewi, Ema Wilianti Dewi, Ema Wilianti Dewi, Lintang Indah Ayu Respati Diah Kristina Diah Kristina, Diah Endang Setyaningsih Febi Puspitasari Febriana, Mia Fida Chasanatun, Fida Fitria Akhmerti Primasita Gunarhadi Gunarhadi, Gunarhadi Hanik, Asmah HARIYANTO HARIYANTO Hasymi, Mutia HERMAWATI DWI SUSARI, HERMAWATI DWI I Gusti Bagus Wiksuana Kundharu Saddhono Lailatun Nurul Aniq Lestianingsih, Dwi Maharani, Anisa Frisca Masyhudi Lathif Mohamad, Raditya Murni Ramli Mursid Saleh Ngadiso Ngadiso Ngadiso, N. Nugraha, Setya Tri Nujhati, Kafania Nur Arifah Drajati Nur Hidayanto Pancoro Setyo Putro Nurmasari, Linda OIKUREMA PURWATI Prihandoko, Lastika Ari Prihandoko, Lastika Ary Retmono - Sajidin - Salsabila, Unik Hanifah Sanjaya, Masud Madhani Sarwiji Suwandi Sirajul Munir Siswandari Siswandari, Siswandari Siti - Fatimah Slamet Supriyadi Soetarno Joyoatmojo, Soetarno Sri Marmanto, Sri Sumardi . Sunardi *, Sunardi Sunardi . Suryadi, Adi Irma Triastuti, Aan Yeni Karlina, Yeni