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All Journal Jurnal Pendidikan Humaniora English Review: Journal of English Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Linguistik Indonesia Journal of English Language Teaching and Linguistics Polingua : Scientific journal of Linguistics, Literature and Language Education Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika J-REaLL Indonesian Community Journal Jurnal bahasa, sastra, seni, dan pengajarannya The Journal of English Literacy Education
Suharyadi
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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The Negotiation of Identities in Multilingual Settings as Depicted in Indonesia dalem Api dan Bara Andita Eka Wahyuni; Nurenzia Yannuar; Yazid Basthomi; Suharyadi Suharyadi
Linguistik Indonesia Vol. 41 No. 2 (2023): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v41i2.472

Abstract

The present study focuses on the negotiation of identities of Kwee Thiam Tjing, the author of Indonesia dalem Api dan Bara ‘Indonesia on Fire and Charcoals’. Our study aims to investigate ways in which he responds to others’ positioning and repositions himself to fit in a particular circumstance under certain dominant power. The results show five domains of identities that may be subject to negotiation: linguistic, ethnic, cultural, role, and social identities. We argue that in colonial Indonesia some identities are negotiable while others are forcefully imposed. Kwee’s translingual practice performed both in writing and in daily life has acquired him a space to fully express his non-negotiable identities. Our study shows how his translingual practice serves as a mediational tool to better negotiate identities, especially in a multilingual environment.   
The Negotiation of Identities in Multilingual Settings as Depicted in Indonesia dalem Api dan Bara Andita Eka Wahyuni; Nurenzia Yannuar; Yazid Basthomi; Suharyadi Suharyadi
Linguistik Indonesia Vol. 41 No. 2 (2023): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v41i2.472

Abstract

The present study focuses on the negotiation of identities of Kwee Thiam Tjing, the author of Indonesia dalem Api dan Bara ‘Indonesia on Fire and Charcoals’. Our study aims to investigate ways in which he responds to others’ positioning and repositions himself to fit in a particular circumstance under certain dominant power. The results show five domains of identities that may be subject to negotiation: linguistic, ethnic, cultural, role, and social identities. We argue that in colonial Indonesia some identities are negotiable while others are forcefully imposed. Kwee’s translingual practice performed both in writing and in daily life has acquired him a space to fully express his non-negotiable identities. Our study shows how his translingual practice serves as a mediational tool to better negotiate identities, especially in a multilingual environment.   
Intensive Assistance for Writing A Scientific Paper (WASP) to Build Students with Achievement Helmi Muhammad; Ahmad Taufiq; Suharyadi Suharyadi; Niki Puspita Sari; Abdillah Ubaidi; Hoirul Anam
I-Com: Indonesian Community Journal Vol 4 No 4 (2024): I-Com: Indonesian Community Journal (Desember 2024)
Publisher : Fakultas Sains Dan Teknologi, Universitas Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70609/icom.v4i4.5397

Abstract

ABSTRACT Writing scientific papers allows students to strengthen their cognitive abilities and creativity while also exploring their experiences, knowledge, and feelings. It takes a combination of education and empirical experience to realize it on a continuous basis. This activity achieves this goal by combining extensive real-world experience with a research-based scientific writing aid program. The target audience is MA Alif Laam Miim Surabaya students accompanied by a supervising teacher. This service activity uses the Asset Based Community Development technique. The activities included proposal drafting, presentation, research, report, and quarantine. This program resulted in eight research reports on various topics that were ready to be entered into scientific contests divided into social humanities, science and technology categories. Furthermore, the effects of this activity are recognized as having a favorable impact when compared to the previous intense mentorship program. This program's contribution is significant to develop students' critical and inventive academic personalities.
From classroom to autonomy: A systematic literature review of self-regulated learning strategies in English language teaching Andini Septama Sari; Utami Widiati; Evynurul Laily Zein; Suharyadi Suharyadi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24739

Abstract

Although self-regulated learning (SRL) has been widely discussed in language education, less is known about which classroom-based strategies most consistently translate into learner autonomy in predominantly face-to-face English Language Teaching (ELT) settings. Addressing this gap, this systematic literature review synthesizes empirical studies on SRL in traditional ELT classrooms and examines how these strategies support autonomous learning. Following PRISMA procedures, 56 studies indexed in Scopus and published between 2016 and 2025 were selected through database filtering, eligibility screening, and full-text review. The synthesis shows that many successful interventions were grounded in Zimmerman’s cyclical SRL model, especially when teachers explicitly scaffolded goal-setting, monitoring, and reflection. Cognitive and metacognitive strategies, formative feedback, self- and peer-assessment, and autonomy-supportive motivational climates were repeatedly associated with stronger language performance and more self-directed learning. However, the effectiveness of SRL also depended on teacher assessment literacy, professional training, and classroom conditions. The review suggests that SRL integration in ELT is most effective when explicit strategy instruction is paired with reflective assessment and sustained teacher support, and it highlights the need for longitudinal, cross-cultural, and methodologically diverse future research.
ARE FUTURE EFL TEACHERS READY FOR INCLUSION? A CONVERGENT MIXED METHOD STUDY OF SELF-EFFICACY AND ATTITUDES Binti Muifatun Nazilah; Farah Mulyawati; Suharyadi; Nur Mukminatien; Niamika El Khoiri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): 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.v12i1.75

Abstract

Inclusive education is gaining prominence in English language teaching, especially in preparing future teachers to address diverse learner needs. Understanding self-efficacy and attitudes is essential, as both shape how teachers perceive their roles and determine their willingness to implement inclusive practices. This study examines the self-efficacy and attitudes of 68 Indonesian EFL pre-service teachers who were selected through purposive sampling from those enrolled in an Inclusive Education in ELT course. Using a convergent mixed methods design, data were collected through an adopted questionnaire and semi-structured interviews. Three participants were further selected for interviews using convenience sampling to provide deeper qualitative insights. Quantitative findings indicated that participants demonstrated a moderate level of self-efficacy and a moderately positive attitude toward inclusive teaching. A positive correlation was found between self-efficacy and attitudes, with self-efficacy in using inclusive instruction emerging as the only significant predictor of attitudes. Qualitative data supported and enriched these findings by revealing participants’ reflections on both the value and concerns in implementing inclusive practices. Overall, the study underscores the importance of targeted professional development in preparing EFL pre-service teachers for inclusive classrooms.
Co-Authors Abdillah Ubaidi Ahmad Taufiq Alfia Rachma Firnanda Andini Septama Sari Andita Eka Wahyuni Anik Nunuk Wulyani Ayu Chandra Agustin Ayu Chandra Agustin Bambang Yudi Cahyono Binti Muifatun Nazilah Ekaning Dewanti Laksmi El Khoiri, Niamika Evynurul Laily Zein Farah Mulyawati Gunadi Harry Sulistyo Helmi Muhammad Hoirul Anam Mardhatillah Mardhatillah Mega Safitri Mirjam Anugerahwati Moh. Taufik Niki Puspita Sari Nur Mukminatien Nurenzia Yannuar Rifqi Hadiyatulloh Sari Karmina Syahirul Alim Tengku Intan Suzila bt Tengku Sharif Utami Widiati Yazid Basthomi