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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan PREMISE: Journal of English Education and Applied Linguistics Celt: A Journal of Culture, English Language Teaching & Literature Edukasi: Jurnal Pendidikan dan Pengajaran Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development IJoLE: International Journal of Language Education Esteem Journal of English Study Programme Journal of Educational Research and Evaluation Voices of English Language Education Society Rainbow : Journal of Literature, Linguistics and Cultural Studies TLEMC (Teaching and Learning English in Multicultural Contexts) Elsya : Journal of English Language Studies LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Journal of Innovation in Educational and Cultural Research Ideguru: Jurnal Karya Ilmiah Guru Journal of English Teaching and Learning Issues Varia Humanika Journal of English Education Program (JEEP) International Journal of English and Applied Linguistics (IJEAL) Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Law, Administration, and Social Science ALLURE JOURNAL Journal Of Sustainability Perspectives Journal of Sustainability Perspectives UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Bisnis dan Komunikasi Digital Journal Pemberdayaan Ekonomi dan Masyarakat English Education Journal Rainbow : Journal of Literature, Linguistics and Culture Studies Varia Humanika Explorations in English Learning
Hendi Pratama
Jurusan Bahasa Dan Sastra Inggris, FBS, Universitas Negeri Semarang, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Blended Problem Based-Learning: Enhancing speaking performance across self-efficacy levels Lestari, Yunda; Hartono, Rudi; Yuliasri, Issy; Pratama, Hendi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.16714

Abstract

This study examines the effectiveness of the Blended Problem-Based Learning (Blended-PBL) approach in enhancing speaking performance among EFL students with different self-efficacy levels and explores students’ perceptions of its application in speaking instruction. Employing a quasi-experimental design, the research involved 32 undergraduate students of an English Education Study Program, consisting of 16 students with high self-efficacy and 16 with low self-efficacy, who participated in a speaking course during the 2023/2024 academic year. Data were collected through pre- and post-test speaking performance assessments evaluated with an analytic rubric, a self-efficacy questionnaire, and a perception survey, and analyzed using paired sample t-tests and descriptive statistics. The results indicated a significant improvement in students’ speaking performance after the Blended-PBL intervention, with a paired sample t-test yielding a value of t = -12.162 (p 0.05), confirming that the gains were statistically significant. Interestingly, although students with high self-efficacy performed slightly better than their peers with lower self-efficacy, the difference between the two groups was not statistically significant, suggesting that Blended-PBL is equally beneficial across varying levels of self-efficacy. Furthermore, perception data demonstrated that students held favorable views toward Blended-PBL, particularly in terms of motivation, collaboration, confidence building, and problem-solving skills. These findings highlight Blended-PBL as an effective and inclusive pedagogical model for EFL speaking instruction, with potential to foster learners engagement, reduce performance gaps, and promote a more supportive and equitable language learning environment.Keywords: Blended problem-based learning, self-efficacy levels, speaking performance
Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
Scaffolding Humor Comprehension Through Pause-and-Discuss in Indonesian EFL Classrooms Pratama, Hendi
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies (Article in Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/qmfc2w18

Abstract

This study aims to explore the effectiveness of a pause-and-discuss approach in integrating stand-up comedy into English as a Foreign Language (EFL) instruction. This qualitative case study utilized twenty-six undergraduates from an English class at an Indonesian university. Data comprised a Likert-scale survey, open-ended written reflections, and classroom discussions. Survey responses were summarized using descriptive statistics, and the qualitative data were thematically coded based on Saldana’s (2016), with  triangulation across sources. Results indicate that while learners initially experienced difficulties in processing humor due to idiomatic language, rapid delivery, and cultural references, the pause-and-discuss strategy enabled them to scaffold comprehension collaboratively, improve vocabulary retention, and enhance pragmatic awareness. Exposure to authentic stand-up performances developed learners’ intercultural competence, allowing them to compare cultural perspectives and negotiate meaning beyond textbook learning. While previous studies on humor pedagogy in EFL context have provided descriptive account without cross-source validation, this research fills that gap through a triangulated design validating the pedagogy, whereas existing studies offer descriptive accounts without cross-source checks. Broader implications suggest that humor can be deliberately integrated into curriculum design and that teacher training programs should include preparation for scaffolding humor in EFL contexts, making classrooms more engaging, culturally responsive, and learner-centered.
Customizing mistral 7B large language model for qualitative research: A feasibility study Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

In qualitative linguistic research, particularly within the domain of discourse analysis, the manual identification of pragmatic features such as Grice’s conversational maxims can be time-consuming and cognitively demanding. This feasibility study investigates the potential of using the Mistral 7B large language model (LLM) to support such analysis by automating the classification of Gricean maxims, Quantity, Quality, Relevance, and Manner, and identifying corresponding illocutionary acts in Instagram captions. A dataset comprising 88 bilingual captions (primarily English with several in Indonesian) from Samsung Indonesia’s official Instagram account was used. The model was prompted to analyze each caption, score the observance of the four maxims, assign an illocutionary act type, and provide justification for its classifications. The outputs were compared to a previously published human-coded analysis. Results showed that Mistral could produce accurate classifications for most captions, particularly in identifying directives and informative acts, and provided plausible justifications. However, the model displayed a bias toward higher maxim observance scores (3 and 4), showing reluctance to assign lower ratings such as “barely observed” or “not observed,” which human coders used more readily. Mistral also failed to parse a syntactically complex caption, indicating limitations in handling mixed or informal structures. Overall, the findings highlight Mistral’s potential as a fast, accessible tool for supporting qualitative linguistic inquiry, especially in large-scale or exploratory settings. While its accuracy and interpretive depth require refinement, Mistral offers a promising starting point for integrating AI into pragmatic analysis workflows. Further development in prompt design and model calibration is recommended.
Exploring Candidates’ Response Strategies to Oral Questioning in the EFL Thesis Defenses: A Celce-Murcia’s Framework Approach Kamlasi, Imanuel; Pratama, Hendi; Wahyuni, Sri; Bahri, Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The thesis defense examination (TDE) is a high-stakes academic interaction in which candidates must communicate effectively and persuasively to demonstrate their understanding of the subject matter. Understanding response strategies is vital to establishing effective communication within a thesis defense. This study analyzed candidates’ response strategies in the EFL thesis defenses using Celce-Murcia’s framework. The data collection involved observing eight thesis defenses and recording oral interactions, which were then transcribed for analysis. To ensure the credibility of the data analysis, an inter-coder agreement was calculated, resulting in a Cohen’s kappa value of κ = 0.82, indicating a high level of agreement between coders. The findings showed that candidates frequently employed expansion strategies when answering examiners’ questions. Confirmation strategies also appeared with relatively high frequency. Repetition and reduction and repair strategies were used with moderate frequency, whereas rephrasing and rejection were rarely employed. This study reveals that EFL candidates often add more information to their responses and confirm their answers during interaction in the thesis defenses.
Needs Analysis for the Development of Content and Language Integrated Learning-Based Learning Modules in Civil Engineering Programs Aflahatun, Nur; Januarius, Januarius; Fitriati, Sri Wuli; Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Focusing on oral communication skills, this paper investigates the requirement of creating a CLIL-based English teaching module for Civil Engineering students at Universitas Pancasakti Tegal. Including English for Specific Purposes (ESP) into the curriculum becomes crucial as globalization expects engineering graduates to be competent in both technical expertise and English communication. By means of needs analysis, this study investigates important facets like learning objectives, language difficulties, curriculum integration, instructional module structure, and successful learning methodologies. Results show that although teachers deal with issues in resource availability and student involvement, students struggle with technical vocabulary, fluency, and structured oral communication. Still, chances present themselves through interactive learning techniques that improve students' competency including technical talks, project-based learning, and multimedia tools. To guarantee that students acquire the required oral communication skills for academic and professional success, the study suggests a CLIL-based teaching module combining engineering knowledge with communicative language exercises.
Enhancing English Language Learning through ICT Integration: Innovations, Challenges, and Pedagogical Implications Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

ICT in English Language Teaching (ELT) has revolutionized language learning by allowing the students to become more active, interact frequently and assume more responsibility in their learning process. This study investigates the research question: How do EFL teachers demonstrate and integrate Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) in ICT-supported English language instruction? Focusing on EFL instructors at a public university, the study employed a quantitative research design supported by a survey instrument that measured teachers’ self-reported TPK and PCK levels. Supplementary data were gathered through lesson plan evaluations and structured classroom observations to triangulate findings. Descriptive statistical analysis has been conducted and provided in the form of mean scores and standard deviations in order to outline the centralities and ranges in the knowledge domains of teachers. Preliminary results show that teachers have reported to be above average when voicing their Pedagogical Content Knowledge (PCK) (M = 4.1, SD = 0.6), although their Technological Pedagogical Knowledge (TPK) (M = 3.4, SD = 0.9) scores have displayed more variance than the latter, which may show the necessity to provide more support to integrate the use of technology. There was a greater chance that a teacher having higher TPK would employ interactive and student-based ICT activities. In contrast, those with lower TPK relied more on traditional, lecture-based methods despite having access to digital tools. In order to promote balanced teacher professional knowledge (TPK) and pedagogical content knowledge (PCK) in EFL instructors, the results support the significance of focusing on professional development. This presentation provides evidence-based recommendations for teacher educators and policymakers to support the effective integration of ICT in tertiary-level English Language Teaching (ELT) settings.
Exploring Teachers’ Pedagogical Practices of Flipped Learning in Indonesian EFL Reading Instruction Rahayuningsih, Retno; Hartono, Rudi; Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study explores the pedagogical practice of EFL Indonesia lecturers in applying Flipped Learning (FL) to reading teaching. Through a qualitative approach with a descriptive design, data were collected from Likert scale questionnaires (N=30) and structured interviews (N=5) with lecturers from various universities. The findings revealed that although lecturers showed high conceptual readiness in designing FL-based lesson plans score 4.40 (88%), the practice of designing pre-class materials varied widely, ranging from the use of multimodal (66%), the inclusion of question guides (21%), to the reliance on simple videos (7%) or textbooks (6%) due to time and infrastructure constraints. In the implementation phase, class activities were dominated by collaborative interaction with a score of 4.71 (94.29%). However, the transition of the role of lecturers from material presenters to facilitators was still a big challenge, with a score of 2.71 (54.29%). Practical reflection was also not systematic, although lecturers evaluated and improved the strategy with a score of 4.00 (80%). The study concludes that the success of FL depends not only on technical readiness but also on ongoing pedagogical support through interactive material design training, facilitator role mentoring, and institutional policies that provide resources and low-tech solutions. This research contributes to the literature by highlighting the teacher's perspective and the contextualization of FL in Indonesian settings.
EXPLORING EFL TEACHERS' EXPERIENCES USING MEMORIZATION METHOD TO ENHANCE STUDENT'S ENGLISH VOCABULARY MASTERY Puteri, Siti Azizah; Pratama, Hendi; Widhiyanto, Widhiyanto
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study looks at the firsthand experience of an English teacher at MAN Barito Selatan in Central Kalimantan who used a memorization method to help students learn more vocabulary. In this narrative inquiry research, I look at how she uses this method every day, including the problems she runs into, how she changes her strategy, and the effects she sees. Over a month, in-depth interviews and the teacher's reflective diary were used to gather data. The most important findings from the research show that the English teacher uses creative ways to make memorization activities less boring. At first, the students were hesitant, but they slowly gained confidence as they got positive feedback. The most significant problems were that the students in the class had different levels of skill and that there was insufficient time and teaching resources. The English teacher made it very clear that memorization is not the primary goal, but rather a way to help students practice speaking. This study shows how important it is for teachers to be "adapters" who can connect memorization method to real-life situations in the classroom. This English teacher's story can inspire other teachers in remote schools like this one to come up with ways to help students learn vocabulary that is both useful and kind.
The Pronunciation of English Speech Sounds in Speaking Classes Among the Eleventh Graders of Senior High School Randudongkal Pemalang Mumtaza, Anis Ardiana; Mujianto, Januarius; Pratama, Hendi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6820

Abstract

This study aims to describe the students' pronunciation in English speech sounds among eleventh grade students at SMA Negeri 1 Randudongkal. The purpose of this study explores more deeply how challenges are encountered by students to speak English, specifically concerning pronunciation. Pronunciation is one of the most challenging skills for students to master, primarily because many lack enough interest or motivation to acquire English. The lack of interest not only blocks language progress, but also affects students' confidence and readiness to use English. The approach to this research follows a descriptive qualitative approach to provide finding related to translation outputs. Within this approach, a focus lies between a personal interpretation of reality to portray phenomena, according to a given theoretical approach guiding the researcher's point of view. In involving data collection through a test and record. The current study uses several methods, including observing classroom atmosphere and evaluating student engagement within English classes. A very strong focus lies in enhancing students' speaking skills, with a focus point concerning English pronunciation in order to evaluate said points, this research seeks to get a clearer understanding concerning students' pronunciation skills, to identify areas where speaking skills can be enhanced. The findings from this research are expected to uncover certain difficulties being encountered by students with English pronunciation, in order to enable them better to understand spoken English. Through simulating students' pronunciation analysis and examining the made sound, this research aims at identifying particular words sound causing difficulties in comprehending spoken English. The study also intends to assist students in enhancing English pronunciation by practicing accurate and clear reading from texts
Co-Authors Abdurrahman Faridi Abdurrahman Faridi Abimanto, Dhanan Aflahatun, Nur Agustien, Helena I.R. Ahmad Syaifudin Ain, Qurat ul Ainy, Qurrot Ali Formen Alifa Fegasanti, Prahda Amalia, Widya Amin Retnoningsih Anwar, Choiril Arriyani, Nurfisi Ashar, Baihaqi Bintang Di Langit Biru Caesar, Yuniar Chrismonia Chabibah, Faricha Maula Dewi Sartika Dwi Rukmini Eko Suwignyo Eko Suwignyo Fadillah, Syifa Fellashufa Fahrur Rozi Fajlin, Eka Yulianti Fajlin, Eka Yulianti Farizi, Zukhruf Fathur Rokhman Fatma Hetami Fauzi, Iwan Ferrian Erwanto Fitriani, Walida Wahid Frimadhona Syafri Galuh Kirana Dwi Areni Hadzik, Muhamad Irfan Hanik Nurul Faizah Hartono, Rudi Hidayat, Rayhan Imanuel Kamlasi Indah Nurhidayah Issy Yuliasri istiani, imas Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius, Januarius Khatami, Muhammad M. Sukarno Maria Johana Ari Widayanti Ma’mun, Nadiah Mujianto, Januarius Mumtaza, Anis Ardiana Mustakim Sagita Nadiah Ma’mun Nafi', Mar' Atul Latifah Jauharin Nugroho, Kurniawan Yudhi Nurcahya, Wirawan Firman Nyoman Karina Wedhanti Pasaribu, Ronal Rendy Yuleo Pryla Rochmahwati Puji Astuti Puteri, Siti Azizah Putri, Alisha Rahma Putri, Stephanie Priyanto Raspati, Bintang Retno Rahayuningsih Rika Riwayatiningsih Rini Susanti Wulandari Seful Bahri Setiani, Imas Shabrina, Annisa Nurul Sri Wahyuni Sri Wuli Fitriati Suwandi Suwandi Suwandi Suwandi Syahid Abdulloh Tanuso, Nur Antoni Eko Titus Adhi Sukmana W, Widhiyanto Yan Mujiyanto Yunda Lestari, Yunda zulfa Sakhiyya Zulfa Sakhiyya