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All Journal Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan DIKSI INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning Script Journal: Journal of Linguistic and English Teaching J-REaLL UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching International Journal of Social Service and Research Lingua Pedagogia Edunity: Kajian Ilmu Sosial dan Pendidikan Journal of English Teaching and Linguistic Issues (JETLI)
Ari Purnawan
Universitas Negeri Yogyakarta
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Exploring EFL Learning Barriers and Support Mechanisms of Indonesian Middle Socio-Economic Status Learners Azzahra, Jasmine Aussie; Purnawan, Ari
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.v13i1.12787

Abstract

A learner's EFL learning can be affected by various factors, one of which is socio-economic status (SES), with most Indonesians belonging to the middle SES. This study employs a case study approach and semi-structured interviews to explore the barriers faced by middle SES Indonesians in EFL learning and the potential support mechanisms. The findings reveal three key themes: support from surroundings, access to learning resources, and self-efficacy. Support from surroundings and resource access are interrelated external factors, highlighting the importance of ease of access in the learning environment. Conversely, self-efficacy reflects learners' internal beliefs in their ability to succeed in EFL. The study suggests several support mechanisms, such as providing equitable opportunities for practice, enhancing access to learning materials, and fostering a supportive educational environment. Resources like visual aids, culturally relevant materials, and free language platforms can significantly benefit not only middle SES learners but others as well. Despite these insights, the study has limitations, including reliance on interviews and a small participant pool of four graduates. Future research should utilize multiple instruments and larger, more diverse samples for stronger findings. The insights gained can inform policymakers, educators, and families in enhancing EFL implementation, emphasizing that support should also come from home. Implementing educational policies that address the needs of all socio-economic classes can make learning more relevant and engaging.
Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Abstract

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
Exploring EFL Learners' Experiences in Self-Directed Learning Through Social Media Application Rona Nur Azzahra; Lusi Nurhayati; Ari Purnawan
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8414

Abstract

social media is inseparable from the daily lives of everyone, from young to old. At least one social media account is owned by everyone and many even have more than two social media platforms which is especially true for students who are trying to learn English independently outside of class. This study aims to explore how EFL students utilize social media to help them learn English responsibly through self-directed learning. This study uses a qualitative research design with narrative inquiry, and the data collection instruments used are in-depth interviews and documents. Three (3) students from Universitas Negeri Yogyakarta participated in this study through purposive sampling, where they actively use social media and learn English from there through SDL as a journey to develop their respective abilities and needs. Data analysis was conducted through thematic analysis, and the results showed that although social media was initially used for entertainment, it also became a supporting resource in helping individuals learn English according to their respective speeds, interests, and needs. They gain knowledge in terms of vocabulary, phrases, sentences, etc., which broadens their insights, increases their motivation and confidence, and provides them with easy access, space, and a supportive community. However, behind this flexibility, there is also an impact in the form of a lack of structured study, many distractions, inappropriate content, internet limitations causing dependency, and lack of direct feedback. This research highlights the important point that the success of SDL learning through social media greatly depends on students' critical thinking skills, self-control, initiative, and reflectiveness in managing social media throughout the English learning process.
Exploring EFL Graduate Students' Difficulties in Completing Academic Writing: A Narrative Inquiry Roja Nur Azizah; Nurhayati, Lusi; Ari Purnawan
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8415

Abstract

Academic writing is an essential academic component in higher education. Although EFL graduates have undergraduate writing experience, this does not always imply that the academic writing process will be simpler at the graduate level. At this level, writing requirements grow more complex, including precise language, logical organization, and in-depth analysis, as they are expected to meet the high standards of academic writing inherent in advanced study. As a result, the purpose of this study is (1) to explore the difficulties faced by students in academic writing through students' stories and (2) to investigate the strategies that students apply to cope with difficulties. This study applies a qualitative research method called narrative inquiry research. This research relied on three graduate students in English education as sources, with data acquired through in-depth interviews. The findings revealed that EFL students in higher education struggle with the complexity of academic writing rules, organizing ideas, linguistic barriers, and emotional stress. To overcome this, they employed a variety of strategies, including free writing, seeking feedback from peers or lecturers or utilizing AI tools, regulating emotions, and referring to writing models.  In a sense, these findings demonstrate that academic writing is more than just communicating ideas in writing, it is an intellectual and emotional process that may develop the way students think, feel, and express knowledge. Empathetic and supportive learning encourages them to acquire writing strategies while also developing independence, self-confidence, and reflective awareness, all of which serve as the basis for strong and empowered academic writers.
Co-Authors Agus Widyantoro Angraini, Ria Annisa Nurul Ilmi Asfar Arif Nurharjanto Azzahra, Jasmine Aussie Cahyono, Widig G Suharto, G Gunawan Gunawan Heri Retnawati Ihtiara Fitrianingsih Jamilah Jamilah Jamilah Jamilah Jamilah Kali, Marius Randan Karima, Kauna Kartianom, Kartianom Lusi Nurhayati Lusi Nurhayati M. Sukarno Margana Margana Moch. Imam Machfudi Nur Hidayanto Pancoro Setyo Putro Nury Supriyanti Ramadhani, Aulia Citra Rasman Rasman Roja Nur Azizah Rona Nur Azzahra Sahal Fahmi, Sahal Salsabila, Hanania Saputra, Ilham Sumarhadi, Anas Suwarsih Madya Windianto, Nur Eko Yuyun Yulia