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All Journal TEFLIN Journal: A publication on the teaching and learning of English Celt: A Journal of Culture, English Language Teaching & Literature Proceeding of International Conference on Teacher Training and Education ETERNAL: English Teaching Journal Jurnal Pengabdian UntukMu NegeRI Elsya : Journal of English Language Studies Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat ETERNAL: English Teaching Journal
Debora Tri Ragawanti
Universitas Kristen Satya Wacana
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : ETERNAL: English Teaching Journal

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Pre-Service EFL Teachers’ Beliefs about Reflective Practice in the English Language Teacher Education Program: A Life History Study Swara, Sanditya Jati; Ragawanti, Debora Tri
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.469

Abstract

This study examined pre-service EFL teachers’ beliefs about reflective practice in the English language teacher education program using a life history study. The study involved seven pre-service EFL teachers taking their master’s program in English language teacher education at a private university in Jawa Tengah, Indonesia. The research used a life history study which is a qualitative research design. The research instruments were reflective essays containing the past and present experience dealing with reflective practice, and a life history interview. The findings highlighted more positive beliefs than negative ones. Positive beliefs considered reflective practice effective for increasing EFL pre-service teachers’ pedagogical competence, critical thinking, and professional development. The negative beliefs viewed RP as time- and energy-consuming and could be confusing without any focus on writing.  As the pedagogical implication, reflective should focus on a particular issue, be guided with practical guiding questions, not be rigorous about how often and how to do it, and provide some alternatives based on the need and conditions of the (pre-service) EFL teachers.
­­Bridging Languages: How EMI Teachers Use Language-related Teaching Strategies in their Classrooms Meta Sekar Dewani; Ragawanti, Debora Tri
ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2634

Abstract

The rapid expansion of English-medium Instruction (EMI) in higher education worldwide presents opportunities and challenges, particularly in non-English-s contexts. While EMI aims to enhance global competitiveness, academic quality, and intercultural awareness, its implementation often faces language-related barriers affecting both students and instructors. This study investigated the language-related teaching strategies international EMI teachers employed to facilitate content delivery and enhance student comprehension. Specifically, it explored the instructional and regulative discourse strategies utilized in EMI classrooms. A case study approach was employed, focusing on two international EMI teachers at a private university in Indonesia. Data were collected through classroom observations, stimulated recall, and semi-structured interviews. Findings reveal that teachers used various instructional strategies, including demonstrations, visual aids, synonyms, and code-switching, to bridge linguistic gaps and support content comprehension. Regulative strategies such as building rapport and checking comprehension were also frequently utilized to create an inclusive learning environment. Teachers perceived these strategies as effective in mitigating language-related barriers and fostering engagement among students with varying English proficiency levels. This study underscores the importance of language awareness in EMI pedagogy and offers insights into effective teaching strategies for non-language faculty delivering content in English.
Co-Authors Angga Widitama Putra Antonina Anggraini Setiamunadi Daniel Kurniawan Elisathusilawani , Elisathusilawani Januardi, Josephine Jesicca Levina Shannon Joseph Ernest Mambu Kisnanto, Yustina Priska Meta Sekar Dewani Monika Andita Argha Puspa Neny Isharyanti Ni Putu Era Marsakawati Swara, Sanditya Jati Yustinus Calvin Gai mali