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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) BAHASA DAN SASTRA English Review: Journal of English Education Jurnal Penelitian Pendidikan EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Indonesian EFL Journal Jurnal Bahasa Lingua Scientia International Journal of Language Teaching and Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JEES: Journal of English Educational Study PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI SALEE: Study of Applied Linguistics and English Education Journal Compound : Improving the Quality of English Education JEPAL (Journal of English Pedagogy and Applied Linguistics) Edukasia: Jurnal Pendidikan dan Pembelajaran Studies in English Language and Education TELL - US JOURNAL ETERNAL: English Teaching Journal People and Behavior Analysis (PBA) Jurnal Abmas Curricula: Journal of Curriculum Development
Rojab Siti Rodliyah
Universitas Pendidikan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Promoting Vocational School Students' Critical Thinking in Speaking by Using Instagram: Teachers’ Voices Winny Berliana; Sri Setyarini; Nenden Sri Lengkanawati; Bachrudin Musthafa; Rojab Siti Rodliyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6693

Abstract

The integration of digital tools in education has underscored the need for innovative strategies to develop critical skills, particularly in English as a Foreign Language (EFL) contexts. Among vocational school students, the ability to think critically and speak effectively in English is essential for employability and global communication. This qualitative study explored the use of Instagram to enhance critical thinking in speaking among vocational school students in Indonesia. Five EFL teachers, all experienced in using Instagram in the classroom, participated in the research. Data were collected through semi-structured interviews, classroom observations, and analysis of students' Instagram-based speaking activities. Thematic analysis was employed to identify key patterns and insights. Findings indicate that Instagram supports critical thinking development by encouraging students to analyze content, evaluate different viewpoints, and articulate arguments through speaking tasks. Students also demonstrated improved fluency and confidence. However, challenges such as digital distractions and varying levels of digital literacy emerged. Teachers highlighted the need for structured guidance and scaffolding to mitigate these issues. Instagram holds significant potential as a pedagogical tool for enhancing critical thinking in speaking within EFL vocational settings. Effective implementation requires intentional instructional design, including reflective questioning, peer feedback, and guided support. Future research should examine the long-term effects of social media-based learning on learners’ cognitive and linguistic progress.
Exploring Platform Choices in Enhancing English Speaking Skills: A Case Study in Jambi Province Winny Berliana; Rojab Siti Rodliyah; Bachrudin Musthafa
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9168

Abstract

This study investigates the alignment between teachers’ selected digital platforms and students’ platform preferences in supporting English speaking practice in the EFL context of Jambi Province, Indonesia. Despite the increasing integration of digital tools in language learning, limited research has explored how mismatches between teacher choices and student preferences influence speaking engagement.A qualitative case study design was employed involving 30 students and 2 English teachers from two secondary schools selected through purposive sampling. Data were collected through semi-structured interviews and supported by questionnaires for triangulation. The data were analyzed thematically using Oxford’s (1990) language learning strategies framework.The findings reveal that WhatsApp and YouTube were the most frequently used platforms due to their accessibility and ease of use. However, students showed a stronger preference for Instagram, which they perceived as more engaging and less anxiety-inducing for speaking practice. While partial alignment existed in the use of familiar platforms, a notable misalignment emerged in platform preference, potentially limiting students’ engagement and opportunities for meaningful speaking practice.The study concludes that effective integration of digital platforms in EFL speaking instruction requires not only consideration of accessibility and teacher manageability but also alignment with students’ preferences. Incorporating student-preferred platforms in a structured and pedagogically sound manner may enhance engagement and support more meaningful speaking practice, particularly in contexts with infrastructural constraints.
The Students’ Perceptions in Using TikTok as Media for Learning English Vocabulary on Autonomous Learning Alamsyah Alamsyah; Fazri Nur Yusuf; Rojab Siti Rodliyah
People and Behavior Analysis Vol. 3 No. 1 (2025): January - April Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v3i1.2862

Abstract

Autonomous learning fosters students’ independence in managing their learning without teacher intervention. However, many students currently lack motivation for independent English vocabulary learning because of unengaging methods. The objective of this study is to determine students’ perceptions regarding the use of TikTok as a medium for learning English vocabulary for autonomous learning and improving their English vocabulary. This study employed qualitative research to analyze data, focusing on 5 AP2 students from a vocational high school in Bandung, Indonesia. The students were chosen as participants because they used TikTok as a medium for English vocabulary learning in autonomous learning. Additionally, the AP2 students were selected because their study program, Hospitality accommodation, involves frequent interaction with English vocabulary, making them more likely to engage with vocabulary learning platforms like TikTok. Data were gathered through interviews and analyzed using Miles and Haberman’s theory, which has three steps: reduce the data, display the data, and make a conclusion. The findings revealed that most students responded positively to using TikTok as a medium for autonomous English vocabulary learning, indicating that TikTok was effective in enhancing their vocabulary acquisition. The study concluded that TikTok is an effective and engaging medium for supporting autonomous English vocabulary learning, although potential distractions from the platform’s content should be considered.
Pelatihan In-House tentang literasi media berbasis HOTS untuk guru bahasa Inggris (EFL) di Kabupaten Pangandaran Sri Setyarini; Rojab Siti Rodliyah; Lulu Laela Amalia; Pupung Purnawarman; Surya Aulia Sukarman
Jurnal Abmas Vol. 26 No. 1 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.33

Abstract

The rapid development of digital technology has introduced new challenges in instructional practices, particularly in relation to media literacy. Empirical conditions in Pangandaran Regency indicate that many English teachers still utilize digital media primarily as instructional support tools, with limited integration of critical analysis and Higher Order Thinking Skills (HOTS) in classroom activities. This community engagement program aimed to enhance English teachers’ understanding and professional competence in implementing a HOTS-oriented media literacy instructional model. The program employed an action research approach conducted through four stages: preparation, implementation, evaluation, and follow-up. Data were collected qualitatively through in-depth interviews, participant observation, and analysis of training documents. The participants consisted of 60 individuals, including school supervisors, principals, and junior secondary English teachers affiliated with the teachers’ professional forum (MGMP). The findings demonstrate improvements in teachers’ conceptual understanding of media literacy, shifts toward more reflective and analytical instructional strategies, and increased awareness of ethical and social dimensions of media use. The program highlights that structured HOTS-based training contributes positively to strengthening teachers’ professional competence in responding to the demands of digital-era learning environments.
Reflective Practice in EFL Teacher Professional Development:: Barriers, Strategies, and Growth Susanti, Desi; Siti Rodliyah, Rojab; Sri Lengkanawati, Nenden
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56882

Abstract

This study investigates the role of reflective practice in empowering English language teachers toward sustained professional development. Despite its recognized importance, many in service teachers struggle to integrate reflective routines into their daily practice due to systemic and personal constraints. Using a qualitative design, data were collected from eight postgraduate English education students at Universitas Pendidikan Indonesia through open-ended questionnaires. Responses were analysed using Braun and Clarke’s (2006) thematic analysis framework. Findings reveal five interconnected barriers: time constraints arising from heavy institutional workloads, limited access to reflective resources and tools, insufficient collaborative culture within schools, methodological uncertainty in selecting appropriate reflection strategies, and sceptical attitudes toward the value of reflection. These challenges are contextually shaped by individual, institutional, and cultural factors. The theoretical contribution of this study lies in its application of Schön’s (1983) reflective practitioner framework and Farrell’s (2015) reflective practice model to an underexplored Indonesian EFL context, offering a contextualized mapping of barriers that extends existing local research. The study suggests that effective support for reflective practice requires both structured institutional frameworks and the embedding of reflective competencies as a core outcome in teacher education programmes. When adequately supported, reflective practice may foster critical pedagogical awareness and a professional disposition oriented toward continuous improvement.
Indonesian EFL university students’ ChatGPT acceptance: a cross-sectional study Aji Budi Rinekso; Rojab Siti Rodliyah; Pupung Purnawarman; Nenden Sri Lengkanawati
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24855

Abstract

Informed by the technology acceptance model (TAM), this cross-sectional study investigated to what extent ChatGPT is perceived by English as a foreign language (EFL) university students. A total of 149 Indonesian EFL university students took part in filling out a questionnaire representing the five variables of TAM including perceived ease of use (PEU), perceived usefulness (PU), attitude toward using (ATU), behavioral intention to use (BIU), and actual use (AU). The data were analyzed based on partial least square structural equation modelling (PLS-SEM) using SmartPLS v.4. The results showed that all of TAM variables contributed to explaining the participants’ use of ChatGPT, except the path ATU─BIU (p=0.229), which was not significant due to the overshadowing influence of perceived usefulness. This indicated that the participants were mainly motivated by the practical benefits of ChatGPT in enhancing language learning. Therefore, this study suggests that educators and curriculum designers might consider integrating ChatGPT’s utility into language learning tasks to foster students’ effective yet critical engagement with the tool. Pedagogically, this study provides empirical evidence on the potential of ChatGPT to be adopted in future university-level language education, while acknowledging the need for further research on its limitations.
English literacy learning loss during the COVID-19 pandemic in Indonesia Gin Gin Gustine; Sri Setyarini; Rojab Siti Rodliyah
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34888

Abstract

This study explores the impact of the COVID-19-induced school closures in Indonesia on the decline of secondary school students learning, particularly in their English literacy. While numerous studies have delved into the repercussions of school closures on literacy skills in European countries, Australia, and the USA, such investigations have been relatively limited in Asia, particularly within the Indonesian context. Employing a qualitative approach for impact assessment, this research gathered data from diverse sources, including online surveys, one-on-one interviews, and focus group discussions. The survey involved 140 English teachers from four Indonesian provinces, including Java, Sumatra, Riau Islands, and Bali provinces. Ten English teachers were selected to participate in the individual online interviews, followed by a focus group discussion with four teachers. Within an inductive approach and thematic analysis framework, data were analysed, and five primary literacy skills emerged from the analysis that show a decline during the period of school closures: having critical thinking while reading, drawing inferences from texts, summarising text content, having good attitudes toward writing, and composing longer paragraphs. These initial findings, although on a small scale, are anticipated to help educators, school administrators, and policymakers in the Indonesian education sector in devising more effective plans for addressing unforeseen challenges in the future, including the development of programs to help students recover from learning loss.
A review of Grammarly studies in the EFL context in Indonesia Zainurrahman Zainurrahman; Rojab Siti Rodliyah; Emi Emilia
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.86-106

Abstract

Grammarly has been a popular automated writing evaluation (AWE) tool incorporated in English as a Foreign Language (EFL) writing instruction. Grammarly studies have also proliferated. However, the trends of Grammarly studies in this context have not been captured sufficiently. To fill this gap, this study reviews the trends of Grammarly studies in Indonesia, classifying published studies from 2014 to 2024 (the search occurred in March 2024). To this end, Grammarly studies were retrieved from the Sinta database and Google Scholar via Publish or Perish 8. The inclusion criteria determined that 11 studies were to be included. Using content analysis, research types, topics, instruments, methods, and key findings are classified and reported. The analysis showed that qualitative research was the most widely used method, followed by quantitative research. Meanwhile, research and development (R&D) and classroom action research (CAR) are extremely scant. Additionally, most studies have focused more on students’ perception of Grammarly than its actual performance. These findings suggest that further CAR-based, experimental, and correlational studies on the use of Grammarly in Indonesia are needed to address the research gaps identified. The study provides useful insights that can serve as a basis for future research on the use of Grammarly in language teaching and applied linguistics, especially in Indonesia.
Global Englishes in Indonesian and International ELT Textbooks: A Comparative GELT Framework Analysis Meita Lesmiaty Khasyar; Ahmad Bukhori Muslim; Fazri Nur Yusuf; Rojab Siti Rodliyah
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.2216

Abstract

This study investigates the extent to which Global Englishes principles are represented in Indonesian and international English Language Teaching (ELT) textbooks. Specifically, it compares the Indonesian Curriculum 2013 (K13) English textbook and the Interchange Third Edition using the Global English Language Teaching (GELT) framework to examine representations of people, cultural perspectives, cultural practices, and cultural artefacts. The analysis findings reveal that international ELT textbooks are beginning to reflect the global use of English by incorporating a wider range of English varieties and cultural contexts. In contrast, features of Global Englishes are only partially incorporated into Indonesian ELT textbooks, which largely adhere to traditional native-speaker norms. The study underscores crucial research gaps and emphasizes the urgent need for comprehensive comparative analyses of textbook content, pedagogical approaches, and teacher training in Indonesian and international contexts. It also advocates for empirical research into how exposure to global Englishes influences students' perceptions and outcomes. The study highlights the necessity for more inclusive and effective ELT materials that prepare students for international communication. The findings contribute to the growing literature on Global Englishes by demonstrating how centralized national curricula may constrain textbook representation of linguistic diversity. In practical terms, the study provides recommendations for textbook developers, curriculum designers, and teacher educators seeking to incorporate Global Englishes into ELT materials.
Adapting Deep Learning in Practice: Insights from English Teachers’ Perceptions and Reflections on Professional Development Katrin Pepita; Rojab Siti Rodliyah
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.1839

Abstract

Professional development (PD) is widely recognized as a key mechanism for improving teacher quality and supporting curriculum reform. However, how teachers from different institutional contexts translate sustained PD into their teaching remains underexplored. This qualitative descriptive study investigated two Indonesian junior high school English teachers, one from a public school and one from a private school, who participated in a three-month blended PD program on deep learning pedagogy. Data were collected through semi-structured interviews and analyzed thematically. The findings show that the sustained, multi-stage PD program enabled both teachers to describe efforts to apply deep learning principles in their teaching through reflection, collaboration, and classroom experimentation. However, their experiences differed according to their institutional conditions, professional experiences, and individual beliefs. While the public-school teacher emphasized contextual and affective adaptation, the private-school teacher focused on systematic planning and collegial collaboration while facing different institutional constraints. These findings suggest that the effectiveness of sustained PD depends not only on program design but also on the institutional conditions in which teachers experience and implement new pedagogical practices. The study highlights the importance of context-sensitive PD that supports teachers in adapting curriculum reforms to their own teaching contexts.
Co-Authors Ahmad Bukhori Muslim Ahmad Dindang Mababaya Ahmad Kailani, Ahmad Aji Budi Rinekso Alamsyah Alamsyah Alfath Eka Liani Amalia, Lulu Laela Arief Rahman Bachrudin Musthafa Choirunnisa, Jihan Desi Susanti Destiani, Isti Dwi Bayu Saputra Emi Emilia Emi Emilia Erlik Widiyani Styati, Erlik Widiyani Ernie D.A Imperiani Fazri Nur Yusuf Galang Adhitia Mahardhika Gin Gin Gustine Gustine, Gin Gin Holidazia, Rupina Ilantri, Yuyun Ima Rahmah Hanifah Intan Pertiwi Isti Destiani Katrin Pepita Khairunnisa Khairunnisa Lulu Laela Amalia Lulu Laela Amalia Maharani, Nabilla Meita Lesmiaty Khasyar Muhammad Handi Gunawan Naisya Dara Priyanka, Fadhillah Nenden Sri Lengkanawati Octaviani, Regina Purnawarman, Pupung Rakhmafithry, Dianty Rangkuti, Naufal Regina Octaviani Rinekso, Aji Budi Setyarini, Sri Setyarini Siti Azhariah SITI NURUL HIDAYATI Sri Lengkanawati, Nenden Sri Setyarini Sudana, Dadang Suherdi, Didi Surya Aulia Sukarman Tsara Desiana Akmilia Winny Berliana Yolanda Yolanda, Yolanda Z Zainurrahman