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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan IJoLE: International Journal of Language Education Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of Innovation in Educational and Cultural Research SALEE: Study of Applied Linguistics and English Education Journal of English Language and Education Journal of General Education and Humanities JEELS (Journal of English Education and Linguistics Studies) Jurnal Pemberdayaan Masyarakat Muslim Education Review JELLT (Journal of English Language and Literature Teaching) Eduvest - Journal of Universal Studies UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Contemporary Issues on Interfaith Law and Society
zulfa Sakhiyya
Unknown Affiliation
Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Social Sciences Other

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Culturally Sustaining Writing Instruction: The Role of Maluku Local Wisdom Values in EFL Descriptive Text Manuhutu, Natalia; Sakhiyya, Zulfa
Journal of Innovation in Educational and Cultural Research Vol 7, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i1.2605

Abstract

This study investigates the integration of Maluku local wisdom into English as a Foreign Language (EFL) writing instruction in a junior high school in Maluku, Indonesia. It aims to explore: 1) how Maluku wisdom values can be integrated into EFL writing lessons; 2) the impact of this integration on students’ writing performance, and 3) students’ perceptions of culturally responsive writing tasks. Using a qualitative case study design, data were collected through classroom observation, document analysis, teacher interviews, student writing samples (pre-test and post-test), and student reflections. The data were analyzed through thematic analysis within the culturally sustaining pedagogy framework. The findings revealed that Maluku wisdom values were embedded across writing stages through culturally contextualized topics, teacher prompts, and feedback. Students’ post-integration writing showed notable improvements in content development, organization, vocabulary use, and connection to local culture. Reflections and interviews revealed that students felt more engaged, confident, and proud of expressing their identity in English. The study concludes that integrating local wisdom into EFL writing enhances both language proficiency and cultural awareness. This research contributes to the field of culturally sustaining pedagogy and highlights the importance of localizing EFL instruction to promote meaningful learning and identity formation in multilingual contexts.
STUDENTS’ PERCEPTIONS OF VIRAL TIKTOK ENGLISH SONGS AS EFL VOCABULARY LEARNING PLATFORM Azadat Wiqoyatin Nur; Zulfa Sakhiyya
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6024

Abstract

This study aims to explore EFL students’ perceptions of viral TikTok English songs as a tool for vocabulary learning. In today’s digital era, social media platforms such as TikTok have become a part of students’ daily lives and offer new possibilities for integrating entertainment into education. Viral English songs on TikTok are often catchy and memorable, making them potential media for improving students’ vocabulary acquisition in an enjoyable way. This research used a quantitative descriptive survey involving 52 English Education students at Universitas Negeri Semarang, selected through a pre-survey screening to ensure they were active TikTok users familiar with viral English songs. A 15-item Likert-scale questionnaire measured three aspects which are students’ engagement, vocabulary acquisition, and perceptions of TikTok as a learning tool. The data were analyzed through reverse coding of negative items, reliability testing using Cronbach’s Alpha, and descriptive statistics. The results show that students were highly engaged with TikTok English songs and reported meaningful vocabulary gains supported by repeated and contextual audiovisual exposure. Students also showed positive attitudes toward TikTok, finding it enjoyable and useful for learning, which aligns with theories of comprehensible input, multimedia learning, and the Technology Acceptance Model. Overall, the study suggests that viral TikTok English songs can function as an effective supplementary tool for increasing engagement and supporting vocabulary learning in EFL settings.
Translanguaging Practices in Indonesia’s Teaching Practice Program: Strategies and Pedagogical Functions at Junior High School Restiana, Vionita Iken; Sakhiyya, Zulfa
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2221

Abstract

Translanguaging enables educators and learners to adapt in the learning process of English as a Foreign Language (EFL) by utilizing their entire linguistic repertoire. This qualitative case study aims to analyze the use of translanguaging focusing on strategies and pedagogical function by three pre-service teachers during their teaching practice (PPL) in junior high schools. Data were collected through semi structured interviews and video observations, which were then analyzed using qualitative case study analysis. The results show that teachers often use various languages such as Indonesia and Javanese, semiotics resources also used to encourage learning. Another strategy that found is the use of simple translation (translative) method and complex translating (interwoven) method. In addition, there are pedagogical functions of translanguaging that include class management, improving student understanding and participation, explaining concepts of the material and instructions. These results show the importance of translanguaging practices by pre-service teachers to improve and strengthen student learning in the EFL context.
English Major Students’ Perceptions of Ethical Use of ChatGPT in Academic Learning Anggita, Mohammad Anjas; Sakhiyya, Zulfa
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2281

Abstract

The integration of artificial intelligence tools such as ChatGPT has increasingly influenced academic learning in higher education. While previous studies highlight ChatGPT's usefulness in supporting students’ academic tasks, limited research has examined students’ ethical awareness when using AI tools in academic contexts. This study aims to investigate English major students’ perceptions of the ethical use of ChatGPT in academic learning. A descriptive quantitative design was employed using a questionnaire distributed to 23 English major students. The data were analyzed using percentages and mean scores to examine students’ perceptions of ChatGPT’s usefulness, ease of use, and ethical considerations. The findings indicate that students generally perceive ChatGPT as a helpful learning tool that supports idea, comprehension of academic materials, and task completion. However, students also demonstrate awareness of the importance of verifying AI-generated information and maintaining originality. The study concludes that ChatGPT can support academic learning when used responsibly and ethically.
IT-BISA on English proficiency and digital literacy skills: Delving into students’ views and teacher’s reflections Kurniadi, Didit; Yuliasri, Issy; Wahyuni, Sri; Sakhiyya, Zulfa
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7195

Abstract

This study introduces IT-BISA (IT-Based Integrated Skills Approach), an innovative pedagogical approach to improve EFL university students’ English proficiency and digital literacy. IT-BISA integrates all four language skills with digital tools, creating a learning environment that supports language development and digital competence. This study aims to explore how IT-BISA was implemented in a TEFL course and examine its perceived impact from both the teacher’s and students’ perspectives. A qualitative research design included students’ views and the teacher’s reflective journals (early, middle, and end-of-semester). While simple percentage data were used to describe student responses, the primary analysis involved thematic analysis of reflections and survey comments. The findings revealed that 86% of students reported improvement in speaking confidence, 80% perceived progress in reading comprehension, and 90% indicated increased ability to use digital tools for academic purposes. Additionally, 88% described the learning experience as engaging and motivating. The students showed notable growth in English proficiency and confidence, particularly in speaking and reading. Moreover, their ability to use digital tools for learning also improved. Students viewed the IT-BISA-based learning as engaging, practical, and motivating. Thematic findings further reveal increased classroom interaction, stronger learner agency, and greater responsibility for independent learning. Teacher reflections also identified challenges related to technological adaptation and varying levels of digital readiness. The approach contributes to ongoing conversations about meaningful technology integration and an integrated skills approach in language education.
Teachers’ Challenges in Integrating 4Cs in General English Reading Instruction: Evidence from an Intensive English Program Farouk Imam Arrasyid; Sri Wuli Fitriati; Puji Astuti; Zulfa Sakhiyya
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1446

Abstract

The integration of 21st-century skills (4Cs) in EFL reading instruction has become a central expectation in higher education; however, its implementation in General English contexts remains uneven, particularly in Intensive English Programs (IEPs). This study aimed to investigate the difficulties lecturers encounter in integrating critical thinking, communication, collaboration, and creativity into reading instruction at UIN Siber Syekh Nurjati Cirebon. Using a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with three lecturers, and document analysis of instructional materials. The data were analyzed thematically following Braun and Clarke’s framework. The findings revealed six interconnected challenges: procedural reading tasks, low cognitive demand, limited instructional time, superficial collaboration practices, insufficient cognitively directive instructional language, and assessment practices that prioritized accuracy over reasoning. These challenges indicate that the integration of the 4Cs is constrained not only by lecturers’ pedagogical decisions but also by task design, classroom implementation, and institutional program demands. The study concludes that effective integration of 4Cs in reading instruction requires greater attention to micro-level instructional design rather than relying solely on general pedagogical awareness. It is recommended that lecturers incorporate cognitively directive tasks, structured collaborative activities, and assessment practices emphasizing reasoning and interpretation. These findings contribute to a more nuanced understanding of how 4Cs can be operationalized in intensive EFL contexts.
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Agustien, Helena I.R. Ainur Rosyidah Azmie Putry Ali Masyhar Alief Noor Farida Amalia Rosaline Angga Pratama Armadi Putra Anggita, Mohammad Anjas astuti, lidiana Aulia Khoirunnisa Ayu Jeanretno Tiara Putri Azadat Wiqoyatin Nur Didit Kurniadi Dwi Herwindha Mahanani Dwi Rukmini Eko Heriyanto Endang Susilowati Fahrur Rozi Faridi, Abdurrachman Farouk Imam Arrasyid Frimadhona Syafri Frimadhona Syafri Fujiono, Fujiono Girindra Putri Dewi Saraswati, Girindra Putri Dewi Hajar Munawaroh Handayani, Indah Hartono Hartono Hartono, Rudi Harunika, Arian Pramesta Hendi Pratama Hendrawaty, Nurmala Henrikus Joko Yulianto Husna, Fanni Hanifah Hustarna . Intan Satriani Issy Yuliasri Jajang Nooralam Januarius Mujiyanto Januarius Mujiyanto, Januarius Jarwanto Jarwanto Kurniawan Yudhi Nugroho, Kurniawan Yudhi Lita Liviani Taopan Manuhutu, Natalia Maria Kartika Primaquinna Sejati Maskanah Mohammad Lotfie Maulida, Nabiela Moore, Leslie Mufidah, Nur Muhammad Luthfi Mursid Saleh Mursid Saleh Mursid Saleh Natalia Manuhutu Natalia Manuhutu Nisa, Wihdatun Novia Trisanti Nyoman Karina Wedhanti Pangestika, Anindya Pasca Kalisa Paudel , Dolendra Perwari Melati Akmilia Puji Astuti Puji Astuti Puji Astuti Ratih Inayah, Ratih Restiana, Vionita Iken Rika Setyawati Riski, Riski Risma Putri Windani Rudi Hartono Rudi Hartono Saputro, Ahmad Bowo Saqifanty, Awanda Bramantika Sari, Riski Norita Seftika Seftika Seftika Seftika Seful Bahri Sembiring, Shafa Salsabila Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Sumartono , Sumartono Suswanto, Seyna Putri Suwandi Suwandi Syamsul Arifin Utama, Afrian Restu Voorsmit, Stanley Chris W, Widhiyanto Wahyuni , Sri Wardi, Tati Widhiyanto Yuliati - Yuni Dwi Susanti