Article Per Year (5 Year)
p-Index From 2021 - 2026
1.633
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Linguistics Journal of English Education and Teaching (JEET) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jounal of Education and Teaching (JET) Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Studies in English Language and Education Ilmu Manajemen Sosial Humaniora (JIMSH)
Pritz Hutabarat
Universitas Kristen Maranatha, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia Pritz Hutabarat
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (336.687 KB) | DOI: 10.21462/jeltl.v1i2.25

Abstract

English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia. Keywords: language learning, language acquisition, ELT
Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing Pritz Hutabarat
Journal of Education and Teaching (JET) Vol 4 No 1 (2023): Januari 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v4i1.217

Abstract

The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language.  Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.
Investigating Student’s Perception of Learning at an English Immersion School in Indonesia Pritz Hutabarat
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 9 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiip.v6i9.2686

Abstract

English immersion programme (EIP) or English as the medium of instruction (EMI) believes in the importance of maximum exposure to the target language. The use of English as the main language at school are both exciting but also challenging for the students since English is not widely used outside of the schools. Therefore, this study aims to investigate how the students perceive EIP or EMI as they go through formal education in Indonesia. This study was conducted as a case study of fifty-nine secondary students in an EIP school in Bandung, Indonesia. The data was collected through questionnaire and semi structured interviews. The data from questionnaire was analysed using descriptive statistics whereas thematic analysis was employed to analyze data from interviews. The findings show that the students have very positive attitude towards the EIP at school. The participants believe that by going to an EIP school, they developed their English skills much more rapidly compared to those who study in non-EIP schools. This study contributes to the discussions surrounding the practice of EIP or EMI in Indonesia and other countries where English is learned as a foreign language (EFL).
English Immersion programme and sense of nationalism: A case study of a senior high school in Indonesia Pritz Hutabarat
Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Vol. 5 No. 2 (2023): Agustus 2023, Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH)
Publisher : LP3M Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jimsh.v5i2.1011

Abstract

The status of English as an international language (EIL) has shaped the teaching of English as a second/foreign language (ESL/EFL). In a multicultural and multi linguistic country such as Indonesia, the learning of English has created tensions amongst the people. Therefore, this study aims to investigate how learning English in an English immersion program effect student’s identity as Indonesian learners. The participants of this study were 59 secondary school and 10 teachers at an EIP school in Indonesia. The data were collected through questionnaire, semi-structured interview and field observation. The data from questionnaire was analysed using descriptive statistics and the data from interviews was analysed using thematic analysis. The findings show that there is a significant difference between how the students view their learning and their teacher’s in terms of how it effects their sense of nationalism. The teachers were concerned about the student’s attitude towards Indonesian arts and history claiming that they did not show respect to the local culture. Whereas students seem to dot aware of how their learning experience shape their identity. The study proposes a social and cultural examination of the EIP to complement the discussion about English learning process in Indonesia.
Comparing TOEFL and teacher’s assessment scores in measuring student’s English skills Hutabarat, Pritz
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.770-790

Abstract

Standardized English tests have long been used to determine English learner’s level of proficiency. Tests such as TOEFL (Test of English as a foreign language) and IELTS (International English language testing system) are arguably the most popular English tests in the world. On the other hand, English learners are consistently being assessed by their teachers through a performance-based assessment which provides a comprehensive description of student’s learning achievement in learning English. The results of these two forms of assessments were hardly compared and correlated. Therefore, this paper investigates the correlation between student’s TOEFL score and teacher score. Moreover, this study explores how teacher uses washback effects of TOEFL and class tests. Investigating 42 grade 12 students in an English immersion school in Indonesia, the result of this study indicated a positive but weak correlation between TOEFL and teacher’s assessment scores (r = 0.246, p = 0.116). This weak correlation indicates that the two types of assessments measure student’s achievement and performance differently. The washback effect of TOEFL is mainly in the form of teacher’s encouragement to the students to be more serious when taking TOEFL test so that they will be about to get higher scores.
Transitioning to L1 Instruction University: A Case Study of EMI Graduates in Indonesia Hutabarat, Pritz
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1606

Abstract

The phenomenon of English as a medium of instruction (EMI) has spread across the globe with the promise of equipping students with high English proficiency levels. While a plethora of research has been done to explore students’ and teachers’ readiness for EMI, very few have dealt with the reverse phenomenon, EMI graduates transferring from English to first-language (L1) medium instruction. Therefore, conducted as a case study of six EMI graduates, this research project seeks to understand how the participant adapted to L1 instruction at higher education. The data was collected using semi-structured interviews and analyzed using thematic analysis. The findings reveal seven themes in the participants’ experiences namely, developing critical thinking skills, reading skills and the love of literature, language flexibility, challenges in transitioning to L1 instructions, essay writing challenges, challenges in socializing, and mentoring and tutoring as a learning strategy. The study concludes that the participants had a positive experience transitioning from EMI to L1 instruction. They also value English as their linguistic capital and employ various strategies to make the transitioning process go smoothly. This study helps EMI teachers, parents, and policymaker to mitigate the transition process for students who are moving from one language of instruction to another. Such mitigation is necessary to reduce anxiety and improve student’s readiness to study in the new linguistic environment.
“Not Trained, Yet Teaching”: ELL Students’ Identity and Competence Development in Teaching Practicum Pritz Hutabarat; Sonny Angjaya
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.740

Abstract

This study examines the experiences of ELL students regarding their teaching practice and their development of pedagogical competence despite insufficient training.  Conducted as qualitative research, this study gathered data from 36 ELL students via reflective essays, semi-structured interviews, and classroom observations, which were subsequently analyzed thematically.  The results show five main themes: student engagement, classroom management, adaptability, teaching anxiety, and peer support.  These themes reflect challenges encountered by education majors; however, the analysis indicates that ELL students experience them in unique ways due to their disciplinary background.  Specifically, they relied heavily on peer support as an informal community of practice, negotiated teaching anxiety linked to their perceived lack of legitimacy, and shifted from linguistic to pedagogical and finally to adaptive competence during TP.  This study makes a theoretical contribution by introducing the ELL TP Experience Framework, which conceptualizes transformative pedagogy as a process through which students transition from linguistic competence to pedagogical and adaptive competence while negotiating their teacher identity.  
English Immersion programme and sense of nationalism: A case study of a senior high school in Indonesia Hutabarat, Pritz
Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Vol. 5 No. 2 (2023): August, Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH)
Publisher : LP3M, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The status of English as an international language (EIL) has shaped the teaching of English as a second/foreign language (ESL/EFL). In a multicultural and multi linguistic country such as Indonesia, the learning of English has created tensions amongst the people. Therefore, this study aims to investigate how learning English in an English immersion program effect student’s identity as Indonesian learners. The participants of this study were 59 secondary school and 10 teachers at an EIP school in Indonesia. The data were collected through questionnaire, semi-structured interview and field observation. The data from questionnaire was analysed using descriptive statistics and the data from interviews was analysed using thematic analysis. The findings show that there is a significant difference between how the students view their learning and their teacher’s in terms of how it effects their sense of nationalism. The teachers were concerned about the student’s attitude towards Indonesian arts and history claiming that they did not show respect to the local culture. Whereas students seem to dot aware of how their learning experience shape their identity. The study proposes a social and cultural examination of the EIP to complement the discussion about English learning process in Indonesia.
Multimodality in English-medium nursing classroom interactions: A critical discourse analysis Komilie Situmorang; Nurmala Elmin Simbolon; Santa Maya Pramusita; Pritz Hutabarat
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.44484

Abstract

English-medium instruction (EMI) continues to expand globally, yet multilingual classrooms remain linguistically complex, as students and lecturers navigate layered communicative challenges. While EMI research has advanced in general education settings, empirical studies grounded in healthcare-specific, discipline-oriented classrooms, particularly in non-English-dominant regions, remain limited. Addressing this gap, this study examines how multimodal resources including gestures, vocalizations, gaze, body movement, and first-language (L1) use are mobilized in EMI nursing classrooms at a university in Indonesia. Drawing on Critical Discourse Analysis (CDA) and ten hours of recorded classroom discourse, the study reveals how meaning is collaboratively constructed through multimodal ensembles that also shape power relations and pedagogical agency. A unique contribution of this research is the culturally embedded concept of Gado-Gado English, a metaphor for the dynamic blend of linguistic and semiotic resources used by teachers and students to cope with EMI challenges. Findings show that multimodal strategies foster inclusive participation, emotional engagement, and active knowledge construction in clinical learning contexts. By capturing naturalistic interaction in an underexplored EMI healthcare setting, this study offers both theoretical and practical insights into discipline-specific EMI pedagogy. Implications are drawn for EMI policy, curriculum design, and professional development, especially regarding the integration of multimodal resources as legitimate and empowering pedagogical tools.
Integrating English Language Teaching and Environmental Studies Through A Project-Based Digital Storytelling Pritz Hutabarat; Ririn Syahriani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10554

Abstract

This mixed-methods case study examined students’ perceptions of an eight-week project-based digital storytelling activity that integrated English language learning with environmental studies. Forty-two undergraduate students at a private university in Indonesia completed a 13-item questionnaire comprising six five-point Likert-scale items and seven open-ended questions; 16 students subsequently participated in semi-structured interviews. Quantitative responses were summarized descriptively, whereas open-ended and interview data were analyzed thematically and integrated during interpretation. Students retrospectively reported a modest increase in environmental awareness, from a mean of 4.05 before the project to 4.29 after it, together with strong engagement (M = 4.19) and motivation to take environmental action (M = 3.93). Most participants regarded digital storytelling as valuable for English learning, particularly for speaking and writing, and described gains in creativity, critical thinking, collaboration, and digital skills. The principal challenges were unequal group participation, scheduling, technical demands, and limited instructional clarity. Students addressed these difficulties through self-directed learning, negotiation, task redistribution, and adaptation. The findings extend project-based learning outcome research by showing how multimodal narrative production can connect affective engagement with local environmental issues to perceived linguistic, collaborative, and digital learning. However, because the awareness ratings were collected retrospectively and the study relied primarily on self-report, the findings indicate perceived change rather than measured causal effects.
Co-Authors Komilie Situmorang Nurmala Elmin Simbolon Ririn Syahriani Santa Maya Pramusita Sonny Angjaya