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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal on English as a Foreign Language (JEFL) Arabi : Journal of Arabic Studies Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam Al-Izzah: Jurnal Hasil-Hasil Penelitian Research and Innovation in Language Learning El-Usrah: Jurnal Hukum Keluarga International Journal of Transdisciplinary Knowledge Al Lughawiyaat UNNES International Conference on ELTLT Journal of English Literature and Linguistic Studies (JELLS)
Sitti Nurfaidah, Sitti
Institut Agama Islam Negeri Kendari
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

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International Student Exchange Influence on an Indonesian EFL Student’s Speaking Confidence Ningsih, Vitra Silvia; Nurfaidah, Sitti; Faridawati, Faridawati; Tanghal, Analiza B
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 18 Nomor 1 2025
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i1.9728

Abstract

This autoethnographic study explores how participation in an international student exchange program in the Philippines influenced an Indonesian English as a Foreign Language (EFL) student’s confidence in speaking English. Drawing from the first author’s personal experiences during a semester at Nueva Ecija University of Science and Technology, the study reflects on the emotional, social, and academic challenges encountered, and the growth that resulted from immersion in an English-speaking environment. Through systematic self-reflection and narrative inquiry, the research reveals that supportive intercultural interactions, exposure to authentic language use, and constructive feedback from mentors played a significant role in enhancing the author’s communicative confidence. The findings highlight the transformative potential of international exchange programs in fostering self-efficacy and language development among EFL learners.
EFL Students’ Digital Skill Challenges during Online Service Learning Lumiati, Lumiati; Nurfaidah, Sitti; Pehala, Ilfan Askul; Syukri, Suhartini; Abidin, Azwar
AL LUGHAWIYAAT Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.5807

Abstract

This study aims to explore the challenges faced by EFL students when creating digital content during online service learning amidst the Covid-19 pandemic. Six students from the English Education Department at a higher education institution in Southeast Sulawesi participated in this study, selected based on their involvement in online service-learning activities during the pandemic. Data were collected through reflective journals. The findings revealed that participants encountered various internal and external challenges. Internal challenges included technical issues such as difficulties in memorizing scripts, editing videos, selecting suitable editing applications, designing thumbnails, and creating captions, all requiring creativity. Situational internal challenges involved filming independently, selecting appropriate content, engaging effectively in collaboration, and managing publicity. Emotional challenges encompassed uncertainty about starting the video production process and maintaining patience during the content creation. External technical issues included unstable internet connections and limited camera storage. Situational external challenges involved environmental noise, poor weather conditions, and the requirement to independently produce ten content videos.
Factors Affecting Students' Engagement in Learning English for Specific Purposes Mardia, Sitti Indah; Nurfaidah, Sitti; Amin, Syarif; Faridawati, Faridawati; Syarif, Andi Rachmawati
AL LUGHAWIYAAT Vol. 5 No. 2 (2024): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i2.10561

Abstract

This qualitative research investigates the various factors that influence student engagement in English for Specific Purposes (ESP) learning environments. By conducting semi-structured interviews with seven non-English major students at a private university in Southeast Sulawesi, the study offers in-depth insights into the experiences and perceptions of these students. The collected data were meticulously analyzed using thematic analysis, with Kahu's (2013) theoretical framework serving as a reference point for interpreting the findings. The research revealed that a significant number of students who attended English for Economics classes felt highly engaged in their learning process. Key factors contributing to this engagement included a strong interest in the course content and a high level of self-confidence among students. Additionally, the implementation of interactive teaching methods, the integration of technology in the classroom, and the relevance of the course content were found to be critical in enhancing student engagement. The roles of both students and teachers, characterized by effective interactions and collaborative efforts, also emerged as vital components. Furthermore, the study highlighted the importance of a well-structured classroom setting in fostering a conducive learning environment. These findings underscore the multifaceted nature of student engagement, emphasizing the need for a comprehensive approach that addresses both internal and external factors.
From Culture Shock to Academic Life: Narratives of an Indonesian Exchange EFL Student at a Midwest University in the United States Musaldin, La Ode; Halim, Abdul; Zur, Sarjaniah; Atikah, Dewi; Syukri, Suhartini; Nurfaidah, Sitti
AL LUGHAWIYAAT Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.11423

Abstract

This study aims to explore and narrate the culture shock experienced by the first author, an Indonesian EFL exchange student, during an academic exchange program at a Midwestern university in the United States. Using an autoethnographic approach, data were collected from the author's personal reflections, journals, and social media archives, then analyzed through a narrative method to present the lived experiences in a clear, chronological structure. The findings reveal that the first author experienced a range of emotions throughout all four stages of culture shock: honeymoon, frustration, adjustment, and adaptation. Each stage had a notable impact on his academic performance, emotional well-being, and motivation to engage with the host university’s academic and social environments. The study highlights the importance of cultural readiness and emotional resilience for exchange students. It also recommends that higher education institutions strengthen orientation programs and offer more holistic, culturally responsive support systems to help students navigate cross-cultural transitions effectively.
The Role of Teachers in Enhancing the Interest of Female Students in Arabic Learning at Islamic Boarding School Mulu, Beti; Gustuti, Welni; Azis, Abdul; Masdin, Masdin; Nurfaidah, Sitti
Arabi : Journal of Arabic Studies Vol. 9 No. 2 (2024)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v9i2.828

Abstract

This qualitative study investigates how teachers influence eighth-grade female students' motivation to learn Arabic at an Islamic boarding school in Indonesia. Data were collected through observation, interviews, and documentation and analyzed using Vygotsky's sociocultural framework. Findings were validated through extensive observation and triangulation. The study reveals that teachers enhance students' interest in learning Arabic by fulfilling roles as instructors, mentors, class managers, demonstrators, motivators, and evaluators. This increased interest is reflected in students' enthusiasm, attentiveness, and positive behavior in class. Moreover, factors such as psychological wellbeing, teaching quality, instructional materials, methods, and the learning environment are critical in shaping motivation. The study highlights the pivotal role of teacher involvement and a supportive educational atmosphere in promoting effective Arabic language learning.
Dynamics of Interdisciplinary Islamic Education Learning in Indonesian High Schools Based on Islamic Law Masdin, Masdin; Ilham, Muhammad; Mulu, Beti; Nurfaidah, Sitti; Samrin, Samrin
Samarah: Jurnal Hukum Keluarga dan Hukum Islam Vol. 9 No. 3 (2025): Samarah: Jurnal Hukum Keluarga dan Hukum Islam
Publisher : Islamic Family Law Department, Sharia and Law Faculty, Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/bd9tp785

Abstract

Twenty-first-century learning demands that students go beyond mastering religious content to solve authentic problems collaboratively. Islamic Religious Education must adopt an interdisciplinary approach rooted in Islamic law that bridges Qurʾan–Sunnah teachings with social sciences, science, technology, arts, and culture. This study aims to reveal the essence of the experiences of Islamic Religious Education teachers in Kendari senior high schools who have integrated Islamic Religious Education content with other disciplines for at least one year. A qualitative phenomenological design was employed. Purposefully selected teachers participated in in-depth interviews, participatory observations, and written reflections. Data were analyzed through bracketing, phenomenological reduction, textural-structural description, and synthesis of the essence following the Moustakas model. Findings confirm that an interdisciplinary, law-based Islamic Religious Education framework cultivates a contextual and collaborative learning ecosystem. The study affirms that an interdisciplinary approach grounded in Islamic law enhances student learning quality and continuously builds teacher competence, collaboration, and self-reflection, fostering a more adaptive and innovative school ecosystem aligned with Islamic character values by designing maqasid-based
Investigating learner autonomy-supportive features in an EFL textbook and perceptions of teachers and students on the textbook role in fostering learner autonomy Anggraini, Nurul; Gustine, Gin Gin; Nurfaidah, Sitti; Musaldin, La Ode
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9875

Abstract

Textbooks play a crucial role in EFL learning as a bridge between curriculum objectives and classroom practices. However, a growing body of research indicates that many EFL textbooks remain insufficient in facilitating the learning process, particularly in fostering learner autonomy (LA). This qualitative case study aimed to investigate what LA-supportive features are represented in the instructional content of the textbook When English Rings A Bell (WERAB) and explored teachers' and students’ perspectives on the textbook role in promoting LA. The study involved two English teachers and two Grade VII students from a public junior high school in Indonesia. Data were collected through document analysis and semi-structured interviews, and analyzed using content analysis and cyclical coding. The results indicate that textbook WERAB instructions predominantly aligned with lower levels of LA, namely awareness and involvement, while rarely fostering higher-order autonomy such as creation or transcendence. Moreover, teachers and students perceived the textbook instructions as monotonous, lacking scaffolding, overly directive, and offering limited multimodal texts. Students’ language barriers also led teachers to overuse L1, reinforcing their reliance on translation. This study underscores the need for improved instructional design that incorporates autonomy-supportive principles and stronger pedagogical frameworks for more effective future classroom practices.
Co-Authors A Halim Abdul Azis Abdul Halim Abidin, Azwar Amin, Syarif Anggraini, Nurul Atikah, Dewi Awalyah, Wa Ode Zulhidjah Azwar Abidin Beti Mulu, Beti Darlis, Syamsul Dewi Atikah Diab, Ashadi l. Diah Astuti Didi Sukyadi Fadlansyah Fadlansyah Faridawati Faridawati, Faridawati Gustine, Gin Gin Gustuti, Welni Hadi Machmud Hidayatun, Muthiah Hildayanti Hildayanti Isna Humaera Jamilarin, Patrick Anthony P. Khairunnisa, Ulfah Lumiati, Lumiati Mansur Mansur Mardia, Sitti Indah Masdin Masdin MIFTAKHUL JANNAH Muh. Ihsan Muhammad Ilham Mursalaat Mursalaat Musaldin, La Ode Muthiah Hidayatun Nenden Sri Lengkanawati Ningsih, Vitra Silvia Nur Aini Nur Alim Pehala, Ilfan Askul Rani Chahyani Raodahtul Jannah Riski Riski Riski Riski Samrin Samrin, Samrin Suhartini Syukri Suhartini Syukri Suhartini Syukri, Suhartini Sukiawati Sukiawati Syarif, Andi Rachmawati Tandri Patih Tanghal, Analiza B Tomi Irawan Patra Zur, Sarjaniah