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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Abjadia, International Journal of Education Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan Dinamika Ilmu IJoLE: International Journal of Language Education Tarbawi : Jurnal Ilmu Pendidikan Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society Acuity : Journal of English Language Pedagogy, Literature and Culture Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Didaktika: Jurnal Kependidikan DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education REGISTER JOURNAL Indonesian Journal of English Language Teaching and Applied Linguistics The Journal of English Literacy Education
El Khoiri, Niamika
Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Reflective ESP Practice: Teachers' Beliefs, Methods, and Negotiating Institutional Realities Salsabila Ramadhani Imanda; Niamika El Khoiri; Sari Karmina
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3099

Abstract

This single-case study explores the belief-practice dynamics of Pippa, an experienced English for Specific Purposes (ESP) teacher in an Economics Development program, utilizing a reflective practice approach. The study investigated the extent to which her pedagogical beliefs align with her classroom practices, and how institutional realities mediate this relationship. Data were triangulated through a pre-observation interview, classroom observation of an academic writing session (biography writing), and a critical post-observation interview. Thematic analysis of the data revealed a complex interplay characterized by conditional alignment and institutional mediation. While Pippa professed a belief in consistently correcting errors and promoting the use of English, her practice demonstrated strategic adaptation: L1 (Indonesian) use was tolerated to maintain student confidence, and pronunciation correction was applied selectively based on task demands (e.g., minimal correction during reading aloud versus stricter application during speaking tasks). Crucially, divergence was found to be largely driven by external constraints that emerged from the data, including the student level mismatch (low-beginner students in an ESP course) and the institutional culture emphasizing "fun but not strict.". These pressures compelled Pippa to assume the role of an adaptive mediator, resulting in a pragmatic redefinition of success (i.e., prioritizing that students "at least learn something" over achieving ideal ESP objectives). This study contributes to the literature by highlighting the conditional and evolutionary nature of experienced teachers’ beliefs, underscoring that belief realization is a constant negotiation between cognitive ideals and the empirical realities of the institutional context.
Designing Instructional Material to Promote Intercultural Competence: A Preliminary Study Dian Indah Silfia; Ekaning Dewanti Laksmi; Niamika El Khoiri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i2.19

Abstract

One of Sekolah Penggerak’s pilot schools proposed an English Extracurricular program to develop students' intercultural competence as specified in the Pancasila Student Profile (PSP). Scholars believe that instructional material is among the most significant sources for teaching cultural, social, and moral values to students and for providing language input. Nevertheless, the demands of students have not been fully addressed to develop instructional material. This study examined the program’s potential to help students develop their intercultural competence, the challenges encountered by teachers, the needs of students in achieving the program goals, and the instructional material required to meet those needs. A qualitative descriptive design was employed to gather the information from the school principal and a classroom teacher mandated to manage the program. The data was collected through a focus group interview using open-ended questions and analyzed based on the program’s purposes, challenges, and instructional materials needed. The finding portrayed that students’ intercultural competence can be achieved if the teacher and students have relevant learning guidance regarding the goals. However, the book does not suit the student's needs and the program's goals, so the teacher encounters challenges in providing reliable materials. In addition, the instructional material needs to include the concept of the natural language acquisition process and differentiation-based instruction to ensure that all students are well accommodated in achieving the program goals. Further studies with related interests are recommended to develop such instructional material based on the data presented and further explore the student’s needs in the wider context.
ARE FUTURE EFL TEACHERS READY FOR INCLUSION? A CONVERGENT MIXED METHOD STUDY OF SELF-EFFICACY AND ATTITUDES Binti Muifatun Nazilah; Farah Mulyawati; Suharyadi; Nur Mukminatien; Niamika El Khoiri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.75

Abstract

Inclusive education is gaining prominence in English language teaching, especially in preparing future teachers to address diverse learner needs. Understanding self-efficacy and attitudes is essential, as both shape how teachers perceive their roles and determine their willingness to implement inclusive practices. This study examines the self-efficacy and attitudes of 68 Indonesian EFL pre-service teachers who were selected through purposive sampling from those enrolled in an Inclusive Education in ELT course. Using a convergent mixed methods design, data were collected through an adopted questionnaire and semi-structured interviews. Three participants were further selected for interviews using convenience sampling to provide deeper qualitative insights. Quantitative findings indicated that participants demonstrated a moderate level of self-efficacy and a moderately positive attitude toward inclusive teaching. A positive correlation was found between self-efficacy and attitudes, with self-efficacy in using inclusive instruction emerging as the only significant predictor of attitudes. Qualitative data supported and enriched these findings by revealing participants’ reflections on both the value and concerns in implementing inclusive practices. Overall, the study underscores the importance of targeted professional development in preparing EFL pre-service teachers for inclusive classrooms.
What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Maman Asrobi; Nunung Suryati; Francisca Maria Ivone; Niamika El Khoiri
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41340

Abstract

This systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia.
"Keeping My Accent?" Indonesian students' attitude and self-identity when speaking English in Malaysia: "Menjaga Aksen Saya?" Sikap dan Identitas Diri Mahasiswa Indonesia Saat Berbicara Bahasa Inggris di Malaysia Aini Nabila Ikhwanudin; Nunung Suryati; Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D; Niamika El Khoiri
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.42270

Abstract

This study examines Indonesian students’ perceptions of their Indonesian-accented English (IAE) and how this accent reflects their linguistic identity while studying in Malaysia. Although English is widely used as a second language in Malaysia, Indonesian students often navigate a multilingual environment where accents serve as visible markers of identity and a potential source of judgment. The study aims to explore (1) students' attitudes towards their Indonesian accent when speaking English and (2) the extent to which they associate the accents with their cultural identity. A descriptive qualitative design was employed, using a Likert-scale questionnaire distributed to 36 Indonesian students at University Sains Malaysia and supported by semi-structured online interviews with four participants. Questionnaire data were analyzed using descriptive statistics, and interview responses were analyzed using thematic analysis. Results show that most students view their Indonesian accent positively and do not consider it a marker of poor English. Many reject the idea that IAE diminishes their credibility and instead consider it an authentic part of their cultural background. A smaller group, however, expressed discomfort or a desire to adopt more internationally dominant accents. Overall, the results highlight a growing acceptance of linguistic diversity aligned with English as a Lingua Franca principles. The study suggested that accent awareness, identity-affirming pedagogies, and inclusive language policies are essential in international education settings. These insights contribute to ongoing discussions about accent perception, linguistic identity, and native-speaker ideology in Southeast Asian Contexts.
Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic Azza Nabila; Bambang Yudi Cahyono; Niamika El Khoiri
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3567

Abstract

This research is aimed at investigating the level of demotivation and the demotivating factors experienced by Indonesian EFL learners during home online English learning as response to social distancing order amid the COVID-19 pandemic. This research employed quantitative and qualitative data. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.
Motivation and Attitudes toward English as a Foreign Language among Malang Secondary Students Shofi Ayu Sinta; Nurmukminatien; Niamika El Khoiri
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/fe4g7r17

Abstract

This study explores the motivation and attitudes of junior and senior high school students in Malang City towards learning English as a foreign language. It explains the needs of understanding about students’ motivation and attitude in Malang. Using a descriptive quantitative design, data were collected from 262 students across multiple schools through a structured questionnaire adapted from Kirkpatrick et al. (2024). The results reveals that most students have positive attitudes toward English, showing the interest (64,1%), the understand (68,9%), the importance (62,6%), and students’ engagement in learning English. Most of students reckon speaking was the most exciting activity (32,1%), while grammar was the most difficult (35,5%). These findings support existing motivational theories that can measure students’ motivation in learning English. Further researchers are suggested to consider comparing different levels of education, types of schools, or regional backgrounds to explore how socio-cultural.
Behavioural, Cognitive, and Emotional Engagement in Task-Based Grammar Learning: A Qualitative Case Study of Indonesian EFL Undergraduates Muhammad Reza Pahlevi; Utami Widiati; Nunung Suryati; Francisca Maria Ivone; Niamika El Khoiri; Elih Sutisna Yanto
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.32939

Abstract

This qualitative case study investigated how behavioural, cognitive, and emotional engagement manifested in task-based grammar learning and how Indonesian EFL undergraduates perceived the features supporting or constraining their engagement. Five first-semester students were recruited from a class of 25 in an English education program at a public university in West Java, Indonesia. Data were collected through semi-structured online interviews and students’ storytelling drafts. Interview transcripts were analysed using a six-phase thematic analysis, while the drafts were examined as complementary evidence of students’ grammatical choices and revisions. Member checking, peer debriefing, and data-source triangulation were employed to strengthen credibility. The findings revealed that behavioural engagement was manifested through active participation, persistence, error correction, and revision. Cognitive engagement emerged through narrative planning, text comparison, monitoring of grammatical choices, connection of grammar to meaningful contexts, and strategic use of digital resources. Emotional engagement involved enjoyment, enthusiasm, confidence, challenge, and occasional stress. Students generally perceived task-based grammar learning as meaningful and motivating because contextualised storytelling, familiar topics, planning, focused feedback, and revision enabled them to use grammar for communicative purposes. Nevertheless, excessive task demands, insufficient support, and difficulty transferring grammatical knowledge from structured tasks to spontaneous communication constrained their engagement. The study demonstrates that engagement in task-based grammar learning is multidimensional, interconnected, and conditional rather than an automatic outcome of task use. Grammar instruction should therefore combine meaningful tasks with manageable challenge, appropriate scaffolding, attention to form, and opportunities for reflective revision.
English Lecturers’ Beliefs and Translanguaging Practices in An International Class Program at University Level Elma Diana Novitasari; Niamika El Khoiri; Siti Muniroh
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.45028

Abstract

The implementation of an English-only policy in an international class program (ICP) at Indonesian university poses unique challenges for non-native English-speaking teachers in ensuring student understanding. Translanguaging presents itself as a pedagogical alternative that allows for flexible use of language repertoires to support the learning process. This study aims to explore English lecturers’ beliefs about translanguaging, their practices in classroom interactions, and the factors influencing its implementation in the context of ICP at the university level. The study used a qualitative case study approach involving three lecturers who teach Listening, Grammar, and Writing in the second-semester ICP class of the English Language Education study program. Data were collected through classroom observations and semi-structured interviews, then analyzed using Braun & Clarke’s (2006) six-stage thematic analysis. The results show that: (1) All lecturers have positive beliefs about translanguaging as a necessary pedagogical strategy, not as a policy violation, (2) Translanguaging is applied spontaneously and responsively to clarify vocabulary, explain complex grammatical concepts, and check student understanding, (3) The main factors that influence translanguaging practices include students’ varying English language abilities, the level of difficulty of the material, and students’ non-verbal responses. These findings confirm that translanguaging is an organic pedagogical practice and needs to be formally recognized in the language policies of ICP programs in Indonesian higher education.
Co-Authors Afandi, Titah Agnesia, Wega Dhea Aini Nabila Ikhwanudin Azza Nabila Azza Nabila Bambang Yudi Cahyono Binti Muifatun Nazilah Dharma, M. Kresna Dian Indah Silfia Edi Suharyadi Ekaning Dewanti Laksmi Elih Sutisna Yanto Elma Diana Novitasari Farah Mulyawati Fika Megawati Francisca Maria Ivone Gema Diniah Setra Happy Prasida Ningtyas Jasmine Fadhillah Maman Asrobi Meyga Agustia Nindya Mirjam Anugerahwati Muhammad Dzulfiqar Praseno Mulfina, Emelya Putri Nabila, Azza Nova Ariyani Nunung Suryati Nur Mukminatien Nur Setyo Wulandari Nurfitriana, Latifah Nuri Ma’rifatil Laili Nurmukminatien Nurwadi, Nurul Fadilah Pahlevi, Muhammad Reza Pramudiharjo, Fendi Sebastian Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D Purmadhani, Agithania Rery, Nurul Masyithah Rosi, Fahrur Salsabila Ramadhani Imanda Sari Karmina Sharif , Tengku Intan Suzila Tengku Shofa Abidah Shofi Ayu Sinta Sintha Tresnadewi Siti Muniroh Siti Muniroh Suharyadi Syahria, Nukmatus Utami Widiati Utari Praba Astuti Wulandari, Nur Setyo Yazid Basthomi Yuniatri Intan Kusuma Ningrum