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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Humaniora PREMISE: Journal of English Education and Applied Linguistics Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 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
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.
From words to action: Long-term changes in environmental literacy among EFL students Karmina, Sari; Hudaya, Salsabila Firda; Setyowati, Lestari; El Khoiri, Niamika; Shafie, Latisha Asmaak
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10272

Abstract

While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.
Co-Authors Afandi, Titah Agnesia, Wega Dhea Azza Nabila Azza Nabila Bambang Yudi Cahyono Dharma, M. Kresna Edi Suharyadi Ekaning Dewanti Laksmi Fika Megawati Francisca Maria Ivone Gema Diniah Setra Happy Prasida Ningtyas Hudaya, Salsabila Firda Jasmine Fadhillah Lestari Setyowati 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 Pramudiharjo, Fendi Sebastian Purmadhani, Agithania Rery, Nurul Masyithah Rosi, Fahrur Salsabila Ramadhani Imanda Sari Karmina Shafie, Latisha Asmaak Sharif , Tengku Intan Suzila Tengku Shofa Abidah Sinta, Shofi Ayu Sintha Tresnadewi Siti Muniroh Siti Muniroh Syahria, Nukmatus Utami Widiati Utari Praba Astuti Wulandari, Nur Setyo Yazid Basthomi Yuniatri Intan Kusuma Ningrum