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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 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.
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.
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.
Co-Authors Afandi, Titah Agnesia, Wega Dhea Azza Nabila Azza Nabila Bambang Yudi Cahyono Binti Muifatun Nazilah Dharma, M. Kresna Dian Indah Silfia Edi Suharyadi Ekaning Dewanti Laksmi Farah Mulyawati 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 Suharyadi Syahria, Nukmatus Utami Widiati Utari Praba Astuti Wulandari, Nur Setyo Yazid Basthomi Yuniatri Intan Kusuma Ningrum