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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education Journal on English as a Foreign Language (JEFL) Jurnal Bahasa Lingua Scientia Jurnal Sains Sosio Humaniora JURNAL EKSBIS Jurnal STEI Ekonomi E-Link Journal Edudikara: Jurnal Pendidikan dan Pembelajaran International Journal of English and Applied Linguistics (IJEAL) JEELS (Journal of English Education and Linguistics Studies) JELT: Journal of English Language Teaching
Isnawati, Uzlifatul Masruroh
Universitas Islam Lamongan, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Factors Influencing Students’ Difficulties in Writing an Argumentative Text in Senior High School Isnawati, Uzlifatul Masruroh
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.195

Abstract

The ability to write argumentative text is one of the important skills that requires students to express ideas in a logical and convincing manner. However, many students difficulties in writing this text. This study aims to analyze the factors that causes of difficultiesby grade XI students of MAN 1 Lamongan in writing argumentative texts. Data were collected through closed questionnaires. This data analysis techniques used a qualitative descriptive. The results showed that students experienced various difficulties in writing argumentative texts. The factors that influence the difficulties are divided into three main categories, namely psychological factors (46%), sociocultural factors (44.8%), and linguistic factors (46.2%). Linguistic factors are the most dominant factor in causing students' difficulties. Based on these findings, it can be concluded that students experience many difficulties in writing argumentative texts, it is recommended that the teaching of writing is focused on improving understanding of language structure and sentence structure in argumentative texts. 
"Once I enter the class, I just feel like in the middle of nowhere": a narration of ESP teacher's emotional geographies Isnawati, Uzlifatul Masruroh; Rahayu, Nanik Sri
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.7050

Abstract

While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke
Bridging the digital divide: A narrative inquiry of EFL teachers’ Tech-PD Experiences in rural schools Sri Rahayu, Nanik; Isnawati, Uzlifatul Masruroh; Albayyan, Ali Abdullah Ahmad; Martins, Arcenia Maria
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.8159

Abstract

Despite the growing emphasis on digital literacy in education, research on technology-based professional development (Tech-PD) for English as a Foreign Language (EFL) teachers in rural and under-resourced contexts remains limited. Existing studies have examined technology integration in urban or well-resourced schools, teachers’ ICT competencies, and general challenges in online teaching, but there is a paucity of research exploring how senior EFL teachers in rural schools develop and apply digital skills through structured professional development. This study addresses this gap by investigating the experiences of six senior EFL teachers from rural schools in Indonesia who participated in a Tech-PD program. Using a narrative inquiry approach, data were collected through semi-structured interviews and analyzed via thematic analysis. Findings of the study demonstrates that context-sensitive Tech-PD can empower rural teachers to overcome infrastructural constraints and improve instructional practices. These findings have practical implications for teacher education and policy, emphasizing the need for continuous, hands-on, and collaborative professional development programs. 
Co-Authors Abid Muhtarom Albayyan, Ali Abdullah Ahmad Dian Novitasari Evi Fitrotun Najiah Inka Alda Putri Wahyulicha Lilik Nurkholidah Lilik Uzlifatul Jannah Luluk Nur Azizah Martins, Arcenia Maria Muhtarom, Abid Nanik Sri Rahayu Ningrum, Nurhalisa Widya Nurul Badriyah Ruswaji Ruswaji Sri Rahayu, Nanik