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All Journal Indonesian Journal of Applied Linguistics (IJAL) ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Acuity : Journal of English Language Pedagogy, Literature and Culture JALL (Journal of Applied Linguistics and Literacy) FOSTER: Journal of English Language Teaching English Language Education Reviews The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Frasa: English Education and Literature Journal Journal of English Language Teaching and Literature (JELITA) Indonesian EFL Journal
Muhammad Handi Gunawan
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE UTILIZATION OF YOUTUBE FOR EXTENSIVE LISTENING: VOICES FROM THE LECTURERS AND STUDENTS Sava Farhan Sila; Muhammad Handi Gunawan
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5040

Abstract

The English language continues to be the most used language in the world. Learning it involves four crucial skills, with listening being one of the most vital. In the past, listening was commonly taught with conventional media such as CDs or audio cassettes. While valuable, these materials lacked interactivity, diversity, and adaptability to students’ needs. With the rise of online platforms, YouTube has emerged as a widely accessible and engaging medium for enhancing listening skills through extensive listening (EL) practices. Despite its growing use, existing studies mostly explored students’ perceptions, with few including lecturer perspectives. Therefore, this study aims to explore the views of students and a lecturer regarding the use of YouTube in EL to gain a deeper understanding of its implementation. A qualitative design with a case study approach was employed at a public university in Bandung, Indonesia. Participants included twenty-eight final-semester English Education students and a listening course lecturer. An open-ended questionnaire was used to obtain data on participants’ experiences using YouTube in EL. The data were analysed using NVivo, which helped organize and find recurring themes related to their perceptions. The results showed that both students and the lecturer had positive views of YouTube in EL. Participants praised its accessibility, content diversity, flexibility, and features that supported their learning needs. However, students also faced challenges such as internet issues, advertisements, and difficulty understanding unfamiliar accents. Despite this, they devised strategies to overcome these obstacles. The lecturer meanwhile, reported having minimal difficulty in recommending YouTube content for EL practice. These findings offer insights into YouTube’s role as a tool in extensive listening.
TEACHER’S STRATEGIES IN THE IMPLEMENTATION OF GLOBAL ENGLISHES IN EXTENSIVE LISTENING: LESSONS LEARNED FROM INDONESIA Muhammad Handi Gunawan; Jihad Fadillah
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.131

Abstract

English role as a global lingua franca necessitates a shift in teaching practices away from traditional native-speaker norms toward an appreciation of diverse English varieties. In the Expanding Circle, conventional instruction often fails to equip learners for real-world communication with varied accents. This study examined the effective strategies EFL teachers use in extensive listening classrooms to integrate Global Englishes (GE) and to assess students’ responses to these diverse materials. This study employed a qualitative case study design, utilizing classroom observations, lecturer questionnaires, and student reflections from one experienced EFL lecturer and approximately 30 undergraduate students at an Indonesian public university. Data were analyzed using thematic analysis. The findings reveal three key strategies: the consistent use of authentic and diverse materials from various global regions, a pedagogical focus on comprehension over accent perfection, and the implementation of structured activities like journals, presentations, and group discussions. Students’ responses were highly positive, showing active participation, enhanced confidence in their own accents, and improved peer interaction. However, students also reported challenges in finding varied resources and understanding certain “strong accents”. In conclusion, the study affirms that moving beyond a native-centric model to integrate GE is a practical necessity for boosting communicative competence. The documented strategies offer an effective pedagogical model for preparing learners for the linguistic realities of a globalized world. These findings contribute an empirically grounded, context-specific pedagogical framework for GE integration in EFL extensive listening instruction in the Indonesian higher education context.
Exploring Students’ Experiences in Using Metacognitive Strategies in Completing Classroom Listening Tasks Fasya Aristawidya Fauziah As’ari; Muhammad Handi Gunawan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (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/cjnm0262

Abstract

Listening is often considered one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires learners to process spoken information in real time. Difficulties such as fast speech, unfamiliar accents, and limited vocabulary may affect learners’ ability to understand spoken texts and regulate their comprehension. This study explores how EFL students apply metacognitive listening strategies during classroom listening activities and identify the challenges that influence their strategy use. A qualitative descriptive design was employed to gain deeper insight into students’ experiences. Data were collected from 19 undergraduate students through an open-ended questionnaire reconstructed from the Metacognitive Awareness Listening Questionnaire (MALQ), document analysis, and semi-structured interview. The data were analyzed using theory-driven thematic analysis based on five metacognitive components: planning and evaluation, directed attention, person knowledge, mental translation, and problem solving. The findings reveal that students used all five strategies, but their use was uneven. Problem-solving and directed attention strategies appeared most frequently, while planning strategies were less used. Mental translation was used selectively depending on the listening situation, and students’ self-perceptions and emotional responses influenced their strategic behavior. The study concludes that EFL listening is not only a linguistic process but also a metacognitive and emotional one, suggesting the importance of more explicit metacognitive strategy instruction in listening classrooms.
Early Literacy Development in Kindergarten Learners: Vocabulary Acquisition and Phonological Awareness through Nursery Rhymes Naila Syahla Ilyansyah; Muhammad Handi Gunawan
JELITA Vol 7 No 2 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i2.1378

Abstract

This study aims to explore the use of nursery rhymes to support the development of early literacy skills, particularly vocabulary acquisition and phonological awareness in English for young learners’ classes. This study employs case study involved nine kindergarten B students and an English teacher at a private kindergarten school in Bandung, Indonesia. The data were collected through classroom observations, semi-structured interviews, and audiovisual documentation, and were analyzed using thematic analysis. Referring to the qualitative evidence obtained, the findings indicate that the repetition, rhyme, and rhythm elements in nursery rhymes can significantly enhance students’ vocabulary acquisition and phonological awareness in rhyming, sentence segmentation, and syllable awareness aspects. Therefore, the findings suggest that nursery rhymes can serve as an effective pedagogical resource in supporting young learners’ early literacy development by fostering both vocabulary knowledge and phonological awareness in engaging and meaningful ways.
Negotiating Accent Diversity: Indonesian EFL Students Perceptions on Non-Native Accent Nadia Indah Safhira; Muhammad Handi Gunawan
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i4.533

Abstract

This study explores Indonesian EFL students’ perceptions toward non-native English accents after exposure to Global Englishes materials and examines how they negotiate accent diversity with continuing native-speaker expectations. Although previous studies have examined attitudes toward English accents and have shown the potential of GE-oriented instruction to promote acceptance of accent diversity, limited attention has been given to how Indonesian EFL students who have received GE-related instruction perceive and negotiate non-native English accents. Employing a qualitative research design, data were gathered from undergraduate students in an English Language Education program at a public university in Bandung who had completed a Listening for Academic Purposes 2 course. Preliminary insights were collected through an open-ended questionnaire distributed to 22 students, followed by semi-structured interviews with six purposively selected participants to explore their viewpoints in greater depth. The data were analyzed thematically utilizing NVivo software. The study revealed that students generally recognized the legitimacy of diverse English accents and prioritized intelligibility over native-like pronunciation. However, exposure to GE did not completely eliminate preferences for native-speaker accents, which remained associated with prestige, attractiveness, and personal language-learning goals. Students therefore demonstrated an ongoing negotiation between their growing acceptance of accent diversity and their continued orientation toward native-speaker models. The findings suggest that GE exposure can support greater awareness of accent diversity, while native-speaker ideology may continue to shape students’ perceptions and preferences. This study highlights the complexity of developing more inclusive perspectives toward non-native English accents in the Indonesian EFL context.
Bahasa Inggris Kennisa Tazkiya Hidayah; Muhammad Handi Gunawan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 2 (2025): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v7i2.163

Abstract

Listening comprehension is a fundamental skill in learning a foreign language, as it facilitates meaningful interaction and language acquisition. Despite its importance, many learners of English as a foreign language (EFL) struggle with understanding spoken English due to various linguistic, technical, and motivational challenges. While previous studies have highlighted some of these difficulties, few have explored how students themselves identify and address them within formal listening instruction contexts. To fill this gap, this study aims to investigate the types of listening difficulties encountered by university-level English education students and the strategies they employ to overcome them. Using a qualitative case study approach, data were collected from reflection questionnaires and semi-structured interviews, with 15 final-year students who had completed listening courses as the participants. Thematic analysis revealed three major categories of challenges: comprehension difficulties such as unfamiliar vocabulary and fast speech, technical barriers such as unstable internet connections and unclear audio, and motivational issues including boredom and anxiety. In response, students adopted strategies such as repeated listening, the use of subtitles or transcripts, and the selection of content based on personal interest. These findings suggest the need for curriculum designers and educators to integrate more learner-centered and strategy-focused approaches in teaching listening. Diversify listening materials, integrate strategy training, and create low-anxiety environments to support learners may significantly enhance learners' listening comprehension.
Co-Authors Aliya Hana Latifa Alvina Salsabiela Aninda Putri Gunawan Anni Kristanti Yunandami Ari Arifin Danuwijaya Atikah, Ade Lia Aulian A Mujaqi H Damayanti, Hemalia Deddy Suryana Didi Suherdi Dzul Rachman, Dzul Eisha Sabila Dieni Hanifa Erma Rahmawati Fasya Aristawidya Fauziah As’ari Fazri Nur Yusuf Fitri, Sherly Annisa Gunawan, Aninda Putri Gustine, Gin Gin Hanifa, Eisha Sabila Dieni I Putu Indra Kusuma Indra Cipta Putra Mandiri Indra Cipta Putra Mandiri Iyen Nurlaelawati Jihad Fadillah Kennisa Tazkiya Hidayah Kennisa Tazkiya Hidayah Maharani, Nabilla Martina Mulyani Nadia Indah Safhira Naila Syahla Ilyansyah Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Purnawarman, Pupung Rojab Siti Rodliyah Ruswandi, Syilva Adisty Salisa Afifah Qurrota Ayun Sava Farhan Sila Siti Kayla Almira Minerva Sri Setyarini Sudarsono, Sudarsono M. I. Suharno Suharno Suherdi, Didi Suminar, Ririn Yunitasari, Devi