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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education Journal of English and Education Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language Studies ELT Forum: Journal of English Language Teaching Indonesian Journal of Curriculum and Educational Technology Studies Tell : Teaching of English Language and Literature Journal POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching Indonesian EFL Journal UICELL Conference Proceeding Linguistic, English Education and Art (LEEA) Journal International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Voices of English Language Education Society JEES: Journal of English Educational Study Humaniora PROJECT (Professional Journal of English Education) ELT in Focus Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Inspiring: English Education Journal Journal of Research on English and Language Learning (J-REaLL) Journal of Educational Experts (JEE) JURNAL ILMIAH GLOBAL EDUCATION Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Linguistic, English Education and Art (LEEA) Journal ALLURE JOURNAL Journal of Language and Literature Studies Studies in English Language and Education TELL - US JOURNAL ICONESTH NaCoLET Jurnal Pendidikan Progresif Journey: Journal of English Language and Pedagogy The Journal of English Literacy Education Pedagogy Review Jurnal Abmas
Purnawarman, Pupung
Indonesia University Of Education
Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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SELF-DIRECTED ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC LITERATURE REVIEW Berlin, Astri Winandari; Wibowo, Enggar Pangesti; Purnawarman, Pupung
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4265

Abstract

This paper presents a systematic literature review of studies on self-directed English learning through social media. Using the Systematic Literature Review method, data were gathered from three prominent journal databases: Scopus, Google Scholar, and Emerald Insight. The search strategy targeted publications from 2020 to June 11, 2024, selecting 32 relevant studies for analysis. The review identifies thirteen social media platforms, with YouTube, Instagram, and WhatsApp emerging as the most widely used. It explores how students engage in various learning activities, including following educational accounts, watching English videos, and participating in discussions. The findings underscore the significant benefits of integrating social media into self-directed English learning, such as improved language skills, enhanced engagement, and flexible learning opportunities. However, the review also highlights challenges such as distractions and privacy concerns, emphasizing the importance of educators and policymakers in developing strategies to address these issues. By promoting digital literacy and providing guidance and support, educators can help students overcome these challenges and optimize their use of social media for effective self-directed English learning.
Exploring Academic Integrity in Online Assessment: Perspectives from EFL Teachers Yola Savitri; Pupung Purnawarman
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.837

Abstract

Four years have passed since the pandemic situation forced us to adapt in order to continue our education. This adaptation extends to the way we administer learning evaluations through the online assessment. Certain schools and universities continue to utilize these adaptations in education to this day. Furthermore, the online assessment raises several issues, one of which is the academic integrity. Thus, this paper explores the issue of academic integrity in online assessment from the perspective of EFL teachers. This study explores the teachers' views of academic integrity in online assessments, their experiences with academic integrity violations, and approaches to administering academic integrity. This study employed a survey method, using an online questionnaire distributed to EFL teachers across Indonesia and involving forty-two participants. The data collected from the questionnaire was analyzed using descriptive statistics to interpret the findings and draw conclusions. The results show that most teachers acknowledge the principle and significance of academic integrity, but they admit to having difficulties administering and monitoring academic integrity in their class. Furthermore, not all teachers are able to effectively manage their experiences with academic integrity violations. Therefore, further study considering this issue is suggested.
Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

Abstract

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.
Enhancing Critical Speaking Through Task-Based Learning in Madagascar’s Rural Education Context Narovana, Andriamiarana; Setyarini, Sri; Purnawarman, Pupung; Léa, Norolalao Hanta
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4643

Abstract

English is the third most spoken language in Madagascar, after French, the national language, and Malagasy, the native language, yet its teaching in rural schools remains challenging due to limited exposure, insufficiently trained teachers, and curriculum constraints. This study focuses on investigating the contribution of the task-based approach to learners’ development of critical speaking, as it helps them use language critically in their everyday lives and enhances their communicative competence. This study also explores the challenges learners face in class that limit their critical speaking development. Utilizing a qualitative approach, data were collected through semi-structured online interviews with two English teachers from junior and senior high schools. The findings reveal that learners from senior high school have improved their speaking skills and critical expression through a task-based approach (role play, debates). In contrast, those from junior high school are still taught through a teacher-centered approach, as they are beginner-level students with limited prior exposure to English; thus, their critical ability is still low. The most significant challenges encountered while developing critical skills are learners’ difficulty in mastering the language itself and the curriculum's extensive content, which must be taught and mastered within a short timeframe. These results highlight the need for curriculum reform that prioritizes communicative tasks, scaffolding at lower levels, and increased instructional time for English. This study contributes to a deeper understanding of classroom practice in rural areas of Madagascar by exploring strategies that foster learners' communicative and critical skills within an English as a Foreign Language setting.
An Analysis of Receptive and Productive Vocabulary Knowledge of Informatics Engineering Students at a Private University Gusti Viranda Chorena; Pupung Purnawarman
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 1 (2024): 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.v11i1.22

Abstract

Several universities in Indonesia require the use of English in some aspects of the learning process for non-English majors, especially for Informatics Engineering students. The students are required to analyse enormous amounts of English for specific or academic purposes (ESP/EAP) text throughout their learning process. Extensive vocabulary knowledge plays a very important role here, considering that they are presented with assignments in more specific contexts. The vocabulary knowledge can help students navigate the overlaps with common vocabulary but carry different contextual meanings in their field. Therefore, this research involved Informatics Engineering students at a private university with two classes, regular and non-regular, to analyse the students’ receptive and productive vocabulary sizes and to know what factors affect the sizes within a cross-sectional survey research. The data were collected by conducting a Receptive Vocabulary Size Test (RVST), a Productive Vocabulary Size Test (PVST) within the Academic and University Word List, and a set of questionnaires. The results reveal the level of the students' vocabulary sizes and the factors that affect the sizes. The implication of the research results concerning the Informatics Engineering students’ receptive and productive vocabulary sizes is discussed in this research.
Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism Felayabi, Hasbie; Purnawarman, Pupung; Sukyadi, Didi
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.44130

Abstract

Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.
Pelatihan In-House tentang literasi media berbasis HOTS untuk guru bahasa Inggris (EFL) di Kabupaten Pangandaran Sri Setyarini; Rojab Siti Rodliyah; Lulu Laela Amalia; Pupung Purnawarman; Surya Aulia Sukarman
Jurnal Abmas Vol. 26 No. 1 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.33

Abstract

The rapid development of digital technology has introduced new challenges in instructional practices, particularly in relation to media literacy. Empirical conditions in Pangandaran Regency indicate that many English teachers still utilize digital media primarily as instructional support tools, with limited integration of critical analysis and Higher Order Thinking Skills (HOTS) in classroom activities. This community engagement program aimed to enhance English teachers’ understanding and professional competence in implementing a HOTS-oriented media literacy instructional model. The program employed an action research approach conducted through four stages: preparation, implementation, evaluation, and follow-up. Data were collected qualitatively through in-depth interviews, participant observation, and analysis of training documents. The participants consisted of 60 individuals, including school supervisors, principals, and junior secondary English teachers affiliated with the teachers’ professional forum (MGMP). The findings demonstrate improvements in teachers’ conceptual understanding of media literacy, shifts toward more reflective and analytical instructional strategies, and increased awareness of ethical and social dimensions of media use. The program highlights that structured HOTS-based training contributes positively to strengthening teachers’ professional competence in responding to the demands of digital-era learning environments.
Navigating Barriers: Teachers’ Perspectives on Implementing TBLT to Develop EFL Speaking Skills Wahyuni, Emi Nurul; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56410

Abstract

Task-Based Language Teaching (TBLT) has become a widely advocated approach to developing English speaking competence in EFL classrooms due to its interactive and communicative nature. Nevertheless, its implementation in practice is often influenced by various factors that may undermine its effectiveness. This study aims to explore the challenges faced by the teachers while implementing TBLT to teach speaking and the solutions they employ to deal with these challenges. To achieve this objective, a qualitative approach was used, involving 11 English teachers from secondary schools who were purposely selected based on their experience in employing TBLT in their classrooms. Using a thematic analysis of qualitative data collected from open-ended questionnaires, the study categorizes findings into two major themes: the obstacles encountered in practical application and the possible solutions suggested. The findings show that several challenges occurred during its implementation, such as a rigid curriculum, classroom management issues in large classes, and student reluctance due to insecurities or unfamiliarity with TBLT. To overcome these challenges, some suggestions were proposed by the teachers as the participants, including simplifying tass, integrating technology and authentic materials, and providing teacher training. This study offers practical insiieshts for educators and institutions aiming to integrate TBLT effectively into FL classroom practices.
Bringing Stories to Life: Investigating the Role of Stories in Young EFL Learners’ Reading Comprehension Triulandari, Aisyah; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56413

Abstract

Young EFL learners, especially in Indonesia, often encounter challenges in reading comprehension due to linguistic limitations and cultural unfamiliarity, which can hinder both understanding and motivation. Although reading comprehension is emphasized in the national curriculum, the need for more effective and contextually relevant instructional strategies remains pressing. This study explores the role of stories in supporting young EFL learners’ reading comprehension. Employing a qualitative approach, data were collected through open-ended questionnaires and semi-structured interviews with 10 primary school English teachers in Indonesia. The findings reveal that each stage of the narrative genre contributes uniquely to reading comprehension. Orientation supports literal understanding through vocabulary exposure and contextual clarity; complication fosters inferential thinking by enabling prediction and causal reasoning; and resolution along with re-orientation promote critical comprehension through reflection on character actions and moral lessons. Additionally, the study, found that teachers implemented various scaffolding strategies, including visual aids, questioning techniques, and pre-reading tasks, to enhance learners' engagement with the text. The study concludes that story-based instruction, when supported by appropriate pedagogical strategies, is highly effective in improving comprehension skills in young EFL learners and should be more widely adopted in early English language education.
Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

Abstract

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.
Co-Authors Abasa, Zulhasmi Adrian Adrian Agustin, Fitri Agustrianita, Agustrianita Ahmad Kailani, Ahmad Ai Fatmawati Aji Budi Rinekso Alexandro, Marco Ari S. Shidiq Arigusman, Anggi Arigusman, Anggi Astuti, Elysa Ratna Atep R. Nurhadi Atha Ghina Zaim, Dhiya Bachrudin Musthafa Basra, Sri Meiweni Berlin, Astri Winandari Cicih Nuraeni Dedek Ajeng Okta Triyana Delsi Mitra, Delsi Diah Royani Meisani Didi Suherdi Didi Suherli Didi Sukyadi Dini Dwi Apriani Elis Homsini Maolida Elysa Ratna Astuti Emi Emilia Erwin Pohan Fazri Nur Yusuf Felayabi, Hasbie Fitri Agustin Fitri, Auliana Gusti Viranda Chorena Hayuni R. Widarti Hidayat, M. Fadhil Husain, Balqis Iin Inawati Imelda Wahyuni Husein Indri Eka Pertiwi Iranita Sitohang Ismiati Purwaningsih Subiana Isra F Sianipar Isry Laila Syathroh Isry Laila Syathroh Kaniadewi Suci Léa, Norolalao Hanta Lia Novita Lulu Laela Amalia Marco Alexandro Maryono, Geby Devtiana Meekaeo, Panusak Muhammad Handi Gunawan Nabung, Adrianus Nahadi Nainggolan, Bernard Richard Narovana, Andriamiarana Nenden Sri Lengkanawati Noraini Binti Said Nur Yusuf, Fazri Nurhaeni Nurhaeni Ode, Muhamad Acep Qurrotu A. Zahran Raden Hasby Isnaindy Fasa Rahmadila, Defitri Ramadhani, Fadhil Rani Aryanti Rukmana Refi Aksep Sativa Rojab Siti Rodliyah Romadhon Romadhon Ruswandi, Syilva Adisty Santoso, Nur Amanah Septiya Yuza Soraya, Kiky Sri Meiweni Basra Sri Setyarini Subiana, Ismiati Purwaningsih Sudana, Dadang Sudrajat, Winny Nur Ardy Suharno Suharno Suherdi, Didi Surya Aulia Sukarman Syairofi, Ahmad Triannisa Rahmawati Triarisanti, Risa Triulandari, Aisyah Tsara Desiana Akmilia Uun Muhaji Wachyu Sundayana Wachyu Sundayana, Wachyu Wahyu Permata, Indah Wahyuni, Emi Nurul Wardiman, Sri Setyarini Wibowo, Enggar Pangesti Winny Nur Ardy Sudrajat Wiwi Siswaningsih Yola Savitri Yudi Lesmana Yuza, Septiya