Article Per Year (5 Year)
p-Index From 2021 - 2026
5.38
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education BAHASA DAN SASTRA Journal of English and Education English Review: Journal of English Education Mimbar Sekolah Dasar Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Penelitian Pendidikan Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics Academic Journal Perspective : Education, Language, and Literature JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JALL (Journal of Applied Linguistics and Literacy) JL3T (Journal of Linguistics, Literature and Language Teaching) International Journal of English and Applied Linguistics (IJEAL) Journal of Education Research Academic Journal Perspective : Education, Language, and Literature English Journal Literacy Utama Studies in English Language and Education TELL - US JOURNAL Metathesis: Journal of English Language, Literature, and Teaching REGISTER JOURNAL Journal of Educational Technology Innovation and Applications Indonesian Journal of English Language Teaching and Applied Linguistics People and Behavior Analysis (PBA) English Review: Journal of English Education Indonesian EFL Journal
Fazri Nur Yusuf
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 2   3   4   5   6 
Language learning strategies employed by proficient EFL students in learning speaking skills Azizi, Faniah Nur; Yusuf, Fazri Nur
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.28519

Abstract

This study investigatres the language learning strategies utilized by two proficient EFL learners in learning speaking skills. The present descriptive case study probes and narrates the accounts of two proficient English speakers related to the language learning strategies they employed in learning speaking skills. The two proficient English speakers were perceived as credible and ellible sources for this study as they possess the required TOEFL score for proficient learners as indicated by the English Testing Service (ETS), which is around 543-627 in range. The data used in this study were obtained through four semi-structured interviews conducted via Zoom meetings with the participats. A document in the form of participants’ detailed learning schedules was also gathered to enhance data trustworthiness. Subsequently, the data collected were analysed thematically, generating seven categories of language learning strategies. Findings indicate that both participants utilized all seven strategies performed as the most frequently used strategy. It implies tht both participants often plan, arrange and evaluate their learning in advance. The study also found that few strategies were employed at the early stage of leanring and are no longer in use at present.
Project-Based Learning: Promoting Student's Engagement in EFL Classroom Simatupang, Nurul Namira; Yusuf, Fazri Nur
International Journal of English and Applied Linguistics (IJEAL) Vol. 4 No. 2 (2024): Inpress: Volume 4 Nomor 2 Agustus 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v4i2.3985

Abstract

The students’ engagement has increasingly become a spotlight in learning, especially in learning English. There are two essential components in engagement which are cognitive and behavioral, which are investments to achieve success in learning. However, the students’ disengagement in EFL classrooms has become a concern in various countries. Therefore, this research was conducted to determine how implementing another learning method, project-based learning, can promote students’ engagement. The writer conducted qualitative research in a senior high school in Medan involving one teacher and students in grade 11. the writer conducted observation and interview. The results from the data obtained concluded that the six steps of project-based learning promoted the students’ engagement, including cognitive and behavioral engagement. This current study contributes to giving the teachers an additional strategy for promoting the students’ engagement using project-based learning. These findings suggest further development related to focusing on various students’ engagement, including cognitive, emotional, and behavioral, to increase the learning outcomes in other schools.
Aligning Assessment Practices with Learning Objectives: A Case of EFL Classes in Indonesia Lestari, Sri; Yusuf, Fazri Nur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1973

Abstract

The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg’s constructive alignment framework, the study emphasizes the essential connection among learning objectives, teaching methods, and assessment practices. Involving three selected English teachers, documents comprising lesson plans and assessment instruments, classroom observation, and semi-structured interviews were employed to collect data. Findings indicate that the assessment tasks mostly align with the learning objectives. The assessments focus on the higher level of understanding: extended abstract and relational. However, misalignment between assessment and learning objective is found in this study, based on the missing assessment tasks and incomplete learning objectives stated in the lesson plans. Time constraints, lesson planning issues, and difficulties in designing assessment tasks and rubrics hinder the alignment. It implies that teachers require professional development programs on language assessment literacy and lesson planning, collaborative work with colleagues, and technology integration to maintain alignment, particularly in the context of education reforms. This study contributes to the existing research on constructive alignment in English classroom assessments. It provides insights into how alignment can improve student learning in English classrooms.
ELEMENTARY EFL TEACHERS’ KNOWLEDGE AND PRACTICES IN FOSTERING LEARNER AUTONOMY Fadilla, Suci; Yusuf, Fazri Nur; Wirza, Yanty
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12269

Abstract

Learner autonomy is essential in young learners’ language development, yet its implementation remains limited at the elementary level, particularly in contexts rooted in teacher-centered traditions. This study examined the understanding of elementary EFL teachers and the strategies they use to foster learner autonomy in EYL classrooms in Indonesia, employing a sequential mixed-methods design. The study commenced with a survey of 34 teachers, followed by semi-structured interviews with four selected teachers. Descriptive statistics were used to analyze survey data, while thematic analysis was applied to interview transcripts. The findings revealed that most teachers have a positive understanding of learner autonomy, with a particular emphasis on their role as facilitators and motivators. Teachers applied various strategies to foster autonomy, such as providing choice in learning activities and giving positive feedback. However, this positive orientation was contrasted by the presence of teacher skepticism regarding young learners’ readiness for autonomy. These findings suggest that while the conceptual understanding of learner autonomy is present, its implementation still requires targeted professional development focusing on age-appropriate pedagogical scaffolding and practical tools to move teachers beyond conceptual understanding to consistent autonomous practice.
Teachers' Challenges and Strategies in Teaching Speaking Through a Screen Putri, Yolanda; Yusuf, Fazri Nur
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i126825

Abstract

Online learning has become a common way to deliver instruction, particularly in hybrid educational models. However, teaching speaking skills presents unique challenges because it requires real-time interaction, pronunciation practice, and fluency development. This study investigates the challenges senior high school English teachers face when teaching speaking online, the strategies they employ, and the support they require. Using a qualitative approach, data were collected from 20 teachers through questionnaires and in-depth interviews with four of them. Thematic analysis revealed four main challenges: low student engagement, time constraints that hindered feedback on pronunciation and accuracy, limited resources for authentic speaking tasks, and technical difficulties that disrupted fluency and real-time communication. To address these issues, teachers implemented various strategies. Group discussions encouraged interaction and confidence; presentations supported fluency, vocabulary, and idea organization; role-plays helped reduce anxiety and provided opportunities to practice pronunciation in contextual settings; and debates enhanced fluency, reasoning, and spontaneous speaking. The teachers also emphasized the need for engaging teaching materials, technology training, and collaborative professional development. The study concludes that although online speaking instruction presents significant challenges, strategies combined with institutional support can foster students’ fluency, accuracy, pronunciation, vocabulary, intonation, and comprehension. It is recommended that schools provide engaging digital materials, targeted teacher training, and reliable infrastructure to enhance the effectiveness of online speaking instruction.
The Students’ Perceptions in Using TikTok as Media for Learning English Vocabulary on Autonomous Learning Alamsyah Alamsyah; Fazri Nur Yusuf; Rojab Siti Rodliyah
People and Behavior Analysis Vol. 3 No. 1 (2025): January - April Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v3i1.2862

Abstract

Autonomous learning fosters students’ independence in managing their learning without teacher intervention. However, many students currently lack motivation for independent English vocabulary learning because of unengaging methods. The objective of this study is to determine students’ perceptions regarding the use of TikTok as a medium for learning English vocabulary for autonomous learning and improving their English vocabulary. This study employed qualitative research to analyze data, focusing on 5 AP2 students from a vocational high school in Bandung, Indonesia. The students were chosen as participants because they used TikTok as a medium for English vocabulary learning in autonomous learning. Additionally, the AP2 students were selected because their study program, Hospitality accommodation, involves frequent interaction with English vocabulary, making them more likely to engage with vocabulary learning platforms like TikTok. Data were gathered through interviews and analyzed using Miles and Haberman’s theory, which has three steps: reduce the data, display the data, and make a conclusion. The findings revealed that most students responded positively to using TikTok as a medium for autonomous English vocabulary learning, indicating that TikTok was effective in enhancing their vocabulary acquisition. The study concluded that TikTok is an effective and engaging medium for supporting autonomous English vocabulary learning, although potential distractions from the platform’s content should be considered.
Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia Angraeni, Anggi; Yusuf, Fazri Nur
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.49815

Abstract

In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness.
AUTONOMOUS LEARNING IN GRADUATE ENGLISH EDUCATION: INSIGHTS FROM INDONESIA AND THAILAND Nurul Evita Istiqomah; Fazri Nur Yusuf
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13484

Abstract

Autonomous learning is widely recognized as essential for graduate students, empowering them to take responsibility for their learning. However, practical understanding of how autonomous learning is sustained in higher education contexts remains limited, particularly at the graduate level. This study explored autonomous learning among graduate students enrolled in English language education programs in Indonesia and Thailand. The study involved 25 graduate students, comprising 17 students from Indonesia and 8 students from Thailand. Data were collected using an adapted Autonomous Learning Scale (ALS) and open-ended questions to examine students’ learning experiences, strategies, and challenges. Questionnaire data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. The findings revealed relatively moderate levels of autonomous learning, with an overall mean score of 3.11, indicating developing responsibility, learning independence, and intrinsic motivation. However, challenges persisted in learning habits, particularly in time management and overcoming procrastination. Students also adopted diverse learning strategies, including utilizing digital resources, participating in peer discussions, and engaging in self-directed learning practices. The findings suggest that learner autonomy should be understood as a dynamic and continuously developing process requiring not only cognitive independence but also sustained behavioral regulation and motivational consistency in higher education contexts. This study enriches scholarship on learner autonomy by offering cross-contextual insights and underscoring the importance of sustained development in higher education.
ChatGPT as a Speaking Partner: Investigating Its Impact on Students’ Speaking Anxiety Skolastika Noe; Fazri Nur Yusuf; Yanti Wirza
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 11 No. 2 (2025): JL3T Vol. XI No. 2 2025
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v11i2.12646

Abstract

This study examines how the use of ChatGPT, an AI-driven chatbot, influences learners’ speaking anxiety and their spoken performance in an English as a Foreign Language setting. The analysis is guided by a framework of language-learning anxiety that highlights three key components of speaking anxiety: communication apprehension, fear of negative evaluation, and test anxiety. A qualitative approach was employed, involving 30 university students from Eastern Indonesia. Data were collected through a 25-item Likert-scale questionnaire adapted from FLCAS, six open-ended questions, and semi-structured interviews with 10 selected participants. The findings reveal that ChatGPT plays a crucial role in reducing communication apprehension, fear of negative evaluation, and test anxiety, allowing students to practice speaking English in a low-pressure environment. Notably, findings showed that after using ChatGPT in speaking practice, 60% of students experienced moderate speaking anxiety, while 26.67% exhibited high levels and 13.33% reported low anxiety. Additionally, frequent AI-assisted interaction enhances fluency, confidence, and structured speech formulation, improving oral proficiency. However, limitations were identified in pronunciation feedback, conversational naturalness, and expressive interaction, suggesting that AI should serve as a supplementary tool rather than a standalone language learning solution. Given these findings, future AI improvements should focus on voice recognition for pronunciation accuracy, adaptive conversational dynamics, and multimodal interaction strategies. This study underscores ChatGPT’s potential to effectively reduce speaking anxiety while advocating for integrated AI-human interaction approaches in language education to support comprehensive and immersive speaking practice.
EXPLORING PERSONALIZED LEARNING FEATURES IN AN EFL CLASSROOM: A CASE IN INDONESIAN HIGHER EDUCATION Ignasia Yuyun; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fk5rz139

Abstract

Leveraging a learner-centered approach in higher education is a prerequisite to complying with the current Indonesian curriculum policy, which promotes student mobility and seamless learning. Thus, implementing personalized learning in the classroom supports learning flexibility by accommodating students' needs, preferences, and interests and promotes student agency. Considering the limited implementation of personalized learning in EFL classrooms, this study aims to investigate how personalized learning features support EFL student learning, particularly in online synchronous and asynchronous EFL classrooms, which has the potential to inspire future research. Through a writing playlist facilitated by a learning management system, this study employed class observations and focus group discussions involving ten senior students in the English Department. It reveals that personalized learning features, including goal setting, learning tracking, learning phases/instructions, learning support/collaboration, assessment (self-peer-teacher), self-reflection, and voice and choice (flexibility), facilitate EFL students in making, participating in, contributing to, and managing their learning. In light of these findings, this study suggests incorporating more digital technologies to leverage and monitor the success of implementing personalized learning in Indonesian English as a Foreign Language (EFL) classrooms. In addition, involving more participants and other English skill classes could enhance the overall depth and breadth of the research findings.
Co-Authors Adriani Yulia Purwaningrum Ainun, Nabila Hasri Alamsyah Alamsyah Anggi Angraeni Angraeni, Anggi Aziz Lubis, Azhar Azizi, Faniah Nur Bachrudin Musthafa Cicih Nuraeni Denarti, Rizki Dhini Aulia Didi Sukyadi Eri Kurniawan Fadilla, Suci Fuad Abdul Hamied Hanifa, Eisha Sabila Dieni Hanna Sundari Harlina, Hariya Hitimala, Hardianto Husain, Balqis Iasya, Lydia Kusdyanti Ignasia Yuyun Ika Lestari Damayanti Ilham Ilham Irza Yuzulia Juhana, Juhana Julinar Julinar Lala Nurlatifah Listiana, Ineng Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Norhasanah Norhasanah, Norhasanah Novita, Ophelia Elisa Nurlatifah, Lala Nurul Evita Istiqomah Purwaningrum, Adriani Yulia Putri, Yolanda Rahayu, Nurti Rahman, Eny Yuniati Renol Aprico Siregar Riani Noor Yoshania Ridha Aska Amanda Rofiawati, Oti Rojab Siti Rodliyah Sari, Ratih Apri Silvina Yuza Simatupang, Nurul Namira Skolastika Noe Suci Madiarti Isman Suci Nur Asyifa Yuniawati Sudana, Dadang Sudarsono Muhammad Ihrom SUGIANTO, AHMAD Suharti, Dwi Sloria Suherdi, Didi Teguh Sulistyo Tina Priyantin Utami Widiati Yanti Wirza Yanty Wirza Yuzulia, Irza Zainurrahman, Zainurrahman Zuhrufi Latifah