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All Journal 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 JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies 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 Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 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 Edukasia: Jurnal Pendidikan dan Pembelajaran 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) Pedagogy Review 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

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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.
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.
EXPLORING HIGH-ACHIEVING EFL PRE-SERVICE TEACHERS’ UNDERSTANDING OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) THROUGH REFLECTIVE PRACTICE IN A MICROTEACHING COURSE Tina Priyantin; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.15

Abstract

This study aims to examine how five high-achieving EFL pre-service teachers reflect on their understanding and integration of Pedagogical Content Knowledge (PCK) during a microteaching course. Employing a qualitative method with a case study design, reflective writings before and after teaching that were posted on their digital portfolios (Blogs) were used to gather data. Thematic analysis was used to analyze data by employing deductive and inductive methods. The findings reveal that the participants demonstrated a strong understanding of language processing and production and language teaching strategies. However, while they exhibited a moderate understanding of learners’ needs, their comprehension of cognitive language learning strategies and intercultural communication remained limited. The study highlights the importance of guided reflection in helping pre-service teachers bridge theory and practice. It suggests that teacher education programs should provide explicit instruction in assessment, cognitive strategies, and intercultural competence, along with ongoing mentoring to promote deeper reflection. The study contributes valuable insights into the role of reflection in enhancing the pedagogical expertise of future EFL teachers.
A critical content analysis of writing materials covered in Indonesian high school English textbooks Renol Aprico Siregar; Didi Sukyadi; Fazri Nur Yusuf
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30169

Abstract

Despite many studies addressing writing materials in English language learning textbooks in the Indonesian context, few reported the conformity of the English writing materials in senior high school textbooks intended for the 2013 curriculum to the genre of written language paradigm. The present study critically analyzed the existing writing materials covered in Indonesian senior high school textbooks. The data sources for this research were three English textbooks designed for three levels of senior high school students in Indonesia. The writing materials were selected from the textbooks as the representatives of the analysis objects. The data were analyzed following content analysis by integrating Brown (2004) as the conceptual framework. The results reveal that the writing materials are consistent with the framework. The books cover all text genres, including academic, professional, and personal writing. However, not all framework-informed sub-categories of texts are reflected in the writing materials of the examined textbooks. In addition, the evaluated textbooks emphasize student exposure to intensive writing tasks (grammatical transformation, short-answer sentence completion, and picture-cued tasks) and extensive writing tasks (paragraph construction, guided question and answer, and paraphrasing). These results highlight the need to align textbooks with the curriculum genre of the written language paradigm and to balance intensive and extensive writing tasks to prepare students for real-life writing situations.
Student-Centered Learning in Low-Resource Asian ELT Contexts: A Systematic Literature Review of Challenges and Strategies Sandi Maulana Abdillah; Muhamad Acep Ode; Fazri Nur Yusuf
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.31943

Abstract

This Systematic Literature Review (SLR) analyzes the challenges and strategies involved in implementing Student-Centered Learning (SCL) in low-resource, non-English-speaking Asian contexts within English Language Teaching (ELT). While SCL promotes autonomy, collaboration, and critical thinking, its application in these settings faces major barriers including infrastructure deficiencies, inadequate teacher training, cultural resistance, and institutional constraints. Students often struggle with self-regulation and collaborative learning, while teachers revert to traditional methods due to inadequate preparation, lack of support, and rigid curricula. Student resistance to independent and collaborative tasks also hampers its adoption. To address these issues, this study identifies key strategies such as enhancing teacher training, optimizing resources, reforming policies, gradually integrating SCL, and leveraging mobile learning tools. Findings indicate that context-sensitive adaptations, professional development programs, and institutional support are critical for sustainable SCL implementation. The study highlights the need for curriculum flexibility, alternative assessments, and collaborative teacher networks to overcome existing barriers. Future research should investigate longitudinal impacts of SCL and scalable solutions for resource-constrained ELT settings. These insights provide practical recommendations for educators, policymakers, and curriculum designers aiming to foster meaningful student engagement in challenging learning environments. 
From Comprehension to Production Insights from an Integrated Reading–Writing Assessment in Junior High School in Indonesia Rizky Nugraha; Fazri Nur Yusuf
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 27, No 1 (2026)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v27i1.137353

Abstract

 AbstractAssessment is one language teaching aspect which measures and calculates learning outcomes and learning process through teacher’s feedback. In English as a Foreign Language (EFL) settings, where learners develop integrated skills, formative assessment is especially valuable: it can reveal not only what learners know, but also how they develop integrated competencies across reading and writing. However, many teachers still rely on discrete, product-focused tests that separate receptive and productive skills rather than integrating them. This study therefore investigates an integrated formative assessment implemented with grade VII English learners in an Indonesian junior high school and both students’ and the teacher’s responses to the assessment’s clarity, relevance, and feedback mechanisms. The study found that most students were able to comprehend descriptive texts, as indicated by the mean score of 6.87 and the fact that 55.74% of the students scored above the average. However, the writing assessment revealed notable challenges, particularly in vocabulary mastery and the use of pronouns and conjunctions. Although students were able to generate ideas, their written production was often limited by insufficient vocabulary knowledge and reliance on memorized expressions. Overall, the integrated reading–writing assessment provides meaningful information about students’ language proficiency and learning progress. With strengthened instructional support, particularly in vocabulary and writing mechanics, this assessment approach is suitable for continued use in Grade VII English instruction.
Co-Authors Adriani Yulia Purwaningrum Ahmad Bukhori Muslim 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 Meita Lesmiaty Khasyar Muhamad Acep Ode Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Noraini Binti Said Norhasanah Norhasanah, Norhasanah Novita, Ophelia Elisa Nurlatifah, Lala Nurul Evita Istiqomah Purnawarman, Pupung Purwaningrum, Adriani Yulia Raden Hasby Isnaindy Fasa Rahayu, Nurti Rahman, Eny Yuniati Renol Aprico Siregar Riani Noor Yoshania Ridha Aska Amanda Rizky Nugraha Rofiawati, Oti Rojab Siti Rodliyah Sandi Maulana Abdillah Sari, Ratih Apri Silvina Yuza Simatupang, Nurul Namira Skolastika Noe Sri Lestari 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 Z Zainurrahman Zuhrufi Latifah