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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Voices of English Language Education Society ELITE Journal: Journal of English Linguistics, Literature, and Education ASEAN Journal of Community Engagement Journal of Social Science Journal Corner of Education, Linguistics, and Literature JURNAL ILMIAH GLOBAL EDUCATION Journal of Social Science EDUJ : English Education Journal Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) ETERNAL: English Teaching Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Ahmad Heki Sujiatmoko
Universitas Negeri Malang
Religion Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Portrait of Creativity in Using Posters as an Interesting Learning Medium in Grammar Classes: A Narrative Inquiry Study on EFL Teachers Sujiatmoko, Ahmad Heki; Setyowati, Lestari; MR, Elvira Rasyida
Jurnal Ilmiah Global Education Vol. 5 No. 2 (2024): JURNAL ILMIAH GLOBAL EDUCATION, Volume 5 Nomor 2, Juni 2024
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v5i2.2683

Abstract

Teacher creativity supported by the use of technology can be achieved by making posters as a Grammar learning medium that can provide significant benefits to students’ success in learning English. This study aimed to reveal the teachers’ perceptions and experiences in fostering creativity through making posters as a Grammar learning medium. This research used a qualitative approach with a 'narrative inquiry' design. The subjects of this study consisted of three teachers from an English learning institution in Malang, Indonesia. This study used depth interviews as an instrument. The results of this study showed that the teachers’ activity through making posters as a learning medium for 'Grammar' grew through three elements consisting of flexibility, originality, and curiosity. The use of posters could also increase productivity and foster technological literacy for teachers. Meanwhile, posters were also able to increase students’ Grammar understanding and learning motivation better. In short, posters had a great positive impact in creating an interesting and fun learning environment. Thus, it is expected that teachers have the ability to make posters as a medium for learning English.
Students’ Creativity For Writing About Environment By Using Storybird Website Sujiatmoko, Ahmad Heki; Shelley Salsabila Nanda Puspita
EDUJ : English Education Journal Vol. 2 No. 2 (2024): December 2024
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v2i2.1449

Abstract

One of the aspects needed to get success in writing is creativity. This study was aimed at investigating students’ perception towards creativity by using the Storybird website as a digital platform in writing skill. The study employed a descriptive quantitative within a survey design. The instrument of the research used a questionnaire. The subjects of the research 60 students at one of the universities in Malang - Indonesia. The results showed that the students positively thought about the importance of creativity in supporting writing skills by using the Storybird application. In this case, they felt to be flexible in creating new ideas, to be original in finding new ideas, and to be curious in imagining what they could write about environment as the crucial topic. Finally, the creativity built for writing through using the Storybird application also impacted to the increase of the vocabulary acquisition, writing performance, and organization of their writing. Hence, it is also recommended that EFL teachers should lead the students build their creativities in writing by using the Storybird application.
EFL TEACHERS’ WRITING STRATEGIES IN ACADEMIC WRITING WHILE PURSUING A MASTER’S DEGREE ABOARD Wijayanti, Sheirly Octaviantoro Ayu; Mukminatien, Nur; Sujiatmoko, Ahmad Heki
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11202

Abstract

The use of English for adult L2 writers encountered significant challenges in an English-mediated environment. This phenomenon is experienced by EFL teachers while pursuing a Master’s degree abroad. The necessity of challenges and the lack of writing strategies may highlight the obstacles to writing productivity. Therefore, identifying the challenges and effective writing strategies is needed to achieve the goal of writing a thesis. This study used a qualitative narrative inquiry, with in-depth interviews, and focused on 3 Indonesian participants who studied abroad. The findings showed several challenges faced by participants, including academic and non-academic challenges. Academic challenge covers language and content challenge, including problems in grammar, academic style, vocabulary, finding a topic, and novelty, as well as non-academic challenge, including issues in supervisor relationship, time management, mental and emotional pressure. Also, four strategies are applied: cognitive, metacognitive, affective, and social. This research may guide future Master’s students on the importance of specific writing strategies in academic writing and may highlight effective English teaching and impact future international writing publications.
Integrating Papuan Local Cultural Content in English Narrative Reading Instruction: Strategies, Challenges, and Frameworks for Oral Tradition in EFL Contexts Suhartawan, Vina Vania; Suryati, Nunung; Sujiatmoko, Ahmad Heki
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30827

Abstract

English language teaching in Papua faces distinctive challenges due to its multilingual environment, geographical isolation, and reliance on undocumented oral traditions, yet limited research has examined how these realities shape culturally responsive pedagogy in EFL contexts. This study aimed to explore how English teachers at junior high, senior high, and university levels in Jayapura integrate Papuan local cultural content into narrative reading instruction, and to identify challenges in implementing such instruction when source materials are largely oral and undocumented. Guided by culturally responsive pedagogy and using a narrative inquiry design, three purposefully selected teachers participated in in-depth interviews, classroom observations, document analysis, and maintained reflective journals over three months. Data were analyzed thematically with cross-case comparison. Findings revealed six interrelated strategies, contextual substitution, community engagement, project-based cultural documentation, trilingual and bilingual vocabulary methods, and student-centered cultural knowledge exchange, through which teachers enhanced reading comprehension, cultural relevance, and student engagement. These strategies, however, were constrained by six persistent challenges: scarcity of documented materials, high individual material development burden, time constraints, cultural sensitivity and protocol requirements, curriculum rigidity, and professional isolation. The study offers an empirically grounded framework for integrating indigenous oral traditions into English reading instruction and highlights the need for institutional support, collaborative networks, and curriculum flexibility to preserve oral cultural heritage while strengthening students’ linguistic and cultural identities.
A Narrative Inquiry into EFL Teachers’ Emotional Geographies in Online Grammar ‘Funtainment’ Assessment Sujiatmoko, Ahmad Heki; Setyowati, Lestari; MR, Elvira Rasyida; Ubaidillah, M. Faruq; Namaziandost, Ehsan
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4197

Abstract

In EFL classrooms, each teacher is expected to be able to act professionally in teaching and assessing the students through the ability to control emotions. However, studies that capture such phenomenon are lacking. This study investigated the narratives of Indonesian EFL teachers’ emotional geographies who conducted online assessments using 'Funtainment Assessment' in 'Grammar' classes. The study employed a narrative inquiry as the design by collecting individual in-depth interview data over four months. Findings unveiled five aspects that influenced changes in the participants' emotional geographies: physical, moral, sociocultural, professional, and political. Participants had a variety of attitudes in response to the emotions that arose when assessing the students' grammar competence online. Interestingly, the participants experienced continuous adaptation to the practice of negotiation to the emotional changes Thus, it did not distract the professional developments they had done through agentive actions. The study's empirical results also suggest that the 'emotional geography dimensions' contributed to future teachers' professional developme
Transitioning into a Professional Teacher: EFL Preservice Teachers' Anxiety in Teaching Practicum Mardhatillah, Mardhatillah; Widiati, Utami; Sujiatmoko, Ahmad Heki
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.315

Abstract

Foreign language anxiety has been proven to be an important issue in language learning, according to research on language learning in foreign languages. This study aims to determine the level of anxiety experienced by English preservice teachers. Most research projects in the past concerned learners’ anxiety about students who learning English. To fill the gap, the current study tries to deliver a different perspective on classroom anxiety. Thus, the current study investigates anxiety from preservice teachers’ points of view quantitatively. The current study examines the level of anxiety by adopting the Foreign Language Teaching Anxiety Scale (FLTAS) by Yoon (2012). Next, the scale in the form of a questionnaire has been responded to by 27 English preservice teachers. Further, the results show that the preservice teachers have a moderate level of anxiety. Overall, the study outlines the principal factors causing and affecting preservice anxiety about teaching English as a foreign language in the classroom
Designing a Curriculum and Learning Program for the Creative Industry’s Challenge and Workforce Development Chotib, Mochamad Nasrul; Widodo, Herditya Wahyu; Subagyo, Kukuh Prayitno; Sujiatmoko, Ahmad Heki; Yannuar, Nurenzia; Adyatma, Adham; Q. Z., Gizka Namira; Waradani, Indira Rizqita; P., Juanita Maharani
ASEAN Journal of Community Engagement Vol. 8, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article discusses the importance of developing a learning track to respond to the demands of the creative market industry in the community, particularly with regard to journalism and related content creation. The study is based on a collaborative workshop conducted with practitioners from the Indonesian platform Kapanlagi Youniverse. The results of this preliminary study indicate that designing a curriculum and learning program that aligns with current industry practices is essential for preparing the journalism and creative content workforce. Collaborating with industry practitioners is crucial to competing in the rapidly evolving creative industry. The findings also suggest that incorporating subjects such as focused journalism and specific writing, as well as collaborative subjects, into up-to-date learning programs is vital for meeting contemporary industry requirements. Furthermore, the study highlights the needs to take action to develop an undergraduate curriculum that leverages relevant materials, media, and artificial intelligence (AI) technologies. By preparing the creative industry’s workforce in the community, we can enhance its readiness, thus fostering a circular learning process that benefits the community as a whole.
EFL Learner Autonomy at a Pondok Pesantren in South Kalimantan, Indonesia: A Narrative Inquiry Abin, Najmi Jailani; Pratiwi, Widya Rizky; Sujiatmoko, Ahmad Heki
Journal Corner of Education, Linguistics, and Literature Vol. 5 No. 3 (2026): February
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v5i3.688

Abstract

This study explores how learner autonomy is experienced by students learning English as a foreign language in a highly structured Pondok Pesantren. The study aims to describe the types of learner autonomy demonstrated by students through their learning experiences. This research employed a narrative inquiry approach. This approach is particularly suitable for the Pondok Pesantren context as it captures students’ lived experiences and how learner autonomy is negotiated within a highly structured, faith-based educational environment. Five Grade XI students aged 16-17 years from a Pondok Pesantren in South Kalimantan, Indonesia, were purposively selected based on their active participation in English learning and the uniqueness of their learning experiences. Data were collected through in-depth interviews, classroom and out-of-class observations, and document analysis. The data were analyzed using narrative thematic analysis. The findings show that students demonstrated several types of learner autonomy, including technical, psychological, sociocultural, proactive, reactive, political, and critical autonomy. These forms of autonomy appeared in daily learning activities such as using dictionaries and limited digital tools, interacting with peers, completing teacher-guided tasks, and initiating learning activities independently. However, autonomy related to learning decision-making and critical reflection was less visible and appeared within the boundaries of institutional routines and learning practices in the Pondok Pesantren context. Conceptually, the study highlights learner autonomy as a contextual and evolving process shaped by institutional structures and students’ lived experiences. The study concludes that learner autonomy in a Pondok Pesantren develops gradually as a contextual and evolving process reflected in students’ everyday English learning experiences.
Teacher’s Roles in Implementing Multiple Intelligences in Inclusive English Education: A Case Study of a Kindergarten in Ende Regency Hadun, Leonarda Noventalia Tude; Pratiwi, Widya Rizky; Sujiatmoko, Ahmad Heki
Journal Corner of Education, Linguistics, and Literature Vol. 5 No. 3 (2026): February
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v5i3.696

Abstract

This study is grounded in the need to address diverse learning needs in inclusive kindergarten English classrooms through the Multiple Intelligences framework. Drawing on inclusive education principles and the Kurikulum Merdeka enriched with the Nazareth Global Education curriculum, the research explores Multiple Intelligences based instructional practices, challenges faced by teachers, and perceived effects on students’ motivation and English learning outcomes at Nazareth School.This qualitative case study examines the implementation of the Multiple Intelligences approach in inclusive English learning at a kindergarten in Ende Regency. Data were collected through interviews, classroom observations, and document analysis to explore instructional strategies, implementation challenges, and teachers’ perceptions of students’ motivation and learning outcomes, providing in-depth insights into inclusive English teaching practices in early childhood education.This study reveals that the Multiple Intelligences approach effectively supports inclusive English learning for kindergarten students at Nazareth School. Through multimodal instruction, digital platforms, and flexible learning environments, Multiple Intelligences enhances students’ motivation, engagement, linguistic development, and social interaction. Despite challenges in activity design, classroom management, and time constraints, Multiple Intelligences fosters holistic learning outcomes in early childhood education.This study concludes that the Multiple Intelligences approach effectively supports inclusive English learning at Nazareth School through structured, multimodal, and collaborative instructional practices. Despite challenges in activity design, classroom management, and preparation, Multiple Intelligences enhances students’ motivation, engagement, linguistic development, and holistic growth. The study offers practical recommendations for teachers, schools, parents, policymakers, and future research.
Co-Authors Abin, Najmi Jailani Adyatma, Adham Amirul Mustofa Didik Sugeng Widiarto Elvira Rasyida MR Elvira Rasyida MR Hadun, Leonarda Noventalia Tude Herditya Wahyu Widodo Kukuh Prayitno Subagyo Lestari Setyowati Mardhatillah, Mardhatillah Mochamad Nasrul Chotib MR, Elvira Rasyida Mulyanto Mulyanto Mulyanto Mulyanto Namaziandost, Ehsan Nova Ariani Nunung Suryati Nur Mukminatien Nurenzia Yannuar P., Juanita Maharani Q. Z., Gizka Namira Sari Karmina Shelley Salsabila Nanda Puspita Sri Rachmajanti Suhartawan, Vina Vania Ubaidillah, M. Faruq Utami Widiati Waradani, Indira Rizqita Widya Rizky Pratiwi, Widya Rizky Wijayanti, Sheirly Octaviantoro Ayu