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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya OKARA: Jurnal Bahasa dan Sastra 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 Education and Linguistics Knowledge Journal (Edulink) Teaching and Learning Journal of Mandalika (Teacher) Journal of English Language and Education Journal Corner of Education, Linguistics, and Literature JURNAL ILMIAH GLOBAL EDUCATION Journal of Social Research Academic Journal Perspective : Education, Language, and Literature Journal of Social Science EDUJ : English Education Journal Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Journal on English as a Foreign Language (JEFL)
Ahmad Heki Sujiatmoko
Universitas Negeri Malang
Religion Humanities Chemistry Computer Science & IT 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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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
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.
EFL Students’ Speaking Anxiety During Presentation Performance at Language Center Kampung Inggris Pare Zesshreena Hatiza; Ahmad Heki Sujiatmoko
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 6 No. 2 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v6i2.4930

Abstract

Presentation is not easy to do. This is because many students experience anxiety during presentation performance. This research aimed to investigate various types of EFL students' speaking anxiety and to know the possible factors that influence EFL students' speaking anxiety in Language Center during presentation performance. The researcher used quantitative research with a survey design. A questionnaire was used to collect the data. The participants were 50 students at the Language Center Kampung Inggris Pare who took the intensive program for one month in class B. This study found that there were three types of speaking anxiety related to presentation performance in EFL students at the language center: communication apprehension, test anxiety, and fear of negative evaluation. In addition, internal and external factors influence speaking anxiety, including shyness, embarrassment, lack of self-confidence, fear of making mistakes, motivation, limited vocabulary, lack of preparation, grammatical errors, and friends/classmates. It is recommended that teachers pay attention to the students’ anxiety in doing presentations because controlling the anxiety will make the presentation successful
Beyond Traditional Listening Instruction: A Mixed-Methods Study on the Impact of VOA Learning English on EFL Learners’ Motivation and Listening Proficiency Arif Eko Wahyudi; Bachtiar Bachtiar; Ahmad Heki Sujiatmoko
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2564

Abstract

Grounded in Self-Determination Theory (SDT), which identifies autonomy, competence, and relatedness as core drivers of intrinsic motivation, this study examines the effectiveness of VOA Learning English in enhancing EFL learners’ listening comprehension and motivation. A sequential explanatory mixed-methods design was employed, combining a quasi-experimental pre-test and post-test control group design with semi-structured interviews. Seventy tenth-grade students from a public senior high school in Anambas Regency, Indonesia, were assigned to either an experimental group using VOA Learning English or a control group receiving conventional instruction; six students were purposefully selected for the qualitative phase. Results showed that the experimental group achieved a significantly greater improvement in listening comprehension (pre-test M = 44.00; post-test M = 76.00) than the control group, supported by statistically significant between-group differences (t = -3.077, p = .003). Motivation scores were also uniformly high (M = 4.28), spanning intrinsic, extrinsic, integrative, and instrumental dimensions. Qualitatively, students across all proficiency levels reported positive learning experiences, citing the transcript and replay features as particularly effective scaffolding tools. These findings indicate that VOA Learning English is a pedagogically sound and inclusive instructional tool, with implications for the broader integration of mobile-assisted platforms into EFL curricula.
PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES-INFORMED LANGUAGE TEACHING Wahyudi, M. Dicky Indra; Suharyadi, Suharyadi; Sujiatmoko, Ahmad Heki
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8796

Abstract

This study explores pre-service English teachers’ perceptions of Global Englishes-informed language teaching within a teacher education context. Drawing on a quantitative survey design, the study examines three key dimensions: attitudes, confidence, and intentions toward the pedagogical application of Global Englishes. The participants were students enrolled in a master’s degree program in English education. Data were collected using a structured questionnaire and analyzed using descriptive statistics. The findings indicate that participants generally demonstrate positive attitudes toward Global Englishes. However, their confidence in applying its principles was comparatively lower than their attitudes and intentions. The results also suggest that prior exposure to different forms of English, such as through media and interaction, may be associated with more flexible perceptions of English use. This study provides exploratory insights into how pre-service teachers conceptualize Global Englishes and its relevance for teaching. The findings highlight the importance of addressing not only attitudes but also confidence and pedagogical readiness in teacher education programs. These results may inform future research and contribute to ongoing discussions on Global Englishes-informed pedagogy in English language teaching.
Diffit-Assisted Survey, Question, Read, Recite, and Review (SQ3R) Reading Instruction: Effects on EFL Students’ Reading Comprehension and Engagement Amiruddin; Bachtiar; Ahmad Heki Sujiatmoko
Journal of Social Research Vol. 5 No. 10 (2026): Journal of Social Research
Publisher : International Journal Labs (AHU-0028405-AH.01.14 Tahun 2022)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i10.3487

Abstract

This study examined the effectiveness of Diffit-assisted Survey, Question, Read, Recite, and Review (SQ3R) reading instruction on reading comprehension achievement and engagement among senior high school EFL students in a rural context. Using an explanatory sequential mixed-methods design with a pretest–posttest control group design, the study involved 60 Grade XII students from two intact classes at a public senior high school in Bulungan, North Kalimantan, Indonesia. The experimental group received SQ3R instruction integrated with the AI-based Diffit application, whereas the control group received conventional reading instruction. Quantitative data were collected through reading comprehension tests, while qualitative data were obtained through classroom observations, performance rubrics, and semi-structured interviews with six students. The results showed that the experimental group achieved a significantly higher mean gain score (10.47) than the control group (4.07). An independent-samples t-test confirmed a statistically significant difference between the groups, t(58) = 6.89, p < .001, with a large effect size (Cohen’s d = 1.78). Classroom observations indicated that the intervention promoted stronger strategic reading behaviors and higher engagement, as students became more active, independent, and confident in previewing texts, generating questions, identifying main ideas, summarizing information, and reviewing materials. Interview findings revealed generally positive student perceptions, with Diffit being considered helpful for simplifying vocabulary and supporting comprehension. However, some students experienced initial difficulties in generating questions and occasional internet connectivity issues. These findings suggest that integrating SQ3R with AI-assisted tools can effectively enhance reading comprehension, strategic reading behaviors, and engagement among EFL students in resource-limited rural learning environments.
Co-Authors Abin, Najmi Jailani Adyatma, Adham Amiruddin Amirul Mustofa Arif Eko Wahyudi Bachtiar Bachtiar Bachtiar Didik Sugeng Widiarto Edi Suharyadi Elvira Rasyida MR Elvira Rasyida MR Hadun, Leonarda Noventalia Tude Herditya Wahyu Widodo Kukuh Prayitno Subagyo Lestari Setyowati M. Faruq Ubaidillah Mochamad Nasrul Chotib MR, Elvira Rasyida Muhammad Reiza Prima Yandi Mulyanto Mulyanto Mulyanto Mulyanto Namaziandost, Ehsan Nova Ariani Nunung Suryati Nur Mukminatien Nurenzia Yannuar P., Juanita Maharani Q. Z., Gizka Namira Sari Karmina Sheirly Octaviantoro Ayu Wijayanti Shelley Salsabila Nanda Puspita Sri Rachmajanti Suhartawan, Vina Vania Wahyudi, M. Dicky Indra Waradani, Indira Rizqita Widya Rizky Pratiwi, Widya Rizky Wijayanti, Sheirly Octaviantoro Ayu Zesshreena Hatiza