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All Journal Lexicon Jurnal Manajemen Pendidikan J-REaLL Journal of English Language and Education Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Luqman Baehaqi, Luqman
State Islamic Institute of Palangka Raya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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Navigating Academic Texts: Challenges and Strategies of International Students in Reading Comprehension Rahayu, Josilia Puspito; Baehaqi, Luqman; Widiastuty, Hesty
Lexicon Vol 12, No 1 (2025)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/lexicon.v12i1.106062

Abstract

Reading comprehension is a fundamental skill essential for academic success. However, many international students, particularly those from non-English-speaking backgrounds, face significant challenges in understanding academic texts. This study explored the reading comprehension challenges encountered by four Asian international students from Bangladesh, Indonesia, Taiwan, and Vietnam at an American university in New York during the Fall Semester of 2023. It explored the Problem-Solving Strategies they used to overcome these challenges. Using a qualitative phenomenological approach, data were gathered through semi-structured interviews and open-ended questionnaires. The findings revealed that linguistic factors, such as limited academic vocabulary, and non-linguistic factors, such as background knowledge, significantly affect students' reading comprehension. Despite these challenges, students frequently utilized Problem-Solving Strategies, including rereading, adjusting reading speed, and inferring meanings from context, to enhance their understanding. The study highlighted the crucial role of these strategies and suggested that targeted instruction in Problem-Solving Strategies could further support international students' academic success.
Education Quality Problems in the Independent Curriculum Era Sugiarti, Erna; Baehaqi, Luqman; Jumrodah
Jurnal Manajemen Pendidikan Vol. 16 No. 1 (2025): Jurnal Manajemen Pendidikan
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jmp.v16i1.53334

Abstract

Background The problem of education quality in Indonesia is a complex challenge that requires a multifaceted approach. By improving access and quality of education, increasing teacher professionalism, and developing a relevant curriculum, it is hoped that the quality of education in Indonesia can improve significantly. Purpose The purpose of writing this article is to analyze various problems that affect the quality of education in Indonesia in the era of the independent curriculum and identify potential solutions to overcome these problems. Design/method/approach The method used in this article is literature study. Results The results of this research explain that from various problems with the quality of education in the era of the independent curriculum, the government continues to strive to improve and improve the quality of education, unequal access and quality of education, improving teacher quality and professionalism, improving educational infrastructure and facilities so as to achieve the goal of national education to create the next generation. superior and integrated successor. Contribution/value To overcome this problem, the government needs to increase teacher training programs, especially in hard-to-reach areas, apart from that, there needs to be a larger budget allocation for improving educational facilities, and educational equality policies must be a priority. 
Examining the Influence of Learner Emotion and Motivation on English Vocabulary Acquisition at SMP Nusantara Palangka Raya Rianti, Nur Pebiy; Baehaqi, Luqman; Mirza, Akhmad Ali
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1021

Abstract

This research explores the relationship between students' emotions and motivation in relation to vocabulary acquisition in English as a Second Language (L2). Emotions are defined as psychological responses within individuals, while motivation refers to the internal or external drive that influences behavior. Both factors are recognized as key contributors to academic success, particularly in learning English vocabulary. The study involved 36 junior high school students (grades 7–9) at SMP Nusantara Palangka Raya. Data were collected using the DERS questionnaire to measure emotions, the MSLQ to assess motivation, and a vocabulary test to evaluate vocabulary acquisition. Regression and correlation analyses were used to determine the strength and direction of the relationships. The analysis showed no significant relationship between emotions (X1) and vocabulary acquisition (Y), with a regression coefficient of 28.900 and a t-value of 0.034, which was not statistically significant at α=0.05. This suggests that emotional factors may not strongly influence vocabulary outcomes in this sample. On the other hand, motivation (X2) showed a positive regression coefficient of 0.006 and a significant t-value of 2.034, indicating a meaningful relationship between motivation and vocabulary acquisition. The coefficient of determination (R²=0.114) suggests that only 11.4% of the variance in vocabulary acquisition can be explained by the two variables. The correlation coefficient (r=0.380) implies a moderate relationship between the independent variables and the dependent variable. The findings highlight the role of motivation over emotion in vocabulary learning and suggest the need for further research. This study offers valuable insights for educators in developing effective English learning strategies.
Structured or emotion? Teacher and student perceptions of genre-based vs. multisensory pedagogies in EFL writing classrooms Baehaqi, Luqman; Lian, Ania; Sudimantara, Lala Bumela; Miftah, M. Zaini
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23763

Abstract

This study explores the effectiveness of two pedagogical approaches—genre-based (grounded in systemic functional linguistics, SFL) and multisensory instruction—in Indonesian EFL teacher education. While the genre-based approach emphasizes structured textual analysis and explicit feedback, the multisensory method integrates auditory, visual, and emotional modalities to enhance engagement. Through qualitative phenomenological analysis, including interviews and reflective journals from six students and two lecturers, the study examines perceptions of support, engagement, and skill development. Findings reveal that the genre-based approach improved grammatical precision and reduced reliance on translation tools but often led to passive learning and limited metacognitive awareness. Conversely, the multisensory approach fostered emotional-text connections and autonomous learning through techniques like the reading for emotion method (REM) and verbotonal exercises, though repetitive tasks occasionally caused fatigue. Lecturers noted that while SFL strengthened structural competence, it struggled to cultivate creativity, whereas multisensory methods enhanced engagement but required a better balance between autonomy and guidance. Theoretical implications highlight the value of integrating neuroscientific principles with sociocultural learning theories to optimize writing instruction. The study advocates for a hybrid model that combines the scaffolding benefits of genre-based pedagogy with the motivational and cognitive advantages of multisensory techniques. Recommendations include diversifying tasks to sustain engagement, reducing over-reliance on translation tools, and fostering metacognitive reflection. Future research should investigate longitudinal impacts and ideal sensory-structural balances to enhance EFL writing instruction in similar contexts.
EXPLORING PRE-SERVICE ENGLISH TEACHERS' DEMOTIVATION IN ESSAY WRITING CLASS Noor Muthi'ah; Baehaqi, Luqman; Qamariah, Zaitun; Sarehmansor, Tawfiq
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 3 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i3.3944

Abstract

This study explores the phenomenon of demotivation in essay writing among pre-service English teachers at UIN Palangka Raya. Academic writing is often perceived as difficult by EFL learners due to limited vocabulary, weak grammar, and challenges in organizing ideas, which reduce students’ confidence (Baehaqi, 2023). Moreover, even teachers tend to avoid academic writing because of insufficient knowledge and low confidence (Qamariah et al., 2023). Using a qualitative phenomenological design (Moustakas, 1994), data were collected through semi-structured interviews with ten students who had completed essay writing courses and analyzed through epoche, phenomenological reduction, imaginative variation, and synthesis of meanings and essences. The findings revealed seven themes of demotivation: language-related anxiety, unclear instruction and passive teaching style, loss of autonomy and relevance gap, time pressure and preparation gap, class format and timing issues, coping strategies, and supportive teaching as motivator. Both internal and external factors contributed to demotivation, yet students managed to cope through peer collaboration, self-regulation, and online resources, while supportive teaching emerged as a key factor in restoring motivation. This study contributes to the understanding of demotivation in EFL essay writing and underscores the importance of empathetic, autonomy-supportive, and process-oriented teaching practices in sustaining student engagemen.
Co-Authors Akhmad Ali Mirza, Akhmad Ali Hesty Widiastuty, Hesty Jumrodah Lian, Ania M. Zaini Miftah Noor Muthi'ah Rahayu, Josilia Puspito Rianti, Nur Pebiy Sarehmansor, Tawfiq Sudimantara, Lala Bumela Sugiarti, Erna Zaitun Qamariah, Zaitun