Articles
<![CDATA[An EFL Teacher's Challenges in Teaching English for Elementary School Students in an Inclusive Education Context ]]>
<![CDATA[Kayla Artamevia Putri]]>;
<![CDATA[Ista Maharsi]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.01.06
<![CDATA[Compared to other countries, the development of inclusive education in Indonesia remains underdeveloped. EFL teachers teaching in inclusive classrooms, in particular, encounter complexity of problems in the field. This paper aims to explore how an EFL elementary school teacher faces challenges in teaching students with special needs. Data were collected from semi-structured interviews and analyzed using Braun and Clarks’ thematic analysis (2006). Results indicate that teachers need to adjust the running government curriculum to meet the students’ needs. Then, during the implementation of the curriculum shadow teachers play crucial roles as the classroom teachers have limited time and attention. The shadow teachers can focus on helping and facilitating the students with special needs. More importantly, creative teaching strategies that can engage and cater all students (both regular and students with special needs) are required.]]>
<![CDATA[Teachers Translanguaging Practice in Vocational EFL Classroom: An Observational Study ]]>
<![CDATA[Ramadhani, Alya Usman]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ CaLLs (Journal of Culture, Arts, Literature, and Linguistics) Vol 10, No 2 (2024): CaLLs, December 2024 ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Mulawarman ]]>
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DOI: 10.30872/calls.v10i2.15479
<![CDATA[This study aims to explore an EFL teacher's translanguaging practice when teaching English in a vocational high school. The participant of this study was a 43-year-old female teacher who has been teaching English for more than 10 years. Data were collected from a classroom video of 53 minutes. The video was transcribed and annotated using an observation checklist. Data were analyzed using thematic analysis. This study found that the teacher employed three translanguaging practices: code-switching, translation, and interpretation. Code-switching was used when the teacher delivered the lesson through a PowerPoint presentation, question and answer sessions, and instructing students to read or practice. Translation and interpretation were employed when the teacher helped the students comprehend the material. The teacher used English first, followed by comprehension sentences in the first or second language. The teacher also reformulated a sentence in English to help the students understand the materials well and easily. This study suggests that teachers' translanguaging practices enable teachers to clarify instructions, elaborate questions, and explain learning materials.]]>
<![CDATA[An Observational Study of Teacher’s Gestures in EFL Classroom ]]>
<![CDATA[Aulia Urrohimah]]>;
<![CDATA[Ista Maharsi]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 10 No 2 (2022): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v10i2.13231
<![CDATA[Verbal utterances and nonverbal utterances are acknowledged to be semantically and pragmatically coexpressive. Previous theories reveal that gestures are useful for teacher’s conceptual planning of messages and student’s comprehension and learning motivation. This study is carried out using an observational study and aimed to give insight into the use of gestures by EFL teacher during the teaching in the language classroom. An Islamic senior high school EFL teacher with a bilingual classroom become the participant of this study. A video recording is put on the back of the classroom aimed to capture the teacher’s gestures and the teacher and the students’ interaction, an audio recording is placed on the teacher’s front table, and the researcher is on the corner of the classroom to observe the teaching process synchronously. The data collected were transcribed then analysed using AS-Unit for recognizing the English utterances and the categorization of gestures was adopted from Wang and Loewen (2016). The finding elaboratively describes the use of gestures (i.e., iconics, metaphorics, deictics, beats, head movements, affect displays, kinetographs, and emblems) produced by the teacher in her classroom utterances. The finding shows that the gestures take a big part in supporting the teacher as speaker in teacher’s complex lexical retrieval. Also, the visual of the use gestures is provided. Therefore, the result of this study serves as a teaching reflection and can be employed as a model to provide language learning comprehensible input in the language classroom.]]>
<![CDATA[EVALUATING FLIPPED CLASSROOM APPROACH IN EFL STUDENTS READING CLASSES ]]>
<![CDATA[Maharsi, Ista]]>;
<![CDATA[Wijayanti, Yunita Rizky]]>;
<![CDATA[Astari, Tri Retna]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2768
<![CDATA[This paper examines the implementation of flipped classroom approach in an EFL private university in Indonesia. It explores how this approach impacts on students reading comprehension and how students perceive the flipped classroom in their learning process. Under the mixed method design, data were collected from pre-test and post-test, classroom observations, and students reflective notes. There were 47 students in the experimental groups and 25 students in the control groups. Those 72 students from both groups took a compulsory 2-credit Intensive Reading Course in their first year in the pre-service teacher training. Both groups were taught the same reading skills and tasks comprising of the total 14 meetings for the whole semester and each meeting took 100 minutes. Results indicate that students in the traditional classrooms gained an increase in their post-test score compared to their counterpart in the flipped classrooms. This might relate with the teacher-led instructions and scaffolding which are commonly conducted in traditional classrooms where students listen to teachers explanation and students can ask directly. Other reasons arehesitation/inconvenience in using technology in learning, task-related time management, and technology-related workload. However,for many students flipped classrooms are perceived as promoting independent, responsible, active, and free learning. Both benefits and drawbacks of flipped classrooms in this context are also discussed]]>
<![CDATA[Academic Integrity in Indonesia: Undergraduate Students’ Views on Plagiarism ]]>
<![CDATA[Wardani, Umi Sismia]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ English Language in Focus (ELIF) Vol 7, No 1 (2024): English Language in Focus (ELIF) ]]>
Publisher : <![CDATA[English Department, Faculty of Education, Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/elif.7.1.71-78
<![CDATA[This study aimed to identify Indonesian undergraduate students' perceptions of plagiarism in an English language education department at a private university in Indonesia. One hundred three students who were taking Academic Reading and Writing classes took part in this study. The data were collected using a 22-item questionnaire on plagiarism awareness adapted from Jereb et al. (2018). The data were analyzed descriptively to identify the participants' perceptions of plagiarism. The findings show that most students are aware of plagiarism even if it is wrong. The action was taken because of several demands from teachers or institutions, another factor was a lack of knowledge of plagiarism. It can be seen the results of the data from four aspects. The highest score belongs to the awareness of plagiarism (M= 4.2; SD= 1.138). The second-highest score belongs to the aspects of plagiarism knowledge (M= 3.12; SD= 1.118). The third-highest score is the attitude towards plagiarism (M= 2.45; SD= 1.012). The fourth-highest score belongs to the aspects of acceptability of plagiarism (M= 2.38; SD= 1.032). Then, the lowest mean score is the unknowingness of plagiarism (M= 2.18; SD= 1.092).]]>
<![CDATA[A Survey on Translation as a Learning Strategy by EFL Higher Education Students in English Learning ]]>
<![CDATA[Alfira Dewi Edelia]]>;
<![CDATA[Ista Maharsi]]>
<![CDATA[ Jurnal Pedagogy Vol 10 No 2 (2022): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/joelt.v10i2.4809
<![CDATA[Many language teachers assume that the use of translation as a learning strategy to learn a language can harm the learning processes. In contrast, many learners need translation as a learning strategy to help them understand the meanings of texts. This paper reports on the use of translation strategies in English learning by EFL higher education students at an Islamic private university. This study employed a survey study. Data were collected from the Inventory for Translation as a Learning Strategy (ITLS) questionnaire consisting of 27 items that were adapted from Liao (2002). The participants were 97 students who enrolled in the English Education major batch of 2018 and they were randomly selected. Findings show that the most frequent strategy use of translation is the use of electronic machines and English-Indonesia and Indonesian-English dictionaries (M=4.15 and SD= 0.91). Meanwhile, the least frequent strategy use of translation is to ask questions to peers and seek to find the meaning of idioms and expressions collectively in searching for unknown or new information about the English language (M=2.63 and SD=1.14).]]>
<![CDATA[RECONSTRUCTING AN EFL PRE-SERVICE TEACHER’ IDENTITY: A SELF-NARRATIVE ]]>
<![CDATA[Abdullah, Achmad Rhazes]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ BASIS (Bahasa dan Sastra Inggris) Vol 12 No 1 (2025): JOURNAL BASIS UPB ]]>
Publisher : <![CDATA[Universitas Putera Batam ]]>
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DOI: 10.33884/basisupb.v12i1.9507
<![CDATA[The experiences of English language education students significantly shape language learning practices and pedagogical approaches globally. Despite the growing interest in these experiences, research on the intersection of identity and language teacher development remains limited, particularly among Indonesian English education students. This study employed James Paul Gee's Identity Theory (2000) to explore the construction and reconstruction of my identity as an English education student during a study exchange at Osaka University (2023–2024). Using a narrative self-study approach, I carefully examine up to the present moment, the struggles, development, and successes that have reshaped my formerly shaped identity as an English language learner and English education student. Moreover, a collection of reflective writings such as documents, pamphlet notes, tables, and journals were adopted to critically review my identity through a constant comparative method of data analysis, which led to the revelation of multiple stages of my identity formation and then its further reconstruction. The findings reveal that students and teachers’ narrations provide insightful and enlightening clues for each and every engaged member of the learning cycle to learn how to deal with members within their communities, and remind policy-makers and higher-order authorities of the value in recognizing and appreciating each and every one of an individual’s voices.]]>
<![CDATA[EFL Vocational School Teachers’ Non-Verbal Behaviors in Teaching English ]]>
<![CDATA[Alviyyah, Thallah]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i3.776
<![CDATA[This paper affirms that communication theory in nonverbal behaviour is critical in conveying messages in social relations. In EFL classroom contexts, non-verbal behaviours remain important as they can assist both teachers and students during the learning process. This paper explores the types of non-verbal behaviors utilized by EFL teachers in teaching English in a vocational school. This study was designed as an observational study. Data were collected from a classroom video segment of 29 minutes which was observed and the categorization of gesture forms was adopted from Wang and Loewen (2016). This study finds that non-verbal behaviors such as metaphoric, emblems, affect displays, deictic, beats, head movement, and iconic were produced by the teacher participant. The findings indicate that the use of non-verbal behaviors supports the natural role of learning in the classroom, which is crucial for helping students understand language in the classroom.]]>
<![CDATA[bahasa Inggris ]]>
<![CDATA[Harini, Harini]]>;
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL) ]]>
Publisher : <![CDATA[CV. Pusdikra Mitra Jaya ]]>
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DOI: 10.51178/jetl.v7i2.2406
<![CDATA[Teachers’ beliefs facilitate students’ learning and shape their future professional endeavors. Although many studies have investigated teacher's beliefs in teaching, how pre-service teachers' beliefs were reflected in their teaching practicum still needs to be explored. This study aims to describe how pre-service teachers implement their teaching beliefs during their teaching practicum in a vocational high school. One female pre-service teacher, aged 22 years old, participated in this study. Data were collected from a semi-structured interview. Data were analyzed inductively following Braun and Clark’s thematic analysis. This study has four findings. First, the pre-service teachers believe that students are responsible for educating students, encompassing professional, social, and personal aspects. Teachers must deliver curriculum-appropriate material and ensure the content is relevant to students' interests and future career aspirations, especially in vocational schools. Secondly, the pre-service teachers believe that teachers can assess students' performance through rewards to enhance students’ talent and integrate the assessment into their learning experience. Thirdly, pre-service teachers believe that teachers play roles in the classroom as mentors and authority figures who create a supportive and engaging learning environment while maintaining control and discipline. Fourth, the linearity of learning assessments and activities can evolve to suit learning assessments and activities to the developmental needs of students who may struggle with them. Pre-service teachers’ beliefs can help create a more meaningful learning and engaging educational environment that promotes students’ academic success.]]>
<![CDATA[EFL secondary teachers’ pedagogical practice of motivational strategies through mentorship programs ]]>
<![CDATA[Maharsi, Ista]]>;
<![CDATA[Khotimah, Khusnul]]>
<![CDATA[ Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v15i2.10013
<![CDATA[Previous studies have explored motivational strategies among ESL/EFL teachers in varied educational contexts. In contrast, mentorship programs that facilitate EFL teachers in developing their motivational strategies have drawn less attention. This study scrutinized EFL secondary teachers' motivational strategies after participating in a series of mentorship programs. Nested in action research, this study recruited three in-service teachers and sixty-three students from three vocational high schools in Indonesia. The teacher participants attended the mentorship program which encompassed training sessions and mentorship conferences. Data were collected from questionnaires, reflective journals, observations, and interviews. Data from the questionnaires were analyzed statistically using the t-test. The qualitative data obtained from reflective journals, observations, and interviews were analyzed using thematic analysis. This study reveals that teachers enacted varied motivational strategies catering to students' needs, which led to cultivating student motivation and learning engagement, especially for high achievers. Meanwhile, low achievers require more time and indicate more thoughtful treatment. The teachers positively perceived the mentorship and training program as instrumental in advancing their pedagogical practices. This study suggests practical recommendations for English teachers to enact motivational strategies to boost students' learning and sustain their motivation. ]]>
