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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Literacy Education LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu Indonesian Journal of English Language Teaching and Applied Linguistics Owner : Riset dan Jurnal Akuntansi Journal of English Teaching, Applied Linguistics and Literatures (JETALL) ELT-Lectura Voices of English Language Education Society JTP - Jurnal Teknologi Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC English Language Teaching Educational Journal Scope: Journal of English Language Teaching PREPOTIF : Jurnal Kesehatan Masyarakat IJELR: International Journal of Education, Language, and Religion J-REaLL Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya DINAMIKA ILMU: Jurnal Pendidikan Academic Journal Perspective : Education, Language, and Literature Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Al-Bidayah : Jurnal Pendidikan Dasar Islam REGISTER JOURNAL ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Nunung Suryati
Universitas Negeri Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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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.
Understanding university students’ perceptions of the group work-based activity to enhance collaborative problem-solving skills and its impact on academic writing performance Anisah, Siti; Suryati, Nunung
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9653

Abstract

Group work-based activity is commonly used by teachers, primarily to improve students' learning achievement. Despite its strengths in enhancing students' abilities during language learning, yet, limited literature explores how this activity can develop students' soft skills, particularly in higher education. This study aims to explore students' perceptions of group work-based activity to enhance collaborative problem-solving skills and how group work-based activity affects their academic writing performance. Thirty-two master's students from one of the universities in Malang, Indonesia, who have been enrolled in the Writing for Publication course, are involved in this mixed-method study. The quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while the results from an open-ended interview were analyzed thematically. The findings indicated that students perceive group work differently. Even though some of them stated that it was less effective, most of them agreed that this activity helped them to improve their collaborative problem-solving skills, guiding them to compose a good-quality research article. Furthermore, these findings provide new insights for teachers into how group work as a learning method can be better applied in EFL classroom practices to support 21st-century learning.
Parental Motivation and the Use of Technology in Children’s English Language Learning Saputra, Eko Restu; Suryati, Nunung; Francisca Maria Ivone
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26814

Abstract

Parents’ involvement in children’s English learning is vital. Moreover, nowadays, the ubiquity of technology-integrated learning materials is unavoidable. In the absence of updated research on the topic, the present descriptive qualitative study aims to scrutinize parents’ motivation and practices in helping their children’s English learning by using technology. The participants of this study were four parents. The data obtained from the semi-structured interview were analyzed by employing the interactive model of qualitative data analysis: data condensation, data display, and drawing conclusions and verifying. The result showed that the participants were driven to participate in their children's English learning process because they believed that English would benefit their children’s future existence while also allowing them to interact with society. Thus, it is important to escalate their English ability. It was undergone by providing their children with adequate English exposure, such as through daily interactions in English, English books, and even using technology with a screen-time agreement. Despite facing difficulty in utilizing technology, they managed it by establishing materials selection criteria, setting a screen-time limit, preparing back-up offline materials, also monitoring their children’ learning progress and outcome. The parents utilized technology by providing their children with relevant educational contents and platforms, which can be accessed by gadget. The findings of this study serve as references for parents to help their children learn English. Ultimately, future research is recommended to include a significant number of parents as participants in the study to gain deeper and more comprehensive findings.
Teachers' Experience of Professional Development in Differentiated Teaching in an English Language Center Rohmadhani, Annisa; Suryati, Nunung; Wulyani, Anik Nunuk
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29021

Abstract

Teacher professional development (TPD) is crucial to prepare teachers in addressing classroom diversity and learning needs through differentiated teaching. This study aims to explore teachers’ opinions of their TPD experience related to differentiated teaching. Using a descriptive quantitative research method, the data were collected through structured questionnaires focusing on Desimone’s (2009) five domains of TPD: content focus, active learning, coherence, duration, and collective participation. A total of 24 respondents participated, discovering several variations of engagement level in TPD programs and differing points of view on their relevance and practicality. Results show that many teachers agreed the programs were moderately effective as the institution gave support for TPD; however, the participation was inconsistent. The study contributes to explaining how TPD prepares them to accommodate learners’ needs by implementing differentiated teaching in class. This offers insights for curriculum developers, education policymakers, and institutional leaders who seek ways to improve teachers’ capacity through targeted professional development, specifically in differentiated teaching.
EFL TEACHERS’ PREFERENCES AND CHALLENGES IN ONLINE TEACHER PROFESSIONAL DEVELOPMENT Ramli, Astri Mardilla; Suryati, Nunung; Wulyani, Anik Nunuk; Cahyono, Bambang Yudi
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29879

Abstract

Nowadays, English as a foreign language (EFL) teachers have a wide range of options to participate in Online Teacher Professional Development (OTPD) due to the availability of various online learning platforms. This study reports the results of exploring EFL teachers' preferences and challenges in using online learning platforms to elevate their teaching practices. Mixed-methods design with a survey for the quantitative element and semi-structured interviews for the qualitative element were used to obtain the data. The participants of the study were thirty Indonesian EFL teachers with active participation in using online learning platforms. The findings demonstrated that in OTPD, EFL teachers preferred to have synchronous interaction, digital reading materials, individual learning strategies, short course duration, a certificate-granting course, and a cost-free course.  The findings also revealed the challenges that EFL teachers encountered in OTPD were unreliable internet connections, limited internet quota, lack of information about available OTPD, inadequate infrastructure during OTPD, lack of support from employer, and difficulties in sustaning motivation as well as commitment during OTPD. These results could be used as considerations in planning and implementing OTPD programs in the future. New OTPD programs should be specifically tailored to the preferences and challenges that EFL teachers have identified.
Integrating Technology in English Language Teaching: A Study on Teachers' Digital Competencies Nurjanah, Lailatul; Cahyono, Bambang Yudi; Suryati, Nunung; Effendi, Muhammad Idris
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 (2025): Vol. 14 No. 3 Agustus 2025
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2073

Abstract

The integration of technology in English Language Teaching (ELT) has emerged as a critical component of modern education, offering innovative tools to enhance learning experiences. This study aimed to explore the role of technology in ELT by examining teachers' digital competencies through a systematic review of 45 peer-reviewed articles published in the last decade. The research identifies key technologies utilized in ELT, such as online learning platforms, language learning applications, and interactive media, highlighting their advantages and challenges. The findings reveal significant variations in teachers' digital competencies, categorized as high, moderate, or low, with the majority requiring additional training to utilize digital tools effectively. Factors influencing technology adoption, including institutional support and teachers' attitudes, were also analyzed. However, the study underscores gaps in the literature, such as the absence of standardized frameworks for assessing digital competencies, limited research on the long-term impact of technology on learning outcomes, and insufficient attention to challenges faced by educators in developing countries. These findings emphasize the need for targeted professional development programs and robust infrastructure to bridge the digital competency gap. While advancing scientific knowledge on technology integration in ELT, the study acknowledges limitations related to geographic focus and reliance on secondary data. Future research should expand to diverse contexts and explore emerging technologies to enhance ELT practices globally.
Co-Authors A. Effendi Kadarisman A. Effendi Kadarisman, A. Effendi Abdul Syahid Abourahim, Nawras B M Adisti Prihandani Hadidwiputri Aditama Melati Aditama Melati Melati Aditya Wahyu Septiyanto Afifah Marshalina Ahmad Heki Sujiatmoko Ahmad Munjin Nasih Ali Saukah Alvi Rosyidah Anik Nunuk Wulyani Asih Kusumawati Asri, Galuh Nurul Indah Astri Ratnasari Atika Kumala Dewi Bambang Yudi Cahyono Chusnul Chotimah, Ima Dedi Kuswandi Devon Evita Dewi Wardah Mazidatur Rohmah Dharma, M. Kresna Diana Nur Utami Dina Handrayani Effendi, Muhammad Idris Eka Afrika Eka Rahmawati Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Endah Yulia Rahayu Enny Irawati ESTI KURNIASIH Eva Nikmatul Rabbianty Evynurul Laily Zen Farah Ulfa Riadina Fika Ahsantu Dhonni Francisca Maria Ivone Furaidah Gunadi Harry Sulistyo Hairudin Rahman Herman Khunaivi, Herman Hirlya Intan Febryan Ida Prasetiyaning Jati Imelda Gozali Ismi Syahidah Khafshoh, Adira Lizaria Khulaifiyah Khulaifiyah, Khulaifiyah Kiswati Kiswati Kiswati Komm Pechinthorn Lestari Setyowati Luthfi Mahdya Susanti M. Hilmy Hidayatullah Mafulah, Siti Mahbub, Moh. Arif Maman Asrobi Mega Fariziah Nur Humairoh Milawati Milawati Milawati Milawati Mirjam Anugerahwati Moh. Adnan Latief Mustofa, Mutmainnah Muttahidah, Muttahidah Nadhifah, Siti Nadrotin Mawaddah Ni'mah, Ulin Nur Hayati Nur Lailatul Fithriyah Nur Mukminatien Nuri Ma’rifatil Laili Nurjanah, Lailatul Oki Dwi Ramadian Olivier, Gaetan Priyatno Ardi, Priyatno Punaji Setyosari Rahmadi Nirwanto Ramadian, Oki Dwi Ramli, Astri Mardilla Retno Istiqomah Roghibatul Luthfiyyah Rohmadhani, Annisa Rokhman, Nissa Mawarda Saputra, Eko Restu SARI, ALFIA Setyawan, Dimas Shinta, Lucia Geneviave Bella Siti Anisah Siti Muniroh Suhartawan, Vina Vania Susanti, Luthfi Mahdya Ulin Ni'mah Utami Widiati Utari Praba Astuti Wiwiet Eva Savitri Yazid Basthomi Yohana, Elva