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All Journal DIDAKTIKA : Jurnal Kependidikan TLEMC (Teaching and Learning English in Multicultural Contexts) International Journal of Research on English Teaching and Applied Linguistics Palakka : Media and Islamic Coummunication Indonesian EFL Journal
Ferawaty Syam
Politeknik Negeri Media Kreatif
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Students’ Perception toward Their English Achievement in International Class Program Ferawaty Syam; Herman Resyadi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3652

Abstract

This study highlights the students’ perception of their English achievement through bilingual programs. The aims of this study were (1) explore the students’ perception of their English achievement on ICP (International Class Program) as a bilingual program, and (2) distinguish the students’ English achievement between bilingual (ICP) and monolingual (regular class) program. This study was navigated by a descriptive qualitative method. To collect the data, this study applied interview and document study. The data were taken purposively from 16 of mathematics students on ICP and regular class as the sample of the study. It was analyzed by data recording, selecting, transcribing, coding, interpreting, and reporting. Data recording was transformed into transcript. The transcription was coded to obtain the extract to be interpreted to find out the main sense of students’ perception on their English achievement. The result of this study exposed that ICP influenced English understanding of mathematics students. Students’ English achievement on ICP is also improved which is proved by their English subject score which is higher than the regular class. It was concluded that the English achievement of mathematics students were inclined by ICP. However, giving English instruction in the classroom should be continued frequently in every semester because it helps the students to remember and maintain their English as students of ICP.
Interruption in Interaction of Research Presentation Ferawaty Syam
Palakka : Media and Islamic Communication Vol 2, No 2 (2021)
Publisher : State Islamic Institute of Bone, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (580.371 KB) | DOI: 10.30863/palakka.v2i2.2275

Abstract

The present study highlights the communication which is concerned spoken discourse that occurs in an interaction in research presentations. The goals of this study are to explore how the interruptions in interaction are used in EFL (English a Foreign Language) students’ research presentation and what sorts and intentions on it. Thus, this study scrutinizes EFL students who presented research proposals and lecturers who supervised and examined them at the postgraduate program of State University of Makassar in 2017. The number of participants in this study was 20 academicians who were taken as a sample purposively. This study was navigated by descriptive qualitative method. To collect data, the writer employed discourse analysis approach by using video recorder to probe the spoken of speaker in doing conversation. Data recording was transformed into transcript. The transcription was coded to obtain the excerpt to be interpreted to find out the sorts of interruption in interaction of research presentation. Findings exposed that interruption are delivered in a competitive and cooperative manner. The two forms of interruption, there are two sorts with several intentions, including alert that aims to remind, inform, and correct the previous speaker. In addition, there is also a met comment that aims to questioning, suggesting, and jesting.
UNVEILING THE JOURNEY: EXPLORING THE PERSONAL EXPERIENCE OF NOVICE EFL TEACHER IN THE CLASSROOM Ferawaty Syam; Herman Resyadi; Ary Putra Sanusi
International Journal of Research on English Teaching and Applied Linguistics Vol 4, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v4i1.5008

Abstract

This research aims the personal experiences of novice English as a Foreign Language (EFL) teachers in the classroom. The objective is to gain insights into the challenges faced by novice EFL teachers and strategies to address challenges. Descriptive method is employed, focusing on a single participant selected through purposive sampling. Data is collected through semi-structured interviews. Thematic analysis is used to analyze the interview data. The findings reveal that novice EFL teachers h challenges related to classroom management, lesson planning, and student engagement. Limited teaching experience and a lack of pedagogical knowledge are also identified as contributing factors. However, he demonstrate resilience and engage various strategies to overcome the challenges by seeking mentorship, engaging in professional development, and utilizing student-centered approaches. This research contributes to the existing literature on novice teacher experiences and informs stakeholders to held teacher training programs in the EFL context.
TRANSLANGUAGING AS CHALLENGE AND SUPPORT: VOCATIONAL ESP STUDENTS' EXPERIENCES IN INDONESIAN HIGHER EDUCATION Marlia Marlia; Muhammad Basri; Sahril Sahril; Ferawaty Syam; Andi Adisaturrahimi
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.132

Abstract

Translanguaging has received growing attention in multilingual education; nonetheless, its pedagogical implications in English for Specific Purposes (ESP) within vocational higher education are still inadequately examined, especially in Global South contexts. This study, guided by Sanford’s Challenge and Support Theory, examines vocational students' perceptions of Translanguaging techniques as both educational tools and possible limitations in English for Specific Purposes (ESP) classrooms. A qualitative descriptive design was utilized to conduct semi-structured interviews with twenty-one vocational undergraduates participating in ESP courses at an Indonesian higher education institution. Thematic analysis was employed to examine data for recurring patterns of challenge, support, and pedagogical balance. The results indicate that Translanguaging functions as a dual-purpose educational strategy. It offers cognitive support that enhances understanding of subject-specific concepts, alleviates linguistic anxiety, and promotes classroom engagement. Conversely, students indicated that unregulated or excessive use of their first language could limit exposure to English, impede language processing, and obstruct the development of communicative autonomy. Students underscored the significance of instructional mediation, asserting that Translanguaging is most advantageous when utilized as a temporary aid rather than a replacement for involvement in the target language. This study enhances Translanguaging scholarship by framing classroom language practices as a dynamic continuum of challenge and support, rather than a binary distinction between L1 and English. The results underscore the necessity for pedagogically refined Translanguaging procedures in vocational English for Specific Purposes contexts, where language accessibility must be balanced with the advancement of professional English skills. Implications are presented for English for Specific Purposes pedagogy, educator decision-making, and multilingual language policy in vocational higher education.
Language Barriers and Academic Interaction of Indonesian Postgraduate Students in Abroad Ferawaty Syam; Herman Resyadi; Nugrah Juniar Umar; Syahrir Nawir Nur; Hardianti; Widya Rizky Pratiwi
DIDAKTIKA Vol 20 No 01 (2026): DIDAKTIKA : JURNAL KEPENDIDIKAN
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v20i01.11651

Abstract

This study explores how Indonesian postgraduate students in Queensland University cope with language barriers in academic contexts through the use of personal strategies and institutional support. The research employed a qualitative design using semi-structured interviews. Two postgraduate students were selected through purposive sampling based on their length of study and experiences as international students. Data were analyzed thematically to identify recurring patterns and themes. The results show that students adopted various self-directed strategies, such as active participation in academic and social forums, practicing spoken English with peers, and engaging in extensive reading. Both participants also emphasized the importance of institutional support, including English conversation clubs, academic workshops, and Artificial Intelligence-related training programs, which significantly enhanced their academic engagement. Preparation for advanced academic tasks varied, one participant focusing on structured training and competitions, while the other emphasized content mastery and relied on institutional services to refine language skills. The study concludes that overcoming language barriers requires a combination of individual initiative and systematic institutional support, highlighting the need for integrated approaches to assist international students in academic settings.
Co-Authors Andi Adisaturrahimi Ary Putra Sanusi Hardianti Herman Resyadi Marlia Marlia Muh. Fadhly Kurniawan Muhajir Muhajir Muhammad Basri Nugrah Juniar Umar Sahril Nur Syahrir Nawir Nur Widya Rizky Pratiwi, Widya Rizky