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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Integrated English Language Teaching Journal of English and Education Al Ishlah Jurnal Pendidikan Milenial: Journal for Teachers and Learning
Zelly Putriani
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Students’ Readiness in Blended Learning Implementation at the Department of English Education of UIN SUSKA Riau Nurul Fatehha; Zelly Putriani
Indonesian Journal of Integrated English Language Teaching Vol 8, No 2 (2022): IJIELT VOLUME 8, NUMBER 2, 2022
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v8i2.21146

Abstract

Following the recovery from the COVID-19 Pandemic in 2022, the education system around the world tends to design the most appropriate learning model to ensure the continuity of the education process in the current situation. In this era, blended learning is one of the most popular learning methods to discuss. This method combine online learning and face-to-face learning to maximize learning and teaching to get a deeper understanding. However, before implementing this learning model, it is very necessary to know the students’ readiness first. The student with a high level of readiness is expected to get better learning outcomes. Therefore, this research aimed to know how is students’ readiness for blended learning implementation. This research is quantitative research and in conducting this research, the researcher used a descriptive quantitative survey method as the research design. This research was conducted on October until November 2022 at the Department of English Education of UIN SUSKA Riau. The population of this research is all students batch of 2019, 2020, and 2021 with a total number is 355 students. The researcher took the sample 183 students as the participants by using a simple random sampling technique. To collect the data, the researcher used a questionnaire about students’ readiness in blended learning implementation by Sriwichai (2020) to know how much they are ready for the learning model. The result of this research showed that the student's readiness for blended learning implementation is at “high” category by percentage 66% and followed by 33% of them at the “very high” category for the implementation of blended learning.
An Analysis of Young Learners’ Enggagement toward Using Video Clips and Guided Practice in Teaching English: Examining the Teacher’s Point of View Riza Amelia; Zelly Putriani
Milenial: Journal for Teachers and Learning Vol. 5 No. 2 (2025): Milenial
Publisher : Lembaga Anotero Scientific Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55748/mjtl.v5i2.317

Abstract

This research examines the role of video clips and guided practice in enhancing young learners' engagement in English in Pekanbaru, Indonesia. Using a descriptive qualitative research design, the research aimed to do an analysis of young learner’s engagement toward using video clips and guided practice in teaching English from the teacher’s point of view as the creator of the learning. The data were collected through interview, classroom observations and focus group discussion. The participants of the research were one teacher, and fifteen students. The findings indicated that the teacher had constructed a careful plan to engage the young learners during the learning through using an integration of video clips that was coupled with guided practice in teaching English. Through triangulation, the teacher was observed to prioritizing young learner’s engagement through interactive and appropriate videos, providing clear guidance during practice activities, and incorporating student feedback. Overall, the teacher could create a dynamic and supportive learning environment. However, challenges remain, whereas there were a few students not fully participated. Future research is suggested to focus on examining the specific strategies that the teachers can employ when integrating video clips and guided practice and exploring the impact on young learners' long-term learning engagement.
Cross-curricular perspectives on English language education: A Qualitative comparative study between Indonesia and Australia Saputra, Muhammad Ari; Rizky Yolanda; Zelly Putriani
Journal of English and Education (JEE) Vol. 11 No. 2 (2025): Vol 11 No. 2 (2025): VOLUME 11 NO 2 NOVEMBER 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i2.40416

Abstract

This study compares English language education in Indonesia and Australia, focusing on cross-curricular integration, teacher autonomy, technology use, and the influence of sociopolitical contexts on curriculum design. While both countries aim to enhance English language proficiency, their approaches differ significantly due to contextual factors. In Australia, the decentralized education system promotes teacher autonomy, allowing for innovative, student-centered teaching practices, cross-curricular integration, and frequent use of technology to enhance language learning. In contrast, Indonesia’s centralized education system, heavily influenced by national exam structures, limits the flexibility of teachers and the integration of English across subjects. Despite recent reforms, teachers in Indonesia face challenges in adopting modern pedagogies due to resource constraints and the continued focus on standardized testing. Through a qualitative comparative analysis of policy documents, curriculum standards, and teacher perspectives, this study highlights the importance of localized educational reforms. The findings suggest that fostering teacher autonomy, improving technology access, and reducing exam-driven practices could lead to more effective, cross-curricular English language education in Indonesia. The study also emphasizes the role of sociopolitical factors in shaping curriculum design and calls for greater international collaboration in sharing best practices to enhance English education in both countries.  
Perceptions of Effective English Teachers and Lecturers: Voices of Pre-Service English Teachers in an Indonesian EFL Context Bukhori Bukhori; Zelly Putriani; Cut Raudhatul Miski; Dedy Wahyudi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8485

Abstract

Understanding what constitutes an effective English teacher or lecturer is essential for shaping competent future educators, particularly in EFL (English as a Foreign Language) contexts like Indonesia. However, limited research explores how pre-service English teachers perceive the effectiveness of both school-level teachers and university lecturers. This study employed a quantitative survey design involving 102 fifth-semester students from the English Education Department of an Indonesian university. Data were collected through a validated questionnaire comprising 60 items across four domains: organizational and communication skills, pedagogical knowledge, socio-affective skills, and English proficiency. Descriptive statistics were used to analyze responses. Findings revealed that pre-service teachers perceived both English teachers and lecturers as sharing similar core characteristics. Effective teachers were associated with stimulating interaction, clear lesson planning, and motivating learners. Effective lecturers were more strongly associated with using clear and simple language, demonstrating vocabulary mastery, and providing constructive feedback. Fairness, patience, and supportive attitudes were highly valued for both roles, while excessive focus on error correction was considered less important. The study underscores the importance of pedagogical clarity, interpersonal sensitivity, and language proficiency in English teaching across educational levels. It also highlights nuanced differences in role expectations between teachers and lecturers. These findings offer valuable insights for English teacher education programs to balance content knowledge, instructional skills, and relational competence.
Co-Authors Bukhori Bukhori Cut Raudhatul Miski Dedy Wahyudi Muhammad Ari Saputra, Muhammad Ari Nurul Fatehha Riza Amelia Rizky Yolanda