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All Journal Jurnal Pendidikan Bahasa Inggris Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education BAHASA DAN SASTRA IJEE (Indonesian Journal of English Education) Celt: A Journal of Culture, English Language Teaching & Literature OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) Journal of English and Education ELT Echo EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Foreign Language Teaching and Learning Indonesian Journal of English Language Studies (IJELS) IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pengabdian UntukMu NegeRI LLT Journal: A Journal on Language and Language Teaching Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Proceedings of ISELT FBS Universitas Negeri Padang Elsya : Journal of English Language Studies IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Diseminasi : Jurnal Pengabdian kepada Masyarakat ELTR Journal Journal of English Teaching and Learning Issues DEDIKASI PKM Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Pada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya
Yustinus Calvin Gai mali
Universitas Kristen Satya Wacana
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Researching EFL Students' Disengagement in an Online Content-Teaching Classroom Wardani, Candra Dewi Dwika; Mali, Yustinus Calvin Gai
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.11830

Abstract

Research proves that students’ engagement becomes an important role in the teaching and learning process in English as a Foreign Language (EFL) classroom. However, due to the COVID-19 pandemic, the teaching and learning process had to be conducted online with its restrictions such as the limitation of doing face-to-face communication and the technological issue. Referring to those limitations, students’ disengagement is more likely to increase in online classroom setting. As based on Egbert’s (2021) task-engagement principles, this study explores factors that cause students’ learning disengagement in a Teaching English for Adult Learners (TEAL) class, especially during lecturers’ presentation sessions that were conducted through the Zoom application. To achieve the research goal, a total of seven (7) TEAL students in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia were involved in this study. To collect the data, a semi-structured interview was used as the research instrument. Through a thematic analysis on the interview transcripts, the researcher revealed three main factors that caused students’ disengagement: social interaction, learning support, and task difficulty. Each of these factors were discussed and placed in the discourse of the engagement-related literature. At the end of the paper, the researcher presented practical recommendations for language teachers teaching in a similar context to improve their EFL student’s learning engagement and ideas for future research.
Speak More, Students! Harnessing Technology for Active Students' Engagement in EFL English-Speaking Classes Lokollo, Natalia Christy Emy; Mali, Yustinus Calvin Gai
OKARA: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2024): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v18i1.12653

Abstract

One of the factors that causes EFL speaking challenges is students’ lack of engagement in their English-speaking classes. In that situation, technology might have the potential to help EFL teachers engage their students to speak more enthusiastically. This study explores technology tools used by teachers in EFL speaking, how they use the technology to teach EFL speaking to different levels of students, and to what extent the use of technology by the teachers can engage their students when learning EFL speaking. To achieve those research objectives, the researchers approached the study qualitatively by conducting a semi-structured interview with three EFL teachers from a non-formal school in Salatiga, Central Java, related to the purposes of the study. Through a rigorous peer debriefing process between the researchers, the data analysis results indicated that the participants used simple and common technology tools (e.g., PowerPoint, an online website, Google Docs, and Zoom) to teach EFL speaking. Notably, the technology tools could support the participants in engaging their students in the class by providing authentic and interesting materials that are completed with pictures and related to the students' lives. Questions for future research explorations are presented.
Theoretical perspectives of integrating technology into English language learning Mali, Yustinus Calvin Gai
Elsya : Journal of English Language Studies Vol. 6 No. 2 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i2.17925

Abstract

Three issues of technology integration into English language learning are present: inquiries on what and how technology is used to support language learning, ignorance of theoretical foundations and technology standards as a basis to design technology-supported language tasks and instructions, and English language teachers’ attitudes that put technology far ahead of language learning. In response to these issues, this theoretical paper aims to discuss resources where teachers can find reliable technology to support their language teaching practices. It continues to explain language learning and task engagement principles and technology standards as a basis for designing language tasks and instructions. The author supports the discussions with relevant literature and instances of some technology-supported language tasks. The paper then proposes a professional learning community meeting where the teachers can learn collaboratively with their colleagues in a supportive learning environment on how to use various tech applications. The paper concludes that teachers with principled ways of using technology should perform better in supporting students’ learning with technology than those who design a technology-based task and instruction mainly based on their personal (and biased) experiences on what worked well with technology.
MAPPING CURRENT TRENDS OF EFL TEACHING AND LEARNING RESEARCH PRACTICES IN INDONESIA Mali, Yustinus Calvin Gai; Timotius, Anne Indrayanti
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.44193

Abstract

To date, there have been very few studies that map the major research trends in English as a Foreign Language (EFL) contexts, such as those in Indonesia. To address that gap and to benefit undergraduate and graduate students, EFL researchers, or practitioners looking for a current research topic and theories to frame their studies, this paper reviews the past research studies (n=53) published in four Indonesian national journals to explore Indonesia’s EFL research trends in 2020, including research topics, theoretical frameworks, and research methods. The journals were selected because of their focus and scope related to English language teaching and education as well as their rank in Sinta 1 and Sinta 2 (two of the highest levels out of six Sinta levels) of the Indonesian web-based research information system. Based on a holistic review of the articles checked by the peer-debriefing strategy to ensure the review’s credibility, the analysis results show that the previous studies mainly explore English teaching strategy and education technology research areas and use fairly old theories as their theoretical framework. As for the research method, most of the studies use a qualitative research method, take place in university settings, and involve university students as their research subjects. The meanings of the analysis results, teaching implications for a research class, and directions for further research are presented.
EFL GRADUATE STUDENTS’ VOICES ON THEIR TECHNOLOGY-INTEGRATED CLASSROOM LANGUAGE TASKS Mali, Yustinus Calvin Gai
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.7375

Abstract

This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented.  
EFL STUDENTS’ CHALLENGES IN WRITING RESEARCH PROPOSALS Gai Mali, Yustinus Calvin
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5296

Abstract

This qualitative study delves closely into students’ challenges of writing specific sections (i.e., introduction, literature review, and method) of their research proposal and coping strategies to deal with those challenges, specifically in online learning environments amidst the Covid-19 pandemic. Data were garnered from six Indonesian EFL undergraduates taking a research design course at a private university in Central Java, Indonesia. Selected based on the intensity sampling technique, these students were involved in an in-depth semi-structured interview session with the researcher to share their voices on the writing challenges and coping strategies as well as parts of the course they found useful and practical suggestions for class improvement. The data analysis results indicated that writing a good research proposal might be challenging for the research participants, considering the various challenges they experienced when writing sections of their research proposal. Different coping strategies to deal with those challenges, useful parts of the course and suggestions for class improvement were presented and discussed in the discourse of the reviewed literature. The paper ends with some directions for future research.
The Exploration of EFL Teachers’ Technological Practices in Indonesian Schools Mali, Yustinus Calvin Gai
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.22298

Abstract

Indonesian schools in the post-pandemic situation and after the release of the national policy in Indonesia encourage teachers to integrate technology into their teaching practices. This study involved 111 EFL teachers from 21 provinces in Indonesia to answer a set of questions in an online closed-ended questionnaire that specifically asked about the teachers’ frequency of using technology for EFL teaching and learning purposes, the kinds of technology they used, specific purposes of using the technology, and perceptions and challenges of using technology for the teaching and learning purposes. All the responses were exported and analyzed using Microsoft Excel to perform descriptive statistics to answer the research questions of this study. The data analysis showed that the teachers spend around 4 hours a week using various technology for their EFL teaching and learning practices. They also have positive perceptions towards the use of technology regardless of the limited time to use the technology and various external factors (i.e., limited school facilities, school policy about bringing phones to school, and students’ lack of technological skills) that might pose potential challenges when integrating technology in their classrooms. Notably, sharing English learning materials, giving tasks to their students, and finding material resources related to lessons are the most common reasons for teachers to use technology. Practical recommendations to enhance the teachers’ skills in using technology in Indonesian school settings and directions for future research are discussed.
A Book Review: Case Study Research and Applications Mali, Yustinus Calvin Gai
Beyond Words Vol 11, No 1 (2023): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v11i1.4130

Abstract

Adult Learners’ Experiences in Learning English: A Case Study of Two University Students in Indonesia Gai Mali, Yustinus Calvin
IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Vol. 8 No. 2 (2023): Mei
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/ijoltl.v8i2.122

Abstract

As a modified replication of Bellingham’s (2004) investigation, this case study primarily explores experiences of 30s Indonesian university students in learning English as a Foreign Language (EFL) at English Language Education Study Program, Masyarakat University Indonesia (ED-DU). The study specifically investigates cases of two ED-DU students who shared their experiences in learning EFL in their age. I recalled their experiences using an open-ended questionnaire and a semi-structured interview. I continued to collate and summarize the data into themes. Eventually, the present findings reveal six learning patterns of the students, confirm the existence of L2 acquisition for adult learners stated by Bellingham’s investigation, and provide some evidence that EFL learning acquisition is not limited by age.
SciSpace for Finding Relevant Literature in English Language Education Contexts: A Technology Review Kritandani, Weny; Putra, Angga Widitama; Mali, Yustinus Calvin Gai; Isharyanti, Neny
Indonesian Journal of English Language Studies (IJELS) Vol 10, No 2 (2024): September 2024
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v10i2.9146

Abstract

Writing a literature review part might be a challenging task for university students as they have to sit for some time to find recent literature that is closely relevant to their research topics. In that case, the authors spot the potential of utilizing SciSpace, Artificial Intelligence technology, to support the students in their literature review activities. In this study, the authors aim to review the potential benefits and challenges of using SciSpace to find recent literature relevant to students’ research topics, framed under the task engagement principles. To achieve that study goal, the authors used a recent technology review approach to do the review and conducted rigorous peer debriefing activities to ensure that the review results are credible and trustworthy. The review results showed the benefits of using SciSpace, which included fostering task authenticity, maintaining students’ interest, facilitating social interaction, supporting autonomy, and providing effective scaffolding. Meanwhile, the challenges of using SciSpace involved content accuracy and relevance, updating tailored content, handling complex queries and visuals, and offering context-specific feedback. Recommendations for maximizing the application's potential include improving content filtering, expanding interactive features, and providing specialized feedback. Future research agendas also are presented. 
Co-Authors Adventi, Arinda Luthyara Anita Kurniawati Hadiyanto Anne Indrayanti Timotius Antonina Anggraini Setiamunadi Ardiyarso Kurniawan Daniel Kurniawan Debora Tri Ragawanti Dewani, Meta Sekar Januardi, Josephine Ilona Joseph Ernest Mambu Kisnanto, Yustina Priska Kritandani, Weny Listyani Lokollo, Natalia Christy Emy Made Frida Yulia Made Hery Santosa Neny Isharyanti Pakiding, Risdy Wijaya Paramitha, Nathasa Gracia Picauly, Irma Amy Putra, Angga Widitama Putri, Yohanna Amanda Setyarini, Maria Christina Eko Swara, Sanditya Jati Tanore, Jose Argo Wardani, Candra Dewi Dwika