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All Journal Jurnal Penelitian Humaniora Journal of English and Education Journal of ELT Research JURNAL PENDIDIKAN TAMBUSAI JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal of Holistic and Health Sciences (Jurnal Ilmu Holistik dan Kesehatan) Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Riwayat: Educational Journal of History and Humanities INTERACTION: Jurnal Pendidikan Bahasa
Elih Sutisna Yanto, Elih Sutisna
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Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Emotional experiences and identity construction of pre-service English teachers during teaching practicum in Indonesia Pravitasari, Hikmah; Yanto, Elih Sutisna; Fatihah, Ila Nur Kholis
Journal of English and Education (JEE) Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): VOLUME 11 NO 1 MAY 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i1.40130

Abstract

This study explored pre-service English teachers’ emotional experiences and professional identity construction during their teaching practicum in Indonesia. Using a qualitative approach, narrative inquiry was employed to gather data from two pre-service teachers through semi-structured interviews and reflective diaries. Thematic analysis was conducted to identify themes related to their emotional experiences, such as anxiety, self-doubt, and motivation, and how these emotions influenced their teacher identities. Findings revealed that positive emotions like enthusiasm and empathy facilitated professional identity formation, while negative emotions such as anxiety and fear of making mistakes posed challenges. Mentor teachers played a crucial role in both alleviating and exacerbating these emotional responses. The study highlights the importance of emotional management and identity development in teacher preparation programs. However, the study’s limitation lies in its small sample size, focusing on two participants from a private university in Indonesia. Future research could expand the sample size and explore the emotional dynamics of pre-service teachers in different contexts or academic fields.
Scaffolding Narrative Reading through Literature Circles and the Teaching and Learning Cycle: Evidence from Indonesian EFL Classrooms Anggraini, Adinda Keisha; Yanto, Elih Sutisna
Riwayat: Educational Journal of History and Humanities Vol 8, No 4 (2025): Oktober, Social Issues and Problems in Society
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i4.49287

Abstract

This study investigates how integrating Literature Circles with the Teaching and Learning Cycle enhances junior secondary English as a Foreign Language students engagement, comprehension, and motivation in extensive reading of narrative texts. Using a qualitative classroom action research design with phenomenological orientation, data were collected through semi-structured interviews, reflective journals, and classroom observations. The intervention followed four Teaching and Learning Cycle stagesBuilding Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Textcombined with rotating Literature Circle roles to scaffold comprehension and collaboration. Findings reveal that students progressed from supported participation to independent analysis, showing gains in vocabulary noticing, inferential reasoning, and critical response. Students also reported heightened intrinsic motivation, confidence, and ownership of learning, facilitated by structured peer interaction and equitable participation. Challenges such as time constraints, text difficulty, and performance anxiety emerged but also suggested avenues for refinement in instructional design. This study contributes conceptually by bridging constructivist, sociocultural, and genre-based perspectives, pedagogically by operationalizing scaffolding through structured roles, and contextually by adding evidence from Indonesian junior secondary classrooms. These findings highlight the potential of Literature Circles integrated with the Teaching and Learning Cycle as a sustainable model for student-cantered reading instruction and provide directions for future research on scalability, digital mediation, and application across genres
English Teachers’ Strategies in Teaching Reading: An Interview Study Dian Pertiwi, Dinda Hasri; Yanto, Elih Sutisna; Ahmad, Yousef Bani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 2 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study aimed to determine the strategies used by English teachers at SMK Insan Tazakka, Cikampek to teach reading comprehension. This study uses two English teacher participants at different grade levels. This study employed a qualitative method of data collection. Data were collected through semi-structured interview sessions and author-administered questionnaires. Interviews were conducted with 14 questions to obtain detailed data. And a 25-item questionnaire consisting of three categories. Metacognitive strategy guidance (planning, monitoring, evaluation), cognitive strategy guidance (visualization, summarization), and social strategy guidance (collaborative learning, questioning) are performed to complete the data obtained. According to interview findings, the first English teacher used the K-W-L (Know, Want to Know, and Learned) reading strategy and SQ3R (Surveying, Questioning, Reading, Reciting, and Reviewing) strategy. This was deemed sufficient to cover all aspects of the learning process, and the K-W-L strategy allows students to practice concentration during the learning process. It is even said that the K-W-L strategy can support and help students' reading skills. At the same time, the second English teacher uses her CIRC (Cooperative Integrated Reading and Composition) teaching strategy. This is because teachers find the process easy to implement and use. The obtained questionnaire data then corroborated the previous data in writing. It can be concluded that two English teachers at SMK Insan Tazakka use different strategies in teaching reading comprehension in class.
Gender Representation in The English Textbook for Grade Ninth in Indonesia 'Aini, Wafda; Yanto, Elih Sutisna; Fitriyana, Wahyudin
INTERACTION: Jurnal Pendidikan Bahasa Vol. 8 No. 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study aims to examine how different genders are represented in Indonesia's grade eight English textbooks. The primary goal of this research is to ascertain the various gender representations and how language and images are used in the English textbook "Think Globally Act Locally." The study employs Fairclough's (1989) Critical Discourse Analysis (CDA) frameworks, specifically the description, interpretation, and explanation. Analyses are divided into five categories: Authors' genders, character genders, issues centered on men or women pictures and visibility, and linguistic traits. Additionally, the images have been subjected to a critical image analysis using the Critical Image Analysis program. The investigation's findings reveal that gender prejudice or stereotypes persist in the English textbooks used in Indonesian schools, despite the government's efforts to promote equality and fairness in education through the country's educational policy. Lastly, the study offers some pedagogical implications and recommendations for resolving gender inequality in the educational materials used in English classrooms.
Engaging Secondary School Students in Word Mapping Strategy in Learning General Vocabulary of Descriptive Text: Classroom Action Research Aulia, Alsya; Yanto, Elih Sutisna; Utami, Praditya Putri
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Pemetaan kata merupakan kumpulan konsep pemikiran tentang kata yang saling berhubungan dan divisualisasikan dalam bentuk diagram. Ini merupakan teknik yang efektif dalam membantu pengembangan dan peningkatan kosa kata siswa dan dalam pengajaran teks deskriptif. Penelitian ini bertujuan untuk menyelidiki, mengetahui dan menerapkan penerapan strategi pemetaan kata terhadap perolehan dan pemahaman kosakata siswa dalam pembelajaran teks deskriptif. Penelitian ini merupakan penelitian kualitatif dan desain penelitian menggunakan metode penelitian tindakan kelas. Pengumpulan data dilakukan melalui kuesioner, foto suara dan jurnal reflektif. Temuannya mengungkapkan bahwa strategi ini secara signifikan meningkatkan pemahaman siswa tentang arti kata, sinonim, antonim dan contoh. Sebagian besar siswa merespons secara positif strategi pemetaan kata, merasa terbantu dalam menulis teks deskriptif dan memperluas serta meningkatkan pemahaman kosa kata mereka. Kesan siswa terhadap kegiatan pembelajaran juga positif, mereka menikmati proses kegiatan pembelajaran menggunakan strategi pemetaan kata dalam pembelajaran teks deskriptif untuk menambah kosa kata mereka. Melalui penelitian ini, disarankan bagi guru bahasa Inggris di sekolah menengah untuk menerapkan strategi pemetaan kata dalam mengajarkan kosakata kepada siswa guna meningkatkan pemahaman dan pengetahuan kosakata, dan tentunya dalam mempelajari teks deskriptif.
Engaging Vocational High School Students In Word Mapping Strategy In Learning Technical Vocabulary: A Classroom Action Research Rainsyah, Raihana Marsha; Yanto, Elih Sutisna; Fitriyana, Wahyudin
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 24 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10434131

Abstract

This study reports the results of vocational high school students' use of a word map graphic organizer and YouTube as digital media for learning the technical vocabulary of procedure texts. This paper utilized a classroom action research design, in which the researcher plays an active role in the classroom and collects data through semi-structured interviews and documentation. The majority of students enjoyed and were interested in learning technical vocabulary using word map graphic organizers and digital procedure text videos, as determined through thematic analysis of empirical data. Through the use of a word map graphic organizer, students were encouraged to uncover and evaluate technical vocabulary knowledge in the digital procedure text video. Nevertheless, some students found it difficult to utilize the word map graphic organizer in the word mapping strategy.
Implementing Interactive Word Wall-Assisted General Vocabulary Learning for EFL Secondary Students: A Classroom Action Research Agustin, Helmania Herawati; Yanto, Elih Sutisna
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 1 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10466810

Abstract

The acquisition of vocabulary plays a crucial role within the realm of language proficiency, as words are assimilated in a manner that facilitates comprehension, oral expression, and subsequently, reading and written communication in the English language. One of the pedagogical approaches that can be employed for vocabulary instruction is the utilization of interactive word walls. The objective of this study is to investigate the impact of interactive word walls on students' comprehension and learning experience in vocabulary acquisition through the utilization of word wall approaches. The primary objective of this study is to ascertain the viewpoints of students on the utilization of this technique for the purpose of acquiring new vocabulary. The research design employed a classroom action approach. The findings of this study indicate that the utilization of word walls in vocabulary acquisition can significantly impact learners' comprehension of vocabulary learning, particularly in the aspect of word class identification and comprehension of novel vocabulary terms. Interactive word walls have been found to elicit a favorable response from pupils due to the facilitation of vocabulary acquisition. Nonetheless, there exist drawbacks associated with the utilization of interactive word walls. One of the primary challenges encountered by students while utilizing interactive word walls is to the acquisition of new vocabulary and the pronunciation of unfamiliar terms. This difficulty arises from their limited proficiency in effectively utilizing dictionaries and their lack of familiarity with the process of searching for new vocabulary entries within such resources. The efficacy of the interactive word wall method in enhancing students' vocabulary acquisition can be inferred from the evidence. This pedagogical approach facilitates the identification and comprehension of word classes, hence fostering a more effective vocabulary learning experience. Furthermore, the interactive nature of the strategy successfully engenders student engagement and enthusiasm towards vocabulary acquisition
The Representation of Female Roles in the Recommended Indonesian English Language Teaching (ELT) Textbook for 10th Grade Students: A Critical Discourse Analysis Luthfiah, Desty Rahmasari; Yanto, Elih Sutisna; Kamil, Acep Bahrum
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 4 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10515794

Abstract

In spite of numerous investigations conducted on the portrayal of gender in language textbook, in Indonesia gender representation exploration using ELT textbook for senior high school is still relatively under-researched especially in social context such as domestic chore, careers, academic achievement and participation, hobbies and interests. To fill this gap, this research is designed to examine the representation of females in the mandated ELT textbook for senior high school especially for 10th grade students using critical discourse analysis (CDA) as a research approach. The aim of this study is to reveal the representation of female roles in the English foreign language (EFL) textbook reflects and reinforces gender stereotypes and expectations in society. By using Theo Van Leeuwen’s (2008) theory, it was found that gender representations are still found in this ELT textbook. The representation of female roles in it are still portrayed in traditional forms. This research provides recommendations for textbook publishers, authors, and teachers to pay more attention to gender equality in the design and use of ELT textbooks
Menyelidiki Kepercayaan dan Praktik Guru EFL Terhadap Penerjemah Untuk Mengajar dan Belajar Bahasa Inggris di Kelas EFL: Penelitian Inkuiri Narasi Asmara, Nurmaylia Safira; Yanto, Elih Sutisna
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 10 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.11482391

Abstract

There is a significant ongoing discourse in Indonesia over the potential and appropriateness of including both Indonesian and English languages in English as a Foreign Language (EFL) classrooms for instructional purposes. There is a divergence of opinions among educators on the efficacy of utilizing English exclusively in the learning process. Some proponents argue for the effectiveness of this approach, while others advocate for the utilization of many languages, such as translanguaging (Garcia, 2012). The primary objective of this research is to examine the beliefs and practices employed by English as a Foreign Language (EFL) teachers in Indonesia regarding the utilization of translanguaging as a pedagogical tool for English instruction within EFL educational settings. The data was obtained by completing a set of questionnaires and conducting interviews. The present study employs Braun and Clarke's (2006) theme analysis framework, which encompasses six distinct stages. The findings of this study indicate that educators hold the belief that the use of translanguaging can prove advantageous in enhancing language proficiency within English as a Foreign Language (EFL) instructional settings. The findings of this study indicate that two individuals held views favoring translanguaging in the optimal position, while one participant held beliefs favoring translanguaging in the maximal position. Despite the varying positions held by these teachers, they consistently engage in the activity of translanguaging across five distinct segments of the classroom setting (Garcia & Wei, 2014).
Exploring EFL High School Student’s Experience in Using VSS In Learning General Vocabulary Through TED-Talk Captioned Video-Assisted: Classroom Action Research. prakoso, kurniawan aji; Yanto, Elih Sutisna
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 11 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12683047

Abstract

Over the years, even though there has been a lot of study on vocabulary learning strategies, the usage of the Vocabulary Self-Collected Strategy integrated with video viewing activity as an approach is still underreported. Therefore, to fill this void, this study aims to find out students experience and their responses in incidental vocabulary learning through video-viewing activities and to what extent the integration of VSS and video viewing help students in learning general vocabulary on high school students in Karawang. In this research, classroom action research is used. The information is collected through observation, interviews, and reflective journals. By examining the result of data from the meeting, the researcher came to the opinion that using VSS to teach vocabulary in combination with a video viewing activity helped the students comprehend the text more easily. By investigating students' responses to general vocabulary learning within VSS and video viewing activity, the current study contributes to the existing literature by providing insights into its potential to improve EFL students' vocabulary mastery.
Co-Authors 'Aini, Wafda Abdul Kodir Al-Baekani Agustin, Helmania Herawati Ahmad, Yousef Bani Anggraini, Adinda Keisha Ariyanti, Evy Lestari Asmara, Nurmaylia Safira Aulia, Alsya Ayu, Ayu Bilqies, Zalzabila Lusyana Fauziah Dian Pertiwi, Dinda Hasri Farhan Farhan Fatihah, Ila Nur Kholis Fauzi Miftakh Fitriyana, Wahyudin Hamidah, Nindi Maulia Handayani, Reti Puji Hikmah Pravitasari Hilmansyah Saefullah Indra Budiman Ipada, Bernika Indriani Iwan Ridwan Jayawarsa, A.A. Ketut Kamil, Acep Bahrum Kania, Destis Khoerunnisa, Fyna Farhan Kusrin, Kusrin Luthfiah, Desty Rahmasari Mansyur Srisudarso Melia, Sindi Oktavani, Sheila Pertiwi, Aulia Putri Praditya Putri Utami prakoso, kurniawan aji Puspita, Sri Rainsyah, Raihana Marsha Sidik Indra Nugraha, Sidik Indra Situmorang, Nila Dharmayanti Suci, Trie Clara Susi Andriani, Susi Totoh Tauhidin Abas Turnip, Cicilia Widianto, Diaz Ananda Widiawati, Windi