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INVESTIGATING EFL LECTURERS' PERCEPTION AND STRATEGIES IN ENHANCING EFFECTIVE ENGLISH LANGUAGE TEACHING: A CASE STUDY Rasmin , La Ode; Samsudin , Samsudin; Isma , Adi
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Teaching English as a Foreign Language (TEFL) needs a strategy and an approach to enhance the effective teaching process. This research aims to gain deeper insight into effective methods of teaching English as a foreign language (EFL) in a university context. This study used case study research involving structured interviews via Google form with four EFL lecturers at Universitas Muslim Buton, Baubau, Southeast Sulawesi. The data in this study used a thematic analysis. The results of this study reveal a rich understanding of the views and teaching strategies used by EFL lecturers. In interviews, the lecturers outlined teaching approaches they believed were effective in improving students' English language skills, how they select the learning materials and the challenges and adjustments in teaching. This study found that the EFL lecturers use communication-based techniques and the contextual approach in choosing the materials learning to enhance classroom practice. In addition, this research also identifies the challenges EFL lecturers face in implementing these teaching practices and creating an effective learning environment. It is hoped that the results of this research will provide valuable guidance for developing training programs and improving EFL teaching practices in university settings. Keywords: EFL Lecturer, Perceptions and Strategies, Effective Teaching

BOOK REVIEW: CORPUS LINGUISTICS AND SECOND LANGUAGE ACQUISITION: PERSPECTIVES, ISSUES, FINDINGS Samsudin, Samsudin; Sukarismanti, Sukarismanti
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 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.v27i2.7473

This article discusses the application of corpus linguistic methods in second language acquisition (SLA) research. It highlights the significance of utilizing native and learner corpora, along with automated tools for corpus annotation and analysis, to explore various aspects of SLA. The article is based on a book titled "Corpus Linguistics and Second Language Acquisition: Perspectives, Issues, Findings," which covers five chapters. These chapters delve into topics such as variations in L2 usage at a group level, factors influencing L2 processing and production, group-level longitudinal trajectories of L2 development, and inter- and intra-learner variability in L2 development. The book aims to provide valuable insights and methodologies for researchers interested in employing corpus linguistic methods to enhance their SLA research.

Tren dan dampak penggunaan Kahoot!! dalam pembelajaran bahasa Indonesia: A systematic literature review Sukarismanti, Sukarismanti; Subyantoro, Subyantoro; Pristiwati, Rahayu; Samsudin, Samsudin
Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Vol. 6 No. 1 (2024): JURNAL GENRE: (Bahasa, Sastra, dan Pembelajarannya)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jg.v6i1.9281

Penggunaan Kahoot!! dalam konteks pembelajaran telah mendapatkan popularitas yang signifikan. Namun, penelitian mengenai penggunaan Kahoot! dalam pembelajaran bahasa Indonesia masih terbatas. Mayoritas penelitian belum berfokus pada keterampilan berbahasa, khususnya keterampilan menulis, mendengarkan, dan membaca. Tinjauan literatur sistematis ini mengumpulkan temuan dari 15 jurnal yang diterbitkan antara tahun 2019 hingga Oktober 2023 untuk menggambarkan tren dan dampak penggunaan Kahoot! dalam pembelajaran bahasa Indonesia. Hasil penelitian menunjukkan bahwa penggunaan Kahoot! dalam pembelajaran bahasa Indonesia masih jarang, khususnya pada keterampilan menulis, mendengarkan, dan membaca. Meskipun kurangnya publisitas selama beberapa tahun terakhir, penggunaan Kahoot! secara umum memberikan dampak positif terhadap motivasi dan hasil belajar siswa. Oleh karena itu, penelitian lebih lanjut mengenai penggunaan Kahoot! dalam konteks bahasa Indonesia, khususnya dalam keterampilan mendengarkan, membaca, dan menulis, berpotensi untuk mengembangkan literatur dan pengetahuan yang ada. Penelitian selanjutnya perlu mempertimbangkan pandangan guru, respon siswa, interaksi kelas, dan model pengembangan yang efektif untuk mengintegrasikan Kahoot! ke dalam pembelajaran bahasa Indonesia dengan tujuan meningkatkan kemahiran siswa dalam keterampilan berbahasa. Tinjauan literatur ini menjadi dasar bagi peneliti selanjutnya dan memberikan kontribusi berharga dalam melihat titik masuk untuk melakukan penelitian lebih dalam.

From Vocabulary Building to Cultural Literacy: Implementing Contextual Teaching and Learning in Resource-Limited EFL Classrooms Samsudin, Samsudin; Sukarismanti, Sukarismanti; Rasmin, La Ode
Innovations in Language Education and Literature Vol 2 No 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5025

This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) approach in teaching English in resource-constrained classrooms, with a focus on vocabulary development and cultural literacy. Using a multiple case study design with a qualitative approach, data was collected through semi-structured interviews with three lecturers at two educational institutions in West Nusa Tenggara, Indonesia. The findings show that the use of materials based on local wisdom, such as folklore and community history, significantly improves vocabulary acquisition, reading comprehension, and student motivation. In addition, CTL based on local contexts strengthens students' connections with teaching materials, enriches cultural literacy, and builds enthusiasm for learning. Despite resource limitations such as lack of access to technology and English language references, lecturers showed creativity in developing contextual teaching materials. This study contributes to filling the literature gap on local context-based language learning in a confined environment, as well as recommending the need for further research that expands population coverage and examines the long-term impact of the use of local materials in EFL teaching.

Scaffolding Academic Writing through Genre-Based Instruction: A Holistic Insight into Students’ Skills, Collaboration, Metacognitive Awareness, and Motivation Samsudin Samsudin; Asbar Asbar; Sukarismanti Sukarismanti
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.v17i4.8434

Academic writing poses significant challenges for English as a Foreign Language (EFL) students, particularly in resource-limited contexts. Genre-Based Instruction (GBI), grounded in Systemic Functional Linguistics, offers structured scaffolding that may enhance students' cognitive, metacognitive, and affective engagement in writing. This qualitative multi-case study explored the holistic impact of GBI on high school students' academic writing, collaboration, metacognitive awareness, and motivation. Data were collected from 321 students across two schools in Enrekang Regency, Indonesia. Twelve students (representing active and passive learners) were purposively selected for semi-structured interviews, complemented by classroom observations and reflective journals. Data were analyzed thematically using Braun and Clarke’s framework with Atlas.ti software. The findings revealed that GBI significantly improved students’ academic writing skills, particularly in organizing ideas, understanding rhetorical structures, and using appropriate language features. Students reported enhanced metacognitive awareness, such as planning, monitoring, and evaluating their writing. Collaborative learning fostered deeper conceptual understanding, peer feedback, and reflective thinking. Furthermore, GBI reduced writing anxiety and increased students’ confidence and motivation by providing clear scaffolds and explicit textual models. This study demonstrates that GBI can serve as a transformative pedagogy that addresses not only linguistic competence but also students’ emotional and cognitive needs. It provides practical implications for teachers and curriculum developers aiming to promote inclusive, reflective, and structured academic literacy in EFL classrooms, especially in under-resourced educational settings.

The Relationship Between Perceived Difficulty, Reading Perceptions, and Critical Reading Strategy: A Lesson from EFL University Students Samsudin, Samsudin; Asbar, Asbar; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4692

Critical reading is central to academic literacy in EFL higher education, yet many students struggle to engage strategically with complex academic texts. While prior research has examined reading strategies extensively, empirical attention has been limited to how perceived Difficulty and reading perceptions jointly relate to the use of critical reading strategies in Indonesian university contexts. This study adopted an explanatory sequential mixed-method design involving 32 Indonesian EFL undergraduate students. Quantitative data were collected using a four-point Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression. The quantitative phase was followed by semi-structured interviews to explain and contextualize the statistical patterns. The findings indicate that students generally reported high levels of strategy use and positive perceptions of reading, while perceived Difficulty remained moderate. Correlation results showed that reading perception was moderately associated with strategy use, whereas perceived Difficulty demonstrated weak relationships. Although the regression model did not reach statistical significance, reading perception displayed a marginal predictive tendency, suggesting that students’ epistemic orientation toward reading may play a more meaningful role than perceived textual challenge in shaping strategic engagement. Qualitative findings further revealed that students conceptualize Difficulty as multidimensional, encompassing workload, time constraints, motivation, and contextual relevance, rather than merely linguistic complexity. This study suggests that fostering positive perceptions of reading may be more pedagogically impactful than focusing solely on reducing textual Difficulty. The findings contribute to theoretical discussions of the affective–cognitive dimensions of critical reading and offer practical implications for designing strategy-oriented instruction in EFL higher education.

THE DEVELOPMENT OF A FOURTH-GRADE ENGLISH LEARNING MODULE INTEGRATING SUMBAWA’S LOCAL WISDOM AT SDN BOAK DALAM Susyyanti Kartini; Aris Dwi Intan Aprianti; Samsudin
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/y03cn554

This study aimed to develop a valid and culturally contextualized English language learning module for fourth-grade students (Phase B) in accordance with Indonesia’s Merdeka Curriculum, by integrating local wisdom from Sumbawa. Motivated by the lack of culturally relevant instructional materials and students’ limited exposure to English, the research employed a Research and Development (R&D) method using a modified ADDIE model (Analysis, Design, Development). Data were gathered through teacher interviews, document analysis, and expert validations. The findings from the analysis stage indicated that existing materials lacked local context, leading to vocabulary difficulties, low engagement, and challenges in understanding basic grammar, such as the Present Continuous Tense. The designed module addressed these gaps by embedding Sumbawa cultural elements such as traditional crafts, community activities, and local narratives into English lessons, allowing learners to connect language learning with familiar social practices. Validation by experts and practitioners yielded an average score of 85.7%, indicating that the module was “valid” and appropriate for use, with minor revisions. The study supports theories of contextual and culturally responsive pedagogy, emphasizing the role of local identity in enhancing language comprehension and learner motivation. Practical implications include the module’s potential to be replicated in other culturally diverse and under-resourced educational contexts. The study recommends further field-testing to assess learning outcomes and extend the design model to other English competencies. This work contributes to the growing body of literature advocating for English language instruction that is both globally relevant and locally grounded.

Decoding the Challenges: A Study of English Writing Errors Among EFL Students Adi Isma; La Ode Rasmin; Samsudin Samsudin
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a1

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.

Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications La Ode Rasmin; Samsudin Samsudin
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.593

Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings from various studies highlight the pedagogical value of translanguaging and other multilingual approaches that leverage Local languages as a bridge for understanding English. However, the review also underscores obstacles such as lack of teacher training, limited resources, and institutional constraints. This study emphasizes the need for a more inclusive EFL curriculum that respects linguistic diversity and promotes sustainable language practices in Indonesia. Recommendations for future research are provided, focusing on effective strategies for balancing local and global language competencies within EFL pedagogy.

From Vocabulary Building to Cultural Literacy: Implementing Contextual Teaching and Learning in Resource-Limited EFL Classrooms Samsudin Samsudin; Sukarismanti Sukarismanti; La Ode Rasmin
Innovations in Language Education and Literature Vol. 2 No. 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5025

This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) approach in teaching English in resource-constrained classrooms, with a focus on vocabulary development and cultural literacy. Using a multiple case study design with a qualitative approach, data was collected through semi-structured interviews with three lecturers at two educational institutions in West Nusa Tenggara, Indonesia. The findings show that the use of materials based on local wisdom, such as folklore and community history, significantly improves vocabulary acquisition, reading comprehension, and student motivation. In addition, CTL based on local contexts strengthens students' connections with teaching materials, enriches cultural literacy, and builds enthusiasm for learning. Despite resource limitations such as lack of access to technology and English language references, lecturers showed creativity in developing contextual teaching materials. This study contributes to filling the literature gap on local context-based language learning in a confined environment, as well as recommending the need for further research that expands population coverage and examines the long-term impact of the use of local materials in EFL teaching.

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