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This Author published in this journals
All Journal IJEE (Indonesian Journal of English Education) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Wiralodra English Journal (WEJ) Journal of Research on English and Language Learning (J-REaLL)
Eliasanti Agustina
Universitas PGRI Adi Buana Surabaya
Education Languange, Linguistic, Communication & Media Social Sciences Other

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TBLT STRATEGIES ON 7th GRADERS’ SPEAKING ACHIEVEMENT: STUDENTS’ VIEW Aprillia Putri Aqila; Vivin Triwulan Rahayu; Eliasanti Agustina
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.457

Abstract

This study aimed to explore students' perceptions of the implementation of Task-Based Language Teaching (TBLT) in improving English speaking skills among 7th-grade students. Conducted at SMPN 34 Surabaya during the 2024/2025 academic year, this qualitative research employed a case study to understand students' lived experiences. 3 participants from VII-H were selected purposively. The data were analyzed using six steps of thematic analysis. Additionally, the instrument was validated through experts, and the data were validated using member checking. The findings revealed that students perceived TBLT as an engaging and effective method that enhanced their fluency, vocabulary acquisition, and confidence in speaking English. They appreciated real-world tasks such as role plays and peer interviews, which provided meaningful practice and reduced anxiety. Collaborative learning and teacher support played a vital role in building a supportive environment. However, challenges such as limited vocabulary recall and speaking anxiety were still present. Students suggested incorporating more varied tasks, multimedia resources, and preparation time before speaking activities to improve the learning experience. This study established that TBLT had significant potential to engage students and enhance their confidence in speaking English when it was implemented conscientiously.
Sacred Traditions, Digital Transitions: Exploring English Teachers’ Experiences in Bridging Faith and Technology in Pesantren Hertiki; Eliasanti Agustina; Rahmat Setiawan; Meytha Dwi Kurniadiansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9180

Abstract

This research scrutinizes how three English teachers in Islamic boarding schools (pesantren) located in Ngawi, East Java, Indonesia, negotiate the integration of digital technology within a framework of sacred values and pedagogical practice. Employing a narrative inquiry approach, the research draws on semi-structured interviews conducted between June and October 2025 to capture teachers’ life experiences in navigating institutional norms and moral expectations. Data were analyzed thematically following Braun and Clarke’s (2006) framework to identify recurring patterns of ethical reflection and pedagogical decision-making. The findings demonstrate that digital technology in pesantren is not understood as a neutral instructional instrument but as a moral space imbued with ethical and spiritual significance, where every pedagogical choice is evaluated against religious norms. Teachers engage in selective adaptation strategies, such as restricting open internet access, curating faith-aligned digital content, and repurposing technology for controlled activities like language performances and project-based tasks. These practices give rise to a distinctive form of value-based digital literacy characterized by spiritual awareness, ethical filtering, and pedagogical adaptability. The discussion reveals that although institutional restrictions often constrain technological innovation, they simultaneously foster teachers’ reflective agency and moral creativity. The research concludes that effective digital integration in pesantren relies less on rigid regulation than on the cultivation of ethical consciousness among teachers and students, allowing technology to function as an instrument of faith-oriented learning rather than a disruption to religious tradition.
MAPPING DEEP LEARNING TRAJECTORIES THROUGH CHILDREN'S LITERATURE IN CAMBRIDGE TEXTBOOKS Lubna Iasya; Rahmat Setiawan; Eliasanti Agustina
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50679

Abstract

In many English classrooms, textbook-based instruction prioritizes vocabulary retention and grammatical accuracy, often limiting opportunities for deeper cognitive engagement. Although children’s literature is increasingly integrated into English language textbooks, limited research has systematically examined how such materials facilitate the deep learning process, particularly within the framework of deep learning approaches proposed by Ference Marton and Roger Saljo (1976). This qualitative case study investigates how children’s literary texts and accompanying instructional tasks in twelve Cambridge English textbooks support deep learning in the Indonesian EFL context. Data were collected through document analysis of seventy literary texts and their instructional sequences, complemented by semi-structured interviews with teachers. The findings reveal a four-stage pedagogical trajectory consisting of contextual meaning-making, interpretative analysis, language application, and creative transfer. Teachers also perceived literature as an effective resource for supporting higher-order thinking and contextualized learning. By conceptualizing deep learning as a structured pedagogy trajectory rather than a static outcome, this study contributes to literature-based pedagogy research and offers implications for textbook design and instructional practice. 
Tahfidz and English language learning: Exploring cognitive habitus through huffaz narratives Meytha Dwi Kurniadiansyah; Rahmat Setiawan; Eliasanti Agustina
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.25502

Abstract

Qur’anic memorization (tahfidz) has been extensively discussed in relation to memory, attention, and other cognitive capacities, while second language acquisition research has studied parallel processes through learning constructs such as working memory, motivation, and self-regulated learning. Nevertheless, these two research bodies infrequently examine through a lens how tahfidz practices experienced by huffaz (person who practices tahfidz) work comparably in the English learning practice. This research, therefore, explores how huffaz experience and interpret their English learning in relation to their tahfidz practices, with particular concern for cognitive and behavioral patterns that associate the two learning contexts. This qualitative research uses narrative inquiry as the approach. Data were collected through semi-structured interviews with six huffaz and analyzed thematically. The narratives indicate four noticeable features of English learning: structured learning behaviors, intrinsic motivation, supportive learning environments, and independence and discipline. Participants also articulated similarities between tahfidz and English learning in terms of repetition, auditory attention, effort, and systematic processing. These patterns are interpreted through the concept of cognitive habitus as a way of understanding how participants perceive enduring learning dispositions developed through their long-term tahfidz experiences. Rather than demonstrating direct neurocognitive effects, the findings propose an interpretive account of how participants comprehend the transfer of learning dispositions from tahfidz to English learning. Ultimately, the research contributes to English learning by intersecting religious learning traditions and cognitive habitus into the dialogue. Further research with cognitive, neurophysiological, or longitudinal methods is necessary to scrutinize whether the connections identified in these narratives can be empirically validated.
Co-Authors Aprillia Putri Aqila Hertiki Lubna Iasya Meytha Dwi Kurniadiansyah Rahmat Setiawan Rahmat Setiawan Vivin Triwulan Rahayu