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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LingTera Journal on English as a Foreign Language (JEFL) Journal of English and Education Journal of Foreign Language Teaching and Learning ETERNAL(english, teaching, learning, and Research Journal) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama REiD (Research and Evaluation in Education) Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Early Childhood Research Journal (ECRJ) JETL (Journal Of Education, Teaching and Learning) Journal of English Language Teaching Innovations and Materials (Jeltim) J-REaLL JOLLT Journal of Languages and Language Teaching Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) JURNAL ILMIAH GLOBAL EDUCATION Indonesian Journal of EFL and Linguistics Formosa Journal of Sustainable Research (FJSR) International Journal of Contemporary Studies in Education REGISTER JOURNAL
Dyah Setyowati Ciptaningrum
Universitas Negeri Yogyakarta
Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Designing Video-Based Speaking Materials to Promote Flipped Classroom Practices in EFL Teaching Asrilawaly, Syabitha; Ciptaningrum, Dyah Setyowati; Niah, Siti
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15022

Abstract

The flipped classroom model redefines traditional teaching by enabling students to engage with course material before class, therefore optimizing in-class time for interactive learning activities. This paradigm utilizes digital technology to provide personalized immersive experiences that align with students’ digital behaviors and varied learning preferences, making it particularly relevant in EFL contexts where communicative practice is crucial.  This study sought to provide video-based supplemental speaking resources to facilitate the implementation of a flipped classroom model for eleventh-grade students. The study used a Research and Development (R&D) approach based on the Jolly and Bolitho (1998) framework, including several stages: need analysis, contextual and pedagogical realization, material production, implementation in the classroom, and evaluation. The data gathering included qualitative techniques, including interviews and document analysis, alongside quantitative approaches, such as student and expert questionnaires. The outcome materials tackled essential speaking challenges—fluency and intonation—utilizing authentic audio resources and pronunciation exercises, with topics customized to student interests to augment motivation and participation. The flipped model integrated online pre-class and in-class activities, facilitating systematic practice, immediate feedback, and active participation. The findings indicated that the materials fostered an inclusive learning environment, reinforced student confidence, and improved vocabulary and speaking skills, particularly among beginners. Expert evaluations classified the materials as “very appropriate” with a mean score of 3.4, within the 3.26 < x ≤ 4.00 rangee. These results indicate that meticulously designed video-based materials may effectively enhance flipped EFL classes and promote substantial language acquisition. 
Integrating World Englishes in English-Medium Instruction: A Systematic Literature Review for Inclusive Pedagogy Hawa, Faiza; Rohmatillah; Basikin, Basikin; Ciptaningrum, Dyah Setyowati; Wibowo , Adjie Pradana
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.19190

Abstract

The speedy growth of English-Medium instruction (EMI) in higher education has brought more concern on language equity and inclusion. Following the situutation, some challenges concerning on persistent language standard ideology, native-speaker centering, internalization pressure, and and teachers’ lack preparation for multi language classroom existed. This study examined how WE is integrated within EMI and identified an insistent void between theory and classroom practice. While current studies progessively concentrate on inclusive and pluralistic approaches, a study on sustained pedagogical integration and its implication of integrating WE into EMI is lacking.  Adopting Systemic Literature Review (SLR), 22 articles issued in the year between 2014-2025 were examined. The results indicate that incorporating World Englishes into English Medium Instruction faces challenges related to idelogogical, institutional, stemming mostly from native-speakerism impact and lack of training support for lecturer. Nonetheless, positive trend is emerging in the acceptance of english variation among teacher and students, especially within intercultural communication setting. The findings bring wider implications for educators and policy makers aiming to connect internationalization objectives with inclusive pedagogies within higher education level like the need for adopting translanguaging strategies, developing context-sensitive curricula, and improving teachers’ intercultural competence. This study underlines that incorporating World English into English Medium Instruction goes beyond language proficiency, fostering more comprehensive, fair, and adaptable learning context in higher education globally.
Co-Authors Asrilawaly, Syabitha Astutik, Yunik Bafirman HB Basikin Basikin Curnia Karim Dewi, Henda Harmantia Dewi, Ifti Luthviana Dheasari, Hafilda Aprillia Fadhlia, Hilda Nur Faiza Hawa Faizal, Abdul Azis Fatnalaila Friassantano, Risgar Gayatri, Bertha Resivia Hidayati, Sari Indrilla, Nidya Indrilla, Nidya Irawan, Selvia Jamilah Jamilah Jinabe, Megan Kalatingal, Hameeda Lestari, Aryanti Eka Lidya, Marina Lubis, Wardah Mawaddah Lusi Nurhayati Lystiana Nurhayat Hakim M. Sukarno Margana Margana Mas Muhammad Idris Miranti Miranti Moh. Rif’attullah Muhammad Danial Muhammad Idris, Mas muliyah, pipit Nanda Kristia Santoso Nanda Pambudi Nila Kurnia Sari Nur Hidayanto Pancoro Setyo Putro Nurqadriyanti Hasanuddin Putra, Fahry Rizaldy Rohmatillah Safitri, Ersa Izmi Santhy Hawanti Sibakhul Milad Malik Hidayatulloh Siti Alawiyah Aini Siti Niah, Siti Wibowo , Adjie Pradana Yu, Zhao Zulida, Evi