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All Journal Jurnal Pendidikan Humaniora Journal on English as a Foreign Language (JEFL)
Khafshoh, Adira Lizaria
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Arts Humanities Education Languange, Linguistic, Communication & Media

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EFL Learning Strategies of Indonesian University Students for Academic Writing Skills: A Systematic Literature Review Nadhifah, Siti; Khafshoh, Adira Lizaria; Suryati, Nunung
Jurnal Pendidikan Humaniora Vol 11, No 04: DECEMBER 2023
Publisher : Pascasarjana UM

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Abstract

Academic writing is a crucial skill for Indonesian university students, significantly influencing their EFL learning performance. This systematic literature review aims to examine the diverse learning strategies employed by these students to enhance their academic writing skills and reveal the predominant strategy employed by the students. Combining systematic literature review and thematic analysis, this study reveals five categories for academic writing strategies, those are metacognitive, cognitive, social, affective, and compensation strategies. This study highlights a predominant use of metacognitive strategies, comprising 36% of the strategies identified. This emphasis underscores students' commitment to higher-order thinking during the writing process and highlights the importance of metacognition in effective language learning. The distribution of cognitive, social, affective, and compensation strategies illustrates a multifaceted approach to academic writing. The findings emphasize the adaptability of EFL university students in Indonesia in addressing academic writing challenges through various strategies, thereby promoting a comprehensive learning environment. This study recommends further investigation into cultural and contextual factors influencing strategy selection, providing educators with insights for tailored instructional practices.
A Systematic Review of Psychological Factors Contributing to Successful English Learning Khafshoh, Adira Lizaria; Nadhifah, Siti; Widiati, Utami
Jurnal Pendidikan Humaniora Vol 12, No 01: MARCH 2024
Publisher : Pascasarjana UM

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Abstract

Psychological factors play a significant role and have potential impact on the language learning process. There are diverse perspectives due to the complexity of psychological factors that have been explored by many scholars. Combining systematic literature review and thematic analysis as well as PRISMA protocol in synthesizing and analyzing the data, this study aimed to identify psychological factors and the predominant psychological factors contributing to successful English learning in EFL context through examining the recent studies. There are several psychological factors based on the findings which are enjoyment, anxiety, self-esteem, intelligence, motivation, interest, emotion, attitude, fear of mistakes, shyness, self-efficacy, trait emotional intelligence, unhealthy environment, fear of negative evaluation, relationship with peers and teachers, confidence, critical thinking, social pressure, self-criticism, and avoidance behavior. This study found that the predominant psychological factors are motivation and anxiety. This systematic literature review will contribute to developing more effective and supportive learning environments by providing the systematic classification of psychological factors.
EFL Learning Strategies of Indonesian University Students for Academic Writing Skills: A Systematic Literature Review Nadhifah, Siti; Khafshoh, Adira Lizaria; Suryati, Nunung
Jurnal Pendidikan Humaniora Vol 11, No 4: DECEMBER 2023
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um011v11i42023p262-277

Abstract

Academic writing is a crucial skill for Indonesian university students, significantly influencing their EFL learning performance. This systematic literature review aims to examine the diverse learning strategies employed by these students to enhance their academic writing skills and reveal the predominant strategy employed by the students. Combining systematic literature review and thematic analysis, this study reveals five categories for academic writing strategies, those are metacognitive, cognitive, social, affective, and compensation strategies. This study highlights a predominant use of metacognitive strategies, comprising 36% of the strategies identified. This emphasis underscores students' commitment to higher-order thinking during the writing process and highlights the importance of metacognition in effective language learning. The distribution of cognitive, social, affective, and compensation strategies illustrates a multifaceted approach to academic writing. The findings emphasize the adaptability of EFL university students in Indonesia in addressing academic writing challenges through various strategies, thereby promoting a comprehensive learning environment. This study recommends further investigation into cultural and contextual factors influencing strategy selection, providing educators with insights for tailored instructional practices.
A Systematic Review of Psychological Factors Contributing to Successful English Learning Khafshoh, Adira Lizaria; Nadhifah, Siti; Widiati, Utami
Jurnal Pendidikan Humaniora Vol 11, No 4: DECEMBER 2023
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um011v11i42023p278-292

Abstract

Psychological factors play a significant role and have potential impact on the language learning process. There are diverse perspectives due to the complexity of psychological factors that have been explored by many scholars. Combining systematic literature review and thematic analysis as well as PRISMA protocol in synthesizing and analyzing the data, this study aimed to identify psychological factors and the predominant psychological factors contributing to successful English learning in EFL context through examining the recent studies. There are several psychological factors based on the findings which are enjoyment, anxiety, self-esteem, intelligence, motivation, interest, emotion, attitude, fear of mistakes, shyness, self-efficacy, trait emotional intelligence, unhealthy environment, fear of negative evaluation, relationship with peers and teachers, confidence, critical thinking, social pressure, self-criticism, and avoidance behavior. This study found that the predominant psychological factors are motivation and anxiety. This systematic literature review will contribute to developing more effective and supportive learning environments by providing the systematic classification of psychological factors.
Translanguaging practices and teacher perspectives in a CLIL program: A case study at a national plus school in Indonesia Khafshoh, Adira Lizaria; Anugerahwati, Mirjam; Yannuar, Nurenzia; Basthomi, Yazid
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9878

Abstract

The increasing adoption of content and language integrated learning (CLIL) in educational settings has caught teachers’ interest in using translanguaging as a tool to promote effective teaching and learning. Many studies have discussed translanguaging in CLIL, but limited studies have focused on young learners. This case study aims to explore translanguaging practices and perspectives in the CLIL context. Three teachers at one of the national plus schools in Malang, Indonesia, participated in this study. The data were obtained from classroom observations and interviews and analyzed using a thematic pattern. The results showed that teachers’ teaching practices, if seen from a translanguaging lens, while they were explaining the material, asking questions, giving tasks, and giving feedback to young learners. The reasons why the teachers applied translanguaging were to explain the materials and give advice to students, and to address students’ multilingual backgrounds. The advantages of performing translanguaging were to understand the instruction, explain the difficult materials, bond with students, and improve students’ vocabulary. This study suggests that integrating translanguaging strategies in CLIL might support more inclusive and effective teaching for young multilingual learners.
Co-Authors Mirjam Anugerahwati Nadhifah, Siti Nunung Suryati Nurenzia Yannuar Utami Widiati Yazid Basthomi