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All Journal Voices of English Language Education Society Jurnal Pemberdayaan Masyarakat
Sri Lestari
Universitas PGRI Madiun, Indonesia
Languange, Linguistic, Communication & Media Social Sciences

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Integrating Indonesian Local Wisdom into Tertiary EFL Writing Instruction: Practices, Challenges, and Opportunities Safnidar Siahaan; Isnaini Eddy Saputro; Nurfisi Arriyani; Sri Lestari; Turab Hussain
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.391

Abstract

This study was initiated to support English as a Foreign Language (EFL) lecturers in enhancing culturally responsive writing instruction by integrating elements of Indonesian local wisdom. Recognizing the need to strengthen students’ cultural identity and moral values through language learning, this initiative aimed to explore current practices, benefits, and challenges faced by lecturers in embedding local content into academic writing tasks. A qualitative-descriptive approach was employed, with data collected through a questionnaire completed by 30 English as a Foreign Language (EFL) lecturers from various Indonesian universities. Findings revealed that a majority of lecturers incorporate proverbs, folktales, traditional events, and cultural values, primarily through descriptive, narrative, and argumentative essays. These practices not only improve students’ linguistic and cognitive skills but also foster reflective thinking and cultural pride. However, lecturers reported several challenges, including limited resources, curriculum constraints, and lack of professional training. The results promote a more localized and meaningful approach to EFL writing instruction, empowering both educators and learners to preserve and reflect on Indonesia’s rich cultural heritage. Moreover, this study contributes to the broader discourse on decolonizing EFL curricula and offers a replicable model for culturally sustaining pedagogy in other multilingual, multicultural contexts.
Language Choice and Participation in Online EMI: Bilingual Practices and Perceptions at a Private Indonesian University Sri Lestari; Dwi Rosita Sari; Annabelle Bautista Fransisco
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30282

Abstract

English-medium instruction (EMI) is expanding in Indonesia through International Credit Transfer (ICT) initiatives, yet its online functioning during early internationalization remains underexplored. This study mapped lecturers’ classroom language practices and examined the attitudes of both lecturers and students toward those practices in online EMI. Using an explanatory case study, we analyzed 30 recorded lessons (five per lecturer), classroom observations, a 5-point Likert survey, and a lecturer focus group, applying content, descriptive, and thematic analyses. Lesson transcripts were coded into five language categories: English only; English–Bahasa Indonesia; English–Bahasa Indonesia–Tagalog; Bahasa Indonesia only; and Bahasa Indonesia–English. Participants included six lecturers and 141 undergraduates across six online courses (Primary Education, Biology, Accounting, Information Systems, Law) at a private Indonesian university implementing ICT in 2023–2024. Overall, English predominated: three lecturers delivered ≥95% English (L1 95.70%; L2 99.88%; L5 98.16%), while two used English–Indonesian code-mixing in about one-fifth to one-quarter of utterances (L4 21.11%; L6 22.80%). One lecturer occasionally incorporated Tagalog alongside English and Indonesian in mixed cohorts. Bilingual strategies clarified key terms and checked comprehension; however, heavy reliance on slides, with limited verbal elaboration, coincided with lower participation. About 50% of students rated EMI positively, 75% needed additional processing to understand the content, and roughly 50% reported difficulty participating in discussions. Findings support a move from English-only to intentionally designed bilingual pedagogy: targeted language-for-teaching professional development (explicit vocabulary scaffolding, multimodal explanations, interaction design, pacing, and turn-taking) and meso-level policies that legitimize judicious use of L1 in online EMI.
Co-Authors Annabelle Bautista Fransisco Dwi Rosita Sari Isnaini Eddy Saputro Nurfisi Arriyani Safnidar Siahaan Turab Hussain