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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya RETORIKA: Jurnal Ilmu Bahasa Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Toleransi: Media Ilmiah komunikasi Umat Beragama Jurnal Arbitrer Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) Journal of English Language Studies LINGUA: Jurnal Bahasa dan Sastra Journal of English Literacy Education Journal of Foreign Language Teaching and Learning POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics Journal on Education JALL (Journal of Applied Linguistics and Literacy) SAGA: Journal of English Language Teaching and Applied Linguistics Kalam Cendekia: Jurnal Ilmiah Kependidikan Journal Of Academia In English Educations (JADEs) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Indonesian Journal of EFL and Linguistics Journal of Nusantara Education Jurnal Cakrawala Pendas JASL - Journal of Applied Studies in Language Studies in English Language and Education Jurnal Ilmiah Pendidikan dan Keislaman TELL - US JOURNAL International Proceedings of Nusantara Raya Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat ETERNAL: English Teaching Journal Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian EFL Journal
Yanty Wirza
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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ANALYSIS OF “ENGLISH ON SKY” TEXTBOOK FROM THE PERSPECTIVE OF DIFFERENTIATED INSTRUCTION: A TEACHER’S PERSPECTIVE Adrian, Merry; Wirza, Yanty
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9142

Abstract

Each student has a unique set of learning needs, learning styles, and background of knowledge, concerns have been expressed about differentiated instruction. Differentiated instruction is a teaching strategy that modifies lessons to meet the needs of each individual student, improving learning and motivation. Traditional instruction frequently fails to meet the requirement for struggling and advanced learners because it tent to focus on ordinary students.  Using the framework proposed by Thomlinson (2014), this study evaluates the potential use of the textbook English on Sky to assist differentiated instruction as evidenced by the occurrence of differentiated instruction elements: content, process and product contained in the textbook. This descriptive qualitative study collected data through a three-type categorization of differentiated instruction from Thomlinson (2014) and an interview conducted to an English teacher using the textbook. The findings reveal that the textbook does not support any differentiated instruction content, process and product. The teacher also has adequate understanding about DI. The study leads to the conclusion that English on Sky does not have potential to assist differentiated instruction considering that the book was not written for an emancipated curriculum. To accommodate different students' interests and learning styles, it is recommended that teachers switch to textbooks that offer differentiated instruction in terms of content, process, and product.
Exploring EFL Teachers’ Knowledge on the Utilization of Platform Merdeka Mengajar (PMM): Challenges, Possibilities and Practices Anggra Hermawan, Hengki; Wirza, Yanty
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1570

Abstract

In supporting the implementation of The Emancipated Curriculum, Merdeka Mengajar is the main tool that the government use to spread information and help the implementation of The Emancipated Curriculum. In The Pangandaran district, the Emancipated Curriculum has been 100% implemented in formal education. In implementing The Emancipated Curriculum, there are many challenges that teachers face; they need a comprehensive understanding of the Emancipated Curriculum to implement the curriculum. This study aims to give an overview of how the utilization of PMM to support Pangandaran EFL teachers’ knowledge in implementing Emancipated Curriculum and the challenges, possibilities, and Practices in the utilization of PMM are based on EFL Pangandaran Teachers’ perspective. This study used qualitative methods with using documentation, questionnaires, and interviews to collect the data. Documentations were made by extracting data from the West Java Province BBMP website. The questionnaire involved 50 EFL teachers in The Pangandaran district. Interviews were conducted with two EFL teachers in The Pangandaran district. The result shows that the use of Platform Merdeka Mengajar (PMM) in The Pangandaran district has a score of 41.1% good, 50% quite good, and 8.9% need to be improved. 100% of the samples have installed the PMM application on their devices and have started studying the material and features of the application. Most EFL Teachers still face challenges in the utilization of PMM and the implementation of The Emancipated Curriculum itself. 
Evaluating Task Variety in an EFL Module: “Easy English for Package B (SMP)” from PKBM Bandung Hitimala, Hardianto; Wirza, Yanty
Journal of Foreign Language Teaching and Learning Vol. 9 No. 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.20910

Abstract

English Textbook is a widely used source for teaching English in Indonesia, but studies showed that many textbook tasks are unsuitable for students’ needs. Therefore, the objective of this study was to find out the task types presented in the EFL Textbook, Easy English for Package B (Junior High School level), used by an Institution, focused on Module 1, Getting Acquaintance. The research design was a content analysis under a descriptive qualitative study. The data were collected from the EFL Module 1, and 1 teacher was recruited as a participant. The study used the task types rubric by Nunan (1999; 2004). Besides the content analysis, an interview was conducted to identify tasks found in the textbook and the teacher's perspective regarding the module. The finding showed that the module does not meet the standards of a good textbook, predominantly because it centered around linguistic tasks, comprising 97.66% of all tasks; another type of task is creative tasks, constituting only 2.32%. In other words, the module lacks diversity in task types, as there are no cognitive, interpersonal, or affective tasks. In the interview, the teacher shows a negative attitude towards the tasks in module 1, which is that the tasks ignore many other important aspects of learning. To improve, textbook makers should include various tasks from Nunan’s framework that apply to real life. Teachers should use these materials creatively, and schools should offer textbooks that provide comprehensive language tasks.
Analyzing Exercises in An English Textbook Entitled 'Think' (CEFR A1) Based on Communicative Language Teaching Wibowo, Enggar Pangesti; Wirza, Yanty
Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i2.26333

Abstract

Background: Recent studies found that some English textbooks do not support Communicative Language Teaching (CLT) principles that are suitable to be emphasised in teaching with the current emancipated curriculum in Indonesia. Objective: This study attempts an analysis on exercises in an English textbook entitled “Think” (CEFR A1) by Cambridge University Press for seventh graders. The research was to analyze the extent to which the exercises in the textbook follow the principles of CLT, to explore the teachers’ perspective in the use of textbooks to support CLT, and to describe the students' performances of the communicative classroom activities. Methods: The research used a qualitative case study method employing document analysis, teachers’ interview and classroom observations in a private Islamic Junior High School in Semarang, Central Java. Findings: The results show that the textbook strongly promotes communicative competence dominated by task completion activities with a proportion of individual tasks excelling in pair/group works in them. Conclusion: However, the large number of exercises makes this book seem like a workbook. Although the teachers have adequate understanding of CLT principles and the activities presented in the textbook, the interviews showed that time constraints meant that most of the time, they could only use task completion and role play. The results of the students' performance showed that most of them succeeded in practicing the role play well although the low achievers who had problems in practicing the dialogue needed better scaffolding and time during the tasks completion.
Reflective practice in the teaching practicum program: Pre-service English teachers’ reflections Nurhidayah, Mila Ida; Wirza, Yanty
Journal of Applied Studies in Language Vol. 8 No. 1 (2024): June 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i1.11-19

Abstract

Reflective practice has gained significant importance in various professional educational settings. There has been a surge in research conducted on reflective practice across different fields, including English teaching, which indicates an increasing interest in this area. This study explores how pre-service English teachers reflect on their teaching journey, spanning from their initial teaching experiences to their future aspirations. Furthermore, these participants have undergone a teaching practicum program at public high schools in Bandung, Indonesia. In addition, the study uses a qualitative approach through a narrative inquiry design, with three pre-service English teachers participating in interviews to share their experiences. Before the interviews, the participants were required to complete a narrative framework. In addition, the collected data are analyzed through thematic analysis. The findings demonstrate how reflection in teaching practice can positively impact the teaching performance of pre-service English teachers by enhancing their instructional strategies, addressing areas for improvement, and promoting continuous professional development. In conclusion, this study highlights the significance of reflective practice in the field of English teaching and offers insights into its benefits for pre-service teachers. It emphasizes the importance of ongoing reflection to improve teaching effectiveness and enhance the overall quality of education.
ESP Needs Analysis: An Investigation of Marketing Students English Needs in Higher Education Hulwa, Nadia; Wirza, Yanty; Suminto
Journal of Nusantara Education Vol. 4 No. 2 (2025): April 2025
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v4i2.142

Abstract

Penguasaan bahasa Inggris di bidang Pemasaran sangat penting di dunia ekonomi global. Sebagai pemeran dominan di ekonomi dan pemasaran regional dan global, baik sebagai produsen maupun konsumen barang dan jasa, Indonesia harus mempersiapkan sumber daya manusia dengan pendidikan bahasa Inggris untuk kebutuhan khusus (ESP), khususnya di bidang pemasaran. Namun demikian, analisis kebutuhan bagi mahasiswa ESP di bidang pemasaran di Indonesia masih sangat langka. Untuk menginvestigasi tingkat kebutuhan bahasa Inggris bagi mahasiswa Pemasaran di sebuah Politeknik di Indonesia, penelitian ini mengadopsi pendekatan kualitatif. Analisis dari data yang dikumpulkan melalui survei kuesioner dengan 38 mahasiswa Pemasaran dan diskusi kelompok terfokus (FGD) dengan 5 perwakilan mahasiswa mengindikasikan bahwa para mahasiswa membutuhkan lebih banyak aktivitas dan materi pembelajaran bahasa Inggris yang berhubungan dengan jurusannya, terutama yang berhubungan dengan tata bahasa Inggris, kemampuan berbicara, dan kosa kata. Mayoritas mahasiswa memilih bahwa bahasa Inggris penting untuk kehidupan sehari-hari, pelajaran di kelas, dan pekerjaan di masa depan. Kemampuan bahasa Inggris yang tersulit menurut siswa adalah kemampuan tata bahasa Inggris, diikuti kemampuan berbicara dan kosakata. Terlebih lagi, para mahasiswa membutuhkan lebih banyak latihan tentang bagaimana memperkenalkan diri dalam bahasa Inggris dan meningkatkan kemampuan membaca deskripsi produk dalam bahasa Inggris. Hasil dari penelitian ini dapat digunakan sebagai pedoman bagi para dosen dan mahasiswa untuk mengembangkan pengalaman belajar mengajar yang lebih baik di pelajaran bahasa Inggris untuk Pemasaran. ___________________________________________________________________________________ English language mastery in the field of marketing is significant in globalized world economy. As a dominant player in the regional and global economy and marketing both as producers and consumers of goods and services, Indonesia should prepare its human capitals via quality ESP education particularly in marketing. However, needs analysis for ESP students of marketing in Indonesian context is still rare. In order to investigate the needs of marketing students from a university in Indonesia, this study adopted a qualitative method approach. The analysis of the data collected via a questionnaire survey with 38 marketing students and a Focus Group Discussion with 5 students representatives indicates that students require more activities and materials related to their major, especially related to grammar, speaking, and vocabulary skills. The majority of the students think that English is important for them in daily life, classroom context, and their future employment. The most difficult English skills according to the students were grammar skill, followed by speaking skill and vocabulary skill. Moreover, students need more practice on self-introduction and reading product description. Moreover, students need more practice on self-introduction and reading product description. The results of this study may serve as a guideline for the lecturers and students to develop better teaching learning experiences in English for Marketing.  
Authentic Assessment in Examining EFL Students’ Writing Hitimala, Hardianto; Wirza, Yanty
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.349

Abstract

This writing intended to explore authentic assessment in teaching EFL writing, focusing on how the authentic assessment is presented in writing, the problem of the implementation, as well as the effectiveness.  This is a literature review writing that examines previous articles. According to previous studies, some teachers have used authentic assessment to evaluate their students’ writing skills, but they have faced some challenges such as lack of time and resources to implement all kinds of authentic assessment. Authentic assessment is a powerful way to measure student writing because it allows students to write about realistic situations that suit their needs, and it can also enhance their writing abilities, motivation, enthusiasm, and desire to write
ELEMENTARY EFL TEACHERS’ KNOWLEDGE AND PRACTICES IN FOSTERING LEARNER AUTONOMY Fadilla, Suci; Yusuf, Fazri Nur; Wirza, Yanty
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12269

Abstract

Learner autonomy is essential in young learners’ language development, yet its implementation remains limited at the elementary level, particularly in contexts rooted in teacher-centered traditions. This study examined the understanding of elementary EFL teachers and the strategies they use to foster learner autonomy in EYL classrooms in Indonesia, employing a sequential mixed-methods design. The study commenced with a survey of 34 teachers, followed by semi-structured interviews with four selected teachers. Descriptive statistics were used to analyze survey data, while thematic analysis was applied to interview transcripts. The findings revealed that most teachers have a positive understanding of learner autonomy, with a particular emphasis on their role as facilitators and motivators. Teachers applied various strategies to foster autonomy, such as providing choice in learning activities and giving positive feedback. However, this positive orientation was contrasted by the presence of teacher skepticism regarding young learners’ readiness for autonomy. These findings suggest that while the conceptual understanding of learner autonomy is present, its implementation still requires targeted professional development focusing on age-appropriate pedagogical scaffolding and practical tools to move teachers beyond conceptual understanding to consistent autonomous practice.
Exploring Junior High School EFL Teachers’ Digital Literacy in Digital Resource Adaptation Hasnada, Taqina; Wirza, Yanty
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 1 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i1.78362

Abstract

Digital literacy has emerged as a crucial skill for teachers to acquire in order to adapt to the enormous digital learning resources available online. This study aims to explore English teachers’ digital literacy knowledge and practices, particularly their adaptation of digital learning resources for classroom use. This study employed a qualitative content analysis design guided by the European Framework for the Digital Competence of Educators(DigCompEdu). The study focuses on three areas: digital resources, teaching and learning, and empowering learners, to map teachers’ competence against their classroom practices. Data were collected from 12 digital learning resources created by three junior high school English teachers, supported by DigCompEdu-derived questionnaires and semi-structured interviews. Although the sample is small, the study adopts an in-depth case-oriented approach to generate rich, contextualized insights into the relationship between perceived and enacted digital competence. The findings reveal a significant disparity between teachers’ self-assessed competence levels (B1–C1) and the pedagogical depth of their resource adaptation. While teachers frequently use multimodal resources and demonstrate functional digital skills, critical evaluation of sources, systematic citation practices, learner-centered adaptation, and integration of problem-solving remain limited. This gap highlights a conceptual distinction between operational digital proficiency and profound digital literacy in pedagogical contexts. The novelty of this study lies in its empirical evidence of competence-practice misalignment, based on a triangulated analysis of self-assessment data and real instructional artifacts within the DigCompEdu framework. The findings contribute to global discussions on teachers' digital literacy by emphasizing the need to move beyond skill acquisition toward reflective, evaluative, and pedagogically grounded digital integration in language education
Korean Language in Bandung City Public Space: A Landscape Linguistic Study Adhea Tsabitah Sulistiyo; Yanty Wirza; Budi Hermawan
RETORIKA: Jurnal Ilmu Bahasa Vol. 11 No. 2 (2025)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.11.2.2025.387-394

Abstract

This study aims to examine the existence of Korean language in public spaces in Bandung City through a Linguistic Landscape approach. Korean language is increasingly found in various public sectors, particularly in the culinary, beauty, non-formal education, and banking sectors. Data was collected through photographic documentation of signage in eight districts, which was then analyzed based on spatial distribution, language combination forms (monolingual, bilingual, and multilingual), and their socio-cultural functions. The findings reveal that Korean is not only used as a communication tool but also as a symbol of identity and cultural capital in public spaces. The patterns of combining Korean with Indonesian and English reflect marketing strategies, modernity, and symbolic values influenced by globalization and Korean popular culture. These findings confirm that the public spaces of Bandung serve as an arena for interaction between local and global values, reflecting the sociolinguistic dynamics of contemporary urban society.
Co-Authors Aceng Ruhendi Syaifullah Achmad Japar Nursabit Adhea Tsabitah Sulistiyo Adrian, Merry Ahmad Bakri Alhadi Ahmad Dindang Mababaya Ahmad Fadhil Alhaq, Indah Fatihaturrahmah Amandangi, Dewi Ananda Puspakartika Anggra Hermawan, Hengki Anugrah, Andre Astri Winandari Berlin Aufa, Fellia L. Aulia Rahmawati Ayu Lestari Azwan Azwan Bachrudin Musthafa Budi Hermawan Damayanti, Annisa Dingding Haerudin Edelweis, Sherly L.B. Emi Emilia Fadilla, Suci Faksi Rana Al-Kahfi Fannisa Wanda Salaras Fazri Nur Yusuf Firima Zona Tanjung Fitri, Auliana Galang Adhitia Mahardhika Galihkusumah, A.H. Gunawan, Wawan Hanifia Arlinda Hanipah, Hanipah Hasnada, Taqina Hendariyunisha, Shifa Hitimala, Hardianto Holik, Nici Azhari Hulwa, Nadia Iasya, Lydia Kusdyanti indri fitriani Indriani, Rahmi INTIFADHAH INTIFADHAH, INTIFADHAH M. Ibnu Mustofa Madaresita Madaresita Maulana, Cepri Melvina Melvina, Melvina Muniroh, R. Dian Muslim Ahmad Bukhori Nabillah, Nida Nainggolan, Bernard Richard Najmi Rifa Naufal Nenden Sri Lengkanawati Nur, Adam Muhammad Nurhidayah, Mila Ida Nuriska Noviantoro Nurizqia, Rifania Nurul Fitri Putra, Dondian R. Dian Dia-an Muniroh Rahmat Agung Azmi Putra Ramdani, Sarah A Raynesa Noor Emiliasari Retno Pudji Rahayu Retty Isnendes Safira, Viera Safrina Noorman Sanni, Fitri Aulia Setyaningsih, Anita T Sri Novianti Sri Setyarini Suci Maharani Sudana, Dadang Suherdi, Didi Sukarman, Surya Aulia Suminto Susan Santika Syihabuddin Syihabuddin Tri Indri Hardini Trianto, Ikmal Wawan Gunawan Wibowo, Brilian Rachman Wibowo, Enggar Pangesti Yulianeta Zulfiana Amaliana MZ