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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 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 Journal on Education JALL (Journal of Applied Linguistics and Literacy) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL 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 Journal on English as a Foreign Language (JEFL)
Yanty Wirza
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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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.  
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.
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.
The English Literacy Subtest in Indonesia College Entrance Examination: A Bridge or a Barrier to Academic Reading? Nurizqia, Rifania; Fitri, Auliana; Iasya, Lydia Kusdyanti; Wirza, Yanty
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55904

Abstract

English literacy is one of the components of the National College Entrance Examination in Indonesia (SNBT), as it assesses students’ reading comprehension skills needed for academic study. This study explores students’ voices of the English literacy subtest, focusing on the difficulties they experience and their reflections on school-based English learning. A qualitative approach was employed, using questionnaires and semi-structured interviews with 32 first and second year students from a public university in Indonesia who had previously taken the SNBT. The findings show that students experienced different levels of difficulty across reading components. Linguistically, complex sentence structures required greater processing effort than vocabulary or grammatical features. At the comprehension level, identifying main ideas, understanding text organization, and restating information were perceived as more demanding than locating explicit details. Students also reported test-taking challenges, particularly post-review hesitation, confusing distractors, and lengthy reading passages. In reflecting on their school learning, students indicated that English instruction supported general reading comprehension and text understanding, but provided limited emphasis on strategic engagement with multiple-choice questions and inferential reading under test conditions. The study highlighted the need for alignment between classroom instruction and national assessment requirements for educators, curriculum developers, and policymakers in Indonesia.
HOW DO INDONESIAN IN-SERVICE EFL TEACHERS DEFINE WRITING PRACTICE AND WRITING INSTRUCTION: A MICROECOLOGICAL PERSPECTIVE Nuriska Noviantoro; Muslim Ahmad Bukhori; Yanty Wirza
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/2tqqmg40

Abstract

Despite global shifts towards process-oriented L2 writing instruction, a theory-practice gap persists in Indonesia, where pedagogy often remains product-focused. This study investigates how Indonesian in-service English teachers formulate their beliefs about writing practices and instruction through an ecological lens. A qualitative case study design was employed, involving 20 voluntary high school teachers from Yogyakarta during a professional development program. Data were collected through narrative frames, written narratives, and semi-structured interviews, and analyzed via qualitative content analysis to identify emergent themes. Findings revealed a fragile instructional microsystem, primarily constrained by teachers’ own identities as writers. A significant lack of writing self-efficacy led many to adopt protective, control-oriented pedagogies, such as sentence-level drills and corrective feedback, despite espousing beliefs in process-oriented approaches. This growth mindset paradox highlighted how internal insecurities and external pressures (e.g., administrative burdens, student readiness) undermined the implementation of constructive beliefs. The study concludes that an effective reform must address teachers’ personal writing competencies, suggesting that professional development should focus on building their identity and confidence as writers to foster more authentic, process-focused writing classrooms.
Utilization of Learning Materials in Teaching Listening Skills: Content Analysis and Teacher’s Experience Nurul Fitri; Yanty Wirza
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.15175

Abstract

Listening is the most frequently used yet least systematically taught language skill in Indonesian junior high school. The quality of the learning materials that mediate it remains under-examined. This study analyses the listening materials used by a teacher in an Indonesian junior high school and investigates how that teacher utilizes and adapts them in practice. Adopting a qualitative design that combines directed content analysis with a single-teacher case study, the research evaluated an elementary coursebook together with teacher-supplemented tasks, using Cunningsworth’s (1995) coursebook-evaluation checklist as the analytical instrument. Data on teacher experience were gathered through a semi-structured interview. The content analysis revealed that the materials offer a strong variety of listening text types and largely contextualized, level-appropriate audio, but are weak in authenticity, visual exploitation, and local cultural relevance, while tasks are dominated by listening for specific detail at the expense of the gist and inferential listening. The teacher’s account confirmed these patterns and showed deliberate supplementation to compensate for coverage gaps. The study offers practical recommendations for selecting and adapting listening materials in resource-constrained EFL settings.
FROM MATERIAL TO RELATIONAL: WHAT MOOD AND TRANSITIVITY REVEAL ABOUT EFL STUDENTS’ RECOUNT AND REPORT WRITING Fannisa Wanda Salaras; Yanty Wirza; Wawan Gunawan
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 5 No. 3 (2025): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v5i3.184

Abstract

This study explores the realization of mood and transitivity systems in Indonesian EFL students’ recount and report writings using the framework of Systemic Functional Linguistics (SFL). The study aims to describe the grammatical patterns that characterize each genre and to identify how students use language to construct meaning. The data were obtained from ten texts written by five eleventh-grade students of a vocational high school in Bandung, consisting of five recounts and five reports. Each text was analyzed clause by clause to identify mood types, process types, and thematic structures. The findings reveal that declarative clauses dominate both genres, showing that students primarily use language to provide information. In recount texts, material processes are most frequent, representing sequences of actions and events, whereas report texts are dominated by relational processes, expressing classification and description. Thematic analysis also shows that topical themes are frequently used to maintain coherence. These results indicate that students’ grammatical choices are consistent with genre purposes, yet their variation in clause construction remains limited. The study suggests that explicit teaching of SFL-based writing can enhance learners’ awareness of how language functions to convey meaning in different text types.
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 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 Hardianto Hitimala Hendariyunisha, Shifa Hengki Anggra Hermawan 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 Reina Wulandari Retno Pudji Rahayu Retty Isnendes Safira, Viera Safrina Noorman Sanni, Fitri Aulia Setyaningsih, Anita T Sri Novianti Sri Setyarini Suci Fadilla Suci Maharani Sudana, Dadang Suherdi, Didi Sukarman, Surya Aulia Suminto Susan Santika Syihabuddin Syihabuddin Taqina Hasnada Tri Indri Hardini Trianto, Ikmal Wawan Gunawan Wibowo, Brilian Rachman Wibowo, Enggar Pangesti Yulianeta Zulfiana Amaliana MZ