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All Journal 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 EXPOSURE JOURNAL 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 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
Yanty Wirza
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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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.
FROM MATERIAL TO RELATIONAL: WHAT MOOD AND TRANSITIVITY REVEAL ABOUT EFL STUDENTS’ RECOUNT AND REPORT WRITING Salaras, Fannisa Wanda; Wirza, Yanty; Gunawan, Wawan
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.
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.
REVISITING IDEOLOGIES IN ENGLISH LANGUAGE PEDAGOGY: SYSTEMATIC REVIEW OF HIGHER EDUCATION CONTEXT Nirwana; Ramli; Wawan Gunawan; Yanty Wirza; Sohaib Shafique
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/yjbmj818

Abstract

English language teaching (ELT) in higher education is increasingly shaped by global and ideological changes, particularly neoliberalism, standard language ideology, and the dominance of English in academic contexts. A review of studies published between 2015 and 2025 further shows that these concerns have gained significant prominence. This article draws on a systematic review of 47 Scopus-indexed publications. The data were analyzed using thematic synthesis to trace patterns, variations, and emerging trends, while VOSviewer was employed to visualize relationships among keywords, authors, and major research topics, allowing broader mapping of ideological orientations within ELT. The result shows that curriculum design, language policy, textbooks, and teaching materials remain key sites where ideology is reproduced. Classroom interaction and institutional practices also contribute to the reproduction of ideology, although less prominently than curriculum and teaching materials. Neoliberalism, standard language ideology, and internationalization appear as dominant orientations, whereas perspectives such as linguistic pluralism, translanguaging, and social justice function more as counter-discourses. Methodologically, most studies rely on qualitative approaches, particularly interviews, ethnography, case studies, and CDA. Other approaches, including mixed methods and frameworks like Systemic Functional Linguistics or autoethnography, are less frequently applied and tend to address more specific concerns. The findings of this study emphasize the importance of developing English teaching practices that are more inclusive and responsive to student diversity, through the application of linguistic pluralism and translanguaging. In addition, these results encourage critical studies that integrate micro (classroom interaction) and macro (policy and curriculum) analyses to understand ideological dynamics in higher education more holistically.
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.
Co-Authors Achmad Japar Nursabit Adhea Tsabitah Sulistiyo Adrian, Merry Ahmad Bakri Alhadi Ahmad Fadhil Al-Kahfi, Faksi Rana Alhaq, Indah Fatihaturrahmah Amandangi, Dewi Ananda Puspakartika Anggra Hermawan, Hengki Anugrah, Andre Aufa, Fellia L. Aulia Rahmawati AYU LESTARI Azwan Azwan Bachrudin Musthafa Berlin, Astri Winandari Budi Hermawan Budi Hermawan Damayanti, Annisa Dingding Haerudin Edelweis, Sherly L.B. Emi Emilia Fadilla, Suci Fazri Nur Yusuf Firima Zona Tanjung Fitri, Auliana 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 Mababaya, Ahmad Dindang Madaresita, Madaresita Mahardhika, Galang Adhitia Maulana, Cepri Melvina Melvina, Melvina Muniroh, R. Dian Nabillah, Nida Nainggolan, Bernard Richard Nenden Sri Lengkanawati Nirwana Nur, Adam Muhammad Nurhidayah, Mila Ida Nurizqia, Rifania Putra, Dondian R. Dian Dia-an Muniroh Rahmat Agung Azmi Putra Ramdani, Sarah A Ramli Raynesa Noor Emiliasari Retno Pudji Rahayu Retty Isnendes Safira, Viera Safrina Noorman Salaras, Fannisa Wanda Sanni, Fitri Aulia Setyaningsih, Anita T Sohaib Shafique 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