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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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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.
Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook Galang Adhitia Mahardhika; Yanty Wirza; Faksi Rana Al-Kahfi; Ahmad Dindang Mababaya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1983

Abstract

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled “Modul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloom’s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbook’s effectiveness and the teacher’s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.
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.
Improving Pharmacy Vocational High School Students’ English Proficiency Through an ESP Enrichment Program Najmi Rifa Naufal; Yanty Wirza
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 14, No 1 (2026): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v14i1.110907

Abstract

Menanggapi adanya ketimpangan antara pembelajaran bahasa Inggris dan kebutuhan siswa di sekolah menengah kejuruan farmasi, satu sekolah menegah kejurusuan farmasi di Jawa Barat melaksanakan Program Pengayaan Bahasa Inggris untuk Tujuan Khusus (ESP) di liar jam pembelajaran reguler. Oleh karena itu, penelitian ini bertujuan untuk menganalisis bagaimana Program Pengayaan di sekolah menengah kejuruan armasi tersebut meningkatkan kemampuan bahasa Inggris siswa. Penelitian ini menggunakan pendekatan kualitatif, tepatnya yaitu studi kasus eksploratif. Data dikumpulkan melalui observasi kelas, analisis dokumen, dan wawancara dengan 6 peserta, kemudian dianalisis menggunakan analisis tematik. Temuan dari penelitian ini menunjukan bahwa Program Pengayaan tersebut membantu siswa belajar dan berlatih pengucapan, kosakata, dan berbicara. Selain itu, program tersebut menyelenggarakan aktivitas membca dan menulis, bermain peran, tugas kosakata, dan latihan singkat. Meskipun program ini menghasilkan hasil positif, program ini masih memerlukan perbaikan, terutama dalam mengembangkan silabus dan rencana jangka panjang progam yang jelas. Secara keseluruhan, program pengayaan ESP membantu mendukung pembelajaran bahasa Inggris siswa.
Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook Galang Adhitia Mahardhika; Yanty Wirza; Faksi Rana Al-Kahfi; Ahmad Dindang Mababaya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1983

Abstract

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled “Modul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloom’s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbook’s effectiveness and the teacher’s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.
EMPOWERING EFL LEARNERS: ANALYSIS OF STUDENT’S BOOK FOR LEARNER AUTONOMY IMPLEMENTATION Astri Winandari Berlin; Yanty Wirza; Madaresita Madaresita; Ayu Lestari; Faksi Rana Al-Kahfi
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10153

Abstract

Learner autonomy has gained attention in English for Foreign Language (EFL) study context, but research on its promotion through EFL textbooks used in Indonesian Classroom remains limited. This study addresses this gap by evaluating ‘English in Mind’ student’s textbook facilitation of learner autonomy. A qualitative case study was employed, using Levels of Learner Autonomy Implementation Framework to analyze the textbook. The result show that the textbook facilitates learner autonomy to varying degrees, with Awareness level being the most prominent. The facilitation of higher levels of autonomy, namely Involvement, Intervention, Creation, and Transcendence were less frequent. They suggest that while the textbook supports foundational autonomy, there are gaps in promoting higher-level autonomy. This study contributes to educational theory by illustrating how textbooks can support learner autonomy in a context with limited studies. Practically, it offers insights into how textbooks can be used to foster learner autonomy in EFL classrooms. From a policy perspective, while the findings suggest that the textbook lays a foundation for learner autonomy promotion, targeted policy initiatives are needed to systematically integrate higher-level autonomy tasks and support their effective implementation in Indonesian EFL classrooms.
From Newsroom Frames to Courtroom Registers: Language as Patriarchal Legitimation in Sexual Violence Reporting Zulfiana Amaliana MZ; Aceng Ruhendi Saifullah; Yanty Wirza
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 2 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.2.2025.242-260

Abstract

This study examines how patriarchal authority is linguistically constructed and contested across media coverage and courtroom registers in sexual violence cases. Using Critical Discourse Analysis (CDA) and Halliday’s transitivity framework, the researcher analyses 784 clauses from 25 online news articles and one courtroom case adjudicated at the Praya District Court in West Nusa Tenggara, Indonesia. News reports were selected through purposive sampling, focusing on cases where perpetrators were socially significant figures such as father, lecture, and religious leader. AntConc software generated frequency and concordance lists, which were qualitatively coded in ATLAS.ti to identity patterns of agency, responsibility, and identity representation. Findings reveal that media discourse is dominated by material processes (70%), foregrounding acts of abuse and institutional responses, while relational processes assign social roles that frame cases within patriarchal and hierarchies. Courtroom discourse is characterized by relational, verbal, and mental processes, where defendant deploy relational clauses and conditional threats to normalize coercion, mask abuse as paternal care, and silence resistance. This study introduces the concept of discursive paternalism to explain how paternal identity functions as a linguistic resource that reframes coercion as moral duty. By connecting media framing and courtroom registers, the analysis demonstrates that justice is discursively produced across interconnected arena, with media narratives priming societal expectations and courtroom language either reinforcing or challenging them
Promoting learner autonomy through EFL textbook: the textbook facilitation and the students M. Ibnu Mustofa; Yanty Wirza
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6056

Abstract

Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through EFL textbooks in Indonesia remains under-explored. This study investigated the extent to which the EFL textbook
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