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All Journal International Journal of Education English Review: Journal of English Education UICELL Conference Proceeding Globish: An English-Indonesian Journal for English, Education, and Culture Journal of English Education Studies CCIT (Creative Communication and Innovative Technology) Journal SENSITEK PROJECT (Professional Journal of English Education) Abdimas Universal SALEE: Study of Applied Linguistics and English Education Jurnal Pengabdian kepada Masyarakat Prosiding University Research Colloquium Universal Raharja Community (URNITY Journal) Jurnal Nusantara Berbakti International Journal of Educational Research Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL)
Suharti, Dwi Sloria
Universitas Muhammadiyah Tangerang
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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When Blogging Meets News Writing: Indonesian EFL Student Teachers’ Experiences in a Journalism Course Dwi Sloria Suharti; Syaadiah Arifin; Diah Aryani; Hani Dewi Ariessanti
International Journal of Educational Research Vol. 3 No. 2 (2026): June: International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v3i2.504

Abstract

This study explores Indonesian EFL student teachers’ experiences of learning to write news articles through blogging in a Journalism course. The study was motivated by the need to provide meaningful and genre-based writing practice for EFL student teachers, who often face difficulties in generating ideas, organizing information, meeting genre expectations, and writing for authentic aences. Employing a qualitative case study design, the study involved twenty undergraduate student teachers from a private Islamic university in Tangerang, Indonesia; all participants completed an online quetaire, and five volunteers joined follow-up semi-structured interviews. The questionnaire data were alysed descriptively, while the interview data were examined thematically. The findings indicate that blogging supported regular writing practice, helped students understand news text structure, enouraged clearer organization of headlines, leads, and supporting details, and increased engagement by allowing students to publish and share their work. Blogging also promoted peer interaction and selfevaluation because students could read, compare, and comment on one another’s posts. However, some paticpants eprienced challenges related to technical blogging skills, uncertainty about writing standards, limited peer feedback, and discomfort with public online publication. The study concludes that blogging can serve as a useful platform for EFL news writing when it is supported by explicit istrucion, relevant tasks, clear assessment criteria, structured feedback, and ethical awareness in using digital and AI-driven tools.
Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia Nurti Rahayu; Dwi Sloria Suharti
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6280

Abstract

Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.
What Counts as Evidence of Pragmatic Transfer in University EFL? A Critical Narrative Review Dwi Sloria Suharti; Edi Ramawijaya Putra
Language Circle: Journal of Language and Literature Vol. 21 No. 2 (2026): Reguler Edition of October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v21i2.65140

Abstract

University learners of English as a foreign language (EFL) need to interpret interpersonal meanings, manage academic relationships, and adapt communication across institutional and intercultural encounters. Although existing syntheses establish that second-language pragmatics is teachable, a more specific question remains unresolved. When do measured improvements justify claims that learning extends beyond the instructional task? This critical narrative review evaluates evidence of learning transfer in university EFL pragmatics instruction. It distinguishes direct university EFL interventions from adjacent settings, non-intervention studies, and potentially overlapping research syntheses. The analysis separates gains in pragmalinguistic resources, sociopragmatic judgment, and interactional responsiveness from their application to untrained tasks or contexts. Retention after a delay is treated as a separate temporal dimension. Meta-analytic evidence supports instruction overall, but neither a universal advantage for explicit instruction nor automatic learning transfer from controlled assessments is established. University studies of e-mail instruction, oral feedback, computerized learning, and chatbot assistance show promising task-specific gains, while differences in comparison conditions and measurement constrain stronger claims. The review proposes an evidence-to-transfer framework linking identifiable learner needs to plausible instructional mechanisms, corresponding assessment indicators, and explicit boundary conditions. The principal contribution is a distinction among learning an assessed pragmatic target, retaining that learning, and applying it in new university situations. Longitudinal, cross-task, multi-institutional studies are needed to test these links.
Co-Authors Ade Mahmud Adela, Cahya Akbar, Habibullah Andriyanti Asianto Arjulayana Arjulayana Ary Budi Warsito Ary Budi Warsito Bachrudin Musthafa Bayu Sulistiyanto Ipung Sutejo Diah Aryani, Diah Dzaki, Muhammad Thifaal Edi Ramawijaya Putra Eka Ugi Sutikno Eka Ugi Sutikno Emi Taufanawati Erlangga, Ravi Era Fathir, Mohammad Nafilah Fazri Nur Yusuf Fikriasih Wigati Gufron Gufron Hamzah Puadi Ilyas Hani Dewi Aries Santi Hani Dewi Ariessanti Hanim, Imtihan - Hatami Hatami Ignatius Joko Dewanto Ihsana El Khuluqo Jefry Sunupurwa Asri Mayra Armiantyara Muhammad Fikri Noviandi Noviandi Nurbaiti Eka Permanasari Nurti Rahayu Nurti Rahayu Permanasari, Nurbaiti Eka Puspita, Dayu Retno Putraku, Daniel Marciano Raditya, Paramadinah Aqil Rumawan, Maya Tri Ryan Putra Laksana Safitri, Alvio Arisia Suhendar, Asep Syaadiah Arifin Syaadiah Arifin Tatu Zakiyatun Nufus Yanda, Fikri