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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP ELOQUENCE: Journal of Foreign Language GLENS: Global English Insights Journal
Fadhlan Saini
Universitas Pendidikan Ganesha, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Negotiating In-Group and Out-Group Identities through Translanguaging in English Area Communities: Menegosiasikan Identitas Kelompok Dalam dan Kelompok Luar Melalui Translanguaging di Komunitas Berbahasa Inggris Fadhlan Saini; Putu Kerti Nitiasih; Ni Made Ratminingsih; Ni Komang Arie Suwastini
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i1.3412

Abstract

Background: Along with the development of sociolinguistic studies and language education, the orientation of research and learning practices is shifting from a monolingual approach to a more inclusive multilingual framework. In this context, translanguaging is seen as a communicative practice that allows individuals to use the entirety of their linguistic resources dynamically to build meaning, form identity, and establish social relationships. Purpose: This study aims to explore the practice of translanguaging within English Area communities that function as Community of Practice (CoP), focusing on the role of such practices in strengthening social cohesion as well as in the identity negotiation process between core members and outsiders of the community. Method: This research applies ethnographic case study approach. Data collection was conducted through participatory observation, semi-structured interviews, and review of community documents involving various actors, ranging from core administrators, active members, new members, former members, to external observers. Data analysis was conducted using Thematic Analysis to reveal patterns of language use, linguistic norms that develop, and the dynamics of social identity formation in the community. Results and Discussion: Research findings show that the English Area acts as a community of practice that supports the collaborative and sustainable English learning process. The practice of translanguaging not only serves as a pedagogical strategy to facilitate the understanding of the material, but also as an effective strategy that contributes to decreasing language anxiety and increasing member engagement. The use of language in the community is flexible and situational, where English is applied in accordance with the goals of the activity and the level of readiness of the participants. Although the ability to speak English serves as a symbol of membership, the application of language flexibility actually strengthens the sense of community and reduces the potential for social exclusion. Conclusions and Implications: This study confirms that translanguaging plays an important role in language learning, identity formation, and the sustainability of communities of practice, and has implications for the development of more inclusive and contextual English learning practices.
Confidence and Spontaneity in an Intensive EFL Speaking Program: An Outcome-Focused Logic Evaluation Fadhlan Saini; Ni Nyoman Padmadewi; I GA Lokita Purnamika Utami; Putu Suarcaya
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.20428

Abstract

Confidence and spontaneity are often treated as expected outcomes of EFL speaking programs, yet program evaluations rarely explain how these outcomes are produced, sustained, or limited by classroom processes. Addressing this gap, this study evaluated a Basic Speaking Class through an outcome-focused logic evaluation framework to examine how program inputs, communicative activities, classroom conditions, and immediate outcomes shaped students’ oral development. This qualitative evaluative case study involved 12 participants: 10 students, one speaking lecturer, and one program coordinator. Data were collected through semi-structured interviews, classroom observation with field notes, and program documents, and were analyzed thematically using the logic framework as an analytical lens. The findings show that communicative tasks such as games, role plays, discussions, and problem-solving activities, when supported by peer interaction and responsive feedback, created a less threatening space for students to take risks, speak more willingly, and rely less on memorized scripts. However, these gains were context-dependent. Students’ confidence and spontaneity were strongest in low-stakes classroom interaction but weakened in formal academic speaking situations, particularly when vocabulary recycling, task progression, and tutor scaffolding were insufficient. The study contributes to EFL speaking program evaluation by showing that confidence and spontaneity are not automatic indicators of program success, but developmental and fragile outcomes shaped by the alignment between task design, classroom support, and transfer-oriented speaking practice.
From Reading Journal Articles to Research Synthesis: Pre-Service English Teachers' Development of Source-Based Academic Literacy Fadhlan Saini; Ni Made Ratminingsih; Ni Luh Putu Sri Adnyani; Ni Luh Putu Eka Sulistia Dewi; Dewa Putu Ramendra
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.740

Abstract

This study examines how pre-service English teachers develop source-based academic literacy as they move from reading journal articles to writing research syntheses. Framed by the Academic Literacies Model, it employed a qualitative descriptive design involving twelve eighth-semester students in an English Education Study Program in Indonesia. Data were collected through semi-structured interviews, reading and synthesis tasks, reflective journals, annotated articles, synthesis matrices, and students’ written work, and were analysed using reflexive thematic analysis. The findings show that development was gradual, recursive, and uneven. Students initially read journal articles for text-level comprehension, focusing on vocabulary, structure, and isolated meanings, but struggled to relate sources, transform summaries into synthesis, and construct an academic voice. This summary–synthesis gap was shaped by limited strategies, uncertainty about academic authority, and fear of misrepresenting authors’ ideas. Synthesis matrices, purposeful annotation, concept mapping, peer discussion, and reflection supported more analytical source use. The study contributes an explicit pedagogical explanation of how research synthesis can be systematically scaffolded in academic writing and research courses as both an academic literacy practice and a professional competence in English teacher education.
Co-Authors Dewa Putu Ramendra I GA Lokita Purnamika Utami Ni Komang Arie Suwastini Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Sri Adnyani Ni Made Ratminingsih Ni Nyoman Padmadewi Putu Kerti Nitiasih Putu Suarcaya