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INDONESIA
JOURNAL OF ENGLISH FOR ACADEMIC
Published by Universitas Islam Riau
ISSN : 23562404     EISSN : 24511446     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English for Academic (J-SHMIC) is English Study Program Journal of Teacher Training and Education Faculty at Islamic University of Riau. It publishes manuscripts in printed and online versions within the fields of English Language Teaching and learning, Applied Linguistics, and Literature. The journal is issued twice a year in February and August.
Arjuna Subject : -
Articles 228 Documents
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Teachers' Perceptions and Challenges in Implementing Differentiated Learning in Kurikulum Merdeka Sianturi, Betty
J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates teachers' perceptions of implementing differentiated learning in the context of the Kurikulum Merdeka, focusing on how it impacts teaching and learning. Through a qualitative case study approach, the research involved in-depth interviews with five teachers from Balikpapan City, East Kalimantan, who have between three to twenty-two years of teaching experience. The study explores teachers' preparedness to apply differentiated learning, their beliefs regarding its benefits, and the challenges they face in its implementation. While teachers recognize that differentiated learning fosters student engagement and accommodates diverse learning needs, they also encounter significant obstacles such as limited resources, time constraints, and the complexity of managing diverse student abilities and moods. Despite these difficulties, teachers commit to overcoming challenges by adopting creative strategies and continuous adaptation. The findings emphasize the need for institutional support, including training and resources, to enable teachers to implement differentiated learning effectively. This research contributes to how differentiated instruction can be more successfully integrated into classrooms under the Kurikulum Merdeka.
Teacher Perceptions of the Merdeka Curriculum in English Teaching in Rural Elementary Schools Nety, Nety; Widyastuti, Sri Harti; Santoso, Imam; Baharuddin, Baharuddin
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).25312

Abstract

The continuous shifts in Indonesia’s educational curriculum have raised significant concerns about the effectiveness of English language teaching at the elementary school (ES) level, particularly in rural areas. While the Merdeka Curriculum (MC) emphasizes early language acquisition, its implementation faces challenges due to gaps in teacher preparedness, limited resources, and disparities between urban and rural schools. This study explores English teachers’ perceptions of the MC and the challenges they encounter in its implementation in rural elementary schools. This research uses a qualitative descriptive approach, with data collected through semi-structured interviews, observations, and document analysis from eight English teachers in five ES in Baubau, Southeast Sulawesi, Indonesia. Data analysis involved data condensation, display, and conclusion drawing. The findings show that while teachers recognize the potential of the MC, their understanding remains superficial, primarily acknowledging it as a new policy. The challenges identified include a lack of professional development opportunities, inadequate resources, and insufficient facilities, hindering the curriculum’s effective application. Teachers often rely on internet-based resources that are not tailored to local contexts and struggle with the student-centered, differentiated learning approach promoted by the curriculum. The study suggests that successful implementation of the MC requires support at both the central and local levels, including teacher training, infrastructure improvements, and appropriate resources. Further research should explore strategies to enhance teacher competencies and address infrastructural barriers, ensuring the full potential of the MC in rural education settings.
Exploring Pedagogical Grammar to Improve Communication Skills of Second-Semester University Students Safriyani Novitri; Khulaifiyah, Khulaifiyah; Astuti, Missi Tri; Rizqiani, Diyah Ayu; Kurnia, Rima Maulani
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).25751

Abstract

The purpose of this learning is to explore the application of the educational grammar. Engaging in the pedagogical grammar approach can help students communicate better. Student cognitive memories of the word strengthen their skill. A qualitative methodology was employed for data collection, utilizing observation as the principal tool for evaluating students' competencies. The research concept is based on training programs that motivate students to use English more often. As a result, English became a second language for most students more often in everyday life and in the classroom. The analysis also indicated learners seemed much better able to speak the language when they employed the pedagogical grammar approach. Researchers saw that they were more excited and sure of themselves when they spoke English in both planned and unplanned activities. In short, the pedagogical grammar approach made it easier for students to talk to each other. After receiving this kind of training, the students' eagerness and willingness to use English more frequently and with greater confidence demonstrate its effectiveness. Cognitive processes should involve how individuals perceive, think, and understand the world around them.
Writing with Precision: How Filipino ESL Learners Navigate Technical Terms and Context Clues Herdiansyah, Yoseci Khairunnisa; Hardiyanto, Asep
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).26656

Abstract

This study looked at how 25 Grade 10 ESL students in the Philippines use technical vocabulary and contextual clues in paragraph writing. Student writing was assessed using a four-point rubric covering terminology, contextual support, organization, and grammar, and analyzed through the framework of Miles and Huberman (1984). The results pointed to a clear tension between two things: students were surprisingly strong on technical vocabulary :  three of the five groups scored at the excellent level  but they struggled to actually build meaning around the terms they used. Groups that scored well did so by embedding technical terms within explanations that gave readers enough context to follow along. Groups that scored poorly used technical terms correctly but left them without support, so the words sat in the paragraphs without doing much communicative work. Grammar errors made this worse, particularly for students who were already struggling with contextual application. Scores ranged from 7 to 15 out of 16, with a mean of 10.8, which reflects how unevenly these skills were distributed across groups. The findings challenge the common assumption in ESL teaching that vocabulary acquisition is the first priority and that application will follow on its own. What the data actually show is that knowing technical terms and knowing how to use them strategically are two separate skills that need to be developed at the same time. These findings have direct relevance for ESL instruction in Southeast Asian contexts where English serves as the medium of instruction.
Mediating Academic Writing in The Age of Generative AI: EFL Lecturers’ and Students’ Perspectives on Proposal Writing Accuracy Dayat, Dayat; Kurniawati, Tri
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).26920

Abstract

This study explores lecturer mediation in undergraduate academic writing within an English as a Foreign Language (EFL) higher education context. Employing a qualitative case study design, data were collected from lecturers' written feedback on students’ research proposals, semi-structured interviews with lecturers and students, and a focus group discussion (FGD). The study addresses four research questions examining the forms of lecturer mediation, its contribution to students’ academic writing quality, and how such mediation is perceived and positioned by both students and lecturers. The findings reveal that lecturer mediation primarily focuses on higher-order academic concerns, including research focus, argumentation, and methodological coherence, rather than surface-level language correction. Lecturer feedback plays a central role in improving students’ academic writing accuracy and guiding their academic reasoning. Both students and lecturers consistently position lecturer mediation as the most authoritative form of academic writing support, particularly for validating research direction and methodological soundness. Importantly, the study also demonstrates that lecturer mediation can be pedagogically integrated with the use of generative artificial intelligence (AI) in academic writing instruction. While students tend to use generative AI tools for linguistic support, such as grammar checking and paraphrasing, lecturer mediation remains essential for epistemic guidance, critical evaluation, and academic judgment. This integration highlights the continued relevance of lecturer mediation in ensuring that academic writing remains a meaningful learning process in EFL contexts. The study contributes to current discussions on academic writing pedagogy by proposing a mediated approach to the responsible use of generative AI in higher education.
Supporting Extensive Reading with ChatGPT: A Qualitative Study of Student Experiences in an EFL Context Herdawan, Deri; Sari, Dhesi Wulan; Setyoningrum, Ari Ani Dyah
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).27167

Abstract

This qualitative study explores the integration of ChatGPT in enhancing the success of Extensive Reading program within the context of English as a Foreign Language. A group of students (n=38) participated in the study and three books of fantasy genre were provided as reading materials. ChatGPT was introduced to assist the participants in their reading comprehension. Data were collected through semi-structured interviewed and analysed thematically. The findings revealed that initial reading interest remains a key factor in deciding ER success. However, integration of ChatGPT provided supports in reducing linguistic and interaction barriers. As a cognitive support, it helps the participants accessing reading materials aligned with their interest and reading level. As an affective support, it facilitates discussion when human interaction is limited or inducing anxiety. This study discusses the potential of implementing ChatGPT in Extensive Reading to complement teacher’s roles without diminishing them, especially in English as a Foreign Language context.
Exploring Foreign Language Enjoyment in Indonesian Higher Education: Insights from Non-English Major Students Kurniawati, Lemmuela Alvita; Putra, Steven Sanjaya Pandji
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).27248

Abstract

This study explores Foreign Language Enjoyment (FLE) in learning English among non-English major students in Yogyakarta, Indonesia, focusing on its level and contributing factors. Utilizing a mixed-methods approach, data were collected through a questionnaire adapted from Dewaele and MacIntyre (2014), distributed to 186 students across 27 universities/colleges, followed by semi-structured interviews with nine selected participants. Quantitative findings revealed a high overall FLE level (mean = 3.13 on a 4-point scale), with students reporting enjoyment in classroom activities, positive social interactions, and a supportive environment. Qualitative findings identified two main themes: (1) varied learning activities (e.g., creative tasks, English songs, and movie discussions) enhanced engagement, and (2) perceived safe classroom environment, characterized by non-judgmental feedback and peer support, fostered emotional security and participation. These findings highlight the importance of pedagogical diversity and emotional safety in promoting FLE, offering practical insights for educators to design enjoyable and inclusive language classrooms. It contributes to the underexplored context of non-English majors in Indonesia, emphasizing the interplay between instructional strategies and affective factors in language learning. Limitations include geographical and time constraints, suggesting future research to expand samples across regions and educational levels.
The Correlation Between Students’ Internet Device Use and Language Literacy in Khalifah Model School Secondary Kustina Sari, Neni; Herlinawati; Hafizah, Mardiah; Herdi
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).27251

Abstract

In the current era of globalization, technology plays an important role in all parts of life, especially in the world of education which is used to improve the teaching and learning process in the classroom. The increased use of technology in education will greatly help students and teachers in completing tasks while expanding their knowledge and understanding through the use of existing technology. This study aims to investigate the correlation between students' use of internet devices and language literacy at Khalifah Model School Secondary Malaysia. This study used quantitative method with a correlation design to assess the relationship of students' internet device use and language literacy. Data was collected through two sets of questionnaires with a total of 35 questions, which were administered to Grade 8 and 9 students with a total sample of 61 students. The results showed that there was a correlation between students' internet device use and language literacy (sig. 2 tailed = 0.005 < 0.05). However, the Pearson correlation coefficient of -0.356 indicates a negative relationship with low strength. In conclusion, this study found there is correlation but not significant between language literacy and internet use among schoolchildren. This study implies the need for a more thoughtful and targeted approach in integrating technology into education to maximize its benefits for students' literacy. This will be potential for the future researchers to investigate more topics about the school students’ literacy and internet usage in the contexts of classroom settings.

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