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TLEMC (Teaching and Learning English in Multicultural Contexts)
Published by Universitas Siliwangi
ISSN : -     EISSN : 25416383     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
This is The International Journal publishing in June and December every year. The journal of Teaching & Learning English in Multicultural Contexts (TLEMC) is a freely accessible, full text, peer-reviewed journal allowing for the dissemination of ELT in varying contexts (such as families, classrooms, schools, colleges, universities, communities, countries etc).
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)" : 7 Documents clear
Exploring Indonesian EFL learners’ extramural English activities Emeral, Emeral; Yulitriana, Yulitriana
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.13858

Abstract

Extramural English, also known as English exposure beyond the classroom, has become increasingly relevant for language learning, especially with technological advancements. To better understand how extramural English contributes to the English learning process in the Indonesian context, this study explores the extramural English activities of Indonesian EFL learners. A total of seventy-three university students majoring in English Language Education participated in a survey, which gathered data on their extramural English preferences and perceived benefits for language skills. The data were then thematically analyzed. The findings revealed that receptive-related activities were the most popular, with participants frequently engaging in listening to English songs (94.5%), watching music videos with English captions (82.2%), and watching films or TV series in English with Indonesian subtitles (76.7%). These activities were favored because they were enjoyable and provided opportunities for English development. Moreover, most participants perceived extramural English as beneficial for enhancing their knowledge of language items, language skills, and cultural understanding. The findings suggest that EFL teachers should incorporate more productive extramural English tasks to promote balanced skill development among learners.  Keywords: Extramural English, digital learning, English development
Unveiling Students’ Experience with Project-Based Learning in Higher Education Silvani, Dea; Santiana, Santiana; Syakira, Sitti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.16606

Abstract

Project-Based Learning (PjBL) has garnered considerable attention as an innovative pedagogical technique that fosters active participation, analytical reasoning, and tangible utilization of acquired knowledge. This study explores the experience of undergraduate students focusing on the benefits, challenges and coping strategies during the implementation of project-based learning (PjBL) in an ESP course. Involving 45 English Education Department students as the participants, this mixed methods study utilized questionnaire and semi-structured interviews to obtain the data regarding their experience while joining PjBL. The quantitative data from the questionnaire were analysed by using descriptive statistics, while the qualitative data from the interview were analysed through the steps of data condensation, data display, and conclusion drawing. The results of this research indicate that students recognized the roles of PjBL in enhancing their learning motivation, engagement, understanding, language proficiency, problem solving, critical thinking, creativity, and collaboration skills. However, this study also reported significant challenges regarding time constraints, resourcing difficulties, and collaboration issues. To address these challenges, students employed various strategies such as managing tasks independently, utilizing accessible resources, and maintaining effective communication. This study concludes that when carefully implemented, PjBL can be an effective instructional method in ESP contexts that offers meaningful opportunities for both linguistic and personal development. Keywords: Project based Learning, learning experience, higher education, ESP
New frontiers in English literacy education: Preparing critical junior secondary Eastern Indonesia students Ningsih, Sri Kusuma; Ekawati, Anita Dewi; Setyaningsih, Tri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.15321

Abstract

This study examines innovative methods for teaching English literacy to junior secondary students in Eastern Indonesia, focusing on critical literacy. Using an ethnopedagogical approach, it investigates the challenges and strategies for implementing critical literacy, the effects on students’ perspectives and cultural identities, and develops tailored teaching models. Data were gathered through classroom observations, interviews with two English teachers and 50 eighth-grade students from two schools, and documents analysis. The findings highlight significant resource disparities between urban and rural areas, requiring creative adaptations of critical literacy methods. Incorporating local contexts into literacy activities strengthened students’ cultural identities and enhanced their engagement with global issues. Successful pedagogical models included bilingual multimodal texts, digital literacy integration, and collaborative project-based learning. The study also identified challenges from traditional teaching methods and an exam-focused culture, suggesting a gradual introduction of critical thinking activities. The findings of the study provide valuable insights for teachers and policymakers on implementing effective English literacy education in diverse, resource-limited settings, underscoring the need for culturally response approaches. Keywords: Critical literacy, English as a foreign language, Eastern Indonesia, ethnopedagogy, student identity
Integrating AI-based paraphrasing into academic writing pedagogy: A reflective study on Quillbot in practice Herda, Rozanah Katrina; Margana, Margana; Sain, Zohaib Hassan; Savitskaya, Elina S.; Santiana, Santiana; Principe, Regine Aguilar
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.15127

Abstract

Integrating artificial intelligence (AI) into education has transformed traditional approaches to teaching and learning, particularly in academic writing instruction. This study investigates the pedagogical impact of using QuillBot, an AI-based paraphrasing tool, on students' academic writing performance and their perceptions of its use. Motivated by the increasing complexity of academic writing and the need for instructional innovation, this mixed-methods research examines learning outcomes and student experiences. Forty-fourth-semester students, consisting of 13 male and 27 female students, enrolled in an Academic Writing course, participated in the study. An explanatory sequential design was employed, starting with pre- and post-tests measuring writing performance, followed by semi-structured interviews to explore students' reflections. The results revealed a significant improvement in students' writing scores, with the mean increasing from 49.25 (pre-test) to 74.00 (post-test), indicating enhanced ability in paraphrasing and producing coherent academic texts. Students also reported that QuillBot helped them internalize academic language structures, improved their awareness of sentence patterns, and supported autonomous learning by providing immediate, accessible feedback. Moreover, they acknowledged the importance of ethical usage and viewed the tool as a guide rather than a shortcut. These insights highlight the dual role of AI tools as both linguistic support systems and pedagogical aids when thoughtfully integrated into instruction. Future research should consider broader and more diverse populations to deepen understanding of how AI-assisted writing tools shape student learning across different educational contexts.Keywords: Academic writing, Paraphrasing, Artificial intelligence, Quillbot
Blended Problem Based-Learning: Enhancing speaking performance across self-efficacy levels Lestari, Yunda; Hartono, Rudi; Yuliasri, Issy; Pratama, Hendi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.16714

Abstract

This study examines the effectiveness of the Blended Problem-Based Learning (Blended-PBL) approach in enhancing speaking performance among EFL students with different self-efficacy levels and explores students’ perceptions of its application in speaking instruction. Employing a quasi-experimental design, the research involved 32 undergraduate students of an English Education Study Program, consisting of 16 students with high self-efficacy and 16 with low self-efficacy, who participated in a speaking course during the 2023/2024 academic year. Data were collected through pre- and post-test speaking performance assessments evaluated with an analytic rubric, a self-efficacy questionnaire, and a perception survey, and analyzed using paired sample t-tests and descriptive statistics. The results indicated a significant improvement in students’ speaking performance after the Blended-PBL intervention, with a paired sample t-test yielding a value of t = -12.162 (p 0.05), confirming that the gains were statistically significant. Interestingly, although students with high self-efficacy performed slightly better than their peers with lower self-efficacy, the difference between the two groups was not statistically significant, suggesting that Blended-PBL is equally beneficial across varying levels of self-efficacy. Furthermore, perception data demonstrated that students held favorable views toward Blended-PBL, particularly in terms of motivation, collaboration, confidence building, and problem-solving skills. These findings highlight Blended-PBL as an effective and inclusive pedagogical model for EFL speaking instruction, with potential to foster learners engagement, reduce performance gaps, and promote a more supportive and equitable language learning environment.Keywords: Blended problem-based learning, self-efficacy levels, speaking performance
Collaborative Innovations in Feedback Provision and Their Effectiveness with ChatGPT-based Approaches for Academic Writing Fauziah, Zahra Ardeassyifa; Ambarwati, Evi Karlina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.14079

Abstract

In this evolving generation, examining the educational sector, feedback has been a critical element of the educational process, helping the drill and students' performance. With the discovery of Artificial Intelligence innovations, thrilling possibilities were offered for the feedback process enhancement. This study explores the perceptions of both students and educators on the role of collaborative innovations in feedback provision when integrated with ChatGPT-based approaches in academic writing. Additionally, it examines how the incorporation of ChatGPT in collaborative feedback settings influences student engagement and writing development, considering perspectives from both groups. This study utilizes a narrative review approach of 44 studies, 39 of which are highly relevant, to examine ChatGPT's role in feedback mechanisms. It highlights strengths in personalized feedback and limitations in complex interactions. as the primary source of data collection. The literature review reveals that incorporating ChatGPT into feedback processes, as viewed by both students and educators, provides significant benefits such as enhanced accessibility, improved efficiency, and personalized technical assistance, while also highlighting limitations in handling complex or nuanced interactions. However, it also presents challenges, such as the risk of students becoming overly dependent on AI and the tool's limitations in addressing conceptual aspects of writing. Therefore, ChatGPT and feedback mechanisms are likely to remain integrated into academic writing processes for the time ahead. Keywords: Academic Writing, AI, ChatGPT, Collaborative Innovations, Feedback
Writing “Jantur”: Art-based playwriting from Dadaha folklore using Greimas’s actantial model Riswandi, Budi; Sumiyadi, Sumiyadi; Sunendar, Dadang
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.17931

Abstract

This study develops an operational playwriting framework by integrating Greimas’s actantial model into an Art-Based Research (ABR) process to transform the Dadaha folklore into a contemporary drama script, “Jantur.” Data were drawn from five oral informants, local archival sources, contextual socio-ecological materials, and an auditable trail of iterative script drafts. The ABR process was organized into a cyclical workflow comprising (1) narrative segmentation and motif indexing, (2) actantial mapping of functional relations and value oppositions, (3) canonical narrative schema alignment (manipulation–competence–performance–sanction), (4) semiotic – to - dramaturgical translation into scene objectives, obstacle systems, and escalation patterns, and (5) reflective revision supported by documented decision logs and expert feedback. Rather than treating narrative semiotics as post hoc interpretation, actantial mapping is positioned as a generative compositional logic that regulates character functions, conflict configuration, and ethical causality during drafting. The resulting script demonstrates how creative writing can operate as analytical inquiry, preserving the folklore’s ecological and ethical meanings while recontextualizing them for contemporary performance and learning contexts. Methodologically, the study contributes a replicable semiotic-to-dramaturgical workflow that makes the analysis-to-composition pathway transparent and reusable for folklore-to-drama adaptation and scriptwriting pedagogy. Keywords: Actantial mapping; Art-Based Research; Folklore-to-drama adaptation; Greimas’s actantial model; Playwriting

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