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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 119 Documents
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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
A Study of Code Switching Found in English Teaching Activities at SMAN 1 Wungu Madiun Al Rosyiidah, Afiifah; Farida, Siti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (2024): 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.v8i2.10583

Abstract

Code switching refers to a phenomenon that people switch between different languages in a conversation. Code Switching also occurs in English teaching activities. This study aims to explain the types and reasons of code switching found in English teaching activities at SMAN 1 Wungu Madiun. The data of this research are utterances contain code switching used by English teacher in 10th grade of SMAN 1 Wungu Madiun. This study uses qualitative research because the data in the form of words. The result of this study shows that there are two types of code switching found in English teaching activities at SMAN 1 Wungu Madiun, they are metaphorical code-switching (4 data) and situational code switching (83 data). In addition, it shows that there are ten reasons of code switching in English teaching activities at SMAN 1 Wungu Madiun: talking about particular topic (19 data), quoting somebody else (5 data), showing empathy about something (5 data), interjection (4 data) , repetition used for clarification(7 data), intention of clarifying the speech content for the interlocutor (21 data) , expressing group identity (4 data) , to soften or strengthen request or command (10 data) , lexical need (1 data) , to exclude other people when a comment is intended for only a limited audience (3 data).
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
DMC in EFL classroom: Its possible pedagogical values to develop students’ digital literacy and creative expression Raynesa Noor Emiliasari; Emi Emilia; Budi Hermawan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (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.v9i2.16325

Abstract

This study investigates the implementation of Digital Multimodal Composing (DMC) in an Indonesian EFL context, with particular attention to students’ composing processes and their application of the Grammar of Visual Design (GVD). Adopting a qualitative case study design, the study was conducted over one academic semester and integrated the Genre-Based Approach (GBA) with multimodal instruction. The participants were twenty-eight undergraduate students enrolled in an English Education program who worked in four groups to produce four digital posters as the final outcome of the Independent Construction stage. All posters were designed using the Canva application and represented different genres, including narrative, informative, and persuasive texts. Data were collected through classroom video recordings, field notes, and semi-structured interviews with six purposively selected students. The findings show that students were able to integrate visual, verbal, and spatial modes in their poster designs, demonstrating an emerging understanding of representational, interactional, and compositional meanings. While students initially experienced difficulties in balancing modes and making deliberate design choices, scaffolded instruction through the GBA stages supported their gradual development of multimodal awareness. The posters illustrate students’ ability to apply GVD principles in culturally relevant and socially meaningful contexts, highlighting the pedagogical value of DMC for fostering digital literacy, creative expression, and genre awareness in EFL learning.Keywords: Digital Literacy, DMC, EFL Classroom, GBA
A shared space for emotion: A poetic inquiry into Indonesian EFL students’ language learning experiences Fauziah Fauziah; Jamaliah Jamaliah; Novita Diana
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (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.v9i2.17932

Abstract

This poetic inquiry aims to explore Indonesian EFL students’ experiences and emotional landscapes in their English language learning process. In this study, eighteen Indonesian EFL non-English major university student participants were recruited following the ethical protocols. Data were collected through a combination of poetry and interviews, capturing a shared space where feelings, struggles, and aspirations can be voiced and collectively understood. A thematic analysis identified patterns and recurring themes in the poetry and interviews, enabling the participants to openly express how positive and negative emotions such as anxiety, pride, and hope shape their engagement with English and their evolving sense of self as language learners. The poetic process not only served as an interpretive method but also as an empathetic medium that honors participants’ voices while revealing the relational and affective dimensions of language learning. The study demonstrates how poetic inquiry functions not only as a representational device but also as an interpretive and relational methodology that enables nuanced access to learners’ affective worlds. By foregrounding poetic inquiry as both methodological and pedagogical practice, this research contributes to expanding approaches for understanding emotional and experiential dimensions of language learning in EFL contexts. Keywords: EFL learning experience, emotion, innovative pedagogy, poetic inquiry, poem
Heutagogy for teaching academic writing in Islamic higher education contexts Muhammad Iksan; Muhammad Basri; Sahril Sahril; Marlia Marlia
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (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.v9i2.17994

Abstract

The growing attention paid to learner autonomy in higher education has led to interest in alternative pedagogical frameworks like heutagogy, which advocates for self-determined learning and the development of reflective capability. Nonetheless, actual studies investigating the implementation of heutagogy in academic writing training are limited, especially within the Islamic higher education context. This study examines the comprehension and application of heutagogical principles in academic writing training at a state Islamic higher education institution in eastern Indonesia. A qualitative case study design was utilized, with data gathered through semi-structured interviews with four lecturers and twenty-four undergraduate students, classroom observations, and document analysis over six months. Thematic analysis identified five interrelated themes: diverse interpretations of heutagogy, conflicts between institutional traditions and pedagogical innovation, inconsistent student readiness for self-determined learning, the impact of instructor agency and professional experience, and the contribution of digital technologies to facilitating autonomous writing practices. The findings indicate that although a heutagogical approach promotes reflective learning and learner autonomy, its application is influenced by institutional norms, students’ previous educational experiences, and lecturers’ pedagogical beliefs. The research illustrates the impact of culturally rooted principles and institutional customs on the implementation of learner-centered pedagogies in Islamic higher education, emphasizing the necessity for pedagogical scaffolding and professional development to foster learner autonomy in academic writing instruction. Keywords: Academic Writing, Heutagogy, Learner Autonomy, Islamic Higher Education, Self-Determined Learning
Visualizing the hidden environmental costs of fashion: A systemic functional-multimodal discourse analysis Alan Jaelani; Ifan Iskandar; Ratna Dewanti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (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.v9i2.16452

Abstract

In response to increasing environmental concerns regarding fashion waste, this study examines how digital campaign visuals construct and communicate environmental meanings through multimodal design. The data consist of four campaign visuals purposively selected from a single social media post published by the United Nations Environment Programme for the International Day of Zero Waste 2025. The visuals were selected based on their thematic relevance to fashion waste, multimodal richness, and representation of diverse visual strategies, including symbolic imagery, statistical emphasis, actional processes, and textual appeals. Drawing on the three metafunctions of Systemic Functional Linguistics and Kress and van Leeuwen’s framework of visual social semiotics, this study analyzes how representational, interactive, and compositional meanings are realized in the campaign visuals. Using qualitative content analysis, the findings show that the visuals combine conceptual symbolism and actional representation to reveal the hidden environmental costs of fashion, such as pollution, water overuse, and carbon emissions. Most images adopt an observer-oriented perspective that positions viewers as reflective witnesses rather than direct participants, while selective use of close-up imagery and vivid colour strengthens emotional engagement and ethical awareness. Compositional strategies, including information value, salience, and contrast, are used to prioritize key environmental messages and guide interpretation. The study reveals how strategic visual design enhances the persuasive power of environmental campaigns and offers practical implications for environmental communicators and campaign designers seeking to address fashion waste through effective visual communication.Keywords: Fashion waste, Metafunctions, Multimodal Discourse Analysis, Visual social semiotics, Representational, Interactive, compositional

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