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Mosleh Habibullah
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PANYONARA: Journal of English Education
Published by Institut Agama Islam Negeri Madura
ISSN : 27148807     EISSN : 26862328     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
PANYONARA: Journal of English Education, known as journal which publishes articles in the field of ELT from various perspectives, covering both literary and fieldwork studies. It Publishes manuscripts within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers training and education. Furthermore, the journal puts on aspects related to any kind of problems found in the process of classroom teaching and learning of English, dealing with method, techniques or strategies used by the teachers in their teaching-learning process
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Perceptions and Experiences of Flipped Learning in English Language Teaching Departments in Indonesia: - Jati, Sigit Pramono; Ritonga, Mhd Rasid; Budiono, Mohamad
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21337

Abstract

This paper aims to explore the perceptions and experiences of flipped learning in English teaching classes in Indonesian universities. Firstly, it explores the implementation of flipped learning worldwide in the context of English teaching. Afterwards, interviews will be conducted with the heads of departments with at least one lecturer implementing flipped learning and students who are taught using flipped learning in their English classes. From the literary works, it is found that flipped learning’s benefits are in line with the need to improve Indonesian English Language Teaching. Regarding the drawbacks, flipped learning is not against the regulations of higher education institutions. Instead, it enforces the policies decreed in the university context. According to the heads of the departments, flipped learning will be more widely accepted in the future. However, there is one big concern regarding resources, particularly in remote areas. The students report better learning experiences, but also complain about study load, time limitations, IT issues, language barriers, and distractions. In addition, the student-participants also suggest being facilitated with more feedback and interactive yet meaningful activities in class.
Are Pre-Service EFL Teachers Ready for AI-Assisted Assessment? The Role of Assessment Literacy in the Digital Era Ayuningtryas, Vina; Emaliana, Ive
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21416

Abstract

Artificial Intelligence (AI) is transforming educational assessment, particularly in English as a Foreign Language (EFL) settings. As the use of AI is becoming increasingly rapid, pre-service teachers must become proficient with both Language Assessment Literacy (LAL) and preparation to utilize AI tools. Therefore, this study explored the relationship between LAL and AI-based assessment readiness among Indonesian EFL pre-service teachers. Adopting a mixed-method explanatory sequential research design, 200 respondents across 60 universities in Indonesia participated through a questionnaire survey followed by interviews with the highest and lowest AI readiness scores. The quantitative data found a significant moderate positive correlation, implying that higher LAL is associated with greater readiness to use AI-based assessment. Moreover, the descriptive data indicated that while most participants demonstrated high LAL, their AI readiness was only moderately high. Qualitative data revealed that the respondents with better LAL have critical views about practices when it comes to assessment. The research concluded that to effectively integrate AI into assessment practices, pre-service teachers not only need technology skills training but also a solid assessment knowledge. These results have implications for the curriculum in teacher education, for which there is demand for integrated frameworks that link assessment theory with ethical AI implementation.
From Willingness to Competence: Investigating Primary Teachers’ Readiness for EMI Implementation Ratri, Devinta Puspita; Gozali, Agus; Inayati, Dian; Razali, Khairil Azwar Bin
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21451

Abstract

English as a Medium of Instruction (EMI) is increasingly promoted in Indonesian primary schools to accelerate bilingual competence, yet evidence on teacher readiness remains limited. This explanatory sequential qualitative-methods study examined the EMI readiness of 108 teachers from elementary schools in East Java. An adapted 16-item EMI-Readiness Scale (α =.89) and three open-ended prompts captured quantitative and qualitative data across knowledge, skills, and attitude dimensions. Descriptive statistics revealed moderate overall readiness: conceptual knowledge (M = 2.75), pedagogical–linguistic skills (M = 2.64), and attitudes (M = 2.88). Only 40 % of teachers felt confident in spoken or written English, and the lowest means concerned oral fluency (2.39) and writing (2.41). Regression analysis showed perceived policy clarity was the strongest predictor of self-efficacy (β = .42, p < .01). Cluster analysis identified three attitudinal profiles—ready-supported (28 %), conditionally willing (46 %), and reluctant (26 %). Qualitative data uncovered reliance on ad-hoc self-learning, resource shortages, and ambivalent sociocultural positioning. The findings highlight a persistent gap between policy aspirations and classroom capability, driven by limited professional development, insufficient language proficiency, unclear guidelines, and infrastructural constraints. The study proposes a phased, resource-backed professional-development agenda that integrates content-language pedagogy, collaborative mentoring, translanguaging scaffolds, and systematic monitoring to foster sustainable EMI implementation.
Students’ Reading Anxiety and Comprehension in An Indonesian Madrasah: A Correlational Case Study Nuri Oktaviani Sakinah; Hasan Basri
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21886

Abstract

The capacity to extract information from written texts and exhibit knowledge or comprehension of that information is known as reading comprehension. The word "anxiety" is vague and difficult to define and describe in a straightforward statement. Feelings of unease, dissatisfaction, self-doubt, apprehension, or worry are frequently linked to anxiety. The objective of this research is to investigate the correlation between student’s anxiety and reading comprehension. This research employs quantitative correlational study, with 54 samples of students. The analysis method uses adapted FLRAS and reading comprehension test. Students' anxiety levels and their reading comprehension achievement had negative association of -0.407, according to the research's statistical analysis. This correlation's N.Sig value of.002 (less than 0.05) indicated that it was also statistically significant. As a result, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.
Practices and Challenges: Riau Islands EFL Teachers’ View on Differentiated Instructions in Kurikulum Merdeka Theodesia Lady Pratiwi; Nurhayati Balqis; Pandu Prasodjo
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.19269

Abstract

Kurikulum Merdeka has been implemented since 2020; one of its characteristics is the implementation of differentiated instruction. Differentiated instruction is an old strategy; however, it is a quite new strategy for most current teachers in Indonesia. Thus, this study aims to examine the perceptions of high school English teachers in the Riau Islands regarding the implementation of differentiated instruction within the Kurikulum Merdeka framework. This study employed a mixed-methods research approach, combining quantitative and qualitative data. The research instruments are a questionnaire and an interview to get a deeper analysis. This study found that EFL teachers in Riau Islands Province showed positive perceptions of the implementation of differentiated instruction. The teachers also admitted the importance of adapting to students’ diverse needs, abilities, and learning styles. However, the teachers also face several challenges during the implementation of differentiated instruction, such as limited time and resources to prepare, as well as difficulties in adapting the instruction to large class sizes. Despite those challenges, EFL teachers still perceive the usefulness and effectiveness of differentiated instruction to develop English language skills. In a nutshell, differentiated instruction can significantly improve the learning outcomes, but adequate professional training and resources are necessary for better implementation.
Developing Interactive Digital Comic Media for Teaching Speaking Skills in Elementary School Nur Alifah, Rini Syamsiah; Nurfitriani, Meiliana; Pratiwi, Anggia Suci
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.20801

Abstract

Mastering English at an early stage is considered crucial in equipping younger generations to face international competition. Among the four essential language abilities, speaking is regarded as the most fundamental and therefore requires consistent and structured development. Nevertheless, the oral proficiency of Indonesian elementary school learners remains relatively low, creating a demand for more engaging and innovative teaching strategies. This research was conducted to design interactive learning resources in the form of a digital comic, intended to support fifth-grade pupils in studying English as a second language (ESL). The study adopted a research and development (R&D) framework to construct instructional media that are tangible, visually oriented, and aligned with the developmental characteristics of children in their early learning stages. The validation process yielded a mean score of 3.7 out of 4, which fell into the “very good” category. Moreover, effectiveness for the concern and the result was investigated by comparing pre-test and post-test differences, yielding an N-Gain score of 0.87, which is classified as “high.” These results prove that the interactive digital comic not only is user-friendly but is also effective in developing students' speaking skills. The implications extend beyond classroom practice, where teachers can utilize the media as an engaging instructional resource. Additionally, curriculum developers may consider the findings as input in designing syllabi that integrate interactive media, while educational media producers can adopt the principles demonstrated in this study to create child-friendly learning content that supports language acquisition.
Uncovering The Needs for Local Culture-Based Audiovisual Media in EFL Teaching to Promote Students’ Cultural Awareness Raudhatul Jannah; Machdalena Vianty; Eryansyah Eryansyah
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.23556

Abstract

Abstract : Local culture holds a crucial position in English as a Foreign Language (EFL) learning, particularly in fostering students’ cultural awareness and supporting meaningful language use. However, English instructional materials at the junior high school level often provide limited integration of students’ local cultural contexts, which may reduce learners’ engagement and comprehension. This study aims to conduct a needs analysis on the integration of local culture–based audiovisual media in EFL teaching as a foundation for designing appropriate instructional media for seventh-grade students who are beginning formal English learning. Specifically, the study investigates the needs and preferences of seventh-grade students and English teachers at SMP IT Harapan Mulia Palembang regarding the use of audiovisual media to support reading comprehension and promote cultural awareness. A mixed-methods approach was employed in this study. Questionnaires were administered to 130 seventh-grade students, while semi-structured interviews were conducted with two English teachers. The findings reveal that students prefer audiovisual media over text-based materials and show higher motivation in English learning when local cultural content is incorporated. Students also experience difficulties in understanding main ideas and detailed information in reading texts, which are associated with low engagement with culturally unfamiliar topics. Teachers support the integration of local culture–based audiovisual media but report limited availability of suitable instructional resources. In conclusion, the study highlights the need to develop local culture–based audiovisual media to support EFL instruction, enhance reading comprehension, and foster students’ cultural awareness at the junior high school level.
Language Learning Strategies for Managing Speaking Anxiety among English Students: A Narrative Inquiry Santiana Santiana; Ningsih Yulianti; Sitti Syakira; Tariq Khan; Supaprawat Siripipathanakul
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.23487

Abstract

Speaking anxiety is one of the most prominent obstacles for EFL students in improving their speaking skills. Successful students use more language learning strategies to overcome their speaking anxiety. This study aims to portray the experiences of an English education department student in dealing with speaking anxiety. More specifically, this study focuses on student’s speaking anxiety experience and the utilisation of language learning strategies. To achieve the objective of the study, a narrative inquiry is employed. The data collection methods are semi-structured interviews and photo elicitation. The interview data was translated into English, re-examined, and analysed using narrative analysis (Labov, 1972). The findings of this study indicate that a student experience speaking anxiety due to several factors, and utilising language learning strategies helped in reducing speaking anxiety itself. The findings of this study are presented in the narrative analysis framework proposed by Labov (1972): (1) Abstract: “The Early Motivation”, (2) Orientation: “A Supportive Environment as the Starting Line”, (3) Complicating action: “Facing Fear in English Speaking”, (4) Resolution: “Strategy Adoption as Emotional Regulation”, (5) Evaluation: “From Avoidance to Agency”, (6) Coda: “Rediscovering Joy in Speaking”. This study suggests applying language learning strategies as it can assist students in coping with speaking anxiety.
Exploring EFL Students’ Perceptions of Translanguaging in Academic Writing Instruction in higher education Diah Yovita Suryarini; Him’mawan Adi Nugroho; Amiruddin Hadi Wibowo; Yeskiel Timothy Barnez
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.23524

Abstract

This study aimed to examine EFL students’ perceptions on the use of translanguaging in academic writing instruction in higher education context. This study is a case study and using quantitative survey design with four-point Likert-scale questionnaire covering five dimensions of perceptions; understanding the writing material, the writing process, affective aspects, the role of translanguaging in academic learning, and challenges and limitations of its use. The absence of neutral option on the Likert scale encourages respondents to actively position their attitudes towards translanguaging practices. The result showed that students had consistently positive perceptions on the use of translanguaging in academic writing instruction. Translanguaging was perceived as aiding understanding of academic material, supporting the development and organization of ideas during the writing process and playing a role in cognitive and metacognitive regulation, such as planning, monitoring, and revising writing. From an affective perspective, translanguaging contributed to reducing writing anxiety and increasing students’ self-confidence and motivation to learn. Furthermore, students did not perceive translanguaging as a barrier to the development of their English language skills.
Enhancing Speaking Skills through English Mini Drama Contest on Narrative Text for Junior High School Aurelifa Haninta; Lilia Indriani; Sri Sarwanti
PANYONARA: Journal of English Education Vol. 8 No. 1 (2026): PANYONARA: Journal of English Education (In Progress)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i1.23891

Abstract

Abstract: Speaking skill mastery is a key component of Indonesia’s English curriculum, yet many junior high school students continue to face difficulties in speaking skills. This study aimed to improve students’ speaking skills through the implementation of English Mini Drama Contest (EMDC) using Classroom Action Research (CAR) among 31 third-year students at a junior high school in Yogyakarta, Indonesia. The data were collected through speaking tests, interviews, and observations. The speaking test rubric was validated through expert judgement involving two English education lecturers and an English teacher, while the trustworthiness of the qualitative findings was ensured through method triangulation. The results show that students’ speaking scores improve from Cycle 1 to Cycle 2. Observations also indicate increase students’ participation. Moreover, interviews with the students revealed that EMDC fostered interest, creativity, and emotional responses. The findings suggest that EMDC is a suitable classroom innovation strategy for improving students’ speaking skills, as it provides scaffolding and classroom management that create sufficient opportunities to practice the language. Future studies may investigate different types of scaffolding and classroom management practices in EMDC to further support students’ speaking development.

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