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Mosleh Habibullah
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panyonara@gmail.com
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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 104 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 Sakinah, Nuri Oktaviani; Basri, Hasan
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.

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