CONCEPT
Concept: Community Concern for English Pedagogy and Teaching is a blind peer-reviewed and open-accessed journal which welcomes both local and global scientists to share and raise principled approach to research on English language teaching and learning. Contribution in such areas of linguistics, language in literature, language in tourism, art, and culture are also welcomed (more on focus&scope). This journal is published twice a year in June and December, with ISSN 2337-8735 (Print) and ISSN 2337-8735 (Online). Only sent manuscripts that followed the guidelines will be proccessed. Submitted papers will initially be reviewed by editors and for further review will be done by reviewers.
Articles
93 Documents
<![CDATA[English proficiency gaps between local and transmigrant students: A sociolinguistic case study ]]>
<![CDATA[Tiara Noviarini]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v11i1.7358
<![CDATA[This study explores the disparity in English language proficiency between local and transmigrant students at STIES Mitra Karya Bekasi through a sociolinguistic lens. A qualitative case study approach was employed, utilizing in-depth interviews, participant observation, and document analysis to gather comprehensive data. The findings reveal that local students demonstrate stronger English language skills compared to their transmigrant counterparts. This gap is influenced by differences in educational backgrounds, unequal access to learning resources, and psychological factors such as self-confidence. To address these challenges, the study recommends several strategies, including supplementary language classes, peer tutoring programs, contextualized English instruction, public speaking training, and the implementation of inclusive institutional policies. These interventions aim to bridge the language gap and foster a more equitable and supportive academic environment for all students. The study highlights the urgent need for adaptive pedagogical approaches in multilingual and multicultural higher education settings. It contributes significantly to the fields of sociolinguistics and multicultural education policy by offering practical insights into promoting linguistic equity and inclusion in academic institutions. Keywords: English language; proficiency gap; local students; transmigrant students; sociolinguistics; multicultural education]]>
<![CDATA[LearningMu: English web-based learning media to assist students self-learning ]]>
<![CDATA[Haiyudi Haiyudi]]>;
<![CDATA[Supayuandi Pratama]]>;
<![CDATA[Anggun Aprilliana]]>;
<![CDATA[Nadya Listyaningrum Norkhasanah]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v11i1.7359
<![CDATA[English learning requires not only engaging instruction but also meaningful learning experiences. However, some persistent challenges remain, such as a lack of innovative teaching strategies and insufficient opportunities for students to actively use the language. This study aims to develop LearningMu, a web-based English learning platform designed to transform teacher-centered instruction into student-centered learning. The platform also aims to improve students’ interest, engagement, and language proficiency through an enjoyable and contextualized learning process. This research adopts a Research and Development (R&D) approach using the ADDIE model, although it is currently limited to the trial stage. The trial was conducted through feasibility testing, involving both validation and practicality assessments, carried out at SMA Muhammadiyah Belitung. Data were collected through interviews, document analysis, and questionnaires, and analyzed using a quantitative descriptive approach by comparing the outcomes to existing feasibility standards. The results show that LearningMu achieved a validity score of 4.05 and a practicality score of 3.72 (on a 5-point scale), indicating that the product is both valid and practical for classroom implementation. Although the initial results are promising, further development and refinement are still needed to maximize the effectiveness of LearningMu and enhance its applicability in broader educational settings. Keywords: web-based learning; English education; learning media; independent learning ]]>
<![CDATA[Student’s view toward utilizing Quizizz application to increase English learning motivation ]]>
<![CDATA[Dhisa, Hadisty Rahma]]>;
<![CDATA[Melvina, Melvina]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.6318
<![CDATA[This study aims to analyze students' views on the use of the Quizizz application to improve students' English learning motivation at SMA 15 Padang. With the development of technology, innovative learning methods are important to improve students' learning motivation. This study uses a descriptive qualitative approach method, where data is collected through questionnaires distributed to 31 students and 5 students to be interviewed. Then the data from the Questionnaire is analyzed through Descriptive Statistics, and the results of the interviews are analyzed using Thematic Analysis. The results showed that 78% of students felt positive about using Quizizz; students felt that it not only made the learning process more enjoyable, but also increased interaction between students and teachers. So that students become motivated in learning English, so that the English skills possessed by students increase. Keywords: Quizizz; student’s view; motivation;]]>
<![CDATA[Students’ motivation on Kampus Mengajar program at English department ]]>
<![CDATA[Putri, Ayu]]>;
<![CDATA[Melvina, Melvina]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.6321
<![CDATA[This research aims to determine the motivation of English education students to become teachers after participating in the Kampus Mengajar program. This research is a narrative inquiry research. In this research, researchers conducted interviews with 3 active students at Universitas PGRI Sumatera Barat majoring in English education who had attended Kampus Mengajar. To determine the sampling, the researchers used purposive sampling. The outcome of this research shows that of the 3 students who have participated in the Kampus Mengajar, there is 1 student who has no desire to become a teacher, and does not have a passion as a teacher, but after participating in the Kampus Mengajar program, this student is actually motivated to become a teacher. While the other 2 students already have a passion as teachers and indeed aspire to be teachers, after participating in Kampus Mengajar, they are even more motivated to become teachers. It can be interpreted that motivation is not only present from the internal self, but motivation can also arise due to external encouragement. Keywords: Students’ motivation: Kampus Mengajar program;]]>
<![CDATA[Kahoot! as a learning tool in senior high school students’ reading comprehension of procedure text ]]>
<![CDATA[Anggrarini, Natalia]]>;
<![CDATA[Yulianawati, Ida]]>;
<![CDATA[Ardianti, Indah]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.7192
<![CDATA[Kahoot! is used in Education as a learning tool to boost students’ motivation, evaluate learning, and increase vocabulary. Meanwhile, the urge to master the four skills of language is compulsory. Some research focused on how Kahoot! boosts students’ motivation and vocabulary, but has less to investigate specific skills such as reading. The purpose of this study is to find out the effectiveness of Kahoot! as a learning tool in reading comprehension. Grounded in Quantitative Research in the scheme of Pre-Experimental Research with one-group pre-test and post-test. This study involved 29 senior high school students of grade X. To collect the data, a Pre-test and a Post-test were designed in 20 multiple-choice questions of a reading comprehension test. The calculation was conducted using IBM SPSS Statistics 25. The results cover the pre-test results in the low category, where the average score was 66.55, which was under the minimum criteria of student completion. Kahoot! as a learning tool was then conducted, and statistical results proved that Kahoot! as a learning tool in reading comprehension is effective. It is shown that the average score of the reading comprehension was gained above the minimum criteria of student completion. It was 88.72. This result indicates that Kahoot!, as a learning tool in reading comprehension, significantly improves their reading achievement, as the students’ knowledge of the reading topic is improved by the teacher’s guidance in presenting abstract concepts found in reading. Keywords: Kahoot!; learning tool; reading comprehension; game-based learning; preexperimental design;]]>
<![CDATA[A case study on the implementation of differentiated instruction in ELT classroom ]]>
<![CDATA[Erlia Rahman, Sabrina]]>;
<![CDATA[Fakhruddin, Afief]]>;
<![CDATA[Syarifah, Eva Fitriani]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.7899
<![CDATA[This study focused on how English teachers implement differentiated instruction (DI) in English language teaching (ELT) classrooms and the challenges they faced. Differentiated Instruction is a relevant approach because it enables educators to adapt learning content, processes, and products to students' readiness, interests, and learning profiles. This research used a qualitative method with a case study design. The participants were an English teacher and tenth-grade students at a public senior high school in Majalengka. Data were collected through classroom observations and interviews. The findings showed that the teacher used diagnostic assessments to categorize students as auditory, visual, or kinesthetic learners. Learning materials and activities were then adapted accordingly. However, the study also identified challenges, including limited resources, a lack of training, and difficulties managing student groups. The discussion highlights how, with proper support, DI can enhance student engagement and comprehension. In conclusion, DI is an effective and inclusive ELT strategy, but its success depends on continuous teacher development and institutional support. Keywords: Differentiated instruction; English Language Teaching; case study.]]>
<![CDATA[Gender representation in senior high school textbook: A critical discourse analysis ]]>
<![CDATA[Sudjana, Muhammad Ridwan Shaleh]]>;
<![CDATA[Herdiawan, Rama Dwika]]>;
<![CDATA[Kustini, Titin]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.7919
<![CDATA[This study investigates gender representation in the Indonesian senior high school English textbook Pathway to English for Grade 12 (2017) using Fairclough’s (2010) Critical Discourse Analysis, Gender Representation Theory, and Multimodality Theory. The analysis of ten purposively selected samples shows a clear imbalance: male characters appear more often and are portrayed in active, authoritative roles, while female characters are less visible and frequently confined to passive or supportive positions. Although a few instances highlight women in empowered roles, these are marginal and overshadowed by dominant patriarchal narratives. The findings indicate that the textbook perpetuates traditional gender ideologies rather than challenging them, emphasizing the need for more gender-sensitive educational materials that provide equitable role models for learners. Keywords: Gender representation; critical discourse analysis; English textbook; ]]>
<![CDATA[Poetry as emotional pedagogy: Investigating the affective impact of creative writing on EFL students ]]>
<![CDATA[Fujiono Fujiono]]>;
<![CDATA[Rahayu Puji Haryanti]]>;
<![CDATA[Yuliana Trisanti]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v11i2.7587
<![CDATA[Learning English as a foreign language (EFL) requires a pedagogical approach that addresses not only cognitive development but also affective dimensions of learning. Creative poetry writing has been widely reported to enhance emotional engagement, reduce linguistic anxiety, and support students’ self-expression; however, the specific mechanisms through which poetry functions as an affective catalyst in EFL contexts remain underexplored. This study employs a systematic review with a qualitative approach, analyzing 21 Scopus-indexed journal articles that examine the affective impact of creative poetry writing in EFL learning. Study selection followed the PRISMA 2020 protocol, with quality appraisal conducted using the Critical Appraisal Skills Programme (CASP) and the Newcastle–Ottawa Scale. Data were analyzed thematically and synthesized through meta-qualitative techniques. The findings indicate that creative poetry writing positively influences three core affective dimensions in EFL learning: emotion regulation, self-expression, and reduction of linguistic anxiety. Instructional strategies such as prosing poetry, mindfulness-based activities, and technology-mediated platforms (e.g., WhatsApp) were found to enhance intrinsic motivation and learner confidence. Additionally, cultural background and language proficiency level emerged as key moderating variables affecting the effectiveness of poetry-based interventions. The interaction among affective variables generates positive feedback that supports holistic language learning. These findings suggest that poetry can function as an effective form of emotional pedagogy in EFL classrooms. Teachers and curriculum developers are encouraged to integrate poetry-based activities while considering learners’ cultural contexts and affective needs. Future research should develop longitudinal and cross-cultural instruments to assess affective outcomes more comprehensively. Keywords: Creative poetry; affective pedagogy; EFL learning; Linguistic anxiety; Emotional expression]]>
<![CDATA[The correlation between reading habits and their comprehension in senior high school students in Indonesia ]]>
<![CDATA[Rika Rianti]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v11i2.7224
<![CDATA[This study examines the relationship between reading habits and reading comprehension among senior high school students in Indonesia, employing a systematic literature review method. English, as an international language, plays a vital role in education, where reading becomes an essential skill. This research reviews prior studies that report a range of correlations between reading habits and reading comprehension, with some finding a significant positive relationship and others indicating no correlation. Factors such as vocabulary mastery, motivation, and environment are also identified as variables influencing reading comprehension. The findings of this research are expected to provide policymakers and educators with valuable insights for designing more effective literacy improvement strategies.]]>
<![CDATA[Integrated Character Education (ICE): Reconstructing islamic education policy for sustainable development ]]>
<![CDATA[Affandy Yusuf]]>;
<![CDATA[Bunga CItra Lestari]]>;
<![CDATA[Najwah Addina]]>;
<![CDATA[Sutrimo Purnomo]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v11i2.7630
<![CDATA[Nowadays, the flow of information is widespread without spatial and temporal restrictions. This impairs access to information, which can have negative consequences if not used wisely. One of the consequences is the deterioration of students' morale and character. Integrated Character Education (ICE) is an alternative strategic solution to instill global awareness in a young generation. This study analyzes Integrated Character Education (ICE) in the context of Islamic education to reconstruct the direction of educational policies by emphasizing character values as the foundation for sustainable development. The research method uses a qualitative approach through a systematic literature review that analyzes various academic publications and educational policies in the context of Islamic education. The results of the study show that integrating character values into curricula and school programs can promote the development of responsible, cooperative, creative, innovative, and change-minded students. Educational policies that emphasize only cognitive aspects have proven less effective in addressing long-term developmental challenges. For this reason, a policy redesign is needed that emphasizes character development as a central foundation and requires synergies between government, society, and educational institutions. This study contributes to the formulation of an Islamic education policy that is guided by offering instructional implications, including character-based lesson planning, collaborative and reflective learning strategies, and assessment practices that integrate moral values within English and Islamic education to support sustainable development. Keywords: Character building; Islamic Education Policy; Sustainable development; Curriculum development; Inclusive values.]]>
