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Datokarama English Education Journal (deejournal)
Published by Universitas Islam Negeri DATOKARAMA PALU
ISSN : -     EISSN : 27234967     DOI : https://doi.org/10.24239/dee
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Other
deejournal: Datokarama English Education Journal is authorized by the English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu. The publication is issued twice a year, in June and December. This journal invites lecturers, researchers, and educational practitioners in the field of English Language Education and Teaching, Linguistics, and Literature, to write or disseminate research findings. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 115 Documents
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The Enactment of Pedagogical Competence among Certified EFL Teachers at Secondary Schools Agussatriana Agussatriana; Andi Patmasari; Abdul Kamaruddin; Nadrun Nadrun; Muhammad Ismail
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.154

Abstract

The enhancement of teachers’ competence and performance has been a primary objective of Indonesia’s teacher certification program (PPG). This study aimed to describe and interpret certified teachers’ professional competencies as reflected in their classroom practices and teaching performance. Employing an explanatory mixed-method design, the study integrated qualitative interviews to explain specific trends identified in the quantitative phase. Data were collected from 15 certified English teachers enrolled in the 2021 PPG program at Tadulako University, selected through purposive sampling. The instruments used to collect data were questionnaires and semi-structured interviews. The data collected from this study were analyzed both quantitatively and qualitatively. The questionnaire data were processed and statistically analyzed, while the interview data were analyzed qualitatively. Based on the data analysis, the participating teachers perceived themselves as having pedagogical, personal, social, and professional competencies and had implemented them in the teaching and learning process. Furthermore, in terms of teacher performance – including lesson planning, teaching implementation, learning evaluation, and task discipline – the teachers could be considered competent.
Translanguaging in Indonesian EFL Teacher Education: Meaning-Making and Pedagogy Fakry Hamdani; Rully Agung Yudhiantara
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.156

Abstract

Despite the multilingual realities of EFL classrooms, English language teaching in many contexts continues to be influenced by monolingual ideologies that limit the recognition of multilingual practices in learning and teaching. Limited research has examined how translanguaging practices support meaning-making and pedagogical development among preservice teachers in Indonesian EFL teacher education contexts. This study examined translanguaging practices among preservice English teachers in an Indonesian EFL teacher education context, focusing on how these practices supported meaning-making and shaped pedagogical orientations. A qualitative case study design was employed involving 30 undergraduate students enrolled in a Sociolinguistics course. Data were collected through reflective narratives and semi-structured interviews and analyzed using thematic analysis. The findings indicated that translanguaging functioned as a dynamic and strategic resource in three main ways: facilitating conceptual understanding of complex content, sustaining interaction and participation during communication, and supporting the development of inclusive pedagogical perspectives. Participants flexibly used Indonesian and English to bridge linguistic gaps, maintain communicative flow, and enhance comprehension. The findings also showed that translanguaging contributed to shifts in language ideology, with participants increasingly viewing multilingual practices as legitimate and pedagogically valuable. This study highlights the importance of integrating translanguaging-oriented approaches into teacher education programs to promote more inclusive, context-responsive, and equitable English language teaching.
Project-Based Learning and Higher-Order Thinking Skills in EFL Contexts: A Systematic Review Nursita Nursita; Sri Setyarini; Iyen Nurlaelawati
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.159

Abstract

This study examined the implementation of Project-Based Learning (PjBL) in English as a Foreign Language (EFL) contexts to promote Higher-Order Thinking Skills (HOTS). A Systematic Literature Review (SLR) was conducted on 25 empirical studies published between 2021 and 2026 using predefined inclusion criteria and the PRISMA framework. The reviewed studies indicate that PjBL is frequently associated with the development of HOTS, particularly critical thinking (72%), followed by creativity (28%) and problem-solving (20%). The review identified five major categories of project outputs, including digital projects, performance-based tasks, academic writing, creative-cultural works, and integrated classroom projects. Rubric-based assessment emerged as the most commonly used assessment method, although assessment practices remained inconsistent across studies. Several studies also reported challenges related to time constraints, teacher readiness, and variations in implementation strategies. In addition, PjBL was commonly integrated with technology-based and collaborative learning approaches in EFL classrooms. This review contributes to the literature by synthesizing patterns of HOTS development, project output types, assessment practices, and instructional integration in PjBL-based EFL learning. Overall, the findings highlight the need for more balanced HOTS-oriented task design, clearer assessment frameworks, and more consistent implementation practices.
Pedagogical Practices in Teaching Cohesive Devices in EFL Writing Courses: A Case Study at Fezzan University Ali Abdullah Ahmad Albayyan; Siti Nur'aini; Arso Setyaji; Amnnah Abdulwahhab
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.160

Abstract

Academic writing remains a challenge for university-level EFL learners, particularly in producing coherent texts through the effective use of cohesive devices. In the Libyan EFL context, previous studies have mainly examined cohesion errors in students’ writing, while limited attention has been given to the pedagogical and curricular practices that shape students’ use of cohesive devices. This study investigates how cohesive devices are taught within the writing curriculum of the English Department at Fezzan University. Using a descriptive qualitative case study design, the study involved syllabus analysis of five writing courses, questionnaires administered to 20 undergraduate students, and semi-structured interviews with five writing lecturers. The analysis was guided by Renandya et al.’s (2021) “Bridging the Reading–Writing Gap” framework to examine reading-writing integration across curriculum, teaching practices, and student learning experiences. The findings revealed that although the writing courses follow a logical progression from sentence-level writing to advanced academic writing, cohesive devices are mostly addressed implicitly rather than through systematic discourse-level instruction. Lecturers primarily emphasized grammar and vocabulary, while cohesion was treated as a secondary skill acquired through writing practice. The study suggests that integrating reading and writing instruction with explicit teaching of cohesive devices may better support students’ academic writing development.
Developing an Interactive EFL Digital Vocabulary Book at MAN Palopo Using the 4D Model Husnaini Husnaini; Wahibah Wahibah; Diva Zahiyah Irfani
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.163

Abstract

This study developed a needs-based digital book for English vocabulary and phrases for tenth-grade students at Madrasah Aliyah Negeri Palopo. The study addressed a mismatch between learners' communicative needs and the available English-learning materials. Using a research and development design, the study adapted the 4D model through define, design, develop, and limited dissemination stages. The needs analysis involved 36 students and was supported by classroom observation, interviews, questionnaires, expert validation sheets, and user perception questionnaires. The results showed that students needed practical vocabulary for communication, pronunciation support, visual presentation, translation, and mobile-accessible materials. These findings were translated into a digital book containing thematic vocabulary, common phrase-based expressions, pictures, translations, phonetic guidance, and context-sensitive Islamic and daily-life content. Expert validation indicated that the product was feasible in terms of design, language, and material quality, with scores ranging from 4.00 to 4.42. Student and teacher responses also indicated positive practicality for limited use. The findings should be interpreted as evidence of validity and practicality, not as proof of instructional effectiveness, because no experimental test of learning gains was conducted.

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