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Teaching English as a Foreign Language Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 29619963     DOI : https://doi.org/10.12928/tefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope Aims • The journal provides a formal, well-organised forum for non-native-English scholars to make new academic contributions to research and practice in ELT on a global basis. • The journal serves as a hosting space for both native and non-native academics to share ideas and become involved in novel dialogues, with an emphasis on under-researched areas in the field. Scopes • Local teachers’ beliefs about various aspects of ELT theory and practice • Fresh insights into current debates and controversial topics • Shared research findings from both teachers and scholars in ELT, especially from an outer circle perspective • Case studies in local contexts that enhance the localisation of academic theories in ELT (such as the practice of the lesson study model that originates outside of the inner circle) • Recognition of local teachers’ voices, which are less heard of in the inner-circle discourse, and their practical classroom ideas that are less common but important to not overlooked • Rethinking the transferability of ELT theories across global context (such as the communicative doctrine, the meaning of autonomy, the practice of verbal participation, etc.) • Practical classroom experiments in language education that would expand teachers’ knowledge and skills • Identifying gaps and addressing new topics that have not been strong focuses in previous research discourse in education (such as the use of silence in teaching, the improved alignment between pedagogy and assessment, etc.)
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "vol. 5 no. 2 (2026)" : 5 Documents clear
Micro-teaching and teacher professional development: Perceptions of English student teachers at UIN Raden Fatah Palembang Umar Abdullah; Rini Susanti; Aisyah Shafira Birliani Gumai
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2271

Abstract

Micro-teaching provides student teachers with opportunities to connect pedagogical knowledge with teaching practice before entering real classroom settings. This study explored English student teachers’ perceptions of the micro-teaching program at UIN Raden Fatah Palembang and its perceived contribution to their preparation as future English teachers. Using a descriptive survey design, the study involved 68 student teachers enrolled in a micro-teaching course during the 2025/2026 academic year. Data were collected through an online questionnaire comprising five-point Likert-scale items and open-ended questions. Survey data were analyzed using descriptive statistics, while open-ended responses were reviewed descriptively to provide contextual and illustrative support. Participants evaluated the program very positively, particularly its organization, relevance to future teaching, lecturer guidance, and supportive learning environment, and perceived positive contributions to their pedagogical understanding, teaching skills, classroom communication, use of teaching media and technology, and confidence. However, nervousness, classroom management, and time-management remained challenges, while additional teaching practice and more individualized feedback emerged as priorities for improvement. The findings provide context-specific evidence that student teachers in an underexamined Islamic higher-education setting in Indonesia perceive micro-teaching as a meaningful professional learning space connecting pedagogical knowledge with practice, reflection, and feedback, while continuing to identify areas requiring further development.
The discursive construction of sedition in contemporary Hong Kong Ka Hang Wong
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2382

Abstract

This article examines how sedition is discursively constructed in Hong Kong through legal and institutional discourse, particularly in relation to publications, and how these constructions reflect changing relationships between political authority, communication, and security across changing constitutional contexts. Drawing on Critical Discourse Analysis (CDA), the study analyses three interconnected processes: the historical recontextualisation of sedition from a Crown-based constitutional framework into a post-handover sovereignty framework; the presuppositions of political authority, belonging, and loyalty embedded within contemporary sedition discourse; and the securitisation of publications and communicative practices. The analysis examines colonial and contemporary sedition-related legal provisions, together with official institutional discourse surrounding recent publication-related investigations. Through the discussion of the Sheep Village case and the 2026 bookstore investigation, the article demonstrates that sedition is not a fixed legal category but a discourse whose meaning changes according to broader constructions of authority and legitimacy. While colonial sedition law was embedded within a framework of loyalty towards the Crown, contemporary sedition discourse presupposes the legitimacy of the post-handover constitutional order and increasingly frames challenges to that order as forms of political disaffection or security risk. The article argues that the transformation of sedition in Hong Kong reflects broader struggles over constitutional identity, political belonging, and the boundaries of legitimate communication.
Bridging policy and practice: A needs analysis of primary school class teachers in designing contextualized English materials Sukarno Sukarno; Megan Jinabe; Fitriya Dessi Wulandari; Doni Dwi Hartanto; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Miftahurrizqi Insani; Shabrina Nahari Puteri; Arsyadania Faradisa; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri; Yue Xiong
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2413

Abstract

The reinstatement of English as a primary school subject in Indonesia has exposed a policy-practice gap. In Yogyakarta, around 90% of primary English teachers are generalist classroom teachers who lack formal training in English Language Teaching (ELT). This situation contributes to language anxiety and dependence on largely unadapted commercial English textbooks. This study investigated a six-month blended workshop-and-mentoring professional-development initiative designed to support non-specialist teachers in evaluating, adapting, and developing contextualized English materials. Guided by Needs Analysis, the study employed a convergent parallel mixed-methods design using baseline diagnostics, a post-intervention exit questionnaire, open-ended reflections and mentorship records. The findings indicate stronger self-reported understanding and confidence in materials evaluation and adaptation, while qualitative reflections suggest a perceived shift from passive textbook use toward more active evaluation, adaptation, and contextualization of materials. Teachers also identified longer-term needs for shared digital resource repositories, localized Communities of Practice, equitable university support, and future-ready pedagogical development. The study concludes that primary EFL curriculum reform should be accompanied by sustained, ecologically responsive professional-learning systems rather than one-off training.
Implementing collaborative learning in Indonesian secondary EFL Classrooms: Teacher practices and contextual challenges Eko Purwanti; Muhammad Athif; Nurkhamimi Zainuddin
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2429

Abstract

Collaborative learning (CL) provides opportunities for interaction and peer support in English as a Foreign Language (EFL) classroom, but its implementation can vary according to learners, tasks, and classroom conditions. This qualitative descriptive study explored how secondary-school English teachers implemented CL and the challenges they encountered in their classrooms. Seven English teachers from two vocational high schools and one general high school in West Java, Indonesia, participated in the study. Data were collected through semi-structured interviews and classroom observations. Each teacher was observed once during an 80-minute lesson, resulting in a total of 560 minutes of classroom observation. The data were analyzed thematically. The findings identified five main areas of CL implementation: heterogeneous and random grouping for peer interaction, collaborative projects and problem-oriented tasks, interactive and technology-supported activities, teacher facilitation and monitoring, and attention to both group and individual performance. The teachers also encountered interconnected challenges related to unequal participation, differences in learner readiness, language use, planning and assessment, and access to classroom and digital resources. The interview and observation data were broadly consistent in showing the active role of teachers in organizing and supporting collaborative work although some practices reported in the interviews were not visible during the particular lessons observed. Overall, the findings suggest that CL in these secondary EFL classrooms was implemented not as a fixed set of techniques but as an adaptive and teacher-mediated practice. Teachers adjusted grouping, tasks, support, and resources in response to learner readiness and classroom conditions. These findings highlight the importance of understanding CL as a context-sensitive practice in secondary EFL education.
Repair varieties in Ahok’s and Anies’ interviews on the ‘What Is Up, Indonesia? (WIUI)’ Krisna Weny; Nurlela Nurlela; Alemina Br. Perangin-Angin; Rusdi Noor Rosa; Rahmadsyah Rangkuti
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2333

Abstract

Conversation Analysis (CA) examines how people manage communication in real-time interaction. One important mechanism in talk-in-interaction is repair, including repair varieties and operations of self-initiated repair. However, studies on these phenomena in Indonesian political media interviews remain limited. This study analysed the repair varieties and operations of self-initiated repair used by Ahok and Anies in interviews on the What Is Up, Indonesia? (WIUI) YouTube channel. The objectives were to identify the repair varieties and operations of self-initiated repair used by Ahok and Anies, explain how they used them in different conversations, and explore why they use different repair varieties and operations of self-initiated repair. This study applied CA frameworks and employed a qualitative method. The data consisted of words, phrases, clauses, sentences, and non-lexical hesitation markers. The findings revealed that Ahok used four repair varieties and four operations of self-initiated repair, while Anies used two repair varieties and six operations of self-initiated repair. Self-initiated self-repair was the most frequent repair variety. The identified operations of self-initiated repair included replacing, inserting, deleting, searching, recycling, and reformatting, with searching and recycling occurring most frequently. These findings influenced by three factors, namely duration of the video, linguistics choices, and interactional pressure.

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