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Foreign Language Instruction Probe
Published by STIT Buntet Pesantren Cirebon
ISSN : 28305949     EISSN : 28304837     DOI : https://doi.org/10.54213/flip.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
It welcomes a wide range of topics in the area of Foreign Language Teaching particularly in English as Foreign Language (EFL) context, ranging from issues in Second Language Acquisition, Language Teaching Skills (listening-speaking-reading-writing), Grammar (traditional and functional), Language Assessment, to Curriculum and Material Development.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2025): ELT Methodology" : 5 Documents clear
Generative AI and the Future of Creativity: Threat or Catalyst for Innovation? Umar, Umar; M Bambang Purwanto
Foreign Language Instruction Probe Vol. 4 No. 1 (2025): ELT Methodology
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i1.595

Abstract

The advent of generative AI has sparked widespread debate about its implications for creativity and innovation. This article explores the dual nature of generative AI as both a potential threat and a catalyst for creative progress. While AI systems are capable of producing art, literature, music, and design with remarkable efficiency, concerns have emerged regarding the erosion of human-centered creativity and the risk of homogenization in artistic expression. On the other hand, proponents argue that AI serves as a powerful tool that expands the boundaries of creativity by augmenting human capabilities, fostering new forms of artistic collaboration, and accelerating innovation in various fields. This article critically examines both perspectives, analyzing the role of generative AI in shaping the future of creativity. It highlights the need for ethical frameworks and a balanced approach to integrating AI technologies, ensuring that human imagination remains central to creative endeavors while leveraging AI’s potential for transformative innovation.
Beyond the Classroom Factors Driving Learners to Kampung Inggris Pare Bambang Purwanto, Muhammad; Malik Firdaus, Moch; Yusri, Yusri; Sutarno, Sutarno
Foreign Language Instruction Probe Vol. 4 No. 1 (2025): ELT Methodology
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i1.681

Abstract

Kampung Inggris Pare has become Indonesia's largest English learning center, attracting thousands of learners from various regions with diverse backgrounds. However, the main factors that drive them to choose Kampung Inggris over other course institutions have not been thoroughly researched. This study analyzes these factors and identifies the dominant factors in learners' decisions. This study used a qualitative descriptive method with a case study approach, involving 40 learners as research subjects. Data were collected through questionnaires, interviews, and observations, then analyzed using quantitative and qualitative descriptive approaches. The results show that intensive learning methods, a supportive environment, and affordable costs are the main factors that attract learners. The conclusion of this study confirms that Kampung Inggris has unique advantages that are difficult to find in other course institutions.
Photovoice Study on EFL Students’ Blended Learning Experiences Damayanti, Efrilia Siska; misdi
Foreign Language Instruction Probe Vol. 4 No. 1 (2025): ELT Methodology
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i1.684

Abstract

Blended learning is an alternative form of learning model that combines the conventional learning model (face-to-face learning) with the e-learning learning model. This study examined how students felt about their online dan face-to-face learning experiences. Five EFL students at the private university in Indonesia participate d in photovoice and interview sessions. Thematic analysis identified three themes, which are the benefits and challenges of blended learning; online and offline learning; and the future of blended learning. The use of photovoice was successful in capturing details of blended learning implementation on EFL students. The result of this study represents blended learning has many benefits for students. Two benefits, in particular, are its versatility and accessibility. The students enjoyed and felt their academic performance developed. However, an important advance needed for the implementation of blended learning is better internet access.
Recontextualizing Web-Based Sources in Report Writing: Exploring Students’ Meaning-Making Practices Fahrurrozi, Muhammad; Sofiani, Evi Maulidah; Sofiana, Eva Maulidah
Foreign Language Instruction Probe Vol. 4 No. 1 (2025): ELT Methodology
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i1.690

Abstract

This qualitative study examines how third-semester EFL students at UIN Siber Syekh Nurjati Cirebon engage with web-based sources in academic report writing. Drawing on theories of intertextuality, genre-based pedagogy, and digital literacy, the research investigates students’ strategies in selecting, interpreting, and integrating online information when composing a report on Cirebon wedding traditions. Data from student texts and semi-structured interviews were analysed thematically using Braun and Clarke’s framework. Findings show that students employed targeted keyword searches and demonstrated awareness of genre structure, but tended to rely on top-ranked institutional sources and simplified conflicting information. While they displayed emerging control over paraphrasing and citation, their critical evaluation of digital content, especially in relation to algorithmic bias and underrepresented perspectives, remained limited. The study underscores the need to expand writing instruction beyond functional skills to include ethical source use, algorithmic awareness, and critical authorship, especially in contexts where AI-assisted tools are increasingly accessible. It recommends further research into how intertextual practices evolve across genres, disciplines, and technological environments. This study positions EFL learners as developing digital authors who require pedagogical support to write with critical awareness in a digitally saturated world.
Need Analysis Of CEFR Based Multisensorial Listening Activities For Middle School Students In Cirebon Rifai, Ahmad; Lisa Nurhasanah; Noerjanah, Siti Luruh Ayu
Foreign Language Instruction Probe Vol. 4 No. 1 (2025): ELT Methodology
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i1.704

Abstract

This study explores the conceptual characteristics and classroom-based needs of implementing multisensory listening instruction aligned with the CEFR (Common European Framework of Reference) assessment. Using a qualitative needs analysis approach, the study aims to answer two research questions: (1) What are the characteristics of multisensory listening learning through the CEFR assessment? and (2) How are teachers and students’ needs in teaching and learning multisensory listening through the CEFR assessment? The data were collected through conceptual synthesis of relevant literature and semi-structured interviews with two English teachers and two students at MTs Mafatihul Huda Cirebon, Indonesia. Findings revealed six core dimensions of multisensory listening: multimodal sensory engagement, emotional and motivational activation, cognitive-metacognitive scaffolding, technological and game-based facilitation, inclusivity and differentiated learning, and real-world cultural grounding. These dimensions support CEFR descriptors related to listening comprehension, sociolinguistic competence, and pragmatic awareness. Interview data further highlighted the need for CEFR-based listening materials that are emotionally engaging, culturally relevant, and adapted to the technological and pedagogical realities of local classrooms. Teachers expressed the need for practical resources and training in CEFR-oriented listening assessment, while students emphasized the importance of visual, contextual, and relatable content. The study concludes that effective implementation of multisensory listening through the CEFR requires an integrated approach that combines curriculum design, teacher support, and localized material development. Keywords: multisensory listening, CEFR, needs analysis, EFL, listening comprehension, teacher–student perspectivesThis study explores the conceptual characteristics and classroom-based needs of implementing multisensory listening instruction aligned with the CEFR (Common European Framework of Reference) assessment. Using a qualitative needs analysis approach, the study aims to answer two research questions: (1) What are the characteristics of multisensory listening learning through the CEFR assessment? and (2) How are teachers and students’ needs in teaching and learning multisensory listening through the CEFR assessment? The data were collected through conceptual synthesis of relevant literature and semi-structured interviews with two English teachers and two students at MTs Mafatihul Huda Cirebon, Indonesia. Findings revealed six core dimensions of multisensory listening: multimodal sensory engagement, emotional and motivational activation, cognitive-metacognitive scaffolding, technological and game-based facilitation, inclusivity and differentiated learning, and real-world cultural grounding. These dimensions support CEFR descriptors related to listening comprehension, sociolinguistic competence, and pragmatic awareness. Interview data further highlighted the need for CEFR-based listening materials that are emotionally engaging, culturally relevant, and adapted to the technological and pedagogical realities of local classrooms. Teachers expressed the need for practical resources and training in CEFR-oriented listening assessment, while students emphasized the importance of visual, contextual, and relatable content. The study concludes that effective implementation of multisensory listening through the CEFR requires an integrated approach that combines curriculum design, teacher support, and localized material development.Keywords: multisensory listening, CEFR, needs analysis, EFL, listening comprehension, teacher–student perspectives

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