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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 52 Documents
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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): FLIP
Publisher : STIT Buntet Pesantren Cirebon

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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): FLIP
Publisher : STIT Buntet Pesantren Cirebon

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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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