cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Umar
Contact Email
umar@stit-buntetpesantren.ac.id
Phone
+6285318372979
Journal Mail Official
flip@stit-buntetpesantren.ac.id
Editorial Address
Komplek YLPI Pondok Buntet Pesantren, Mertapada Kulon, Kec. Astanajapura, Kab. Cirebon, West Java, Indonesia
Location
Kab. cirebon,
Jawa barat
INDONESIA
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 79 Documents
 4   5   6   7   8 
Recontextualizing Web-Based Sources in Report Writing: Exploring Students’ Meaning-Making Practices Muhammad Fahrurrozi; Evi Maulidah Sofiani; Eva Maulidah Sofiana
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 Ahmad Rifai; Lisa Nurhasanah; Siti Luruh Ayu Noerjanah
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
Can Motivation Shape Service Talk? ARCS Model to Enhance Hospitality Students’ Speaking Performance Muhammad Bambang Purwanto; Achmad Leofaragusta Kurniawan Komerendo; Herman Herman
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.805

Abstract

This study aims to investigate the application of the ARCS model in improving students' speaking performance in the D3 Language and Tourism Program at the Sriwijaya State Polytechnic, Palembang. The research uses the Classroom Action Research design, which is carried out in two cycles, each including the planning, action, observation, and reflection stages. The research participants consisted of 30 second-semester students in the English for Hospitality course. The research instruments include role-play-based speaking tests, ARCS observation checklists, field notes, interviews, and speaking rubrics. The results showed that students' speaking skills before the implementation of ARCS were still in the low category, with limitations in fluency, vocabulary, and interactional competence. After implementing the ARCS model through authentic hospitality activities, there was a significant increase in student participation, confidence, and interaction quality. The average speaking score increased gradually from the initial condition to Cycle 1 and reached an optimal increase in Cycle 2, followed by a shift toward more spontaneous and communicative behavior. The study's findings also show that the components of Attention, Relevance, Confidence, and Satisfaction contribute to increased motivation to learn among students. Overall, the application of the ARCS model is effective in improving hospitality students' speaking skills and fostering more interactive, context-based learning. This study recommends the use of motivation-based learning design in vocational education to improve students' communication readiness in the world of work
Personalized ESP in Islamic Business Management: A Narrative Study of Novice Practice Endah Kurtianti; Nurdani Yulian Ahmad
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.815

Abstract

Pembelajaran Bahasa Inggris untuk Tujuan Khusus (English for Specific Purposes/ESP) di perguruan tinggi Islam semakin penting karena bahasa Inggris umum belum memadai untuk menjawab kebutuhan komunikasi akademik dan profesional yang spesifik, khususnya pada Program Studi Manajemen Bisnis Islam yang menuntut kesesuaian antara komunikasi bisnis, konteks kerja, dan nilai-nilai Islam. Meskipun penelitian sebelumnya telah menyoroti kebutuhan ESP dan potensi pembelajaran terpersonalisasi, masih terbatas kajian yang menjelaskan bagaimana dosen pemula memahami dan menerapkannya dalam praktik kelas nyata. Penelitian ini bertujuan menganalisis bagaimana seorang dosen ESP pemula memahami dan mengimplementasikan ESP terpersonalisasi dalam kelas Manajemen Bisnis Islam. Penelitian ini menggunakan pendekatan kualitatif dengan desain inkuiri naratif pada satu kelas ESP tatap muka selama satu semester di perguruan tinggi Islam di Indonesia. Data dikumpulkan melalui jurnal reflektif mengajar, catatan observasi kelas, dan artefak pembelajaran. Data dianalisis melalui penyusunan ulang narasi secara kronologis dan analisis tematik. Hasil penelitian menunjukkan bahwa pemahaman dosen berkembang dari diferensiasi untuk membangun kepercayaan diri, menuju pilihan terstruktur dalam genre kerja bersama, lalu menjadi pengajaran responsif melalui dukungan bertahap dan umpan balik terarah. Penelitian ini merekomendasikan dukungan institusional, fleksibilitas kurikulum, dan penguatan pelatihan dosen pemula.Keywords: dosen pemula; ESP terpersonalisasi; inkuiri naratif; Manajemen Bisnis Islam; pembelajaran terdiferensiasi
Deictic Interpretation in TOEFL Reading: Strategies and Challenges of EFL Students Sitti Aisyah; Muajiz Muallim; Cynic Tenedero; Munawir
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.818

Abstract

This study aims to explore the understanding of English language education students of the phenomenon of Deixis in the TOEFL reading text and identify the factors that influence the understanding. As a crucial pragmatic competence in academic literacy, Deixis acts as a bridge that connects text with context. This study uses a descriptive qualitative approach by involving students of the English Language Education Program, IAIN Parepare, as informants. Data were collected through the TOEFL reading test and stimulated recall interview to reveal students ' cognitive processes. The results showed that students ' understanding was at a mechanistic-literal level. Students demonstrate a good understanding of the Deixis persona because of its concrete and explicit nature of reference. However, a significant decrease in understanding occurs in temporal Deixis and Discourse Deixis; students tend to experience chronological confusion and difficulty tracking abstract references that cross paragraph boundaries. The proximity approach strategy, which is the tendency to choose references based on physical proximity in the text, is the dominant method used by students when dealing with ambiguity. These findings indicate that the main barriers for STEM students are limited vocabulary, short-term memory load (cognitive overload), and dependence on surface reading strategies (surface reading). 
Chat GPT Integration in English Learning: Effects on Pre-Service Primary Teachers’ Language Skills at Universitas Pasifik Morotai Megawati Basri; Risky Richlos Sarapung
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.819

Abstract

English proficiency is an essential competency that university students, especially prospective teachers in the Primary School Teacher Education Program (PGSD), must possess. However, many students in underdeveloped, frontier, and outermost regions (3T), such as Universitas Pasifik Morotai, still face difficulties in mastering grammar, vocabulary, and speaking fluency. Along with technological advancements, ChatGPT, as an AI product, offers an interactive and flexible learning solution. This study aims to examine the effect of using ChatGPT on the English proficiency of PGSD students. The research employed a quantitative approach with a quasi-experimental design. The sample consisted of 30 fourth-semester PGSD students divided into two groups: an experimental group using ChatGPT and a control group receiving conventional learning. Data were collected through pre-test and post-test and analysed using an independent samples t-test. The results showed a significant difference between the two groups. The experimental group obtained an average post-test score of 46.67, higher than the control group at 40.27. The t-test result showed a t-value of 3.51 and a p-value of 0.00155 (p < 0.05), indicating that the use of ChatGPT significantly improves students' English proficiency. The conclusion is that ChatGPT is effective as a learning tool for English in higher education, especially in remote areas. The findings imply the need for integrating AI technology into language learning curricula and promoting self-directed learning
Enhancing Students’ Speaking Skills through Classroom Action Research in EFL Classrooms Eka Pujiastuti; Hera Hartati; Saifudin; Zuhrotun Nisa
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.824

Abstract

This study addresses the persistent issue of limited speaking performance among EFL students, particularly in terms of fluency, accuracy, pronunciation, and confidence, which hinders effective classroom communication. Previous studies have highlighted similar challenges; however, empirical evidence on the systematic use of iterative teaching practices to improve multiple dimensions of speaking skills remains limited. Therefore, this study aims to investigate how Classroom Action Research (CAR) can enhance students’ speaking skills in an authentic EFL context. This research employed a qualitative CAR design conducted at Politeknik Mitra Karya Mandiri Ketanggungan Brebes, involving 25 students. The study was implemented in three cycles, consisting of planning, acting, observing, and reflecting stages. Data were collected through classroom observation, interviews, and documentation, and analyzed using qualitative techniques, including data reduction, data display, and conclusion drawing. The findings reveal a consistent improvement in students’ speaking skills across all indicators, supported by both qualitative observations and quantitative score increases. The study highlights the effectiveness of reflective and cyclical teaching practices in improving speaking performance. It is recommended that future research adopt mixed-method approaches and explore the integration of innovative instructional strategies to further enhance EFL speaking instruction.
Augmented Reality in Integrated Sustainability Concept for English Language Learning Dewi Sari Wahyuni; T. Sy. Eiva Fatdha
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.828

Abstract

This position paper examines the integration of Augmented Reality (AR) into a comprehensive sustainability framework for English Language Learning (ELL) in Indonesian higher education. The exponential growth of immersive learning technologies, coupled with the global imperative articulated through Education for Sustainable Development (ESD) and Sustainable Development Goal 4, has placed unprecedented pressure on language educators to design pedagogies that are simultaneously technologically rich and ethically grounded. However, current literature treats AR-enhanced language learning and sustainability-oriented language education as parallel discourses with limited theoretical convergence. This paper addresses this gap by proposing a conceptual framework that integrates AR affordances with the principles of integrated sustainability, encompassing ecological, social, economic, and pedagogical dimensions. Drawing on a systematic review of 48 Scopus-indexed publications and adopting a conceptual-analytical method of inquiry, the analysis identifies three thematic findings: the fragmentation of AR-ELL and sustainability discourses, the structural conditions that sustain this fragmentation, and the transformative potential of integration. The paper contributes a five-dimensional framework, the AR-ISC model, and offers recommendations for curriculum design, teacher education, and future empirical validation, particularly within Indonesian and broader Global South contexts.
When AI Writing Tools Become a Crutch: A Study of Student Difficulties in Indonesian Senior High School Ulfa Haera; Andi Anto Patak; Vivit Rosmayanti
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.834

Abstract

Penggunaan alat bantu penulisan berbasis kecerdasan buatan (AI) dalam pendidikan menengah telah menimbulkan tantangan pedagogis yang signifikan, namun masih sedikit yang diketahui mengenai kesulitan spesifik yang dihadapi siswa saat menggunakan alat-alat tersebut. Studi kasus kualitatif ini mengkaji kesulitan yang dialami oleh delapan siswa kelas XII di SMAN 12 Sinjai, Indonesia, saat menggunakan alat AI seperti ChatGPT, Grammarly, Quillbot, dan Google Translate untuk tugas menulis bahasa Inggris. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik reflektif. Temuan menunjukkan delapan kategori utama kesulitan: (1) ketergantungan berlebihan pada AI, (2) ketidakmampuan mengevaluasi saran AI, (3) penggunaan AI yang tidak efektif untuk koreksi tata bahasa, (4) pemahaman terbatas tentang kemampuan AI, (5) hambatan teknis dan akses, (6) hilangnya suara pribadi, (7) kesulitan mengintegrasikan saran AI, dan (8) ilusi kemajuan. Kesulitan yang paling umum adalah ketergantungan berlebihan, yang dilaporkan oleh kedelapan peserta, dengan para siswa mengungkapkan rasa takut dan panik ketika alat AI tidak dapat diakses. Temuan ini menunjukkan bahwa tanpa intervensi pedagogis yang terstruktur, alat penulisan AI dapat berfungsi sebagai penopang daripada sebagai landasan bagi pembelajaran siswa.
AI-Assisted Academic Writing: Perspectives of EFL Students from Three Indonesian Universities Dewi Sartika; Eva Saptarina; Kiki Rizki Amelia; Rachmanita; Fitri Novia; Ratna Nery; Rekha Asmara
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.838

Abstract

The integration of Artificial Intelligence (AI) into higher education has significantly transformed academic writing instruction, especially within English as an EFL learning environment. This study employed an Explanatory sequential mixed-methods design to investigate EFL students’ perceptions of AI-assisted academic writing and identify the perceived benefits and challenges of its implementation. The participants consisted of 28 EFL students from three Indonesian universities having experience using AI tools in academic writing courses. Quantitative data were collected via closed-ended questionnaires and analyzed using descriptive statistics, while qualitative data were obtained through semi-structured in-depth interviews to explain the quantitative findings. The quantitative results revealed that students demonstrated highly positive perceptions toward the use of AI in academic writing classes, with an overall mean score of 4.32, categorized as excellent. Students perceived AI as a supportive technology for generating ideas, organizing written text, improving grammatical accuracy, and completing writing tasks more efficiently. The qualitative findings revealed four dominant themes: AI as a writing assistant, improvement of writing efficiency and quality, AI as a means of independent learning, and ethical awareness and academic responsibility. Participants reported that AI supported independent learning, provided immediate feedback, and increased confidence and creativity in writing activities. Nevertheless, students also raised concerns about becoming too dependent on AI and the potential ethical problems related to academic honesty and maintaining originality in their work. The results claim that AI has strong potential to enhance EFL academic writing instruction when integrated pedagogically and used responsibly. It also provides practical implications for EFL lecturers in designing ethical and effective AI-assisted writing instruction in higher education contexts.

Page 6 of 8 | Total Record : 79

 4   5   6   7   8 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): Teaching English as a Foreign Language Vol. 4 No. 2 (2025): Principle in ELT Vol. 4 No. 1 (2025): ELT Methodology Vol. 3 No. 2 (2024): Technology in ELT Vol. 3 No. 1 (2024): Technology and AI in ELT Vol. 2 No. 2 (2023): Technology Enhanced Language Learning Vol. 2 No. 1 (2023): Beyond Method in ELT Vol. 1 No. 2 (2022): Applied Linguistics for Language Teachers Vol. 1 No. 1 (2022): TEFL in Indonesia