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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 79 Documents
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Developing a Preliminary Learning Syntax Based on Learners' Needs: A Plurilingual Blended Learning Model for Functional English Literacy Hardianti; Nurhaida Lakuana; ST Marhana Rullu; Zeni Afriani Zainudin; Afifah Mardhiyyah
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.v5i1.990

Abstract

Non-formal education in Indonesia plays a strategic role in providing alternative and complementary learning pathways; however, learners in Community Learning Centers (PKBM) remain disadvantaged due to limited functional English and digital literacy. Existing studies on blended learning often prioritize technological integration without addressing learners’ plurilingual realities, while English instruction in non-formal settings frequently replicates formal education patterns, resulting in low participation and limited skill relevance. This study addresses this gap by proposing a plurilingual blended learning model grounded in learners’ actual needs. A qualitative needs analysis was conducted involving 18 participants (12 learners, 3 tutors, and 3 program coordinators) in a non-formal education setting. Data were collected through semi-structured interviews, field observations, and they were analyzed using thematic coding to identify recurring linguistic, pedagogical, and contextual patterns. Findings reveal three core learner needs: (1) context-based communicative tasks that do not rely on partial instruction; (2) scaffolded digital support; and (3) flexible language use integrating local and global languages. These informed the development of a six-phase preliminary learning syntax: learners’ language repertoires activation, plurilingual input, collaborative meaning-making, functional English transformation, functional literacy practice, and plurilingual reflection and digital reinforcement. The study is limited by its small, context-specific sample, affecting generalizability. Nonetheless, it offers practical implications for designing adaptive, inclusive learning models in non-formal education. Future research should test the model’s effectiveness through experimental and larger-scale studies.
Critical Literacy in AI-Assisted Academic Writing among EFL Undergraduate Students Angella Novitaningrum
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.816

Abstract

This study investigates EFL undergraduate students’ critical literacy in AI-assisted academic writing. It employed a descriptive qualitative research design to examine students’ use of AI tools, their level of critical literacy in interacting with AI-generated texts, and the challenges and opportunities encountered in AI-assisted writing environments. The participants of this study were fourth-semester undergraduate students enrolled in the English Education Study Program at STIT Miftahul Midad Lumajang, selected through purposive sampling based on their experience with AI-assisted writing. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings indicate that students integrate AI across all stages of writing, with varying levels of dependence. While AI enhances idea generation, language accuracy, and immediate feedback, students exhibit differing levels of critical literacy, ranging from passive acceptance to active evaluation and modification. Many students demonstrate moderate to low critical engagement, indicating over-reliance and limited evaluative skills, while a smaller group shows higher-order critical thinking. Overall, the study highlights the importance of fostering critical literacy to ensure that AI is used responsibly as a supportive tool rather than a substitute for cognitive engagement in academic writing.
Developing a Website as a Media to Enhance English Writing Skill of Eight Grader Junior Highschool Muhammad Reykhan Alif; Amroh Umaemah; Farouk Imam Arrasyid
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.829

Abstract

Kemampuan menulis dalam bahasa Inggris menjadi salah satu keterampilan penting di abad ke-21, khususnya bagi siswa sekolah menengah. Namun, dalam praktiknya, penggunaan teknologi yang relevan di dalam kurikulum masih sering kurang mendapat perhatian. Penelitian ini hadir untuk mengisi kesenjangan tersebut dengan mengevaluasi keterbatasan media pembelajaran konvensional yang cenderung kurang interaktif, terutama bagi siswa generasi Z. Fokus utama penelitian ini adalah merancang dan mengembangkan sebuah platform berbasis web yang dapat membantu meningkatkan kemampuan menulis siswa kelas delapan. Penelitian menggunakan metode Research and Development dengan desain konvergen yang diadaptasi dari Creswell, dan dilaksanakan di salah satu SMP di wilayah Patrol. Data utama dikumpulkan melalui kuesioner terstruktur dan wawancara mendalam dengan guru serta siswa. Seluruh data kemudian dianalisis secara sistematis untuk menilai efektivitas platform yang dikembangkan. Hasil penelitian menunjukkan bahwa siswa memiliki sikap yang positif terhadap penggunaan teknologi dalam pembelajaran. Selain itu, platform YourWrites dinilai menawarkan keunggulan pada tampilan desain yang menarik serta fitur pembelajaran yang lebih adaptif. Sebagai implikasi, penelitian ini merekomendasikan agar integrasi teknologi serupa dapat diterapkan secara lebih luas di lingkungan pendidikan. Untuk penelitian selanjutnya, disarankan agar platform ini diuji pada populasi yang lebih beragam guna memperkuat validitas temuan, sekaligus menyempurnakan pengembangan produk pembelajaran digital yang lebih inklusif.
Intertextual Awareness in EFL Report Writing: Comparing Students’ Use of Field-Based and Web-Based Sources Tedi Rohadi; Hendi Hidayat; Herawati Fajrin
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1008

Abstract

This qualitative study investigates how EFL students engage with field-based and web-based sources in academic report writing, focusing on their intertextual strategies of selection, interpretation, and integration. Data were collected from 32 third-semester students through reflective questionnaires, semi-structured interviews, and student report texts. Guided by Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis revealed two distinct but overlapping intertextual repertoires. Field-based engagement fostered experiential curiosity, dialogic interpretation, and narrative integration rooted in cultural immediacy. In contrast, web-based engagement promoted algorithmic search behaviour, multimodal decoding, and citation-driven structuring. While both modes demonstrated strategic meaning-making, field-based practices reflected stronger authorial voice and epistemic agency. The findings suggest that pedagogical support should cultivate both embodied inquiry and digital literacy to enhance students’ critical intertextual competence. Implications are offered for integrating hybrid source use into academic writing instruction and for future research on adaptive authorship in EFL contexts.
The efforts of English teachers in implementing their personality competence in ELT Putri Rahmatul Fadlillah; Huriyah; Listiana Ikawati
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1010

Abstract

Personality competence is a crucial aspect of teacher professionalism that affects teaching effectiveness, interaction with students, and adaptation to various dynamics of the educational environment. This study aimed to investigate the strategies applied by English teachers in ELT to implement their personality competence, as well as to identify the challenges faced and the solutions employed. Using a qualitative approach with a case study design, this research involved English teachers at a junior high school in West Java as participants. Data were collected through interviews and document analysis, which focused on exploring teachers’ perceptions and experiences related to their personality competence. The findings indicate that English teachers apply various strategies in the classroom including acting according to religious, legal, social, and national cultural norms; being honest and noble figure and serving as a role model; demonstrating stability, maturity, wisdom, and authority; and demonstrating a work ethic, high responsibility, pride in being a teacher, and confidence. The challenges encountered include balancing professional and personal duties; maintaining emotional demands in diverse classrooms; sustaining motivation; and dealing with excessive workload and expanding professional duties. Solutions applied by the teachers include adapting professional expectations to personal circumstances; regulating emotions; restoring motivation through personal and professional renewal; and embracing continuous learning and collaborative problem-solving. The implications emphasize the importance of institutional support in developing teacher personality competence.
Rethinking Web-Based Writing Instruction Pedagogy: A Critical Literature Review Amin Basir; Zakky Yavani
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1011

Abstract

This study aims to critically analyze the strategies, assessment practices, and challenges associated with web-based writing in EFL and ESL contexts, based on research published between 2015 and 2025. Using a Critical Literature Review (CLR) approach, the study systematically examined peer-reviewed journal articles, conference papers, and book chapters from reputable academic databases. The review identified key strategies that enhance learner engagement, such as collaborative writing tools, process-based approaches, and multimodal resources. Assessment practices have shifted toward formative, technology-enhanced methods, including peer feedback and digital portfolios, though issues related to validity and teacher readiness remain. Major challenges encountered include unequal access to digital tools, gaps in digital literacy, and academic integrity concerns. This review provides valuable insights for educators, learners, and researchers aiming to improve web-based writing instruction and assessment through informed, evidence-based practices.
Mapping Digital Assessment Platforms in EFL Classrooms: A Qualitative Case Study at an Islamic Junior High School Edy Waloyo; Nida’ul Hasanah; Wakhid Nashruddin
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1012

Abstract

The growing integration of digital technology into English language education has encouraged teachers to adopt various digital platforms for classroom assessment. However, previous studies have predominantly examined the effectiveness of individual applications, with limited attention to how teachers employ multiple digital assessment platforms within their professional assessment practices. This study aimed to identify the digital assessment platforms employed by English teachers in an Islamic junior high school. A qualitative case study was conducted at an Islamic junior high school in Cirebon, Indonesia, involving two English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed using Braun and Clarke's thematic analysis. The findings identified three complementary categories of digital assessment platforms: institutionalized assessment platforms, gamified assessment platforms, and flexible web-based assessment platforms. These findings suggest that teachers employed different digital assessment platforms to fulfill complementary roles within classroom assessment rather than relying on a single application. The study contributes a thematic categorization of digital assessment platforms that broadens the understanding of teachers' digital assessment practices in EFL classrooms. Future research should examine these platform categories across diverse educational contexts and investigate how institutional policies and pedagogical considerations influence teachers' selection of digital assessment platforms.
Exploring the Role of Physical Activity-Induced Dopamine and Serotonin Release in Enhancing EFL Learners' Confidence in Speaking English Ahmad Rifai
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1007

Abstract

Many Indonesian EFL learners experience difficulties in speaking English confidently due to anxiety, fear of making mistakes, and reluctance to speak in front of others. This study explored EFL learners' confidence in speaking English through physical activity-induced dopamine and serotonin release. A qualitative case study was conducted at SMP Negeri 1 Krangkeng, Indramayu, West Java, involving classroom observations and semi-structured interviews with six eighth-grade students representing different levels of speaking confidence and one English teacher. Data were analyzed using Creswell's (2017) qualitative procedures and Braun and Clarke's (2021) thematic analysis. The findings showed that light and enjoyable physical activities, such as stretching, ice-breaking, games, and movement-based speaking tasks, helped students feel more relaxed, motivated, and confident in speaking English. These activities reduced nervousness, fostered a supportive classroom atmosphere, and improved students' emotional and linguistic readiness for speaking. The study concludes that integrating interactive physical activities into EFL speaking instruction can effectively enhance learners' confidence and participation in English speaking.
Exploring Students’ Experiences of Weekly Vlogging in Indonesian Language Learning at Madrasah Aliyah Muhammad Fahrurrozi; Safrina Rati
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.v5i1.1029

Abstract

Integrating weekly vlogging into Bahasa Indonesia lessons offers a promising yet demanding approach at a time when digital literacy is becoming central to classroom learning. This study examines how eleventh-grade students at a Madrasah Aliyah (Islamic senior high school) in Cirebon reflected on weekly vlog assignments used to build their Indonesian-language speaking skills. It addresses the challenges students faced and the pedagogical implications of vlog-based tasks in secondary madrasah education. An explanatory sequential mixed-methods design was applied to collect data from 32 eleventh-grade students. Data were gathered through a structured questionnaire and in-depth interviews with three students representing different performance levels. Quantitative results showed that affective, technical, linguistic, and time-management issues were rated as moderately to fairly challenging. Students reported clear benefits, including greater confidence, improved formal Indonesian speaking skills, and stronger motivation. Qualitative findings confirmed these results, revealing increased autonomy, self-reflection, and classroom engagement. The study concludes that, despite its challenges, weekly vlogging is a meaningful strategy for developing Bahasa Indonesia speaking competence in madrasah settings.

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