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Dewi Satria Elmiana
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Journal of English Education Forum (JEEF)
Published by Universitas Mataram
ISSN : 28072480     EISSN : 2807260X     DOI : https://doi.org/10.29303/jeef
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principled approach to research on English education into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: English teaching and learning; English testing, assessment and evaluation; English instructional methods, materials, and techniques; English for Specific Purposes (ESP); English for Young Learners (EYL); English for Academic Purposes (EAP); Curriculum and syllabus design and development; Linguistics, literature, and translation in ELT Multilingualism and multilingual education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 134 Documents
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An Analysis of the Types and Functions of EFL Teacher’s Classroom Language as Used at 7th-Grade Junior High School 13 of Mataram Windilia Eo Manurak; Sudirman Wilian; Amrullah; Lalu Nurtaat
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1002

Abstract

This study aims to investigate the types, functions, and language distribution of classroom language used by Grade VII English teachers at SMPN 13 Mataram. Employing a qualitative case study design, data were collected through non-participant observations, audio-video recordings, and semi-structured interviews with two teachers. The analysis followed Miles and Huberman’s interactive model. Findings reveal that teachers employed two major types of classroom language based on Hughes’ framework: instructional talk (49.8%) and managerial talk (50.2%). Instructional talk encompassed explaining, questioning, eliciting, checking understanding, giving feedback, and directing students, while managerial talk included opening routines, giving instructions and directions, praise, attendance checking, attention getters, and other regulatory expressions. In terms of function, classroom language predominantly served pedagogical purposes (78%), particularly instructional-managerial and language modelling functions, with social functions accounting for 22%. Regarding language choice, Indonesian was most dominant (43%), followed by English (34%) and mixed code-switching (21%), especially during core instructional activities to ensure comprehensible input. English was mainly used for routines, simple instructions, and modeling. The findings indicate that teachers strategically balance first language support and target language exposure to facilitate comprehension and participation. Future research should examine the longitudinal impact of classroom language patterns on students’ speaking proficiency and communicative competence.
Code Switching of Preservice EFL Teachers in the Classroom at SMKN 1 Mataram Nadine Vitalasma Manurung; Sudirman Wilian; Amrullah; Mahyuni
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1005

Abstract

This research aims to analyze the types of code switching, the factors, and the stages of English lesson in which code switching occurs in EFL classroom. This research employs a descriptive qualitative method. The data were collected through classroom teaching videos of two preservice teachers and small interviews. The data were analyzed through transcription, identification, classification, and interpretation based on Poplack’s (1980) and Hoffman’s (1991) theories. The findings reveal that three types of code switching were used, with intra-sentential switching as the most dominant type, followed by inter-sentential switching, and tag switching was the least frequent type. Furthermore, repetition for clarification was identified as the main factor influencing code switching, followed by talking about particular topics and the desire to be well understood. Code switching was found in almost all stages of the English lesson.
Emotional Dynamics and Potential Burnout of Indonesian EFL Teachers Amid Uncertainty in Curriculum Change in Private Schools baiq nadia ulfa sari nadia; Amin Muhammad; Thohir Lalu; Mahyuni Mahyuni
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1008

Abstract

This study aims to analyze the emotional dynamics and potential burnout of English as a Foreign Language (EFL) teachers in Indonesian private schools in the face of curriculum reform uncertainty. The educational policy shift, particularly the transition from Curriculum 2013 to the Merdeka Curriculum, has posed both professional and emotional challenges for teachers. Employing a mixed-methods approach with an explanatory sequential design, this research integrates quantitative analysis using Likert-scale questionnaires with qualitative data from open-ended responses. The participants consisted of 12 EFL teachers from private schools in West Nusa Tenggara Province, selected based on their teaching experience in the context of curriculum change. Findings indicate that while teachers experienced negative emotions such as anxiety and frustration, they also demonstrated positive emotions, particularly hope and optimism, which recorded the highest average scores. Curriculum uncertainty significantly influenced professional performance, especially in lesson planning, motivation, and teaching effectiveness. Teachers’ burnout levels tended to be high, although Spearman’s correlation test showed a weak and statistically insignificant relationship between curriculum uncertainty and burnout. Nevertheless, qualitative findings revealed evident emotional strain among several teachers, including mental fatigue, administrative burdens, and considerations of leaving the profession. Overall, this study highlights that curriculum reform is not merely a structural transformation but also an emotional experience with direct implications for teachers’ well-being, thus emphasizing the need for institutional support, policy clarity, and training programs that strengthen teachers’ emotional resilience and professional adaptability in navigating educational reforms.
Language Production and Activity Systems in Pokémon Go: A Content Analysis of In-Game Communication Ismit Karim
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1013

Abstract

Mobile augmented reality (AR) games offer a novel and unexplored context for situated language learning. In these games, players engage in authentic communication influenced by game mechanics, community norms, and shared objectives. This study employs Engeström’s (1987) Activity Theory (AT) framework to analyze language production and learning within the Pokémon Go gaming community. By conducting content analysis of a gameplay vlog and first-person observations of the game application, the study investigates how the six components of the activity system—subject, object, mediating artifacts, rules, community, and division of labor—interact to create conditions for language use and learning. The analysis reveals that language functions as both a mediating artifact and an outcome of participation. Game-specific lexical items emerge from and reinforce the activity system’s structure, while contradictions between components, particularly between game-imposed rules and community-driven knowledge-sharing practices, generate opportunities for language development. These findings contribute to the growing body of research on game-based language learning and extend the application of Activity Theory to mobile AR gaming environments.

Page 14 of 14 | Total Record : 134

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