Journal of Research on Language Education

Deep Learning in English Language Teaching: A Conceptual Paper

2025-08-01T11:46:39+07:00

This conceptual paper explores deep learning theories in English Language Teaching (ELT), emphasizing their potential to foster critical thinking, creativity, and communicative competence. Grounded in the frameworks of Marton and Säljö’s Deep Learning Theory, Entwistle’s Students’ Approaches to Learning (SAL), and Biggs’ 3P Model, the study contrasts deep learning’s emphasis on comprehension and application with surface learning’s focus on memorization. It highlights challenges in implementing deep learning, including the dominance of traditional teaching methods, resource limitations, and the need for professional development. The paper underscores the transformative potential of deep learning in cultivating linguistic adaptability and reflective thinking, particularly through strategies such as task-based learning, inquiry-driven activities, and formative assessments. Practical recommendations are provided to align curriculum design and assessment with deep learning principles, addressing barriers to integration in diverse ELT contexts. A visual framework of deep learning dimensions is also proposed, offering educators a structured approach to enhance classroom practices. By bridging theory and practice, this paper advocates for pedagogical shifts that align with 21st-century educational goals, equipping learners with the skills needed for real-world communication challenges. Future research should focus on adapting deep learning frameworks to promote deeper engagement in ELT.

Discoursing Sexual Orientation in the Indonesian Literature and Public Policies: Mapping Gaps

2025-09-15T14:37:03+07:00

The research investigates the position of the LGBT individuals within the Indonesian literature and the Indonesian public policies framework. Employing a descriptive-qualitative approach, analysis and interpretation of literary works and public policies are conducted through repeated readings and library studies. In addition, a personal interview was conducted to strengthen the analysis. The research focuses on three main aspects: (1) representation of LGBT literature in Indonesia, (2) exploration of how the Indonesian public policies affect the Indonesian discourses on homosexuality, and (3) examination on how the Indonesian LGBT literary works highlight the gaps and challenges within those policies. To unveil the three aspects, several sources are also used alongside the method like personal interview, reviews, articles, essays, and books. The research highlights literature’s role as both a medium to resist and a critique towards the social injustice in these LGBT individuals experience in the society.

CURRICULUM AND SYLLABUS DESIGN IN EFL TEACHING: FROM STRUCTURAL TO CEFR FRAMEWORK

2025-11-21T21:50:13+07:00

While many studies discuss curriculum design or the Common European Framework of Reference for Languages (CEFR) separately, few have systematically mapped how different syllabus types correspond to CEFR proficiency levels. This conceptual review aims to address that gap by synthesizing theoretical and empirical perspectives on curriculum and syllabus development in English language teaching. Employing a qualitative library research approach, the study integrates findings from key literature and policy documents to construct a framework that links syllabus types—structural, functional, situational, task-based, and content-based—to CEFR descriptors across proficiency levels (A1–C2). The analysis reveals that structural syllabi best support beginners, while functional, situational, and task-based models enhance intermediate to advanced communicative competence. The study contributes conceptually by clarifying the relationship between curriculum scope and syllabus function and practically by offering a reference for teachers to design level-appropriate instruction and for policymakers to adapt global standards to local educational contexts.

TECHNOLOGY INTEGRATION IN BIPA LEARNING: BENEFITS, CHALLENGES, AND PERSPECTIVES FROM TEACHERS AND STUDENTS

2026-01-02T08:59:44+07:00

Despite the increasing incorporation of digital tools in BIPA (Bahasa Indonesia bagi Penutur Asing) instruction, few studies had addressed how teachers and students experienced and responded to this integration. This study was conducted to explore how both groups understood the advantages, obstacles, and implementation strategies of using technology in BIPA classrooms. A qualitative method was applied, utilizing classroom observations and semi-structured interviews with two BIPA teachers and three international students from Thailand and Ghana at a university in Batam. The findings revealed that technology enhanced vocabulary learning, supported cultural exposure, and improved student engagement, but also brought challenges such as overdependence on translation applications, limited concentration, and unequal access to digital infrastructure. The study concluded that successful technology use in BIPA required a balanced combination of digital media and interactive, communicative teaching. Practical implications highlighted the importance of equipping teachers with appropriate digital training, encouraging students to engage critically and independently with technology, and ensuring that institutions provide inclusive access, infrastructure, and policies to support meaningful technology-enhanced learning.

APPRAISAL ATTITUDE IN STUDENTS’ NARRATIVE WRITING

2026-01-30T13:45:08+07:00

This study investigated the use of appraisal attitude resources in students’ narrative texts to reveal their evaluative orientation and pedagogical needs in narrative writing. The topic is important because narrative writing is not only concerned with structure and grammar but also with how students construct evaluative meaning to engage readers and convey moral and emotional perspectives. The purpose of this study was to identify the types of appraisal attitude found in students’ narrative texts, determine which attitude resources were most dominant, and explain what the dominance of particular resources reveals about students’ evaluative orientation. The study employed a qualitative descriptive research design. The data consisted of students’ narrative texts produced during regular classroom writing activities. The texts were analyzed using the appraisal framework, focusing on affect, judgment, and appreciation resources. The findings showed that all three appraisal attitude subsystems were present in the students’ narratives, although they were unevenly distributed. Judgment emerged as the most dominant attitude resource, followed by affect and appreciation. Capacity and tenacity were the most frequent judgment types, while inclination and happiness dominated affect. Appreciation appeared least frequently and was limited to reaction and valuation. These findings indicate that students tended to evaluate characters’ actions and express basic emotions rather than develop reflective or aesthetic evaluations. The study concludes that appraisal analysis can serve as a diagnostic tool for understanding students’ narrative writing and highlights the need for explicit instruction on evaluative language in narrative pedagogy.