ENGLISH FRANCA 

Academic Journal of English Language and Education 
Doi: https://doi.org/10.29240/ef.v9i2%20November.13070, 

pISSN: 2580-3670, eISSN:2580-3689; Vol. 9, No. 2, 2025, Page 215-236 

 

 
Article info:  
http://journal.iaincurup.ac.id/index.php/english  
Received 06 May 2025; Received in revised form 12 June 2025; Accepted 10 November 2025 
Published by Institut Agama Islam Negeri (IAIN) Curup on behalf of ENGLISH FRANCA: Academic Journal of English Language and 
Education. This is an open-access article under the CC BY-SA license 

 

Constructing Meaning: A Critical Reflection on Phonetics and Phonology 
Teaching and Learning in EFL Higher Education Context 

 
Agis Andriani¹, Dede Pertamana², Dewi Rosmala³, Aina Amalia Izzati4 

1234 Universitas Siliwangi, Tasikmalaya, Indonesia 
  

Corresponding Email: agisandriani@unsil.ac.id 
 

To cite this article: 
Andriani, A., Pertamana, D., Rosmala, D., & Izzati, A. A. (2025). Constructing Meaning: A Critical Reflection on Phonetics and 

Phonology Teaching Learning in EFL Higher Education Context. ENGLISH FRANCA : Academic Journal of English Language and 
Education, 9(2 November), 215–234. https://doi.org/10.29240/ef.v9i2 November.13070    

 

 
Introduction 

To become a future English teacher or lecturer, a student needs to prepare themselves 
by building the ability in phonology and phonetics in the context of learning English 
(Kemaloglu-Er, 2017; Llurda, 2014; Mahboob, 2004; Nguyen & Dao, 2019; Richards, 2010). 
This ability plays an important role in helping someone improve their linguistic abilities (Allen 
et al., 2022; Shin, 2008). By having an good understanding of phonetic and phonological 
concepts, it could be helpful to increase the ability to better perceive the language, and have 
a strong foundation for producing clear pronunciation (Andriani, A., Abdullah, F., & Saputra, 
2017; Andriani et al., 2023). In addition, mastering English phonetics and phonology helps 
students become more aware in case of linguistics and understand the meaning in everyday 
conversation and academic settings, which can motivate them to be more confident in their 
abilities (Calafato, 2019; García & Kleifgen, 2020). 

However, with the status of English as a foreign language that puts learners with non-
native English identity (Huang, 2018; Kemaloglu-Er, 2017; Maum, 2002; Moussu & Llurda, 
2008), this becomes a problem that causes the teacher or tutor in the classroom to 
occasionally overlook how they could help the learning of the foreign language. In order to 
complete learning stages step-by-step, he just concentrates on the content or even the order 
of teaching techniques (Seidlhofer, 1996). This shows that the teacher is not a consistent 
language model who should serve as an example for his students, but rather is only interested 
in finishing the process.  The use of audio-visual materials, such as videos, by the tutor or 

Abstract. Language knowledge and presentation skills are part of the essential characteristics 

that an English tutor must possess. However, in reality, a tutor who identifies as a non-native English 
speaker is not really able to be an adequate model for English language learning coupled with many 
traditional methods that fail to meet the diverse needs of students, for example not utilizing modern 
technological tools effectively, and sometimes tutors do not have sufficient awareness of 
pedagogical knowledge and linguistic knowledge to be a role model of English in the EFL context. 
Through critical reflection using the 3 Whats model, this research explores how the learning process 
inspires and motivates students to become English education students, who are designed to become 
future teachers.  136 English education students were involved in writing a critical reflection after the 
lecture of Phonetics and Phonology Subject lecture for one semester ended. The findings show that 
the tutor has the capacity assessed in nine criteria of ideal language teachers, namely having 
competence, liking English when teaching, motivating, consistently giving feedback, facilitating 
students to show their abilities, innovating to overcome students' difficulties, appreciating students' 
work, and being professional in whatever they do. Therefore, further investigation is needed to 
explore how technology impacts in building of students' critical language awareness. 

 
Keywords: Phonetics; Phonology; Critical Reflection; EFL Education 

https://doi.org/10.29240/ef.v9i2%20November.13070
https://portal.issn.org/resource/ISSN/2580-3670
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http://journal.iaincurup.ac.id/index.php/english
mailto:agisandriani@unsil.ac.id


 
Agis Andriani et al., 2025 Constructing Meaning: A Critical Reflection on 

Phonetics and Phonology Teaching and Learning in 
EFL Higher Education Context 

 
 

216 | Vol.9, No. 2, 2025 (215-236) 

teacher, for example, will not take the place of their function as agents of change in terms of 
transferring information and skills as well as serving as examples for the way English is taught 
(Yuan & Burns, 2017). 

As a result, prospective English language teachers must examine the content of higher 
education in detail to teach and study English. This analysis is done through an exploration of 
the students' own critical reflections on their experiences during the Phonetics and Phonology 
course. This reflection can serve as a discernment for them to recognize and describe what 
happened in the classroom, what they have learned, what they have understood, done, 
practiced, and, how their tutor's role in learning, so that it has an impact on the sustainability 
of their knowledge and skills in the future, as well as the challenges and solutions they decide 
in the process. This analysis is based on critical reflection (Christodoulou, 2013; East, 2022; 
Lavín & Goodman, 2023; Li, 2023) important not only to stimulate English language education 
students who in the future will become prospective teachers, but can also be a portrait of how 
the Phonetics and Phonology learning process is a means to equip these students' 
competence in the language subject they are studying. Their ability to comprehend English 
better will be based on their knowledge and comprehension of language concepts, which start 
with an awareness of language sounds (Copland et al., 2014; Janks, 1997; Teng, 2020). They 
will not only speak English fluently, but also skillfully model it to their students later when they 
become English teachers. 

As an approach integrated with reflective practice (Wilkin, 2022) an introspective 
process of critical reflection involves assessing and examining a situation, activity, or 
experience to gain a better knowledge (Rolfe, 2014). Critical reflection in the educational 
setting can assist teachers or lecturers and students in engaging with their experiences that 
may influence the learning process and boost their involvement (Afrilyasanti et al., 2025; 
Gonzalez-Vidal & Moore, 2024; Govender, 2019; Lavín & Goodman, 2023; Ng et al., 2020). 
To create effective and improved teaching and learning procedures in the next stage, this 
strategy might encourage people to actively reveal their assumptions, values, and beliefs 
(Govender, 2019). Based on this, critical reflection acts as a tool to raise awareness and 
deepen understanding in the learning process (Germain-Rutherford & Karamifar, 2022; 
Mahalingappa, 2023). 

Through critical reflection, students can identify lessons learned from their experiences 
during the learning process, whether it is from the positive or negative side, to take lessons so 
that it is useful for improving the process in the future. The process taken in writing a critical 
reflection is that students must be able to involve the social and cultural experiences they go 
through by observing what happens, why, and how, then respond to the impact that occurs 
and what the solution is. Because the teaching and learning he creates is a high-quality 
process, a student will be prepared to become a professional English teacher in the future 
(Andriani et al., 2024; Macías Villegas et al., 2020; L. T. Nguyen & Hung, 2021; Sipe & 
Segumpan, 2024). 

Being an English teacher ideally fulfills the nine criteria of an ideal English teacher, but 
in reality, teachers may be ignorant of it because of many causes, e.g. teacher exhausted from 
teaching routine, low motivation, and low innovation (Erling, 2015; Norton, 2013). Therefore, 
this research focuses on exploring how the process of a tutor becomes a language teacher 
based on indicators of the nine criteria and what she did so that learning can be carried out 
with modeling, innovation, technology, and inspiration. The nine criteria are based on Allen 
(D. H. Brown, 2000) which list these as the indicators for language teacher standard profile, 
including competent preparation leading to a degree in TESL, a love of the English language, 
critical thinking, the persistent urge to upgrade oneself, self-subordination, readiness to go the 
extra mile, cultural adaptability, professional citizenship, and a feeling of excitement about 
one’s work. This is important to explore to provide an overview of how to create a meaningful 
and sustainable English language learning atmosphere. 

Theoretical Framework 



 
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EFL Higher Education Context 

 
 

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Constructivism is a teaching and learning methodology based on the idea that 
“mental construction” is the basis for cognition (learning) (Bada & Olusegun, 2015). 
Constructivism is a psychology-based learning theory that suggests individuals construct 
new knowledge based on prior knowledge and experience, making it applicable to education 
as it explains how individuals acquire knowledge. This knowledge acquisition process is 
contrary to the conventional practice of simply taking information from others (Tsulaian, 
2023). In the classroom, a constructivist view of learning can lead to several different 
teaching practices (Bada & Olusegun, 2015). In the most common terms, this usually means 
supporting students to use active techniques (experiments, real-world problem solving) to 
create more knowledge to reflect and talk about what they did and how their understanding 
changes. Constructivist learning includes the principles of experience-based learning and 
problem-solving. To do this, students must be fully engaged in the process of reconstructing 
their knowledge and abilities to continuously improve their understanding of the subject 
(Hermanto & Jayana, 2023). In the process of learning, teacher could be said as a facilitator, 
while the real responsibility for learning is still lies to the students. In this application, students 
also required to be actively involved in making the experience, critical thinking, forming 
thoughts, and try to uncover the meaning of each activity. In this case, the experience gained 
is truly comprehensive, not only limited to basic sensory functions. Teachers, through 
constructivist teaching, aim to develop cognitive imbalance by providing situations that 
encourage students to consider their existing beliefs and ask about the situation (Ahmedi, 
2023). 

As the facilitator, an English teacher should reach the personal branding or image as 
an ideal profile. Allen (in Brown, 2000) has the conceptual framework of an ideal language 
teacher, consisting of nine indicators: professional citizenship, critical thinking, cultural 
adaptability, love of the English language, competent preparation leading to a degree in 
TESL, self-subordination, the persistent urge to upgrade oneself, readiness to go the extra 
mile, and a feeling of excitement about one’s work.  

The nine indicators of the ideal language teacher begin with the characteristics of 
professional citizenship. Professional citizenship activities can be said to be a context for 
exploring and debating the overall aims and objectives of practice among teachers (Diamond 
& Bulfin, 2023). In its characteristics, professional Citizenship teachers have an important 
role in determining the future of their subject. As such, it is expected that all citizenship 
teachers should be able to be reflective and critical thinkers about their subject, and be able 
to continuously evaluate what they are trying to do and why (Brown & Fairbrass, 2009). Not 
only that, but critical thinking is also the next indicator of an ideal teacher. This critical thinking 
become a process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating 
information by observation, experience, reflection, reasoning, or communication as a guide 
for believe and actions. In addition, cultural adaptation also requires a deep understanding 
of the cultural background of students and being flexible in teaching methods. But in practice, 
students also need to develop cultural awareness and openness to understand the material 
taught in different cultural contexts (Saniati et al., 2024). In the next indicator, an ideal 
language teacher must have a love for English. Thus, for the love of English, in the 
implementation of learning activities, teachers can maximize the use of English in the 
classroom, be it by using gestures, acting, puppets, and others to convey meaning. 
Therefore, teachers must strive to use English that is simple, natural, and appropriate to the 
students' level (Sumarni & Firman, 2023). Not only when already a teacher, but to become 
an ideal language teacher, it is necessary to prepare oneself competently to get a degree, 
namely by having six main competencies, among others: must have knowledge of teaching 
theory, be skilled in teaching and communicating, be able to reason with common sense, be 
able to make decisions, know the profession, and have social, cultural, and professional 
knowledge (Richards, 2010). Not only that, “self-subordination” is one of the indicators of an 
ideal teacher because it can demonstrate independence or the ability to stand alone without 



 
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218 | Vol.9, No. 2, 2025 (215-236) 

depending on others, a characteristic that can help teachers face challenges in teaching 
(Mohammaditabar et al., 2020). So to be considered effective, teachers must believe in their 
own ability to make a difference in the lives of their students, and must also demonstrate a 
willingness to inspire and motivate their students through example (Coombe, 2014). And the 
last indicator, feeling good about the job, also includes the concept of Teacher Enthusiasm 
(TE), which has been defined as the degree of enjoyment, excitement, and pleasure that 
teachers typically experience in their professional activities (Burić & Moè, 2020). 

Finally, it can be concluded that being an ideal teacher is a form of constructivist 
learning that refers to how the teacher plays an important role in leading the learning activities 
in the classroom. This is also supported by the nine characteristics of an ideal teacher stated 
by Allen (in Brown, 2000) which explains that teachers play an important role in shaping the 
development of education. Some of these characteristics certainly need to be mastered by 
every teacher, especially a language teacher, to present teaching and learning activities that 
can achieve the objectives of education.  
 

Material and Method  
This research uses a qualitative framework as its methodological foundation. This 

approach functioned to explore in depth the critical reflection of English education students 
who are students who are prepared to become prospective teachers in the future. In their 
critical reflection, the students can qualitatively reveal their subjective experiences in depth 
and become subjective narratives about their experiences during learning, and understand 
the socio-cultural context that influences their reflection process. By using this qualitative 
approach, the reflection written by the students serves to explore the meaning constructed by 
the students in understanding how they criticize, are inspired, motivated, and identify factors 
that can facilitate or hinder their self-development and professionalism for their future 
profession as English teachers.  

The foundation in writing critical reflection as a research instrument is based on the  
three Whats principles (Rolfe, 2014).  This idea, Rolfe's framework for reflective practice, was 
pioneered by Borton in 1970. This framework for reflective practice has the concepts of what, 
so what, and now what to model the basis of building students' awareness of their functioning 
as individuals, part of the curriculum. “What?” relates to how students are encouraged to feel 
the difference between responses, effects of actual things that happen with themselves in the 
environment faced “What?” to feel the difference between responses, actual effects, and 
expected effects. “So what” serves to dig out from the elements of the What, revealed in the 
previous phase, so that they can serve to be transformed into aligned meaningful pattern 
information. The last trigger is “Now What?”. This is the part that decides how to act on the 
best alternative and reapply it in other situations of prospective EFL teachers and tutor 
documentation of the teaching and learning process (lesson plans and video documentation). 
The collected data provides a better understanding to the students’ experiences and 
perceptions of learning phonetics and phonology. By focusing on their critical reflections, this 
study exposes on how the students construct the meaning from their learning experiences. 
sThis was documented on Google Classroom. 136 English education department first-
semester students in one of the state universities in West Java were engaged to write critical 
reflections. These critical reflections were part of the final assessment process of the 
Phonetics Phonology course. 

Writing Critical Reflection with the indicator of three Whats principles (What? So What? 
Now What?) as an activity to collect data was conducted after the semester lectures ended. 
Students were asked to write down their experiences with the critical reflection framework 
provided by the lecturer of the Phonetics and Phonology course. Critical reflection written by 
students is presented in about 500 words written in English to reveal what happened, what 
challenges they faced, what kind of solution, and also the follow-up plan that they will design 
for their respective career development in the future. An exploration of the causes and other 



 
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external factors that impacted their learning process, such as the new curriculum, the college 
atmosphere that is different from high school, peers, interactions with lecturers, and others, 
was also triggered to be linked to their critical reflection. Furthermore, the critical reflection 
data were analyzed thematically (Braun & Clarke, 2006; Castleberry & Nolen, 2018; Chi, 2021; 
Grinshtain, 2022; Högberg et al., 2020). With thematic analysis, the researcher conducted 
several stages to analyze which began with the introduction of data from the critical reflection 
results, examining the data to bring up potential themes, determining potential themes, 
grouping data, interpreting data, then describing data to answer the research question of how 
the construction of meaning presented in critical reflection to describe the learning process of 
Phonetics and Phonology in EFL classes at tertiary institutions.

 
Results and Discussion 

To reveal how the construction of meaning presented in critical reflection describes the 
learning process of Phonetics and Phonology in EFL classes in higher education, the data 
were analyzed thematically based on the concept of an ideal language teacher according to 
Allen (in Brown, 2000). The data show that the content of critical reflection constructs the ideal 
language teacher or tutor in teacher Phonetics and Phonology have fulfilled the criteria to 
represent this, including professional citizenship, critical thinking, cultural adaptability, love of 
English language, competent preparation leading to a degree in TESL, self-subordination, the 
persistent urge to upgrade oneself, readiness to go the extra mile, and a feeling excitement 
about one’s work. 

Based on the critical reflection data submitted by the participants, several themes were 
revealed and categorized into ideal teacher criteria, namely 319 themes. These themes 
narrow down to the intended characteristics of the ideal teacher. This is as presented in Figure 
1. 

 

 
Figure 1. 

Frequency of Characteristics of a Good Language Teacher 
 

 
In the figure, there are categories revealed based on the data to illustrate how tutors' 

professional citizenship, critical thinking, and cultural adaptability are dominant in the students' 
experience of learning Phonetics and Phonology. 

 
Professional citizenship 



 
Agis Andriani et al., 2025 Constructing Meaning: A Critical Reflection on 

Phonetics and Phonology Teaching and Learning in 
EFL Higher Education Context 

 
 

220 | Vol.9, No. 2, 2025 (215-236) 

 Professional citizenship is the first characteristic that an ideal teacher must have. As 
shown in the research findings, several students shared their views on their lecturer in class, 
which also reflected her professional citizenship in teaching activities.  

“The tasks are engaging, involving tools like Padlet for creating infographics and 
PRAAT software to develop practical skills”. – Excerpt 1 
“My lecturer showed a phonemic table that could help us to find out what consonants 
are in this course and then told us to come forward to write the consonant letters in 
our names”. - Excerpt 2 
 

The data (excerpt 1) shows that coursework presented with Padlet and PRAAT media 
is considered innovative media and thus indicated to be a means for tutors to demonstrate 
their professional citizenship. Tutors were seen as committed to adapting to new technologies 
and using them in class, and also involving students in their use. So, this moment builds 
students' practical skills and also shows a commitment that tutors develop teaching methods 
that are relevant to the times. 

By the displayed data, excerpt 2 shows how the lecturer engages the students in 
teaching and learning process actively by giving instructions to write the sounds of English 
consonant from their names. This action has realized that the tutor has tried to create an 
interactive atmosphere, supportive, and inclusive. She also gave the students the table of 
phonemic sounds to help students to understand English sounds better.  

Professional citizenship refers to the attitudes and behaviors to represent a person's 
professional commitment to the institution or organization to which they belong, to their 
profession, and also to society as a whole (Fakhri & Talebzadeh, 2011; Fulton, 2019). Not 
only that, but this term also refers to the attitude to describe one's voluntary attitudes and 
actions to contribute to a positive, productive, and ethical work atmosphere or environment, 
for example, it can be seen in the behaviour of how a person helps colleagues, actively 
participates in certain interactions, complies with rules and policies and most importantly how 
he maintains the reputation of his profession. With an awareness of his reputation, a 
professional is expected to have responsibility and ethics, which are not only related to himself 
but to the place where he works (Palacios Martínez et al., 2021; Purwaningsih et al., 2020; 
Reinius et al., 2022). Such a person will thoughtfully act and behave to support sustainable 
initiatives, advocate for fair and responsible policies. 

 
Critical thinking  
 Another characteristic that an ideal teacher should have is critical thinking ability. Not 
only does this relate to the abilities that the lecturer shows in class, but in this finding, the 
students also explained how they learned to think critically about the courses, which helped 
them understand the learning material better.  

“This course taught me more than just the mechanics of speech sounds; it provided 
insights into the broader importance of phonetics and phonology in communication 
and language learning”. – Excerpt 3 
“The phonetics and phonology material provides a deeper understanding of how 
each sound is produced, how air flows through the vocal tract, and how to articulate 
consonants and vowels. This really helps my speech to be better so that it is easy 
to understand”. – Excerpt 4 

From both excerpts, they show how the phonetics and phonology course has 
emphasize the students critical thinking, it because this course not only teaches the 
mechanism of sounds, but also gives the understanding of the phonetics and phonology 
importance in communication and language learning. These findings also said that students 
are starting to think more deeply about the knowledge of sound that is applicable in a broader 
context, instead of just memorizing the rules. They begin to understand the practical 
implications of the learned theories 



 
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Excerpt 4 shows how a deep understanding of sounds production, airflow, and 
articulation of consonants and vowels could help in improving their speaking skills. This 
excerpt also shows the students participation in analyzing and improving their linguistics 
ability. They state how their knowledge of phonetics and phonology can be applied to improve 
the clarity and understanding the oral communication. These two excerpts also show how this 
course encourages the students to have a critical thinking about the relationship between the 
language theory and practice, and how the language can be used to improve themselves.  

From those findings, it can be said that critical thinking includes the analysis, 
evaluation, interpreting, and synthesizing information process that also connects to the 
cognitive process. Not only that, this critical thinking ability is also related to the way of 
understanding implications, identifying assumptions, and evaluating to arrive at an 
understandable conclusion. This ability also includes how a person questions the information, 
looks for multiple perspectives, and makes decisions based on the available evidence.  

Related to the explanation, critical thinking also becomes an important skill, it can be 
for everyday life or maybe professional life. This can also give problem-solving ability, 
decision-making, and adaptability to change. Critical thinking also become and important part 
in allowing individuals to evaluate their political and social information that leads them to 
participate in public debates. Not only that, the ability to think critically also important for 
lifelong learning, career success, and active in social participation.  
 
Cultural Adaptability 

As individuals, we need to have the ability to fit in and function effectively in a cultural 
environment that is different from our old culture, which is called cultural adaptability. 

“The lecturer is always open to discussion and willing to provide additional 
explanations whenever something is unclear”. – Excerpt 5 
“The lecturer was very respectful and taught patiently so that I personally felt fun 
and enjoyed every process, and I was very enthusiastic about learning each 
material”. –Excerpt 6 
 

The excerpts 5 and 6 highlight an important aspect of cultural adaptability 
demonstrated by a lecturer. The lecturer’s ability and willingness to give the open discussion 
and provide more explanations (excerpt 5) shows her awareness about the differences in 
learning styles and understanding among the students. This is the prove of cultural adaptability 
as lecturer who does not force one learning approach that may not suit everyone, but it adapts 
to the individual needs. 

Furthermore, excerpt 6 shows a description of a respectful and patient lecturer who 
makes the enjoyable and enthusiastic learning environment which also emphasizes the 
importance of cultural sensitivity. The lecturer understands that different cultural background 
can influence how students respond to a specific teaching method. By showing respect and 
patience, the teacher creates an inclusive environment where all students feel comfortable to 
learn and participating, without feeling intimidated by cultural differences. This is a good 
example of how cultural adaptability can enhance the learning experience for students from 
different backgrounds. 

Based on the findings, the cultural adaptability involves the way to understand, 
appreciate, and respect the values, norms, and behaviors of the other cultures. However, 
cultural adaptability is about developing the flexibility and sensitivity to interact with people 
from different cultural background.  

Cultural adaptability also includes many skills and characteristics, including the ability 
to communicate effectively across cultures, tolerance for ambiguity, empathy, curiosity, and 
being open to new experiences. In the process of cultural adaptability, it could make the 
individual have a high ability that can be more successful in cross-cultural situations, such as 
working in international teams, negotiating with foreign business partners, or living and 



 
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working in another country. This ability is becoming increasingly important in this era of 
globalization, where cross-cultural interactions are increasingly common in various aspects of 
life. 
 
Love of the English language 

The appreciation and enthusiasm shown by teachers is a manifestation of their love 
for the English language they teach. In addition, there is also enthusiasm for elements of 
English, which includes vocabulary enriched with flexible grammatical structures and the 
ability to convey ideas and emotions with complex nuances. Love of the English language is 
an appreciation of English aspects, such as rich vocabulary, a flexible grammatical structure, 
and the ability to convey the ideas  

“My lecturer uses almost 85% English and his English language skills are also very 
impressive”. – Excerpt 7 
“The lecturer also used supporting YouTube videos, and tried to demonstrate the 
correct pronunciation to students with patience and clear explanations”. – Excerpt 
8 
 

The excerpts from M. Daffa and Zeta highlight two important aspects that contribute to 
a love of the English language, especially in a learning context. M. Daffa's statement about 
lecturers' use of English reaching 85% and their impressive English skills represents the 
abilities of teachers who have been exposed to high-quality skills, thereby inspiring students 
to appreciate and love the language.  When students see a lecturer who is fluent and confident 
in using English, it can motivate them to improve their own skills and develop a deeper 
appreciation for the language. The support in terms of a lecturer's good command of English 
can be an inspiring role model and demonstrate the potential that can be achieved with 
dedication and practice. In addition, the use of YouTube videos as learning support and 
demonstrations of correct pronunciation with patience and clear explanations by the lecturer 
(as Zeta expressed) shows a commitment to making English learning interesting and 
accessible. From this side, it is indicated that the lecturer not only zooms on the theoretical 
aspects of the language, but also on its practical application and real-world relevance. By 
using visual resources and providing clear guidance, the lecturer helps students to give the 
solution of handling challenges in learning English and develop confidence in their abilities. 
This can lead to a greater love of English because students feel supported and motivated to 
continue learning and improving. 

A love of the English language is not only about the ability to speak or write in English, 
but also has an interest in the history and role in culture and society. Individuals who love 
English may enjoy reading English literature, and could also help in making the different writing 
styles. It often fosters someone to continue and improve their language skills in a variety of 
ways, such as reading books, watching movies, writing poetry or short stories, or participating 
in online discussions about the English language without any help. This passion can inspire a 
person to share their knowledge and enthusiasm, whether it is from teaching English, blogging 
about language, or volunteering at an organization that promotes literacy. At the end, a love 
of the English language can become a deep appreciation of the power and beauty of language 
as a tool of communication and expression. 
 
Competent preparation leading to a degree in TESL 
 As an ideal teacher, it is necessary to have competent preparation before deciding to 
start teaching students. This will certainly have an impact on how they deliver effective learning 
activities for their students in the future.  

“I want to learn the correct pronunciation because I want to be an English teacher; 
of course, I have to be correct and fluent when speaking”. – Excerpt 9 



 
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“I will consistently give constructive feedback on students' pronunciation, identify 
areas for improvement, and suggest appropriate strategies to help them enhance 
their pronunciation skills”. – Excerpt 10 
 

The excerpts from Firgania and Halesha highlight the importance of correct 
pronunciation in the context of competent preparation to become an English language (TESL) 
teacher. Firgania's statement about her desire to learn correct pronunciation because she 
wants to become an English teacher emphasizes that accurate and fluent pronunciation is an 
important skill for an English teacher. As a model for students, English teachers need to have 
clear and accurate pronunciation so that students can imitate and learn correctly. Firgania's 
confidence in pursuing correct pronunciation demonstrates her commitment to competently 
preparing herself for her future role. 

Furthermore, Halesha's statements about providing consistent constructive feedback 
to students about their pronunciation, identifying any areas that need improvement, and 
suggesting appropriate strategies to help them improve their pronunciation skills demonstrate 
an understanding of the teacher's role in helping students develop correct pronunciation. 
Halesha's approach shows that teaching pronunciation is not just about correction, but also 
about providing constructive support and guidance. By providing personalized feedback and 
relevant strategies, Halesha demonstrates her commitment to helping students reach their full 
potential in English pronunciation. This is an important aspect of competent preparation in 
TESL, as good pronunciation is essential for effective communication and confidence in using 
English. 

 Competent preparation for a TESL (Teaching English to Speakers of Other 
Languages) degree is like a journey, an academic journey on teaching. This is to serve an 
individual with the knowledge, skills, and pedagogical understanding that are required to teach 
English to other language speakers in an effective way. This kind of preparation or readiness  
includes an in-depth understanding of language acquisition theories, teaching methodologies, 
assessment techniques, and cross-cultural communication to have more fluency in the English 
language. This also customizes a core and deep understanding of linguistics, including 
phonology, morphology, syntax, and semantics, and how these aspects affect language 
learning. 

A competent TESL program pushes individuals’ critical thinking, analytical skills, and 
adaptability in its graduates. Not only that, this program also gives some practical experience, 
allowing them to apply their knowledge in a real-world classroom setting, and could help to 
get along with their commitment to life-long learning and professional development. At the 
end, a competent preparation for a TESL degree fosters graduates to become effective and 
culturally sensitive educators to make a significant impact on the lives of their students. 

 
Self-subordination  

Based on the findings, several students explained their specific desire to learn and use 
existing media to learn more, which in fact can be considered a form of self-subordination.  

“If possible and there's time, I also want to take part in a seminar or workshop that 
discusses how to teach English pronunciation”. – Excerpt 11 

 “I will use every platform that is beneficial to improve my pronunciation skills. Such 
as practice using an application named “English Pronunciation by O’ Coder”. – 
Excerpt 12 

The excerpts from Rany and Sabathian focuses on how two different accelerated and 
proactive approaches to escalate pronunciation, which are highly relevant to the concept of 
self-subordination in the context of preparing to be an English teacher. Rany's statement about 
her desire to participate in seminars or workshops on how to teach English pronunciation 
indicates a willingness to invest time and effort in improving her teaching skills for the benefit 
of her future students. By seeking out opportunities to learn from experts and peers, Rany 



 
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shows a commitment to putting the needs of her students ahead of her own convenience or 
personal interests. This is an example of self-subordination in the sense that she is willing to 
sacrifice her free time to improve her skills as a teacher. 

In contrast, Sabathian's statements about using useful platforms to improve her 
pronunciation skills, such as the "English Pronunciation by O' Coder" app, indicate a more 
self-oriented approach to improvement. While improving personal pronunciation skills is also 
beneficial for his future students, Sabathian's main focus is on his own development. However, 
this does not mean that Sabathian does not exhibit self-subordination. By actively seeking out 
resources and tools to improve his pronunciation, Sabathian shows a commitment to providing 
high-quality English teaching to his future students. This is an example of self-subordination 
in the sense that he is willing to invest time and effort in improving his abilities for the benefit 
of his future students, despite his more individualistic approach. 

Based on the research result, self-subordination can be explained as the conscious or 
unconscious act that includes personal needs, wants, or interests below another person or 
group. It can be realized from everyday acts of politeness and compromise to more significant 
sacrifices. While often viewed as a sign of empathy, self-subordination can lead to individual 
dissatisfaction, burnout, or even exploitation. Thus, self-subordination also includes personal 
needs to benefit others or a greater goal. 

In self-subordination, the motivations could be complex and varied because they have 
a desire to help others, a sense of duty or obligation, a fear of conflict or rejection, or a deeply 
embedded belief that is less important to others. Self-subordination has a high value while in 
others it may be seen as a sign of weakness. Understanding this self-subordination is also 
important to maintain a healthy relationship, set appropriate boundaries, and ensure personal 
well-being. 
 
The persistent urge to upgrade oneself 

As an ideal teacher, it is important to have the persistent urge to upgrade oneself. As 
mentioned by several students, they have plans to improve their English skills.  

“I plan to enhance my fluency by diving deeper into producing accurate sounds, 
including the correct pronunciation of letters and words in English”. – Excerpt 13 
“I will practice pronunciation regularly and continuously, by paying attention to the 
articulation movements of my lips and tongue when talking to myself in front of the 
mirror”. – Excerpt 14  
 

The excerpts from Reynata and Anita illustrate two different but complementary 
approaches to improving English pronunciation, both related to the constant urge to improve 
oneself. Reynata focuses on a deeper understanding of accurate sound production, including 
the correct pronunciation of letters and words. This shows a desire to build a strong foundation 
in English pronunciation, which will allow her to communicate more effectively and confidently. 
Reynata's approach shows a drive to improve oneself by mastering the basic aspects of 
English pronunciation. 

Anita, on the other hand, focuses on regular and continuous practice, paying attention 
to the articulation movements of her lips and tongue. This approach emphasizes the 
importance of practice and feedback to improve pronunciation. By practicing in front of a 
mirror, Anita can observe and correct her articulation movements, which will help her to 
develop more accurate and natural pronunciation. Anita's approach shows a desire to improve 
herself by constantly practicing and improving her pronunciation skills. These two approaches, 
which focus on basic understanding and continuous practice, demonstrate a commitment to 
self-improvement when it comes to English pronunciation. 

The persistent urge to upgrade oneself refers to someone's desire to improve skills, 
knowledge, abilities, and overall personal qualities. This urge includes seeking out new 
learning opportunities, pursuing professional development, adopting healthier habits, fostering 



 
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stronger relationships, or striving for greater personal fulfillment. Not only that, to keep up with 
a rapidly changing world, this urge could combine many factors, including ambition, a desire 
for self-improvement, fear of stagnation, and pressure. At the end, it can be said that this urge 
can become a better and a complete version of someone.  

This urge to upgrade oneself, although it is often positive, can also become a cause of 
anxiety and stress. Continuously pursuing better things can lead someone to have feelings of 
inadequacy, self-criticism, and feelings of never being “good enough”. It is a balance to 
someone’s self-improvement, appreciation of current strengths and achievements. Lastly, this 
urge to upgrade oneself could also be a source of motivation and empowerment, not a source 
of pressure and self-doubt. 
 
Readiness to go the extra mile 

In learning activities, an ideal teacher must be able and willing to go to the extra mile. 
Students explained their readiness to study the material from Phonetics and Phonology in 
greater depth to improve their skills.  

“After studying phonetics and phonology, I want to continue exploring and 
improving my understanding of how sounds work in language”. – Excerpt 15 
“I will find ways to practice English outside of class, like joining study groups, 
talking with classmates, watching English movies and shows to improve my 
listening and speaking skills”. – Excerpt 16 
 

Syifa showed a commitment to deepen her understanding of phonetics and phonology 
after completing her formal studies. This shows a willingness to go beyond the curriculum 
requirements and continue to explore the intricacies of sound in language. By continuing to 
learn how sounds work, Syifa demonstrates a readiness to do her best in understanding the 
foundations of the English language, which will, in turn, improve her overall language skills. 
Her approach focuses on deep theoretical understanding. 

Reyna, on the other hand, focuses on the practical application and integration of 
English into her daily life outside the classroom. By joining study groups, talking to classmates, 
and watching English movies and shows, Reyna demonstrates a willingness to actively seek 
out opportunities to practice and improve her listening and speaking skills. Her approach 
involves doing her best to create an engaging environment that supports language learning. 
By integrating English into her daily life, Reyna demonstrates a commitment to improving her 
language skills through continuous practice and exposure. 

Readiness to go the extra mile shows a willingness to go beyond minimum 
requirements or expectations to achieve a desired result or contribute to a greater purpose. It 
realizes a dedicated attitude by a willingness to invest additional time, effort, and resources. It 
also includes taking the initiative, anticipating potential challenges, and proactively seeking 
solutions, which demonstrates a commitment to fulfilling assigned tasks.  

This willingness is often triggered by a strong sense of responsibility and a commitment 
to excellence. This can be realized in many ways, including working overtime to complete 
projects, volunteering for additional tasks, seeking opportunities to improve the process, or 
going the extra mile to have excellent service. Someone who is prepared to do their best often 
has a high value in personal and professional settings, as they have a willingness to contribute 
to the success of others. 
 
A feeling of excitement about one's work 

Through the research findings, the students shared their views on how they perceive 
their lecturer in class who can deliver an enjoyable teaching style, thereby providing them with 
good inspiration to become ideal teachers.  



 
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“My lecturer showed me how to balance professionalism with a friendly teaching 
style, and I hope to do the same when I become a teacher in the future”. – Excerpt 
17 
“My lecturer's approach inspired me to not just focus on pronunciation but also on 
how to teach in a way that’s interesting and effective”. – Excerpt 18 
 

Rajwa's excerpts highlight the deep impact that her lecturer had on shaping her future 
teaching aspirations. She has not only learned the importance of balancing professionalism 
with a friendly teaching style, but has also been inspired to prioritize engaging and effective 
teaching methods, rather than just focusing on pronunciation. It shows a desire to imitate her 
lecturer's approach, integrating both the interpersonal aspects of teaching and pedagogical 
strategies that make learning more accessible and enjoyable for students. Rajwa's reflections 
demonstrate a commitment to creating a positive and impactful learning environment, inspired 
by the example set by her own lecturer. 

Based on the data analysis with indicators of nine characteristics of ideal language 
teachers, there are a number of important points that can be revealed, including an interactive 
learning environment, technology integration, creativity-based learning, and the role of the 
teacher.  

A feeling of excitement about one's work is a positive emotional state that can be seen 
from the enthusiasm, passion, and a sense of anticipation towards the tasks and 
responsibilities of the job. It goes further than satisfaction, but also includes a sense of joy and 
engagement in the activities. This excitement often comes from a sense of purpose; it could 
be from the belief in the value of the work performed, or maybe from a sense of connection to 
the larger goals and objectives of the organization. It gives motivation, creativity, and a 
willingness to take a look to the extra effort and energy to succeed. 

This feeling of excitement about one's work can have a big impact on someone’s 
performance, productivity, and overall well-being. When they are passionate about their work, 
they are more likely to participate, focus, and be committed to achieving a good result. They 
are also likely to feel a sense of satisfaction from their achievements, direct to increased job 
satisfaction and reduced stress levels. In addition, this feeling of excitement can be 
transmitted, inspiring, and creating a more positive and productive work environment. Making 
a culture that supports these feelings of excitement is important for keeping great talent and 
boosting organizational success. 

 
Interactive learning environment  
 As teachers, we must be able to create an interactive learning environment to help 
students understand the learning material well. As stated by the students in the research 
findings, they explained how their lecturer played a role in creating an interactive learning 
environment in the classroom.  

“By discussing a lot with friends and asking the lecturer for accuracy, it is very 
helpful”. – Excerpt 19 
“The lecturer is always open to discussion and willing to provide additional 
explanations whenever something is unclear”. – Excerpt 20 
“The lecturer gives group assignments to explore more about what is being 
taught”. – Davina 
“In class, we also often discuss between groups”. – Excerpt 21 
“I had many discussions with my group”. – Excerpt 22 
“With the help of my friends and lecturers, I felt helped and had confidence, 
followed by a sense of comfort when practicing”. – Excerpt 23 
“The group assignment on the speech mechanism helped me explore how the 
human body produces sound”. – Excerpt 24 



 
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“We often had group assignments, which not only helped me understand the 
importance of teamwork but also improved my communication and collaboration 
skills”. – Wanita 
“After each lesson, the lecturer gave me group assignments that allowed me to 
practice the material with my friends”. – Excerpt 25 
 

In the application of the interactive learning environment, students express their 
learning experiences through group discussions. This activity is part of the constructivist 
learning theory, which makes students actively construct knowledge through experience and 
interaction with their environment. The interaction of students with their environment, which 
includes the lecturer and friends, makes learning activities and materials easier to learn. As 
expressed by several students, this method helps them gain confidence in interacting and 
contributing with others. The lecturer not only allows students to work in groups with their 
friends, but also allows them to ask questions and discuss the material together, making it 
easier for them to understand something they have not understood. 

As a teacher, it is important to implement interactive learning environments (ILEs) in 
the process of learning activities in the classroom. ILEs should be created to accommodate a 
range of teaching and learning styles, control the point of control between the student and the 
system, and support feedback-rich task-based methods, illustrative mechanisms that help in 
conceptual understanding, and also learner-controlled investigations and problem solving. In 
implementing ILEs in the learning activity, teachers can create an interactive learning 
environment that can be carried out both individually and in groups. Furthermore, in 
collaborative learning environments, help-seeking tends to be influenced by social factors that 
are much less influential than when learning activities are conducted individually. 

 
Technology Integration 
 In addition to relying on conventional learning activities, teachers in the present era 
need to integrate technology into their teaching practices to provide students with more diverse 
experiences and innovative instruction. According to the findings of this study, the lecturer has 
integrated technology through various platforms. 

“Recently, I’ve learned to use PRAAT, a software that can visualize speech”. – 
Excerpt 26 
“My lecturer also gave us the PRAAT website to see the appearance of the sound 
we produce, and in it, such as the graphic size of the sound we make”.  – Excerpt 
27 
“The lecturer introduced me to the PRAAT. In PRAAT, I can record my own voices 
again and again so I can practice regularly”. – Excerpt 28 
“My lecturer has already given a few examples of producing consonants, vowels, 
and diphthongs from English with Emma’s YouTube channel”. – Excerpt 29 
“We also learned to use various learning media, such as PRAAT to analyze 
sounds, quizzes for comprehension assessment, videos like Emma's YouTube 
channel for pronunciation practice, and padlets”. – Excerpt 30 
“Not only that, the lecturer also introduced me to an application called PADLET as 
a means of collecting assignments, where in the application we can add various 
content such as comments, images, links, videos, and documents, which I 
personally think are very interesting”. – Excerpt 31 
“I also realize that understanding IPA transcription and using PRAAT software can 
develop my skills because I know where the mistakes or shortcomings are in the 
pronunciation I am learning”. – Excerpt 32 
“By studying PRAAT, I personally feel more confident and really enjoy how the 
presentation takes place. This can also improve our soft skills because it is related 
to how technology can develop very rapidly”. – Excerpt 33 



 
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During the learning activities, the students shared their experiences in integrating the 
technology provided by the teacher in the classroom. They said that the lecturer integrates 
several technologies that help and support in providing different learning materials. In learning 
the introduction of sound patterns, the lecturer integrates technology through YouTube shows 
from one of the channels. Not only that, they also said that PRAAT technology is used in 
learning activities to analyze sounds, which can also be presented with graphic sizes of 
pronounced sounds. After that, if the lecturer gives assignments to them, she also integrates 
PADLET technology to collect students' assignments and make it easier to include various 
types of content in an organized form. 

Technology is an important part of our daily lives. In fact, students in our country's 
schools are considered the digital generation and have become used to always being 
connected to their devices and the Internet. As something that cannot be separated, now in 
classroom learning activities, teachers must always be able to integrate technology to help 
and provide more learning models to students. It is because teachers and technology are 
widely regarded as two of the most influential educational resources in schools nowadays. 
 
Creativity-Based Learning 

In classroom learning activities, teachers must be able to provide learning activities 
based on creativity to improve their students' abilities. This is also shown by research results 
that reveal the implementation of creative-based learning in learning activities.  

“I am with my group analyzing the consonant from the song “Beautiful” by Christina 
Alguera”. – Excerpt 34 
“I think the most memorable time when learning analysis of consonant sound 
through a song with the title “Beautiful” by Christina Aguilera, when our group had 
to look for consonant letters in the lyrics of the song”.  – Excerpt 33 
“The most challenging is when analyzing the song "Beautiful by Christina Aguilera, 
based on the consonant sound”. – Excerpt 34 
“I liked was when we were required to make a video of how to pronounce a word 
using our respective regional accents”. – Excerpt 35 
“I was also given an assignment where I had to say several words in our own 
language, and I realized that even though we were from the same country, the 
pronunciation was very different and varied, just like the British and American 
accents”. – Excerpt 36 
“The activity that I still remember was when my groupmates analyzed the 
consonant sounds from Michael Jackson's song "Heal the World". –Excerpt 37 
 

Creative-based learning is certainly implemented with the role of the lecturer to provide 
enjoyable learning activities for students. The lecturer implemented creative-based learning 
through activities that asked students to be directly involved in phonetic analysis by analyzing 
consonant sounds through songs and making video demonstrations of word sounds based on 
their respective accents. The implementation of creative-based learning certainly allows 
teachers to adjust the challenges faced by students that can be overcome by conducting 
enjoyable learning activities. It is because creative-based learning allows students to think, 
find answers, select suitable data for problem solving, and practice their presentations so that 
they can apply their knowledge and experience in real life in a creative way (Phuangphae, 
2017). 

In order to engage students with learning activities in the classroom, it is now important 
for teachers to implement learning activities that are based on students' creativity. Therefore, 
teachers can start to apply creative-based learning (CBL) for learning activities in the 
classroom. The creativity-based learning model is a development of problem-based learning 
(PBL), which is a student-centered learning (Phuangphae, 2017). It is said that creativity-
based learning is an active way of learning where lessons are planned to make students 



 
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engage in research rather than waiting for a traditional lecture. Thus, most of the teachers 
nowadays are asked to support creative thinking in their classrooms, and many of the 
educators are exploring new learning models that foster creative thinking skills (Ruechaipanit, 
2013). It is also said that creative thinking itself cannot be taught, but it can be enabled through 
learning and teaching in any subject as the teacher uses new learning approaches to make 
learning more interesting, engaging, exciting, and effective. 

In a broader context, Bada and Olusegun (2015) underlines that constructivism is not 
just a learning theory, but also a teaching paradigm that changes the role of the teacher into 
a facilitator. He emphasizes that students must build their knowledge through contextualized, 
reflective, and collaborative activities and through experiences that are connected with real 
life. This active and student-centered learning encourages them to think deeply, reassess 
initial understanding, and form new meaning based on reflection on direct experience. 

Empirical support for the effectiveness of this approach is shown in Cetin-Dindar 
(2016) research, which examined the relationship between constructivist learning 
environments and science learning motivation. The results showed that when students were 
allowed to participate in learning decisions, negotiate ideas, and relate the material to 
everyday life, their motivation increased significantly. This suggests that relevant, 
contextualized, and interactive learning experiences not only build knowledge but also 
strengthen students' emotional engagement with the learning process. Thus, this finding 
reinforces the key principle of constructivism that experience and interaction are the main 
foundations in forming meaningful understanding. The teaching and learning of phonetics and 
phonology in English as a Foreign Language (EFL) contexts are critical for developing 
students' pronunciation and overall communicative competence. This theoretical framework 
explores the construction of meaning in phonetics and phonology education, emphasizing the 
importance of integrating traditional and contemporary teaching methods, including 
technology.  

Two important things that emerged from the data were the role of the teacher and the 
construction of meaning that was realized in critical reflection. The role of the teacher is as an 
agent of change, and the meaning of construction is how students have critical language 
awareness and apply the concepts of Phonetics and Phonology in real practice. 

 
The Role of the Teacher 

Teachers play an important role in teaching and learning activities. In the research 
findings, students explained the role of lecturers in English language learning activities, 
especially in pronunciation skills in class.   

“The lecturer explained using very good and clear English for me, who did not 
understand and was used to using English, so it sounded clear and I could 
understand it a little bit.” – Excerpt 38 
“The lecturer's explanation was easy to understand, but when the material was 
difficult to understand, she taught me until I understood the material.” – Excerpt 
39 
“The lecturer, who often motivated me to keep practicing. Now, my understanding 
has improved, and my confidence in speaking English has grown.” – Excerpt 40 
 

In the learning activities, students explained their experiences in observing the lecturer 
in carrying out teaching activities. From their overall explanations, this explained the role of 
lecturers who were able to make them understand the material better because of the use of 
good English language, and were able to increase their confidence in speaking skills. Thus, 
these three excerpts really prove the importance of the role of lecturers or teachers in helping 
students learning.  

Ikhsan and Rula, in their excerpts, explained that the lecturer's way of using clear 
English and explaining the learning material in class was very easy to understand. Not only 



 
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that, Siti also explained that lecturers also play an important role in motivating students in 
order to help them be more confident, so that in the end, both the ability to understand the 
material and the use of language have improved. Thus, this is in line with the explanation of 
the importance of a teacher's role in classroom learning activities. 

The teacher’s role as a facilitator is central to this framework. Teachers have an 
important and strategic role in education. In the learning process, the teacher has the role of 
bringing and changing the student to be an intelligent generation that can help the student 
achieve their goal (Larasati et al., 2019). This educational component influences increasing 
teacher quality and student character in schools. The teacher works directly with students to 
teach science, technology, and positive values by leading and setting excellent models (Dirsa 
et al., 2022). In this educational component, teachers must not only possess strong linguistic 
knowledge but also be skilled in pedagogical strategies that promote engagement and critical 
thinking. 

With their important role in education, teachers should become change agents 
because they must suggest methods of understanding to promote school and student 
achievement with the goal of increasing the school's overall ability to grow (Beratha, 2015). 
Teachers serve as role models, demonstrating effective pronunciation and phonetic 
understanding, which can inspire students to achieve similar proficiency. Teachers play an 
important role in phonetic and phonological learning, because they must give a model of how 
phonemes are made and teach segmental elements, like as consonants, vowels, and stressed 
sentences in the classroom (Lee et al., 2020; Schaap et al., 2021; van Leeuwen & Janssen, 
2019). Their ability to give a model of correct pronunciation and provide constructive feedback 
is important for student success. 

Not only become the agents of change, they teachers also should be adaptable, 
employing a blend of traditional and contemporary methods to address diverse learning needs 
and preferences. Teachers must be able to balance to students' different and provide needs 
by arranging their teaching speed, customizing activities for students, or looking for new 
materials to help explain or demonstrate important ideas (Collie & Martin, 2016). This flexibility 
allows teachers to use their approaches that suit to the unique challenges faced by their 
students. 

 
Constructing Meaning through Critical Reflection 

Constructing meaning in phonetics and phonology learning can be improved through 
a critical reflection activity. This involves students' engagement with their learning 
experiences, analyzing their understanding of phonetic concepts, and applying that knowledge 
in daily life contexts. 

“Another important step is to ask for feedback from my classmates or the lecturer 
during practice.” – Excerpt 41 
“The lecturer encouraged me to try and then gave constructive feedback, making me 
gradually more confident.” – Excerpt 42 
“This study has provided a strong and detailed foundation for me to be able to 
understand how sound production works and the pronunciation of each word very 
well.” – Excerpt 43 
“Through this learning, I not only studied the theory behind sound production but also 
how it can be applied in the context of language teaching, particularly in improving 
pronunciation and articulation.” – Excerpt 44 
 
Constructing meaning in class is something that can determine how deep students' 

understanding is in recognizing, understanding, and applying the content that has been 
learned. Furthermore, from this construction, they are expected to be able to develop and 
implement theories contextually in interactions carried out in everyday life progressively. 



 
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Critical reflection as a part of constructing meaning is the form of assessing, 
reviewing, and challenging someone's experiences within a larger framework of concerns 
and topic knowledge (Gonzalez-Vidal & Moore, 2024; Lavín & Goodman, 2023; Maloney, 
2023). Critical reflection also fosters critical thinking abilities, which are an important college 
learning outcome. Therefore, reflection helps us resolve biases in our beliefs and mistakes 
in solving problems. Critical reflection gives a kind of questions that focus to gain our opinions 
(Mezirow, 1990). From the critical reflection, students can explained their learning processes, 
recognize their progress, and identify areas for further development. This self-awareness is 
crucial for mastering complex Phonetic and Phonological concepts. 

To engage in critical reflection, it is important for us to understand about our social 
experiences and how to utilize the information to improve our practice in the future (Hickson, 
2011). To encourage students to apply their knowledge in real-world contexts, it can be 
through role-playing or peer teaching activities can strengthen their understanding of the 
phonetic principles. The framework for constructing meaning in phonetics and phonology in 
EFL education integrates constructivist learning theory, reflective practice, technology 
integration, sociocultural theory, and the role of the teacher. Together, these indicators 
provide an understanding of how to improve Phonetics and Phonology instruction in EFL 
contexts. By gathering these theories, teachers can foster an environment that gives a 
meaningful learning experience, equipping students with the skills to communicate effectively 
in English. This framework also informs some practical applications in teaching approaches, 
ultimately improving student outcomes in Phonetics and Phonology.  

 

Conclusion 
In the transformative digital era, lecturers act as learning facilitators who not only 

transfer knowledge but also inculcate ethical values and morality. The ideal lecturer, with 
strong self-confidence, seeks to empower students through critical writing facilities, which 
encourage problem-solving skills and provide a way for knowledge creation - a crucial output 
of higher education. This approach is in line with Indonesia's national education vision to 
realize the golden generation and the nation's progress. Further research, through data 
extractions from interviews, observations, and analysis of teaching documents, as well as 
comparisons with other participants, is needed to strengthen the findings of this study. The 
teaching of phonetics and phonology in EFL higher education plays a very important role in 
forming competent English language learners. This study demonstrated how a combination of 
conventional techniques and contemporary technology-based approaches affects teaching 
and learning outcomes, highlighting how meaning is formed through critical reflection.  By 
using innovative teaching techniques, educators may increase students' engagement and 
performance, preparing them to communicate more successfully in a world that is becoming 
more interconnected by the day.  It is anticipated that the results would motivate teachers to 
modify their pedagogical approaches, resulting in a more dynamic and effective learning 
environment for next language learners.  This suggestion emphasizes how crucial it is to 
include technology into the educational process in order to improve education's efficacy and 
relevance. 

 
Acknowledgement 

The researchers would like to express their gratitude to the participants who took part 
in this study. 

 
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