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All Journal Voices of English Language Education Society PROJECT (Professional Journal of English Education) Ihsan: Jurnal Pengabdian Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Innovative: Journal Of Social Science Research
Pujiawati, Nia
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Writing Assessment Literacy and Its Role in Shaping EFL Student Learning and Performance in Indonesian Universities Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30750

Abstract

Writing Assessment Literacy (WAL) is an essential competency for English lecturers in higher education, particularly in English as a Foreign Language (EFL) contexts such as Indonesia, where cultural and pedagogical traditions often shape assessment practices. Despite growing attention to assessment literacy, limited research has explored how different WAL levels relate to students’ learning experiences and writing performance. This study addresses that gap by examining how lecturers’ WAL influences student outcomes in Indonesian universities. Using a sequential mixed-methods design, Phase 1 involved 24 EFL lecturers who completed a Writing Assessment Literacy Test. Results identified three WAL groups: Excellent (50%), Good (29.2%), and Low (20.8%). One lecturer from each group was selected for Phase 2, along with their respective student cohorts (n = 66). Data sources included student responses to an Assessment Experience Questionnaire, writing samples evaluated with a standardized rubric, and statistical analyses using Kruskal-Wallis tests and Spearman rank correlations. Findings revealed significant differences in student learning experiences across groups (K = 40.791, p < 0.0001, η = 0.616), with the Low WAL group reporting the highest learning scores. In contrast, the Good WAL group achieved the highest writing performance (K = 6.531, p = 0.038, η = 0.0719), suggesting a possible “optimal zone” of assessment practice. Strong positive correlations were found between student learning and writing outcomes (ρ = 0.63–0.84, p < 0.05). These findings indicate that WAL influences student outcomes, but not in a strictly linear way, emphasizing the need for context-aware and pedagogically responsive assessment literacy development.
An English language training needs analysis for civil servants in an Indonesian industrial city Wigati, Fikri Asih; Dafitri, Fela; Hakim, Putri Kamalia; Pujiawati, Nia; Rahma, Fika Natasya
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.878

Abstract

This study investigates the English language training requirements of civil servants at the Personnel and Human Resource Development Agency in an Indonesian industrial city. A systematic needs analysis approach used to examine current proficiency levels, identify specific skill gaps, and determine preferred learning methodologies among 50 government employees in an industrial area. The research used a mixed-methods design integrating demographic surveys, self-assessment questionnaires, and analysis of workplace context. The study results revealed significant proficiency gaps, especially in oral communication skills, with 78% of participants rating their speaking abilities as poor or moderate. The priority training areas included technical terminology in public administration, professional communication, and service for international visitors especially from industry. The results show that instead of general English instruction, civil servants need specialized English for Specific Purposes (ESP) training. In order to improve institutional capacity for international engagement, the study offers evidence-based recommendations for curriculum design, scheduling preferences, and assessment frameworks.
Exploring the Implementation of Project-Based Learning (PBL) in Teaching Recount Text Writing in Secondary School Hady, Naila Azfa; Pujiawati, Nia; Wahyuna, Yuna Tresna
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5252-5266

Abstract

English writing, especially recount text writing, is a challenging skill for secondary school students in Indonesia due to difficulties in organizing ideas, grammar, and motivation. Project-based learning (PBL) is a student-centered approach that encourages active engagement through meaningful, collaborative projects. This qualitative case study investigated how PBL was implemented in teaching recount text writing and the challenges faced by the teacher. Data were collected through classroom observations and semi-structured interviews with an English teacher applying Stoller’s ten-step PBL framework. The findings showed that the teacher successfully implemented most PBL stages, including theme selection, project structuring, information gathering, drafting, revising, presenting, and evaluation. Adaptations were made to address students’ limited grammar skills, vocabulary, and resource constraints. Challenges included students’ difficulties with self-assessment and inconsistent motivation. The study highlights the importance of balancing student autonomy with structured linguistic support and flexible resource use. These findings provide practical insights for teachers and curriculum developers aiming to improve writing instruction and student engagement in resource-limited EFL classrooms.
Students’ Perception Toward English Vocabulary Learning Through Listening To English Song Syafiyyah, Vica Hasna; Pujiawati, Nia; Ahmad, Yousef Bani
Innovative: Journal Of Social Science Research Vol. 4 No. 3 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i3.10609

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana persepsi siswa dalam mempelajari kosakata bahasa Inggris melalui mendengarkan lagu-lagu berbahasa Inggris. Metode yang digunakan dalam penelitian ini adalah kualitatif yang berfokus pada studi kasus. Observasi dan wawancara digunakan sebagai alat pengumpulan data. Data yang telah diperoleh dianalisis melalui analisis tematik. Penelitian ini diikuti oleh 5 siswa kelas 10 dan 11 Smk Suryacipta. Hasil penelitian menunjukkan bahwa siswa mempunyai respon yang positif dan semangat yang tinggi dalam belajar serta siswa merasa terbantu dengan adanya lagu untuk pengetahuan kosa kata walaupun masih ada beberapa siswa yang merasa kesulitan dalam menggunakannya. Kesimpulannya, lagu merupakan media pembelajaran alternatif yang baik bagi siswa dalam mempelajari kosa kata bahasa Inggris.
Students' Engagement in Learning English Vocabulary using Audiovisual Games in Junior High School Nur Azkiyah, Sarah; Pujiawati, Nia; Kamil, Acep Bahrum
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.13174

Abstract

This study investigates student engagement in learning English vocabulary using Kahoot!, an interactive audiovisual gaming platform as a teaching tool in middle school. The subjects in this study are eighth-grade students in the class in the second semester of the academic year 2023-2024. Through classroom observations and in-depth interviews with students, the research explores four dimensions of engagement: emotional, behavioral, cognitive, and agentic. The study finds that Kahoot! effectively enhances student engagement in learning English vocabulary. Students responded positively to Kahoot!, expressing initial excitement, enthusiasm, and motivation in vocabulary learning. They appreciated Kahoot!'s interactive and enjoyable nature, facilitating active participation and friendly competition among classmates. Moreover, Kahoot! aids in improving vocabulary comprehension and retention through audiovisual elements and interactive quizzes. Students also valued the platform for its flexibility, allowing for both independent learning and collaborative activities. Overall, Kahoot! is found not only to boost motivation but also to create a lively classroom environment that is supportive and effective. This research underscores the potential of educational technology like Kahoot! in transforming traditional learning approaches into dynamic and engaging experiences tailored to various learning styles and preferences.
Exploring Students’ Response Of Applying GBA In Creative Writing: An Action Research Helena, Chika; Pujiawati, Nia; Rahmawati, Maya
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 2 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10482459

Abstract

Writing considered as one of the language skills that learners need to acquires as it is an important ability for them to fulfilled their role as a student. While prior research focused on GBA in analyzing academic writing, this study bridges the methodological void by exploring the student’s responses to its implementation in creative writing contexts. This study used action research involving six students in the eight-grade of a private senior high school. Data was collected through observation, interviews, and students’ documents. Positive responses, increased motivation, and transformed perspectives on writing emerged as key outcomes.
Bahasa Inggris Anwar, Rivaldi; Pujiawati, Nia; Mobit, Mobit
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 3 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10645934

Abstract

Integrating 21st-century skills into textbooks is very important to accommodate students' needs for the 21st-century skills to face the global era. This study investigates the integration of the 21st-century skills in the Merdeka Curriculum English Textbooks for the tenth-grade students. Content analysis was employed as the research design. The researchers used checklist method as the instrument and analyzed the findings by using a descriptive approach. The result of the analysis revealed that 11 of the 21st-century skills were integrated into the textbook, including the essential skills such as critical thinking, problem-solving, effective communication, collaboration, creativity, and innovation. The textbook also includes various other skills, such as media literacy, leadership and responsibility, information and communication technology (ICT), productivity and accountability, initiative and self-direction, social and cross-cultural, and flexibility and adaptability. The 11 skills are included through Nunan’s (2004) task components, namely goals, inputs, procedures, learner roles, and settings. The integration is also completed through other strategies, such as pictures and quotes. In conclusion, this textbook has fulfilled skills which required by current context of education, so that students are capitalized by the appropriate characteristics.
Co-Authors Abdul Kodir Al-Baekani Ahmad, Yousef Bani Anwar, Rivaldi Aurelya, Aurelya Dafitri, Fela Fauzi Miftakh Hady, Naila Azfa Hartono, Rudi Helena, Chika Issy Yuliasri Januarius Mujiyanto, Januarius Kamil, Acep Bahrum Lestari, Yulia Maya Rahmawati, Maya Mobit, Mobit Mustikawati, Regita Mulia Nur Azkiyah, Sarah Praditya Putri Utami Pratama, Dito Adi Puspitaloka, Nina Putri Kamalia Hakim Putri, Lea Priscilla Rahma, Fika Natasya Ripaldi, Diki Sabita, Mutyara Syafiyyah, Vica Hasna Tampubolon, Ditanti Argadin Wahyuna, Yuna Tresna Wigati, Fikri Asih yogi setia samsi, yogi setia