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All Journal Jurnal Celtic JOLLT Journal of Languages and Language Teaching Proceedings Series on Social Sciences & Humanities REGISTER JOURNAL
Wardani, Niasisca Agustia
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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JAVANESE LANGUAGE INTERFERENCE IN THE PRONUNCIATION OF ENGLISH PHONEMES Wardani, Niasisca Agustia; Suwartono, Tono
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 6, No 2 (2019): December 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i2.8589

Abstract

The objective of this research was to investigate the difficulties encountered by Javanese learners inpronouncing the English phonemes and identify factors affecting their pronunciation of the phonemesin the Department of English Language Teaching of Universitas Muhammadiyah Purwokerto (UMP). The researcher used survey as the research method. The population in this research was 6th and 8th semester students who had already passed pronunciation and phonetics subject. While the samples are those who had Javanese background. The data was collected through pronunciation test in a form of audio recording and interview. The major findings of this research are 1) the researcher found that the Javanese learners of English encountered difficulties in pronouncing 13 consonant sounds /ʒ, v, θ, ð, z, ʃ, f, g, k, d, ʧ, ɳ, j/ and 17 vowel sounds /æ, ɛə, i:, eɪ, aʊ, ə:, ɔ:, u:, ɒ, ɪə, əʊ, ʊ,  ɑ:, ɪ, ʊə, ɔɪ, aɪ/. While the rest, 14 English sounds /p, b, t, s, h, ʤ, m, n, l, r, w, ʌ, ə, ɛ/ were clearly pronounced by the Javanese learners of English. 2) There are four factors influencing Javanese in learning English pronunciation, among others are; age, first language, exposure, and motivation.  
Beyond Majors: Exploring the Diversity of Learning Styles Among University Students in English Foreign Language Classroom Wardani, Niasisca Agustia
Proceedings Series on Social Sciences & Humanities Vol. 21 (2025): Proceedings of the 4th 2024 UMP Progressive Youth Conference (UPYC)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v21i.1505

Abstract

Despite a growing body of research on learning styles in English as a Foreign Language (EFL) contexts, a significant gap remains on understanding the learning styles of university students. While primary and secondary education have been well-studied, the unique academic demands, learning environments, and motivations of university students have been largely overlooked, potentially hindering effective teaching and student success. Recognizing the continued relevance of learning styles in higher education, this study aimed at investigating the learning styles of non-English University students in Englih classroom through a descriptive quantitative design. Guided by Neil Fleming's VARK framework, the study combines questionnaire data on students’ self-reported learning style preferences with classroom observations of actual learning behaviors of 31 respondants. The data were analyzed using descriptive statistics. Results revealed a diverse range of learning styles among the participants. Notably, a majority (over 50%) displayed a preference for multimodal style, followed by kinesthetic, auditory, and read-write styles. However, classroom observations portrayed a contrast, with students predominantly relying on their single preferred style in response to the limited range of teaching activities offered. This suggests a potential mismatch between students' diverse learning styles and the pedagogical methods employed. Further, these results hold valuable implications for EFL teachers to highlight the need of providing English courses that incorporate a variety of teaching methods and activities that are customized to students' different learning styles.
Challenges and Opportunities: EFL Teachers' Teaching Experiences with ICT-Enhanced Professional Development in Higher Education Kusrini, Endang; Wardani, Niasisca Agustia; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16549

Abstract

The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) instruction has become increasingly significant in higher education. While ICT offers clear opportunities for enhancing teaching and learning, little research has specifically examined how ICT-enhanced professional development shapes classroom practices in this context. This study aimed to investigate how higher education EFL teachers’ professional development experiences influenced their use of ICT in the classroom and what challenges and opportunities they perceived for their professional growth. A qualitative case study design was employed, involving classroom observations and semi-structured interviews with eight teachers in a university settings. The findings indicate that professional development plays a crucial role in shaping ICT integration, though its impact was uneven across teachers. At the same time, teachers’ experiences revealed a dual reality. While the teachers faced persistent barriers such as limited infrastructure, time constraints, and lack of sustained support, they also recognize clear opportunities for enhancing student engagement, collaboration, and their own professional development. The study underscores the need for institutions to move beyond one-off workshops by developing sustainable, context-sensitive, creating collaborative communities of practice, and embedding continuous mentorship into policy frameworks are critical to bridging the gap between ICT’s potential and its classroom reality. These implications highlight how higher education institutions can design professional development and policy initiatives that not only build teachers’ digital competence but also foster long-term innovation and improved learning outcomes.
Gamified Flipped Classroom for Teaching EFL Productive Skills: Exploring Teachers’ Practices and Challenges in an Islamic University Wardani, Niasisca Agustia; Saefurrohman, Saefurrohman; Balinas, Elvira S.
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.286-318

Abstract

This study explores the implementation of a gamified flipped classroom model by English as a Foreign Language (EFL) teachers at an Islamic university to teach productive skills, specifically speaking and writing. The research aimed to explore the practical application of this model as well as the challenges and opportunities encountered by teachers and students. A qualitative case study design was employed, focusing on a university language enrichment program. Data collection involved preliminary and semi-structured interviews with two EFL teachers and four undergraduate students, in addition to non-participant classroom observations. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to analyze the data. The findings indicate that teachers utilized familiar digital platforms, such as WhatsApp and a Learning Management System (LMS), to deliver pre-class flipped content, allowing classroom time to be dedicated to collaborative, gamified activities. This approach fostered student engagement, motivation, and confidence, particularly in group tasks. Despite the presence of challenges such as technological limitations and varied learner readiness, the model effectively transformed teachers into facilitators and created a student-centered environment that supports productive language development. The study concludes that the success of a gamified flipped classroom is dependent on thoughtful planning, accessibility to digital resources, and differentiated instruction. Furthermore, it contributes to the understanding of blended pedagogical models in higher education EFL settings.
Co-Authors Balinas, Elvira S. Endang Kusrini Sotlikova, Rimajon Tono Suwartono