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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature UICELL Conference Proceeding JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal Abdimas Mahakam ACITYA Journal of Teaching & Education Holistika : Jurnal Ilmiah PGSD Elsya : Journal of English Language Studies Journal of English Teaching and Applied Linguistics (JETAL) J-REaLL Scientia: Jurnal Hasil Penelitian JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Sustainable: Jurnal Kajian Mutu Pendidikan JL3T (Journal of Linguistics, Literature and Language Teaching) Jurnal Mandala Pengabdian Masyarakat International Journal of English Linguistics, Literature, and Education (IJELLE) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP The Art of Teaching English as a Foreign Language (TATEFL) Journal of Nusantara Education PRIMACY Journal of English Education and Literacy PEDAGOGIC: Indonesian Journal of Science Education and Technology
Nurkhamidah, Neni
English Department, MNC University, Jakarta, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Implementation of Green Eco-Literacy in English Language Learning: A Systematic Review Rizal, Rizka Patrika; Gunawan, Felicia Pertiwi; Nurkhamidah, Neni
Journal of Nusantara Education Vol. 5 No. 1 (2025): October 2025
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i1.182

Abstract

Integrasi Green Eco-Literacy dalam pengajaran Bahasa Inggris bertujuan untuk meningkatkan kompetensi linguistik mahasiswa sekaligus menumbuhkan kesadaran serta tanggung jawab lingkungan. Proses penulisan Systematic Literature Review (SLR) dilakukan dengan menggunakan  kerangka kerja PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis). Dari hasil analisis data, teridentifikasi berbagai kategori ontologi, seperti buku teks, strategi pembelajaran, metode evaluasi, praktik kelas, sumber belajar, media, dan model pembelajaran. Temuan penelitian menunjukkan bahwa pengintegrasian tema-tema ekologis ke dalam pembelajaran bahasa dapat mendorong pemikiran kritis, keterampilan pemecahan masalah, serta kesadaran akan keberlanjutan pada mahasiswa. Metode pembelajaran yang efektif, seperti project-based learning, diskusi kelompok, kegiatan luar ruangan, dan penggunaan media interaktif terbukti dapat meningkatkan keterlibatan mahasiswa serta mendorong penerapan praktik ramah lingkungan di luar kelas. Namun, integrasi yang bermakna masih menghadapi sejumlah tantangan, antara lain kurangnya ketersediaan bahan ajar yang komprehensif, keterbatasan pelatihan guru terkait isu keberlanjutan, serta kecenderungan pengintegrasian topik hijau secara dangkal. Tinjauan ini menekankan perlunya kolaborasi antara pengembang kurikulum, pendidik, dan pembuat kebijakan dalam merancang materi ELT dan kerangka pembelajaran yang benar-benar mendukung pendidikan lingkungan serta selaras dengan tujuan global keberlanjutan. Selain itu, penting juga untuk memberikan pelatihan dan sumber daya yang memadai bagi para guru agar dapat menyampaikan pembelajaran berorientasi eco-literacy secara efektif. Penelitian di masa mendatang perlu mengeksplorasi pendekatan pengajaran inovatif dan interdisipliner, mengevaluasi sikap serta perubahan perilaku mahasiswa dari waktu ke waktu, serta menelaah bagaimana eco-literacy dalam ELT dapat berkontribusi pada tujuan yang lebih luas, yaitu kepedulian lingkungan dan kewarganegaraan global. __________________________________________________________________________________________ The integration of Green Eco-Literacy in English Language Teaching (ELT) aims to enhance students’ linguistic competence while simultaneously fostering environmental awareness and responsibility. The Systematic Literature Review (SLR) was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. From the data analysis, various ontology categories were identified, such as textbooks, instructional strategies, evaluation methods, classroom practices, learning resources, media, and instructional models. The findings indicated that incorporating ecological themes into language lessons can promote students’ critical thinking, problem-solving skills, and sustainability consciousness. Effective pedagogical approach such as project-based learning, group discussions, outdoor activities, and the use of interactive media were found to increase student engagement and encourage them to apply eco-friendly practices beyond the classroom. However, meaningful integration remains challenged by the limited availability of well-developed teaching materials, insufficient teacher training on sustainability issues, and the tendency toward superficial incorporation of green topics, this review emphasized the need for curriculum developers, educators, and policymakers to collaborate in designing ELT materials and instructional frameworks that genuinely support environmental education and align with global sustainability goals. Furthermore, providing teachers with sufficient training and resources is essential for the effective delivery of eco-literate instruction. Future research should explore innovative and interdisciplinary teaching approaches, evaluate students’ attitudes and behavioural changes over time, and examine how eco-literacy in ELT can contribute to the broader objectives of environmental stewardship and global citizenship.
PROFILING READINESS OF DISTANCE EDUCATION USING TECHNOLOGY IN SENIOR HIGH SCHOOL DURING COVID-19 PANDEMIC Nurkhamidah, Neni; Itsnaini, Hormah Hidayatun
Scientia: Jurnal Hasil Penelitian Vol. 5 No. 2 (2020): Scientia
Publisher : LP2M IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/sci.v5i2.1398

Abstract

Sejak pandemi COVID-19 menyebar hampir ke seluruh wilayah Indonesia, proses belajar mengajar berubah dari tatap muka menjadi pembelajaran jarak jauh dengan teknologi dalam bentuk pembelajaran online dan E-learning. Karena sebagian besar sekolah di Indonesia berbasis tradisional, meski sebenarnya sudah banyak yang melaksanakan blended learning, namun mereka masih menghadapi banyak kendala dalam menerapkan pembelajaran jarak jauh menggunakan teknologi. Perbedaan jenis dan tingkat tantangan dalam pendidikan jarak jauh yang dialami sekolah dipengaruhi oleh perbedaan kesiapan yang dimiliki mereka . Tujuan penelitian ini untuk mengetahui kesiapan SMA N 1 Bawang dalam menyelenggarakan pendidikan jarak jauh dengan teknologi. Kesiapan diukur dengan menilai kesiapan siswa, guru dan institusi. Penelitian ini merupakan penelitian deskriptif yang melibatkan 220 (dua ratus dua puluh) siswa, 4 (empat) guru Bahasa Inggris, dan seorang Kepala Sekolah SMA N 1 Bandar. Kuesioner online digunakan untuk mengumpulkan data. Hasil keseluruhan menunjukkan skor kesiapan siswa 3,44 dan skor kesiapan guru 3,84. Keduanya menujukan bahwa mereka siap menerapkan pendidikan jarak jauh dengan teknologi. Skor kesiapan institusi adalah 3,21 yang menunjukkan bahwa institusi belum siap dan perlu perbaikan untuk penerapan pembelajaran jarak jauh dengan teknologi. Karena kesiapan adalah faktor krusial yang berperan penting dalam keberhasilan pembelajaran jarak jauh dengan teknologi, maka diperlukan penilaian kesiapan di setiap elemen di sekolah. Diharapkan sekolah dapat memanfaatkan hasil penelitian ini untuk meningkatkan kesiapan mereka dalam menempuh pendidikan jarak jauh selama pandemi COVID-19.
ANXIETY ON LISTENING COURSE AMONG STUDENTS DURING THE PANDEMIC OF COVID -19 Pratama, Muhammad Rafli; Nurkhamidah, Neni
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1009

Abstract

Students had to continue learning activities at home during the pandemic, including listening classes. Unfortunately, several factors interfered with student comprehension in online courses and caused students to experience anxiety. This study aimed to identify several factors contributing to students' listening anxiety and discover strategies to overcome their anxiety in listening classes. This study included 30 students from SMPN 245 in Jakarta. To collect data, the researcher applied a descriptive qualitative method. The researcher used an interview as the instrument of this research. The researcher found that 22 participants of the interview experienced anxiety due to high-speed rate, concentration difficulties, lack of confidence, and nervousness. Other factors impacting students' comprehension are internet connections problem, noisy environments, and unsupportive devices. In this research, the researcher also provided several strategies students may employ to overcome anxiety.
FILIAL PIETY CONTAINED IN FACE THREATENING ACTS IN DORAEMON AND KOBO CHAN: A MANGA ANALYSIS Arianti, Theresia; Nurkhamidah, Neni
JETAL: Journal of English Teaching & Applied Linguistic Vol 5 No 1 (2023): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v5i1.1275

Abstract

Filial Piety is a value rooted form Confucianism. This value demands one to respect parents. As this value spreads widely in East Asia, this study aims to investigate what filial piety values contained in Doraemon and Kobo Chan, and to examine which same filial piety values shared in both comic books. Doraemon and Kobo Chan are chosen since these two comic books are originated from Japan whose society adopts filial piety. These two comic books are important to be studied since the two were highly popular in Indonesia in the late 1990’s and early 2000’s and were enjoyed by many Indonesian children. This study found that acquiescent respect and care respect are two values having the highest numbers of appearances in Doraemon and Kobo Chan, respectively. While the values contained in both comic books are acquiescent respect and respecting the ancestors. It is hoped that future studies could examine the relation between these values contained in both comic books and Indonesia’s young generation’s decision to take a role as a sandwich generation.
Speech Delay in Early Childhood: A Case Study of a 3.5-Year-Old Child Nurkhamidah, Neni; Mutadho, Fathiaty; Rafli, Zainal
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5809

Abstract

This study examines the speech development of SY, a 3.5-year-old child with speech delay, living in a bilingual environment with early exposure to screen time. Through a case study approach, data was collected via observations, interviews with SY's mother and therapist, and therapy records. Initially, SY displayed significant speech limitations, including omitting sounds, using incomplete words, and having a limited vocabulary. Factors such as frequent screen exposure and reduced direct interaction were identified as potential contributors to SY's speech delay. After six months of Speech-Language Therapy (SLT) led by an experienced therapist, SY has shown improvements in word completion, clearer articulation, vocabulary expansion, and social engagement. However, challenges remain in maintaining SY's focus during therapy sessions, a common issue for children his age. The study underscores the importance of early intervention, reduced screen time, and increased face-to-face communication in managing speech delays. Findings suggest that a structured therapy approach combined with supportive family interactions can effectively foster language development in young children, even in bilingual settings, reinforcing the role of active parental involvement in enhancing communication outcomes.
Developing a Critical Reading Assessment Specification Infused with Ecological Literacy for Higher Education Nurkhamidah, Neni; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6585

Abstract

This study addresses the limitations of existing critical reading assessments in Indonesian higher education, which often focus narrowly on comprehension and recall, neglecting higher-order critical thinking and ecological literacy skills essential for addressing complex environmental challenges. The problem is evident as students frequently achieve near-perfect scores on current tests that inadequately measure their ability to critically analyze academic texts or apply ecological awareness. This research develops a comprehensive assessment specification for a Critical Reading course at Media Nusantara University that integrates ecological literacy alongside traditional reading skills. Using a Design and Development Research (DDR) methodology, the study analyzed course syllabi, learning outcomes, and existing assessments, and incorporated feedback from a Focus Group Discussion (FGD) involving one lecturer and two assessment experts, alongside interviews with five students. The resulting assessment balances multiple-choice questions with open-ended essay tasks and includes ecological case studies to better evaluate higher-order thinking and real-world problem-solving abilities. The revised assessment specification uniquely combines critical reading with ecological literacy to prepare students for both academic success and responsible environmental citizenship. Findings indicate that this approach fosters deeper engagement with texts and environmental issues and offers a practical framework for more valid and reliable assessments in higher education.
Identifying The Criteria of Designing Augmented Reality for Vocabulary Learning in Primary School Santosa, Imam; Nurkhamidah, Neni; Wulandari, Rossy
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 5, No 4 (2021): JISIP (Jurnal Ilmu Sosial dan Pendidikan)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v5i4.2634

Abstract

The ease of implementing Augmented Reality in the classroom makes AR as a useful learning medium for educators. AR can be used to be teaching media for vocabulary learning. The purpose of this study was to identify criteria in developing a prototype design for educational games based on AR for teaching English vocabulary for elementary school students. this research will also describe the procedures that are followed in designing the educational game design. This procedure is contained in a process called the successive approximation model (SAM). In order to identify the performance gap of present condition, three categories of questionaries were utilized; the activities used to teach vocabulary, the difficulties in teaching vocabularies, and the need and suggestion on teaching vocabulary. The participant of the study is 24 teachers of primary school in the Area of Jabodetabek. The findings of the research revealed that grammar translation method is the most activities used by teacher which indicated the teacher tranquil in the old method in teaching vocabulary. Moreover, the teachers mostly had difficulties on uninteresting activities and lack motivation by the student in learning vocabulary. Additionally, the result of the study emphasizes the need of criteria in choosing vocabulary inside the Augmented reality-based teaching media for vocabulary learning. There criteria of designing augmented reality for vocabulary learning are the use of approach that actively encourage the student to join the activity, which is communicative language teaching and the content of vocabulary in the augmented reality program based on the control of following measures; Word frequency, Structural value, Universality, Subject range, Definition words, Word-building capacity and Style of primary school level
English Novice Teachers’ Beliefs on Teaching in Inclusive Classroom Nurkhamidah, Neni; Rizal, Rizka Patrika; Marleni, Sri
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.713

Abstract

To achieve educational objectives on inclusive class in Merdeka Curriculum setting, teachers should possess awareness of their personal beliefs. As the ones who play important roles in the classrooms, teachers have to decide what will be needed or what will work best for their students, including in the inclusive classes. Therefore, this qualitative study aims to find out English pre-service teachers' beliefs toward the implementation of inclusive class on Merdeka Curriculum. The data were collected by interviewing five English pre-service teachers who have conducted the inclusive class in their internship program. The results of this study indicated that the novice teachers have various beliefs; 1) concerning on the teachers’ important roles in the inclusive classes that they have to work harder than in general classes; 2) regarding the teachers’ skills to be possessed, they are planning and class management skills; 3) respecting the factors that lead them to be successful in the inclusive classes; and 4) relating to the training that might help them in conducting the inclusive classes.
Peer Feedback in Academic Writing: Students' Perspectives on Learning and Improvement Nurkhamidah, Neni; Lustyantie, Ninuk; Chaeruman, Uwes Anis
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.13330

Abstract

Peer feedback in academic writing classes has gained considerable attention for its potential to enhance students' writing abilities, critical thinking, and engagement in learning. This study investigates students' perceptions of peer feedback in an Academic Writing course at MNC University. Using a qualitative case study approach, data were collected through interviews with seven students to gain in-depth insights into their experiences. The findings reveal that while most students view peer feedback as a valuable tool for improving writing skills, fostering collaboration, and encouraging critical reflection, others express concerns about confidence and feedback quality. Specifically, nearly half of the participants reported feeling unsure about their ability to provide effective feedback, and several noted the lack of clarity in the feedback they received. These findings underscore the importance of providing clearer guidelines on giving and implementing feedback. By addressing these challenges, instructors can foster stronger collaboration, enhance self-assessment skills, and boost engagement in the writing process. Structured peer feedback, when integrated effectively, can create a more interactive and reflective learning environment, ultimately contributing to improved writing performance and broader educational goals.
Teachers' Strategies in Teaching Speaking in Post-Pandemic Noermalita, Hanum; Nurkhamidah, Neni
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 3 No. 1 (2023): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v3i1.100

Abstract

To develop students' speaking skills in English class, teachers require a variety of strategies based on needs, purpose, and situation. Therefore, this study aims to examine the types of teaching strategies are applied by teacher in teaching speaking after the Covid-19 pandemic at SMPN 264 Jakarta as well they way teachers implement them. Data was collected by applying observation and interview with three English teachers. The method implemented in this research is qualitative with a case study approach, data analysis was conducted in three stages: data reduction, data display, and conclusion drawing. The result of this study reveals that there are five strategies implemented by teachers in teaching speaking skills after the Covid-19 pandemic, they are: discussion, role-play, picture describing, storytelling, and drill. It is also shown that the teachers implement those strategy in various ways and learning topics. The results of this study are expected to be the basis for subsequent research on teacher teaching strategies in teaching speaking
Co-Authors Arianti, Theresia Bolang, Rinaldo Paulus Chaeruman, Uwes Anis Christian Siregar, Christian Destarani, Tiwi Fahira, Raihana Ziani Fathiaty Murtadho Go, Priskila Gunawan, Felicia Pertiwi Hanum Noermalita Hardono, Adinda Apriliani Iin, Nona Dwi Imam Santosa Itsnaini, Hormah Hidayatun Jessycha Sania Putri Kartika, Diah Ayu Ika Marleni, Sri Mutadho, Fathiaty Ningtyas , Ayu Ratna Ninuk Lustyantie Noermalita, Hanum Parahiba, Yefona Pertiwi Gunawan, Felicia Pratama, Muhammad Rafli Rizal, Rizka Patrika Roberts, Jasmine Angelique Tary Arshabilla Wilson, Stephen Wulandari, Rossy Zainal Rafli, Zainal