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All Journal PREMISE: Journal of English Education and Applied Linguistics Pendas : Jurnah Ilmiah Pendidikan Dasar Wiralodra English Journal (WEJ) Wahana : Tridarma Perguruan Tinggi Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal EDUTECH Undiksha JOLLT Journal of Languages and Language Teaching Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal for Lesson and Learning Studies Journal of Education Research Indonesian Journal of English Teaching Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Indonesia (Japendi) Journal of Applied Linguistics and English Education
Nurjati, Nunung
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Jurnal Pendidikan Indonesia (Japendi)

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The Role of E-Portfolio Assessment in Students’ Reflection for Enhancing EFL Learners’ Outcome Wardani, Prapti; Nurjati, Nunung; Syahria, Nukmatus
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7397

Abstract

This research explores the role of e-portfolios in enhancing reflective practice and language proficiency among English as a Foreign Language (EFL) learners. E-portfolios provide a structured platform for students to document learning artifacts, engage in self-reflection, and monitor progress, fostering deeper insights into their language development. The research aims to evaluate the effectiveness of e-portfolios in improving learning outcomes and identify challenges in their implementation. Using a mixed-methods approach, data were collected from 161 EFL students and teachers in East Java, Indonesia, through online questionnaires and Likert-scale assessments. Findings reveal that 74.6% of students had positive experiences with e-portfolios, with 70% noting improved language competency through regular reflection. Teachers (85%) viewed e-portfolios as valuable for tracking progress and engagement, though some lacked training. Key challenges included time management (60%) and varying student confidence levels in reflection (42.9%). Best practices for effective implementation include teacher professional development, curriculum integration, peer collaboration, and structured feedback. The study highlights e-portfolios' potential to transform EFL education but notes limitations due to its regional sample. Implications suggest broader adoption of e-portfolios, supported by training and policy frameworks, to enhance reflective learning and language proficiency in diverse EFL contexts.
Exploring A Private Islamic Primary School Teachers’ Perspectives on English as Medium of Instruction (EMI): A Phenomenological Case Study Fanani, Roni Afero; Syahria, Nukmatus; Nurjati, Nunung
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7658

Abstract

This phenomenological case study explores teachers' perspectives on implementing English as a Medium of Instruction (EMI) with the Cambridge curriculum in a rural Islamic primary school in Mojokerto, Indonesia. Against the backdrop of global EMI expansion and Indonesia’s push for bilingual education, the study addresses gaps in EMI research, which predominantly focuses on higher education. Through interviews and classroom observations, four key challenges emerged: teacher language proficiency, students’ low English comprehension, inadequate professional development, and teaching anxiety, rooted in rural and non-English educational backgrounds. Conversely, benefits included global competence, improved English skills, elevated school credibility, and teacher enthusiasm. Findings underscore the transformative potential of EMI in marginalized settings, alongside the need for context-specific teacher training and curriculum integration. The study advocates for longitudinal research on student outcomes and technology-enhanced solutions to address rural disparities, contributing to debates on equitable EMI implementation in religious and low-resource contexts.
Co-Authors Agung Pramujiono Al-Imamah, Hidayatul Ummah Andanty, Ferra Dian Armanto, Firdaus Budhi Bandjarjani, Wahju Fanani, Roni Afero Halim Halim, Halim Imawati Imawati, Imawati Khabib, Samsul Khan, Aslam Khan Bin Samahs Loreana, Yurike Risa Manggiasih, Laras Muzayyanah, Nafilatul Nico Irawan Nurmida Catherine Sitompul Poppy Handayani, Rosarina Pratomo, Hari Rahayu, Endah Yulia Rahayu, Endang Mastuti Rusmawati, Retno Danu SITI MARIYAH Sri Wahyuni Syahria, Nukmatus Wardani, Prapti Wawan Gunawan Yulia Rahayu, Endah