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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 Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Walk Band for Better Learning: An Android-Based Music Module to Enhance Student Outcomes Armanto, Firdaus Budhi; Sitompul, Nurmida Catherine; Nurjati, Nunung
Jurnal Edutech Undiksha Vol. 13 No. 1 (2025): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i1.95023

Abstract

The main problem in music learning at the high school level is the limited availability of musical instruments and the absence of representative teaching materials that can integrate theory and practice in a balanced way. This condition hampers students’ ability to apply musical knowledge optimally, thereby necessitating the innovation of digital technology-based teaching materials. This study aims to develop and evaluate an Android-based music learning module using the Virtual Instrument Walk Band application to enhance music education for high school students. The instructional design model ADDIE was employed to guide the development process. Data collection techniques included expert validation, small- and large-group trials, as well as pre- and post-tests to assess effectiveness. Expert validation indicated high validity in terms of content (93.33%), design (91.43%), and media (94.28%). Field testing with small and large student groups yielded positive responses, with mean scores of 87.5% and 88.51%, respectively. A paired-sample t-test was conducted to analyze the module’s effectiveness, revealing a statistically significant improvement in student learning outcomes (t = -8.290, p < 0.001). These findings demonstrate that the module is both feasible and effective in supporting critical thinking and engagement in music learning. This study highlights the potential of integrating virtual instrument applications into instructional design to address the lack of practice instruments and teaching materials in music education.
Balancing Scale of Washback Effect of English Language Assessment in Junior High School Level: A Literature Review Nurjati, Nunung; Rahayu, Endang Mastuti
Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jalle.v1i2.8657

Abstract

The washback effect of English language assessments in junior high school has been a topic of debate among educators and researchers. While some argue that these assessments can have positive effects on students' learning, others suggest that they may have negative consequences. This article explores the washback effect of English language assessments at the junior high school level, examining both the positive and negative impacts. The study employs a review on predefined related literatures. The findings suggest that while English language assessments can have positive effects on students' motivation and study habits, they may also lead to teaching to the test and a narrow focus on assessment criteria. The article concludes with recommendations for improving the design and implementation of English language assessments to minimize negative washback effects.
Development of Artificial Intelligence-Based Digital Video Media with the Addie Model for Intrinsic Elements of Short Stories Mariyah, Siti; Gunawan, Wawan; Nurjati, Nunung
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 10 No. 4 (2025): Oktober
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v10i4.18237

Abstract

The aim of this development is to produce a digital video learning media based on Artificial Intelligence for the intrinsic elements of short stories so that students can easily understand the material and learning is more interesting. In this development research, the development of short story learning media in the form of text into digital video was produced. The development of this learning media uses various Artificial Intelligence applications, namely ChatGBT, Google Docs, Leonardo, ElevenLabs, Capcut, and Canva. Artificial Intelligence-Based Digital Video Media with ADDIE Model for Intrinsic Elements of Short Stories has been refined based on expert validation data analysis and trial data analysis. The aspect that was improved was the development of animation by adding material explanations and adding questions according to the learning objectives placed in the close scene.Based on the results of the assessment given by material experts, design experts, and media experts on Artificial Intelligence-Based Digital Video Media with the ADDIE Model for the Intrinsic Elements of Short Stories, it is very feasible, meaning that the Development of Artificial Intelligence-Based Digital Video Media with the ADDIE Model for Intrinsic Elements of Short Stories has great potential to be applied in Indonesian learning, especially for the intrinsic elements of short stories. Based on the results of the assessment of the Artificial Intelligence-Based Digital Video Media trial with the ADDIE Model for the Intrinsic Elements of Short Stories given to Al-Islam Krian High School students, it means that this media is very feasible to be widely used in Indonesian language learning at the secondary education level.
ChatGPT-Based Reflective Feedback to Improve EFL Graduate Students’ Academic Writing for Publication Nurjati, Nunung; Syahria, Nukmatus; Khan, Aslam Khan Bin Samahs
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.v13i4.14858

Abstract

This study investigates the use of ChatGPT-based reflective feedback to enhance academic writing among graduate's students in English as a Foreign Language (EFL) programs. With the increasing interest in AI tools for improving writing skills, the research examines ChatGPT's effectiveness in providing personalized, immediate feedback on students' drafts. Utilizing a case study design, the study focuses on 20 graduate graduate students and employs pre- and post-writing tests, reflective journals, qualitative surveys, and interviews to assess the impact of ChatGPT feedback on writing performance and perceptions. The findings indicate significant improvements in writing quality, particularly in areas such as essay organization, grammar, vocabulary, argumentation, coherence, clarity, and engagement after integrating ChatGPT feedback. Descriptive comparisons revealed noticeable gains in average scores, such as grammar (from 78 to 88), coherence and flow (66 to 87), and clarity and conciseness (60 to 80), with more modest gains in argumentation and critical analysis. While reflective journals and interviews revealed that students found the feedback process empowering, fostering greater learner autonomy and self-regulation. Students expressed appreciation for the immediate nature of the feedback, which allowed them to make timely revisions. However, challenges arose in interpreting and applying complex feedback, especially concerning higher-order writing skills like argumentation and critical analysis. The study suggests pedagogical implications for integrating AI feedback in EFL classrooms, emphasizing a hybrid feedback model that combines AI and human input to meet diverse learner needs. Further research with individual-level data and statistical testing is recommended to validate these outcomes. These findings highlight the potential of AI-assisted tools like ChatGPT to complement human instruction, personalize learning, and support the development of academic writing skills in diverse educational settings.
Navigating English Language for Specific Needs: Schools Stakeholder in Overcoming International School Manggiasih, Laras; Wahyuni, Sri; Loreana, Yurike Risa; Nurjati, Nunung
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 2 (2023): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.2.132-141

Abstract

This study aimed to investigate the challenges encountered by English for Specific Purposes (ESP) learners in their journey to enhance English language proficiency. A mixed-methods approach was adopted, incorporating a comprehensive literature review and conducting semi-structured interviews with three ESP teachers and three administrative staff members from the same educational institutions. The findings from the literature review revealed that ESP learners often struggle with managing their time effectively due to the demands of their personal commitments, learners' self-efficacy in facing confidence issues, fear of making mistakes, and negative past experiences hindering their language learning progress. Moreover, limited access to authentic materials tailored to their specific fields emerged as a crucial obstacle, impacting learners' ability to develop subject-specific vocabulary and comprehend real-world language use. By recognizing and addressing these challenges, educators and institutions can develop more targeted and effective language learning strategies, ultimately empowering ESP learners to overcome their obstacles and achieve higher levels of English proficiency
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.
Pengembangan E-Learning untuk meningkatkan Pembelajaran Elektrikal Kendaraan Ringan di SMK Negeri 1 Sidoarjo Pratomo, Hari; Sitompul, Nurmida Catherine; Nurjati, Nunung
Journal of Education Research Vol. 6 No. 1 (2025)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v6i1.2278

Abstract

Teknologi informasi dan komunikasi telah mengalami perkembangan yang sangat signifin yang mengarahkan kehidupan manusia kepada digitalisasi, termasuk pada sektor Pendidikan.  Hal ini mendorong berkembangnya e-learning dengan semakin pesat.  Platform ini memiliki kemampuan teknologis yang menolong guru dapat mengembangkan media digitalis untuk materi yang sulit dideskripsikan dan dapat membuat peserta didik lebih tertarik untuk belajar. Studi pendahuluan menunnjukkan peserta didik di SMK Negeri 1 Sidoarjo umumnya menggunakan bahan ajar buku ajar cetak karena itu perlu diterapkan pembelajaran menggunakan media e-learning. E-learning yang dikembangkan berbeda dengan e-learning lainnya karena disesuai untuk kebutuhan siswa Sekolah Kejuruan dan lebih praktis sehingga memudahkan siswa untuk mengimplementasikan di lapangan. Hasil penelitian pengembangan e-learning ini dinyatakan memenuhi kelayakan ahli materi, ahli desain pembelajaran dan media pembelajaran.  Kemudian produk telah melalui uji coba kepada siswa, baik kelompok kecil dan uji coba kelompok besar. Hasil penelitian menyatakan bahwa produk pengembangan e-learning untuk pembelajaran Elektrikal Kendaraan Ringan dinyatakan layak dan efektif meningkatkan hasil belajar sekarang dan juga di masa mendatang karena dapat diperbaharui terus menerus.  
THE ROLE OF PRAGMATICS COMPETENCE IN SUPPORTING STUDENT'S SELF-ESTEEM IN ENGLISH LANGUAGE LEARNING Muzayyanah, Nafilatul; Nurjati, Nunung; Syahria, Nukmatus
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23384

Abstract

This research investigates the role of pragmatic competence in supporting students' self-esteem in English language learning, employing a Mixed Methods approach with an Exploratory Sequential Mixed-Methods Design. The study was conducted with 80 students from Secondary School. The first phase utilized a quantitative Likert scale questionnaire to measure the relationship between pragmatic competence and self-esteem. The second phase involved qualitative narrative analysis from interviews with students and teachers to gain deeper insights. Results indicate that students with higher pragmatic competence, such as using politeness strategies and contextually appropriate responses, demonstrated increased self-esteem. Internal factors such as motivation and past experiences, and external factors including family support and teacher feedback, were found to influence this relationship. The study highlights the importance of enhancing pragmatic competence through collaborative learning, self-reflection, and creating a supportive environment to boost students' confidence and willingness to engage in English language activities. This research provides recommendations for integrating pragmatic competence into English teaching to promote both language skills and self-esteem.
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