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CODE SWITCHING IN EFL CLASSROOM: A NARRATIVE INQUIRY INTO TEACHERS’ EXPERIENCES AND PERCEPTIONS Maruf, Nirwanto; Asari, Slamet; Nabillah, Indiarti Yasmin
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.5842

This study utilized a narrative inquiry to investigate code switching in EFL teachers’ classroom and their experiences with it. By applying this approach, the study aimed to comprehend the complex nature of code switching in language classrooms through the perspectives of the teachers who utilize it. Ten EFL teachers were selected on the purpose for the study, and data was gathered through semi-structure interviews. The results reveal that EFL teachers varied in their frequency of code switching, with some preferring to use the target language as much as possible, while others employed code switching to enhance student comprehension. Code switching was more prevalent when teaching students with lower language proficiency to facilitate understanding and communication. It was also employed to create a comfortable learning environment, clarify meaning, and address communication breakdowns. However, some teachers were concerned that excessive code switching could hinder students’ language development, and frequent code switching could negatively impact language development. These findings provide valuable perspectives on code switching in EFL classroom, informing language teaching practices and curriculum development. In summary, this study highlights the complex nature of code switching in language classrooms and emphasize the importance of balancing its usage to promote students’ proficiency in the target language.

Studentsâ€™ Engagement on Teachersâ€™ Online Feedback with Timing in Study-From-Home Through Learning Management System Rahma Amalia Aslam; Khoirul Anwar; Nirwanto Maruf
Jendela Pendidikan : Jurnal Ilmiah Keguruan dan Ilmu Pendidikan Vol 12 No 1 (2022): Jendela Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan - Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55129/jp.v12i1.2850

This study aimed to investigate studentsâ€™ engagement with teachersâ€™ online feedback with timing in studyfrom - home through a Learning Management System (LMS). Data were collected from 38 students of SMA Muhammadiyah 1 Gresik who were chosen as a sample in this study. They filled 14 items in questionnaire of studentsâ€™ engagement which are divided into 4 dimensions: emotional, behavioral, cognitive, and affective engagement. The results showed an average mean score of 3.71, 3.76, 3.87, and 3.97 respectively for emotional, behavioral, cognitive and affective engagement. The results also showed that students generally had a positive experience with the timing of direct and indirect feedback provide by their teachers, with an average mean score of 3.56 and 3.53 respectively. The results indicate that providing timely online feedback to students through an LMS can have a positive impact on stuentsâ€™ engagement and performance. The study also has some limitation, such as being conducted in only one school and in one subject area, thus future research should explore these findings in different contexts and subject areas. The results of this study provide a starting point for further research on the topic and can be used to guide future studies on studentsâ€™ engagement with online feedback with timing in study-from-home through LMS.

Affective factors and eustress-distress of nursing English students: A comparison analysis Anwar, Khoirul; Maruf , Nirwanto; Arifani , Yudhi; Mansour, Marwa
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1711

Studies outside of cognitive aspects, especially on psychological and affective factors, still have limited findings. In fact, these two issues contribute greatly to the success of English for Academic Purposes (EAP). This study aims to identify level of eustress-distress, anxiety-self-efficacy, and comparisons between these variables on learning performance of nursing students. This study used a mixed-method, a comparative study using closed and open questionnaires, and EAP reading test to 95 nursing students in the program of EAP. Certainly, the analysis used correlation and comparison tests using PLS-SEM and qualitative analysis of open questionnaires. The results showed that level of eustress-distress, and anxiety-self-efficacy of students were quite satisfactory. This means that students have ability to adapt positive reactions to learning pressure, more enthusiastic, and develop good self-confidence. Although distress does not influence self-efficacy and learning performance, it does have a significant impact on eustress. There is a strong impact and correlation between anxiety on self-efficacy, and self-efficacy on learning performance. So self-efficacy shows a strong moderating variable to bridge anxiety and learning performance. Qualitative findings also show that there are internal and external factors that contribute to the growth of eustress and self-efficacy. Further recommendations on these findings are also presented at the end of this study. HIGHLIGHTS: Affective factors are psychological constructs related to personality that impact foreign language mastery and provide benefits to language learning methodologies. Affect refers to feelings or emotions, including anxiety, self-esteem, motivation, attitude, and personality traits. The affective factors that influence language input are often referred to as "affective filters.” Eustress is an adaptation process in which an organism survives by changing its behavior and circumstances, to increase buffer zone, and result in an increase in the body's adaptive abilities. In simple terms, eustress is a positive adaptive response to a stressor by individuals. Distress is an unpleasant or negative emotional reaction to stress. Often students experience stress and psychological pressure due to an increase in burden of academic performance and personal factors, for example associating with new peer groups.

Implementing and evaluating OpenAI whisper for accurate speaking assessment and skill development in Indonesian EFL classroom Latifa, Salsabila; Maruf, Nirwanto
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigates the implementation and effectiveness of an OpenAI Whisper-based automatic speech recognition (ASR) system for evaluating and improving the speaking skills of Indonesian EFL students. Employing a mixed-methods, one-group pretest-posttest design, the research involved 40 undergraduate students from Universitas Muhammadiyah Gresik. Quantitative data were collected through standardized speaking tests rated by both the Whisper system and expert human assessors, focusing on fluency, pronunciation, and coherence. Qualitative insights were obtained from classroom observations and in-depth interviews with students and lecturers, exploring user experiences and contextual factors influencing system performance. The results demonstrate that the Whisper-based assessment system achieved high inter-rater reliability with human experts (Cohen’s Kappa = 0.81; ICC = 0.87) and yielded significant improvements in learners’ speaking skills across all assessed dimensions, with the most notable gains in pronunciation. The system’s immediate, actionable feedback fostered greater learner engagement and self-directed improvement. However, the study also identified critical contextual factors—such as technological infrastructure, digital literacy, and classroom environment—that influenced the system’s effectiveness and reliability. These findings highlight the need for robust infrastructure, comprehensive teacher training, and equitable access to technology to maximize the benefits of AI-driven assessment. This research advances both theory and practice by validating a multidimensional, context-adaptive framework for AI-based speaking evaluation and providing practical guidelines for integrating advanced ASR technology into EFL curricula. The study’s implications inform educators, policymakers, and technologists seeking scalable, objective, and equitable solutions for language assessment in Indonesia and similar educational contexts.

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM Endarwati, Endarwati; Anwar, Khoirul; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8421

This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.

EXAMINING TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS THE INTEGRATION OF TECHNOLOGY IN ASSESSMENT PRACTICES Indayani, Wahyu Restu; Asari, Slamet; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8817

The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms.

EXPLORING THE CORRELATION OF SOCIOLINGUISTIC COMPETENCE AND SPEAKING PROFICIENCY, AND HOW LEARNERS PERCEIVED THEM Fariha, Nur; Anwar, Khoirul; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.9083

This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for "Sociolinguistic Competence" was 1.000, confirming a perfect positive correlation, while the correlation between "Sociolinguistic Competence" and "Speaking Proficiency" was .688, signifying a robust positive correlation. Similarly, "Speaking Proficiency" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

Developing And Evaluating ASMR-Based Digital Media To Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach Ibad, Akhmad Irsadul; Maruf, Nirwanto; Kuchakovska, Halyna
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2423-2442

Developing and Evaluating ASMR-Based Digital Media to Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach. Objective: This study addresses the persistent challenge of English vocabulary retention among Indonesian high school students. Traditional rote memorization techniques remain inadequate in promoting long-term recall because they limit cognitive and sensory engagement. To overcome this issue, this research aimed to develop and evaluate an Autonomous Sensory Meridian Response (ASMR)-based digital media that leverages both cognitive and affective mechanisms to enhance vocabulary learning. Grounded in Cognitive Load Theory and Dual Coding Theory, the study sought to design an interactive platform that stimulates multisensory engagement, fosters focus, and reduces learning anxiety. Methods: A Research and Development (R&D) design, guided by the ADDIE model, was implemented with 90 Indonesian students from various public high schools in East Java. The study employed a mixed-methods approach involving pre-test and post-test vocabulary assessments, Likert-scale questionnaires on learner engagement, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests and descriptive statistics, while qualitative data underwent thematic analysis to explore students’ experiences and perceptions. Findings: The results revealed a significant improvement in learners’ vocabulary retention (t(89) = 4.56, p < .001). Results revealed a significant improvement in learners' vocabulary retention (t(89) = 4.56, p< .001) with a large effect size (Cohen’s d = 1.40), indicating strong practical significance. Students in the ASMR-based learning condition reported high levels of motivation, attention, and enjoyment throughout the sessions, reflecting the intervention’s positive impact on cognitive and emotional engagement. Thematic findings highlighted enhanced focus, emotional relaxation, and metacognitive awareness of recall. Students with lower initial proficiency exhibited the greatest gains, indicating the intervention’s inclusive potential. Conclusion: The study concludes that a theory-driven, ASMR-based medium appears to be an engaging and promising approach for improving vocabulary acquisition. Integrating multisensory, affectively positive content transforms vocabulary learning into an immersive and emotionally safe experience. These findings provide both theoretical and practical evidence supporting ASMR as an innovative, low-cost pedagogical tool that can enhance language learning in diverse and resource-limited educational contexts. Keywords: ASMR-Based digital media, vocabulary retention, cognitive approach, research and development (R&D), transform vocabulary instruction.

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