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All Journal English Review: Journal of English Education Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat British: Jurnal Bahasa dan Sastra Inggris Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jendela Pendidikan Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Journal International Journal of Teaching and Learning (INJOTEL)
Nirwanto Maruf
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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CONSTRUCTION AND EVALUATION OF MALL-BASED LEARNING MATERIALS WITH THE INTEGRATION OF BUSINESS CASE STUDIES TO ENHANCE ENGLISH READING COMPREHENSION FOR MANAGEMENT STUDENTS. Tiana, Ella Aprilia; Maruf, Nirwanto
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10405

Abstract

The purpose of this study was to develop and assess MALL (Mobile-Assisted Language Learning)-based learning materials, integrated with business case studies, to enhance English reading comprehension among management students. The research aimed to address the specific language needs of these students in the business context. Employing a mixed-methods design, the study used Pre-test and Post-test Assessments for quantitative analysis and Semi-structured interviews for qualitative insights. Results showed a statistically significant improvement in reading comprehension, with a t-value of 8.45 and a p-value of less than 0.001, indicating that the improvement was a direct effect of the MALL-based intervention. The Cohen’s d effect size was 1.2, suggesting a strong impact on students' reading comprehension skills. Qualitative data revealed increased engagement and motivation due to the interactive features of the MALL applications, and the relevance of the reading materials to future professional roles. However, usability challenges, such as navigation difficulties and application performance issues, were also noted. These challenges indicate a need for further refinement of the application design. Overall, integrating business case studies into MALL-based materials significantly enhances English reading comprehension for management students, with implications for curriculum development and instructional design in specialized language education contexts.
ANALYZING THE KEY ELEMENTS OF HIGH-QUALITY ABSTRACTS: A COMPREHENSIVE ACADEMIC DISCOURSE STUDY OF ENGLISH EDUCATION Santoso, Kusumo Hadi; Arifani, Yudhi; Maruf, Nirwanto
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10696

Abstract

This study aims to explore the Rhetorical moves and use of Metadiscourse in student abstracts from the English Education program at Universitas PGRI Ronggolawe, Tuban. The sample consists of 17 abstracts submitted by English Education students from the 2023 batch of the program. This Research uses mixed methods for the methodology, the quantitative analysis focused on frequency counts, descriptive statistics, and correlation analyses, while the qualitative analysis explored the functional roles of these elements in enhancing clarity, coherence, and reader engagement. The qualitative analysis revealed that students who used more transitions and frame markers produced more coherent and structured abstracts. Students who used a variety of interactive and interactional markers, such as transitions, frame markers, and self-mentions to balance confidence with caution and engage the reader, were more likely to produce more coherent, clear, and engaging abstracts than those who did not. The findings suggest that students would benefit from explicit instruction on the role of Metadiscourse in academic writing, particularly in how to use hedges, boosters, and self-mentions to balance confidence with caution.
INTEGRATION OF DIGITAL STORYTELLING IN WRITING INSTRUCTION TO ENHANCE STUDENTS’ CREATIVITY AND LITERACY PROFICIENCY: A CASE STUDY Maruf, Nirwanto; Anwar, Khoirul; Latifa, Salsabilah
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11895

Abstract

This study investigated the effectiveness of integrating digital storytelling platforms in foreign language writing instruction to enhance students’ creativity and literacy proficiency, focusing on grammar accuracy, vocabulary usage, narrative structure, and creativity. Conducted at an Indonesian secondary school, the research employed a mixed-methods one-group pretest-posttest design involving 60 eleventh-grade students. Quantitative analysis revealed significant improvements across all measured writing dimensions: grammar accuracy improved significantly (t(29) = 7.85, p < .001), vocabulary usage showed marked gains (t(29) = 6.97, p < .001), narrative structure increased substantially (t(29) = 8.21, p < .001), and creativity scores rose notably (t(29) = 7.35, p < .001). Complementary qualitative data from classroom observations and semi-structured interviews highlighted increased student motivation, strategic cognitive engagement, and active participation throughout the intervention. Findings suggest that digital storytelling fosters a rich multimodal learning environment that simultaneously supports technical writing accuracy and creative expression. The scaffolded instructional design—including storyboarding, multimedia integration, and peer feedback—enabled learners to organize coherent narratives, enhance vocabulary, and refine grammatical skills. Participants also reported heightened enthusiasm and metacognitive awareness, indicating deeper involvement in the writing process. These results align with contemporary theories advocating multimodal and technology-enhanced pedagogies in language education. Despite limitations including sample size and design constraints, the study offers valuable empirical evidence from an underexplored Indonesian EFL context and supports the adoption of digital storytelling as an engaging, holistic strategy to improve foreign language writing and foster essential 21st-century skills such as creativity and critical thinking.
MODEL PENDAMPINGAN PENGUATAN LITERASI DAN NUMERASI BERBASIS PEMBELAJARAN MENDALAM BAGI SEKOLAH MENENGAH DI KABUPATEN GRESIK Fauziyah, Nur; Asari, Slamet; Maruf, Nirwanto
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 10 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i10.%p

Abstract

Peningkatan kualitas pendidikan di Indonesia memerlukan penguatan kemampuan literasi dan numerasi peserta didik sebagai fondasi kompetensi abad 21. Artikel ini memaparkan Model Pendampingan Literasi dan Numerasi berbasis Pembelajaran Mendalam bagi sekolah menengah di Kabupaten Gresik. Program pendampingan melibatkan empat sekolah sasaran dengan 75 guru, dilaksanakan melalui workshop, lesson study, dan pendampingan berkelanjutan untuk memperkuat kapasitas guru dalam menyusun modul ajar berbasis literasi dan numerasi. Model lesson study terdiri dari tiga siklus plan–do–see, yang memungkinkan guru merencanakan, mengimplementasikan, dan merefleksikan pembelajaran secara kolaboratif dengan dosen pendamping. Instrumen pengumpulan data mencakup lembar observasi, angket guru, tes literasi dan numerasi siswa, serta dokumentasi kegiatan. Hasil evaluasi menunjukkan bahwa guru mampu meningkatkan pemahaman dan keterampilan dalam menerapkan pembelajaran mendalam, menghasilkan modul ajar yang tervalidasi, serta membangun komunitas belajar guru yang solid. Capaian siswa mengalami peningkatan signifikan, dengan skor rata-rata literasi naik dari 51,9 menjadi 60,4 dan numerasi dari 47,5 menjadi 56,0, dengan uji t berpasangan menunjukkan perbedaan signifikan (p 0,05). Program ini juga mendorong terbentuknya kolaborasi formal antara MGMP dan perguruan tinggi, sehingga menciptakan ruang reflektif bagi guru untuk terus meningkatkan praktik pembelajaran. Temuan ini menegaskan bahwa model pendampingan berbasis pembelajaran mendalam efektif dalam meningkatkan kompetensi guru dan siswa, serta memiliki potensi keberlanjutan untuk memperkuat mutu pendidikan di sekolah menengah.
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

Abstract

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.
Students’ Engagement on Teachers’ 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

Abstract

This study aimed to investigate students’ engagement with teachers’ 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 students’ 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 stuents’ 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 students’ engagement with online feedback with timing in study-from-home through LMS.
Co-Authors A Maya Rupa Anjeli Adimawati Helingo Ahsanul Masyhud Anisah Rosydiyah Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Endarwati Endarwati Eva Desembrianita Fauziyah, Nur Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi KHOIRUL ANWAR Khoirul Anwar Khoirul Anwar Kuchakovska Halyna Kurniawan, Bhagaskoro Ardhianto Latifa, Salsabilah Like Trisnawati Hardina Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabilah, Ufairoh Rozana Nabillah, Indiarti Yasmin Nona Safira Timur Nur Fariha Nuri Rahmiati Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Santoso, Kusumo Hadi Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Trishna Nanda Barianty Wahyu Restu Indayani Wasik, Zainul Wijayanti, Tri Cicik Yazid, M Yudhi Arifani