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All Journal Al-Lisan English Review: Journal of English Education JEES (Journal of English Educators Society) Journal of English Language Studies Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA 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 Al-Lisan: Jurnal Bahasa 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) REGISTER JOURNAL Jurnal Pendidikan Progresif Journal Education English Review: Journal of English Education Indonesian EFL Journal
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 Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Reframing Vocational English Curriculum Design: A Twelve-Pillar Model for Sustainable and Industry-Aligned ELT Faizatus Sholihah; Nirwanto Maruf
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.38335

Abstract

English curriculum design in Technical and Vocational Education and Training (TVET) is undergoing significant transformation due to rapid technological change, global labour mobility, and the increasing role of English as a professional lingua franca. However, existing ESP and vocational curriculum frameworks often conceptualize curriculum components in isolation, resulting in fragmented design and limited alignment with workplace communication demands. Addressing this gap, this study proposes a twelve-pillar ecological framework that reconceptualizes vocational English curriculum as an interconnected system across macro (policy), meso (program), and micro (pedagogy) levels. The framework is developed through a systematic conceptual synthesis of peer-reviewed literature published between 2020 and 2025, identified through structured searches in Scopus, Web of Science, ERIC, and Google Scholar using predefined inclusion and exclusion criteria. The synthesis suggests that effective vocational English curricula require the integration of philosophical grounding, needs analysis, competence-based design, task-based pedagogy, digital learning, inclusion, teacher agency, and continuous evaluation within a unified structure. This study contributes a theoretically grounded and operationally adaptable framework that extends existing curriculum models by embedding sustainability, digital transformation, and social inclusion as core structural dimensions. The framework offers practical guidance for aligning vocational English education with contemporary workplace communication practices while also outlining directions for future empirical validation.
Assessment Strategy to Rectify EFL Students’ Performance: A Need Analysis Maruf, Nirwanto; Helingo, Adimawati
JET ADI BUANA Vol 7 No 02 (2022): Volume 7 Number 02 October 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n02.2022.6191

Abstract

The objective of this research is to investigates the assessment strategies that required to be implemented, and are favorable for the learners in order to rectify EFL students’ performance regards to their language performance. This study conducted based on the presumption that teachers merely consider students’ preference on how they want to be assessed. A need analysis is administered to meet the objective of the research. The result indicates that learners mostly prefer to have corrective feedback from the teacher during the teaching and learning activities, meanwhile performance task and quiz assessment are preferred by learners as their assessment strategies instead of summative assessment. Nevertheless in spite of that, KWL assessment strategy is also recommended for the teaching and learning of English.
The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy Masyhud, Ahsanul; Maruf, Nirwanto; Asari, Slamet
JET ADI BUANA Vol 8 No 01 (2023): Volume 8 Number 01 April 2023
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v8.n01.2023.7036

Abstract

The purpose of the study was to examine the effectiveness of using Mobile Collaborative Learning (MCL) and Magnet Summary Strategy (MSS) on students’ writing performance and their perceptions towards these strategies. This study utilized a pre-test and post-test control group quasi-experimental design. The results of the paired sample t-test revealed a statistically significant difference between the average pre-test score of 45.8000, indicating a lower level of knowledge among participants before the intervention, and the average post-test score of 68.2800, indicating a substantial improvement in knowledge following the interventions. The intervention used MCL and MSS to help students summarize and organize information, which resulted in improved writing performance. moreover, the significance level of 2-tailed test was less than 5% demonstrating that the difference in the pre-test and post-test scores was statistically meaningful. Thus, it is improbable that the variance in scores happened merely by chance, indicating that the intervention had considerable impact on the participants’ knowledge. The results also showed that the implementation of MCL and MSS helped students to improve their social skills. They appreciated the opportunity to collaborate and communicate with their peers, which helped them to develop their interpersonal skills and learn from each other. Moreover, the implementation of MCL and MSS resulted in a sense of group success when working on group activities, which contributed to a positive learning experience. Overall, the study suggests that using MCL and MSS can be an effective approach to improve students’ writing performance and their social skills.
Exploring Tiktok's Impact on Enhancing Speaking Skills in Language Learning: A Classroom Action Research Mujayanah, Sri; Maruf, Nirwanto; Asari, Slamet
JET ADI BUANA Vol 8 No 02 (2023): Volume 8 Number 02 October 2023
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v8.n02.2023.8356

Abstract

TikTok is one of the media used in the speaking study. Many benefits can be obtained in the TikTok application, especially to improve speaking abilities. This research aims to know the use of TikTok in language learning to improve students' speaking skills and identify the effect of applying TikTok as a learning platform. This study aims to shed light on the role of TikTok in enhancing students' speaking abilities. The method used is quantitative method with Classroom Action Research. CAR is carried out in TKR at SMK Wijaya Putra Surabaya. This study's results demonstrated the effectiveness of using TikTok in improving students' speaking skills. Implementing TikTok resulted in a significant increase in students' post-test scores compared to their pre-test scores. It indicates that TikTok positively influenced students' motivation and performance in speaking English. Throughout the research, students showed a positive attitude towards using TikTok as a learning tool. They enjoyed the new experiences and found the interactive nature of TikTok engaging. The evidence from this study supports the notion that TikTok effectively enhances students' speaking skills, as seen in the considerable improvement in their scores and positive attitude during the tests.
Aligning Assessment and Curriculum: A Study of Summative Tests in Educational Settings Tiana, Ella Aprilia; Maruf, Nirwanto
JET ADI BUANA Vol 9 No 01 (2024): Volume 9 Number 01 April 2024
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v9.n01.2024.8884

Abstract

The study aims to explore the alignment between English summative tests and prescribed learning objectives within curriculum documents, highlighting areas of both conformity and inconformity. Employing meticulous analysis, the research identifies instances where test content aligns with specified learning objectives, while also pinpointing discrepancies or deviations. Through qualitative analysis, the study examines the degree of alignment between test content and prescribed objectives. The findings underscore numerous instances of alignment, particularly among test items correlating directly with prescribed topics and skills. Nevertheless, the research also uncovers areas of incongruity, indicating potential gaps in the assessment process. This study emphasizes the significance of rigorous test design and validation procedures to ensure that summative assessments accurately reflect intended curriculum standards and effectively measure student learning outcomes within the Merdeka curriculum context.
Reconceptualizing English Grammar Instruction in Secondary School: A Flipped Classroom Approach to Enhancing Student Participation Maruf, Nirwanto; Khalil, Morve Roshan; Aeni, Nurul
JET ADI BUANA Vol 11 No 01 (2026): Volume 11 Number 01 April 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n01.2026.11316

Abstract

This study examined the use of the flipped classroom model to enhance student participation in secondary school English grammar lessons and explored students’ perceptions of its implementation in grammar learning. The study was motivated by the persistent problem of low participation in grammar instruction, which is often characterized by teacher-centred explanation, limited interaction, and students’ low engagement. To address this issue, the study employed a Classroom Action Research design conducted in two cycles over eight weeks. The participants were 30 eighth-grade students from a public secondary school in Indonesia. Data were collected through a structured observation checklist, student participation logs, a questionnaire, semi-structured interviews, and a reflective journal. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings showed that the flipped classroom model was associated with a clear improvement in student participation across the two cycles. Access to pre-class materials increased from 70% in Cycle 1 to 93% in Cycle 2, while readiness for in-class discussion improved from 55% to 85%. Engagement in collaborative tasks rose from 60% to 90%, and responses to teacher prompts increased from 50% to 80%. Questionnaire results also indicated generally positive student perceptions. Most students agreed that the pre-class materials helped them understand grammar concepts, increased their confidence in classroom participation, and made grammar learning more engaging. However, some students reported difficulties related to self-regulated learning and limited internet access. The study concludes that the flipped classroom model can serve as a productive pedagogical approach for reconceptualizing grammar instruction in secondary school by promoting more active, participatory, and interaction-rich learning. The findings also suggest that the effectiveness of the model depends on careful instructional design and adequate support for students’ pre-class learning.
Designing Local Culture-based Canva Narratives to Enhance Reading Skills for Junior High School Students Like Trisnawati Hardina; Slamet Asari; Nirwanto Maruf
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3802

Abstract

The study aimed to develop culturally relevant reading materials for eighth-grade students at one of the state junior schools in Ponorogo, Indonesia, using Canva as a digital platform. The primary objective was to improve students' reading comprehension by integrating local cultural narratives, such as the stories of Reog Ponorogo and Lake Ngebel, into narrative texts. The research employed the ADDIE model to systematically design and implement these materials, with phases including analysis, design, development, implementation, and evaluation. In the Analysis phase, student needs were assessed through questionnaires, revealing that students struggled with narrative structure and found traditional reading materials disengaging. The Design and Development phases involved creating visually engaging, culturally relevant narrative materials using Canva. The materials were then tested in the classroom, where students interacted with the content through reading tasks and quizzes. Findings showed significant improvements in students' engagement and reading comprehension. Over 80% of the participants reported that the materials were more relatable and easier to understand than traditional texts. The study concluded that integrating local culture into reading materials through digital platforms like Canva enhances both student motivation and learning outcomes.
Co-Authors A. Maya Rupa Anjeli Agus Mulyadi Anisah Rosydiyah Aprilia Tiana, Ella Arifani , Yudhi Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Devina Indah Puspa Rini Dwita Laksmita Rachmawati Dwita Laksmita Rachmawati Endarwati Endarwati Eni Mahzumah Eva Desembrianita Fadhilawati, Dian Faizatus Sholihah Fariha, Nur Fauziyah, Nur Firdathun Jannah Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Helingo, Adimawati Hidayatul Badi'ah Ibad, Akhmad Irsadul Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi Khalil, Morve Roshan Khoirul Anwar Khoirul Anwar Khoirul Anwar KHOIRUL ANWAR Khoirul Anwar Kuchakovska, Halyna Kurniawan, Bhagaskoro Ardhianto Kusumo Hadi Santoso Latifa, Salsabila Like Trisnawati Hardina Lina Rachmawati Mansour, Marwa Masyhud, Ahsanul Moh. Santoso Mujayanah, Sri Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabillah, Indiarti Yasmin Nuri Rahmiati Nurul Aeni Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Salsabilah Latifa Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Tri Cicik Wijayanti Trishna Nanda Barianty Ufairoh Rozana Nabilah Wasik, Zainul Yazid, M Yudhi Arifani