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All Journal Cakrawala Pendidikan Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) PREMISE: Journal of English Education and Applied Linguistics Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching ELT-Lectura Voices of English Language Education Society Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Elsya : Journal of English Language Studies Borneo Educational Journal (Borju) Didaktika: Jurnal Kependidikan JEELS (Journal of English Education and Linguistics Studies) Language Circle : Journal of Language and Literature Jurnal bahasa, sastra, seni, dan pengajarannya The Journal of English Literacy Education Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Anik Nunuk Wulyani
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY CONSTRUCTION THROUGH REFLECTIVE MENTORING DURING TEACHING PRACTICUM Ardi, Priyatno; Widiati, Utami; Suryati, Nunung; Wulyani, Anik Nunuk
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9601

Abstract

Mentoring in language teacher education has been widely acknowledged to foster pre-service teachers’ reflective practice. While previous studies have focused on pre-service teachers’ practical teaching skills, their cultivation of inner professional selves remains under-researched. For this reason, this study aims to examine how reflective mentoring catalyzes EFL pre-service teachers’ professional identity construction during teaching practicum. A case study design was employed in this study. Two mentors (one male and one female) and four EFL pre-service teachers (two males and two females), who were purposefully selected, participated in this study. Data were collected through video-recording ten mentoring sessions and interviewing both the mentors and pre-service teachers. Thematic analysis was then employed to analyze the data. The findings revealed that the reflective mentoring catalyzed the pre-service teachers’ professional identity construction during teaching practicum by creating a systematic and supportive space for reflecting on temporal, theoretical, and practical experiences. The space arose from five factors in the mentoring, including systematic processes of reflection, non-judgmental and supportive mentors, interpersonal bonds and interconnectedness, past and present connections, and theory-practice continuums. Reflection particularly contributed to the identity construction since it allowed the pre-service teachers to examine their professional experiences and derive meaning for their professional identities. Based on the findings, this study suggests that mentoring during teaching practicum should encompass both the practical aspects of teaching and the inner professional selves of EFL pre-service teachers.   
The Interplay Between Technology and Motivation in EFL L2 Classrooms: A Systematic Review of 2019–2024 Research Annishah; Lailatun Nisvi Rizki Amalia; Utami Widiati; Anik Nunuk Wulyani
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29709

Abstract

Motivation is a key determinant of success in second language (L2) learning, and technology has emerged as a crucial factor in fostering motivation for English as a Foreign Language (EFL) students. A systematic synthesis of recent evidence remains scarce despite extensive research, particularly in light of technological advancements between 2019 and 2024. This study employed a systematic literature review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to ensure methodological transparency and replicability. Six major databases (Google Scholar, Taylor & Francis, ProQuest, Wiley, Sage Pub, and Cambridge Core) were systematically searched using predefined keywords. The initial search yielded 50 peer-reviewed empirical studies published between 2019 and 2024; after applying stringent inclusion, exclusion, and quality assessment criteria, 26 eligible studies were analyzed. Data extraction and synthesis focused on four research questions: (1) research methods employed, (2) motivational frameworks used, (3) impacts of technology on motivation, and (4) technology tools that enhance motivation. Findings indicate a dominance of experimental (38.5%) and mixed-methods (26.9%) designs, with the socio-educational framework most frequently adopted, followed by self-determination theory, ARCS, and cognitive models. Technology shows a predominantly positive impact on motivation, with visual-based tools (AR/VR), social media-based platforms, and game-based applications demonstrating strong motivational benefits. However, effects vary by context and learner proficiency. A few studies report neutral or negative impacts, particularly with online platforms. This review highlights methodological gaps, calling for more longitudinal and mixed-methods research to explore contextual and long-term motivational effects, and provides evidence-based recommendations for selecting effective technology tools in EFL classrooms.
Teachers’ Strategies and Challenges in Implementing Strategies to Alleviate Students’ Speaking Anxiety Muqorrobin, Muhammad; Suryati, Nunung; Wulyani, Anik Nunuk
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 4 (2025): Penulis dari 3 negara (Indonesia, Jerman dan Turki)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i4.6778

Abstract

Foreign language anxiety (FLA) is one of the primary sources inhibiting students' speaking skill development. Previous studies explored the triggering factors of FLA and the strategies for alleviating students’ speaking anxiety. However, studies focusing on teachers’ challenges in implementing the strategies have yet to be conducted. To address the existing gap, this study aims to explore strategies teachers implemented in reducing speaking anxiety and challenges in implementing the strategies. Using narrative inquiry as a research design, this study used semi-structured interviews to collect data from two English department lecturers who are teaching in a state university in Indonesia and possess some knowledge and experience in dealing with anxious students in their speaking classes. The findings revealed that teachers’ lenience toward students’ mistakes helped reduce fear of negative evaluation, creating a comfortable atmosphere that fostered confidence and participation, and peer/group activities encouraged collaborative learning and reduced performance pressure. However, the teachers encountered difficulties maintaining students’ motivation, as learners often lost enthusiasm over time despite initial encouragement; addressing deeply rooted anxiety that had developed from repeated negative learning experiences; and managing time constraints that limited opportunities to implement interactive activities and provide individualized support effectively. These findings provide teachers with a comprehensive understanding of the dynamics of the issue in addressing students’ speaking anxiety, which consequently grants them extensive insights to design proper strategies that possibly maximize their effectiveness in reducing students’ FLA.
Fostering EFL Learners’ Writing Skills through Blog-Assisted Language Learning (BALL) Sari, Silvia Nurmila; Wulyani, Anik Nunuk; Suharyadi
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26235

Abstract

Blog-Assisted Language Learning (BALL) provides a platform for students to enhance their language skills through interactive and engaging activities. These activities include peer review and feedback, interactive discussions, reflective journals, and multimedia integration. This study aims to investigate the specific impact of BALL on improving EFL learners' writing performance, addressing the problem of how this innovative approach can enhance various aspects of writing skills. This study was conducted using classroom action research in one cycle, involving 18 vocational school students. Data were gathered through writing tests, observation checklists, and questionnaires. The findings revealed that implementing Blog-Assisted Language Learning significantly enhanced the learners’ writing performance and attitudes toward learning English. The students showed improvement in content, organization, vocabulary, language use, and mechanics of their writing. The average score increased from 71.61 in the pretest to 81.9 in the posttest. All students were engaged in the teaching and learning process, and they found using a blog to promote language acquisition to be an enjoyable activity. Additionally, a Paired Sample t-Test showed a significant difference between the students' overall scores pre-test and post-test, with a level of significance of 0.000, indicating that the implementation of Blog-Assisted Language Learning had a statistically significant impact on improving the students' writing performance. Therefore, Blog-Assisted Language Learning proves to be a valuable strategy for enhancing EFL learners' writing skills, and its interactive and enjoyable nature can motivate students, creating a more dynamic and student-centered learning environment.
ENGLISH AS FOREIGN LANGUAGE (EFL) STUDENTS’ PERCEPTION OF AI WRITING TOOLS BASED ON THEIR EDUCATION LEVEL Annishah, Annishah; Widiati, Utami; Wulyani, Anik Nunuk
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12243

Abstract

EFL students at any level of education are nowadays accustomed to using AI tools to support their English learning. They also use it during academic writing. Understanding the perception is therefore important to optimize the use of AI writing tools.  The existing literature suggests that there are contrasting perceptions among students. Hence, this study aims to uncover the perceptions and uses of AI writing tools used by EFL students from different levels of education, which are undergraduate and master’s degree. This study utilized a mixed method combining surveys and interviews to answer research questions. The result suggests that the difference lies in the varieties of tools used by each level of education. Master’s degree tends to use more diverse AI writing tools compared to an undergraduate. As for the perception, both levels perceived AI writing tools positively. Suggestions for further studies are also presented in the last section. This study contributes to the developing area of AI in education and provides insight on how different levels of education utilize AI writing tools.   
Exploring the Link Between the L2 Motivational Self-System and Extensive Reading: Why Do Learners Continue to Engage? Cahya Intan Syafinaz; Anik Nunuk Wulyani; Sari Karmina
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5604

Abstract

Sustained motivation in extensive reading (ER) is essential for fostering long-term reading habits. The L2 Motivational Self-System (L2MSS)—comprising the ideal L2 self, ought-to L2 self, and L2 learning experience—provides a framework for understanding motivation in second-language learning contexts. However, the specific role of L2MSS in motivating learners to persist in ER remains underexplored. This explanatory sequential mixed-method study investigated the relationship between L2MSS components and students’ willingness to continue ER. Data were collected from 64 English department students at a university in Malang, Indonesia, through quantitative surveys followed by qualitative interviews to contextualize the findings. The quantitative analysis revealed that the ideal L2 self was the strongest predictor of students’ willingness to engage in ER. The ought-to L2 self and L2 learning experience were found to have a lesser but still notable impact. Qualitative findings indicated that students recognized the value of ER and identified supportive environments, such as positive teacher and peer interactions, as key facilitators of their engagement. The results underscore the primacy of the ideal L2 self in sustaining motivation for ER, while the acknowledgment of ER's benefits and a conducive learning environment also played supportive roles. These findings suggest that educators should emphasize the intrinsic value of ER and cultivate an encouraging environment to strengthen students' self-commitment. The study highlights the importance of fostering the ideal L2 self and promoting supportive ER environments. Educators should actively advocate the value of ER to students and their families to enhance long-term engagement.
Developing digital literacy application for Extensive Listening materials Maslikah, Khotim; Widiati, Utami; Wulyani, Anik Nunuk; Tengku Sharif, Tengku Intan Suzila
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 2
Publisher : citeus

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

Abstract

Learning resource transformation is essential in this digital era, and English teaching and learning is no exception, especially in Madrasah context. That is why providing digital Extensive Listening (EL) materials to promote comprehensible input and character values is needed. This study outlines how Muslim English Literacy (MEL) application was developed to support the digital transformation as an alternative for EL materials. Research and Development (R & D) design was executed comprising seven phases of needs assessment, product design and development, product validation, first round of product revision, field testing, second round of product revision, and final product dissemination. The results of the field testing and moderation suggest that the developed product, MEL, is practical and applicable in helping EFL students to get more language exposure so that their English language acquisition can be facilitated. In addition, the product integrating character values may also strengthen their identity of being Muslims. Further studies on similar material development with more various topics utilizing technology apps are worth conducting.
EFL teachers’ reasons for selecting instructional materials during the COVID-19 pandemic Suharyadi, Suharyadi; Wulyani, Anik Nunuk
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 1
Publisher : citeus

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Abstract

The COVID-19 pandemic has changed how teachers teach and students learn in the classroom. One of the challenges in the online teaching is that teachers are required to prepare the instructional materials for their students. This study aims at investigating the EFL teachers’ reasons for choosing the instructional materials in the time of the COVID-19 pandemic. By employing a set of questionnaires, this study collected the data from 219 English teachers from various levels of education online via the google form link. The data collection was done for one month starting from 5 May to 5 June 2020. The data were analyzed through a content analysis by identifying, grouping, and categorizing similar and different responses. The results of analysis showed that the EFL teachers have five categories of reasons in selecting the instructional materials in the time of pandemic: the instructional materials should be easy, relevant, simple, attractive, and absent from crime, pornography, and viruses. These results suggest that the EFL teachers make use of these reasons in selecting and developing the instructional materials for their students during and after the pandemic. For future textbook developers, these considerations can be used a reference to develop textbooks which accommodate students’ voices and teachers’ voices during the online teaching and learning activities.
Autonomous learning in reading class: Building the students’ independence character Rahmawati, Ida Fitri; Wulyani, Anik Nunuk
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

This article reports efforts to improve students’ reading ability in understanding narrative texts through the implementation of an autonomous learning strategy at SMPN 1 Singosari. The autonomous learning strategy was adopted in response to the current need for a learning process that supports the development of Indonesian students’ character. The study involved eighth-grade students of SMPN 1 Singosari during the 2010/2011 academic year. The findings indicate that the implementation of the autonomous learning strategy in reading activities effectively enhanced students’ comprehension of narrative texts. In addition, the strategy encouraged students to participate actively in reading activities and fostered independent learning behaviors.
CLASSROOM MANAGEMENT CHALLENGES FACED BY ELT TEACHER IN REMOTE SECONDARY SCHOOL: A CASE STUDY IN MALANG Kusumamawarni, Deaseptia Deaseptia; Suryati, Nunung; Wulyani, Anik Nunuk
Jurnal Visi Ilmu Pendidikan Vol 18, No 1 (2026): Januari 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i1.88321

Abstract

Penelitian ini bertujuan untuk menyoroti teknik pengajaran yang digunakan di dalam kelas dan tantangan yang dihadapi seorang guru Pendidikan Bahasa Inggris dalam mengelola kelas di sebuah sekolah menengah terpencil di Kecamatan Sidomulyo, Kabupaten Malang. Dalam penelitian ini, pendekatan studi kasus digunakan dengan teknik kualitatif deskriptif. Wawancara semi-terstruktur dan observasi kelas digunakan untuk mengumpulkan data. Temuan penelitian menunjukkan bahwa desain fisik ruang kelas, peraturan dan rutinitas, hubungan interpersonal, pembelajaran yang menarik, dan penerapan disiplin adalah lima elemen utama yang membentuk manajemen kelas. Isu-isu penting juga dicatat oleh partisipan, termasuk fasilitas teknologi yang tidak memadai, antusiasme siswa yang rendah, dan kurangnya dukungan orang tua. Untuk meningkatkan manajemen kelas di daerah terpencil, temuan ini menyoroti perlunya struktur dukungan yang komprehensif yang melibatkan orang tua, sekolah, dan pembuat kebijakan. Dalam kondisi pendidikan yang penuh tantangan, studi ini menawarkan wawasan praktis untuk meningkatkan strategi instruksional dan mendorong partisipasi siswa.
Co-Authors Adianto Restu Wicaksono Aditya Wahyu Septiyanto Aminuyati Annisa Rohmadhani Annishah Annishah, Annishah Ar Ruhimat, Imroati Istibsyaroh Astri Mardilla Ramli Bambang Yudi Cahyono Cahya Intan Syafinaz Coxhead, Averil Edi Suharyadi Elgort, Irina Francisca Maria Ivone Fransisca Maria Ivone Halisiana, Hermiyanti Tri Harimurti, Keke Febrian Hasti Rahmaningtyas Hermiyanti Tri Halisiana Ida Fitri Rahmawati Ida Fitri Rahmawati, Ida Fitri Joni Agung Sudarmanto Kharisma, Alfiah Khotim Maslikah Kusumamawarni, Deaseptia Deaseptia Kusumaningrum, Shirly Rizky Lailatun Nisvi Rizki Amalia Lestari Setyowati Lina Hanifiyah M. Affandi Arianto M. Zaini Miftah Magfirah Nurdin Maslikah, Khotim Mirjam Anugerahwati Muhammad Kholili Muhammad Muqorrobin, Muhammad Nanang Zubaidi Nunung Suryati Nur Mukminatien Nurlaila Nurlaila Priyatno Ardi, Priyatno Putri, Fauzana R. Suharyadi Rachmadhany, Clarita Dianmonica Rahmadi Nirwanto Rahmadi Nirwanto, Rahmadi Ramadhan, Bramantara Haikal Risvi Uly Rosyidah Ruhimat, Imroati Istibsyaroh Ar Rulli Putri Maulidia Safitri, Mega Sari Karmina Sari, Silvia Nurmila Sharif, Tengku Intan Suzila Tengku Sharla Febriana Mutia Yahya Silfiani Ursula Wago Sina Sintha Tresnadewi Siti Muniroh Sri Rachmajanti Suharyadi Surianti Surianti Susilo, Dinantari Suzila, Tengku Intan Tengku Intan Suzila Tengku Sharif Tengku Sharif, Tengku Intan Suzila Ulil Fitriyah Utami Widiati Utari Praba Astuti Wahyu Wienanda Wicaksono, Adianto Restu Wiwik Handayani Yazid Basthomi Yusnita Febrianti