Article Per Year (5 Year)
p-Index From 2021 - 2026
6.056
P-Index
This Author published in this journals
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

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
Fresh Voices on Extensive Reading: A Narrative Study of Indonesian University Students Wahyu Wienanda; Anik Nunuk Wulyani; Francisca Maria Ivone
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3219

Abstract

Extensive reading (ER) is an instructional approach to reading pedagogy that helps to encourage students to engage in a large amount of reading without being burdened by the concept of being assessed. The purpose of this study is to investigate university-level students’ perceptions of how the implementation of extensive reading inside their classroom and their suggestions about the implementation of extensive reading inside their classroom. Qualitative research was used as the design of this study, consisting of 3 freshman students of one University in Malang, East Java, Indonesia, as the participants. The research data was collected through interviews of those students, and the interview was recorded and transcribed by the researcher. The data was analyzed using narrative analysis based on the data collected from the interview conducted before. The analyses revealed that students’ perceptions towards the implementation of extensive reading are mostly positive, and students suggested that the task should be changed or removed. The study provides implications for the lecturer to carefully implement extensive reading as an approach to help students learn to read and build their reading habits. The lecturers should also sufficiently analyze and implement the characteristics of extensive reading in order to fully optimize the implementation of extensive reading in the classroom.
THE EFFECTIVENESS OF GAME-BASED COLLABORATIVE LEARNING ON JUNIOR HIGH SCHOOL STUDENTS’ NARRATIVE READING COMPREHENSION Sharla Febriana Mutia Yahya; Anik Nunuk Wulyani; Hasti Rahmaningtyas
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.84

Abstract

Game-Based Collaborative Learning incorporates peer interaction with motivational game elements to support students’ engagement and reading development, grounded in social constructivist theory, collaborative learning, and game-based learning principles. Previous research has widely examined game-based learning and collaborative learning independently, while studies integrating both approaches for narrative reading comprehension at the junior high school level remain limited, particularly in Indonesia. This study explores the effectiveness of game-based collaborative learning in improving eighth-grade students’ reading comprehension of narrative texts. A quasi-experimental design was employed involving two classes. The experimental group engaged in game-based collaborative learning activities, including Narrative Puzzle, Kahoot!, and Narrative Video Detective, whereas the control group received the conventional method. Data were collected using pre-tests and post-tests and analyzed with IBM SPSS 23. The findings indicate that this method improves reading comprehension, engagement, motivation, and collaboration. Pedagogically, incorporating structured game-based collaborative activities into reading lessons can effectively enhance learning and classroom engagement, making game-based collaborative learning a practical instructional strategy for secondary education.
THE RELATIONSHIP BETWEEN READING ACHIEVEMENT AND METACOGNITIVE READING STRATEGIES OF EFL STUDENTS AT ISLAMIC BOARDING SCHOOL Susilo, Dinantari; Widiati, Utami; Wulyani, Anik Nunuk
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.93027

Abstract

This study focuses on the immersion foreign language development program at an Islamic boarding school in Pasuruan, examining how EFL students use metacognitive reading strategies and how these relate to their reading achievement. Quantitative data were collected from an adapted Survey of Reading Strategies (SORS) and reading scores of 58 students from two assessments (the language program and an independent observer). The findings indicate that students generally view themselves as frequent users of metacognitive strategies, supported by a mean SORS score of 3.7, with the highest use in Problem-Solving strategies (M = 4.026). However, no significant correlation was found between Problem-Solving strategies and reading achievement. In contrast, significant relationships emerged between language program test scores and specific strategies such as Overviewing, Guessing, and Information Dealing. The study emphasizes the need to integrate metacognitive strategy training into reading instruction to support comprehension and learner autonomy among EFL students in boarding school environments.
Enhancing EFL Students' Reading Motivation through Digital Extensive Reading: Evidence from Let's Read Asia in a Rural Indonesian Junior High School Surianti Surianti; Anik Nunuk Wulyani; Francisca Maria Ivone
Borneo Educational Journal (Borju) Vol. 8 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i2.2498

Abstract

Reading motivation plays a crucial role in fostering students' engagement in reading activities and supporting long-term literacy development. However, some Indonesian junior high school students may experience low motivation to read in English because they have limited access to engaging materials and the predominance of intensive reading activities in class. This study examined changes in students’ reading motivation following a Digital Extensive Reading (DER) intervention using Let's Read Asia. The research used a one-group pretest-posttest design with 28 seventh-grade students from a rural public junior high school in North Kalimantan, Indonesia. Motivation was measured using an adapted Motivation for Reading Questionnaire (MRQ) with 12 items across four areas: Reading Efficacy, Curiosity, Involvement, and Persistence. The data were analyzed using descriptive statistics, a paired-samples t-test, and effect size calculations. The results showed a significant increase in students' reading motivation after the intervention. The average score rose from 35.61 (SD = 8.74) before the intervention to 40.64 (SD = 6.43) after the intervention. Statistical tests confirmed a significant difference between the two sets of scores (t = 10.41, p < .001).The intervention was also associated with a very large effect size (d = 1.97). All areas of motivation showed increases, with Reading Efficacy showing the largest increase. These preliminary findings suggest that using Digital Extensive Reading with Let's Read Asia may be associated with increased reading motivation for EFL students, especially in rural areas where English reading materials are limited. However, given the one-group pretest-posttest design without a control group, these results should be interpreted with caution, and further research with more rigorous designs is needed to confirm these preliminary findings.
Leveraging Podcasts for Reading Comprehension: Students' Perspectives Silfiani Ursula Wago Sina; bambang yudi cahyono; Anik Nunuk Wulyani; Nanang Zubaidi
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/3d1xtj60

Abstract

Reading comprehension plays a fundamental role in English language learning, yet many university students continue to encounter challenges in understanding academic texts and engaging meaningfully with reading activities. This study aimed to describe students' perspectives on leveraging podcasts for reading comprehension and to identify the challenges and opportunities they experienced during the implementation of the learning activity. Employing a descriptive qualitative design, the study involved six English Department students at a private university in Malang who had completed the Reading course. Participants were selected through convenience sampling. Prior to the podcast sessions, participants independently read assigned texts and watched supporting videos on selected topics. Data were primarily collected through semi-structured interviews following the podcast sessions and analyzed using thematic analysis. The findings revealed that students perceived podcasts as an engaging learning medium that encouraged preparation, active discussion, and meaningful interaction with reading materials. Participants also reported challenges related to time management, technical issues, and speaking confidence during the learning process. Addressing a gap in prior podcast research, this study highlights students’ perspectives on podcasts as an interactive discussion medium following engagement with reading materials. The study suggests that podcasts can serve as an alternative instructional medium to facilitate reading comprehension while encouraging active participation in English language learning.
The correlation between students' reading and listening score in a standardized test of TOEFL Safitri, Mega; Wulyani, Anik Nunuk; Suharyadi, Suharyadi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2 (2021): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.472

Abstract

This study aimed at analyzing the correlation between reading and listening in TOEFL ITP test and how much reading predicts listening. It involved 50,684 reading and listening scores in 2015-2019 test periods of undergraduate students in one of the state universities in Malang. The data were collected by using standardized TOEFL ITP issued by ETS. Using Pearson Correlation Product Moment and linear regression analysis, the result demonstrated reading and listening had significant, linear, and strong correlation (.682), and reading significantly predicted 46.5% variance of listening. The results lead to the hypothesis that two language input skills, reading and listening significantly correlated and predicted one another. The result also suggested that correlation language skills not only occurred among reading and writing and listening and speaking, but also it happened in reading and listening. Moreover, the results suggested the combination of reading and listening activities in classroom activities.
Undergraduate Students’ Perception of Learner Autonomy Fostered through Google Classroom in Online Instruction Magfirah Nurdin; Mirjam Anugerahwati; Anik Nunuk Wulyani
Language Circle: Journal of Language and Literature Vol. 20 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.28139

Abstract

The increasing use of online learning platforms such as Google Classroom has transformed how English as a Foreign Language (EFL) is taught and learned. However, limited research has explored students' perceptions of these platforms in promoting learner autonomy, especially in Indonesian higher education. This study aims to examine how undergraduate English education students view the role of Google Classroom in fostering learner autonomy during online classes. Using a descriptive quantitative approach, data were gathered through a structured Likert-scale questionnaire given to 30 students at a public university in Malang, Indonesia. The findings show that students generally hold positive perceptions, especially regarding their ability to take responsibility for their learning (M = 3.67), work independently (M = 3.43), and stay motivated (M = 3.50). They also reported active involvement in goal setting and personal study planning. These results suggest that Google Classroom offers a supportive environment for developing important aspects of learner autonomy. The study adds to the growing body of knowledge on digital learning by providing empirical evidence that structured online platforms can encourage autonomous learning behaviors in EFL settings.
Teachers' Experience of Professional Development in Differentiated Teaching in an English Language Center Annisa Rohmadhani; Nunung Suryati; Anik Nunuk Wulyani
Language Circle: Journal of Language and Literature Vol. 20 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29021

Abstract

Teacher professional development (TPD) is crucial to prepare teachers in addressing classroom diversity and learning needs through differentiated teaching. This study aims to explore teachers’ opinions of their TPD experience related to differentiated teaching. Using a descriptive quantitative research method, the data were collected through structured questionnaires focusing on Desimone’s (2009) five domains of TPD: content focus, active learning, coherence, duration, and collective participation. A total of 24 respondents participated, discovering several variations of engagement level in TPD programs and differing points of view on their relevance and practicality. Results show that many teachers agreed the programs were moderately effective as the institution gave support for TPD; however, the participation was inconsistent. The study contributes to explaining how TPD prepares them to accommodate learners’ needs by implementing differentiated teaching in class. This offers insights for curriculum developers, education policymakers, and institutional leaders who seek ways to improve teachers’ capacity through targeted professional development, specifically in differentiated teaching.
EFL TEACHERS’ PREFERENCES AND CHALLENGES IN ONLINE TEACHER PROFESSIONAL DEVELOPMENT Astri Mardilla Ramli; Nunung Suryati; Anik Nunuk Wulyani; Bambang Yudi Cahyono
Language Circle: Journal of Language and Literature Vol. 20 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29879

Abstract

Nowadays, English as a foreign language (EFL) teachers have a wide range of options to participate in Online Teacher Professional Development (OTPD) due to the availability of various online learning platforms. This study reports the results of exploring EFL teachers' preferences and challenges in using online learning platforms to elevate their teaching practices. Mixed-methods design with a survey for the quantitative element and semi-structured interviews for the qualitative element were used to obtain the data. The participants of the study were thirty Indonesian EFL teachers with active participation in using online learning platforms. The findings demonstrated that in OTPD, EFL teachers preferred to have synchronous interaction, digital reading materials, individual learning strategies, short course duration, a certificate-granting course, and a cost-free course.  The findings also revealed the challenges that EFL teachers encountered in OTPD were unreliable internet connections, limited internet quota, lack of information about available OTPD, inadequate infrastructure during OTPD, lack of support from employer, and difficulties in sustaning motivation as well as commitment during OTPD. These results could be used as considerations in planning and implementing OTPD programs in the future. New OTPD programs should be specifically tailored to the preferences and challenges that EFL teachers have identified.
The Analysis of Proceeding Papers’ Coherence through Thematic Progression Manifestation Ruhimat, Imroati Istibsyaroh Ar; Basthomi, Yazid; Wulyani, Anik Nunuk
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 5, No. 11
Publisher : citeus

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

Abstract

Twenty research papers published in international conference proceedings are analyzed in terms of its thematic progression manifestation to know the coherence built within the papers. The analysis obtained that among the three thematic progression manifest, zig-zag pattern is the most frequent pattern manifest by 388 patterns, followed by theme reiteration by 317 patterns and multiple rheme by only 8 patterns. This indicates that although the writers are lack of information regarding thematic progression, their unconscious manifestation of thematic progression allows the coherence built within the text, making the readers able to comprehend and understand the papers easily.
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