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All Journal Cakrawala Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) PREMISE: Journal of English Education and Applied Linguistics Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching 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 Didaktika: Jurnal Kependidikan Jurnal bahasa, sastra, seni, dan pengajarannya JEELS (Journal of English Education and Linguistics Studies) Language Circle : Journal of Language and Literature
Anik Nunuk Wulyani
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Exploring extensive reading implementation in higher education: A TPACK-based analysis Harimurti, Keke Febrian; Wulyani, Anik Nunuk; Setyowati, Lestari
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.8638

Abstract

Considering multiple analyses on the effectiveness of extensive reading (ER) in higher education, this study addresses the lack of empirical evidence regarding the implementation of ER in higher education, particularly in an Indonesian university. This study explored the importance of understanding how the integration of technological pedagogical and content knowledge (TPACK) in ER practices in a higher education context. Through a qualitative case study involving one lecturer from a state university in East Java, Indonesia, the data were obtained through interviews and classroom observations to facilitate triangulation and ensure its credibility, and then analyzed using thematic analysis. The findings demonstrated that ER was carried out at the university, aligning with the ER principles set forth by Day and Bamford (2002) and Hedgcock and Ferris (2009). Moreover, from the TPACK framework, technology mainly served as a resource, management system, and content delivery tool, facilitating smoother ER practices. The strategic combination of materials and teaching methods also supported ER activities, enabling students to follow instructions and meet course objectives efficiently. Thus, this research offered valuable insights for universities to implement ER courses, providing evidence-based practices for lecturers to optimize teaching methods, tools, and resources on ER practices in higher education settings.
CLIL In Senior High School: Empowering English Language Teaching and Learning in Merdeka Curriculum Muhammad Kholili; Sri Rachmajanti; Anik Nunuk Wulyani
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1091

Abstract

Content and Language Integrated Learning (CLIL), is an approach that focuses on both content and language learning. The research design was a mixed method, Exploratory Sequential Research, which combined quantitative and qualitative research. A total of 71 students in one of the senior high schools in Gresik, East Java participated as research participants. They consisted of 39 students in the experimental group and 32 students in the control group. The results showed that there was a significant effect of CLIL on students' learning achievement in Merdeka Curriculum. The first theme used to determine students' initial experience. The research showed that students initially had difficulties in understanding biology concepts and using English academically. However, CLIL proved to be engaging and motivating, improving content understanding as well as language skills. Students were able to express complex biology concepts better, although challenges in academic writing and communication remained. They reflected on the need for real-world based learning and additional English lessons. Positive experiences in CLIL classes also encourage self-regulation for academic and career development.
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.
Incorporating cooperative learning into the Emancipated Curriculum in Indonesia: The English teachers’ perspectives Rachmadhany, Clarita Dianmonica; Wulyani, Anik Nunuk; Setyowati, Lestari
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9046

Abstract

Diminished academic performance and an uptick in bullying necessitate heightened attention to fostering positive student interactions and skills. To address these issues, educators can effectively employ cooperative learning (CL) methods within their classes. This gap in the research underscores the need for a deeper investigation into the teachers’ implementations and weaknesses in CL practices. This research delved into the teachers’ understanding, implementations, and problems with CL in implementing Kurikulum Merdeka or Emancipated Curriculum (EC). It also examines how a professional development program influences teachers’ ability to integrate CL effectively. The twelve participants were English teachers from different places in Indonesia with diverse teaching career stages. A mixed-method approach was employed, involving questionnaires with statistical analysis using SPSS 30 and interviews through thematic analysis. Quantitative findings show that teachers’ activities align with the CL framework, while qualitative data reveal inconsistencies in actual practice. This contrast suggests a gap between perception and implementation, highlighting the need for targeted support to ensure meaningful CL application in classrooms.
Undergraduate Students’ Perception of Learner Autonomy Fostered through Google Classroom in Online Instruction Nurdin, Magfirah; Anugerahwati, Mirjam; Wulyani, Anik Nunuk
Language Circle: Journal of Language and Literature Vol. 19 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 Rohmadhani, Annisa; Suryati, Nunung; Wulyani, Anik Nunuk
Language Circle: Journal of Language and Literature Vol. 19 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 Ramli, Astri Mardilla; Suryati, Nunung; Wulyani, Anik Nunuk; Cahyono, Bambang Yudi
Language Circle: Journal of Language and Literature Vol. 19 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.
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.
From International Experience to Intercultural Competence: Indonesian EFL Teachers' Reflection Fitriyah, Ulil; Utami Widiati; Yazid Basthomi; Anik Nunuk Wulyani
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2679

Abstract

Current developments in English Language Teaching (ELT) have heightened the urgent need for intercultural competence as another essential skill in contemporary language education. Today’s EFL teachers are required to possess intercultural competencies to effectively assist students in raising their intercultural awareness. This study aims to examine teachers’ international experiences regarding the development of their intercultural competence, utilizing the developmental model of intercultural sensitivity (DMIS) proposed by Bennett (1986, 2017) as the framework. Through the application of a multiple narrative approach, we analyzed the stories of two higher education teachers, collected via document study and three-cycle interviews. The results demonstrate the complexities of teachers’ intercultural competence development and highlight an important aspect: one’s intercultural progression, as they may flexibly alter based on the situation and condition faced at a given moment.
Co-Authors Adianto Restu Wicaksono Aditya Wahyu Septiyanto Aminuyati Annishah Annishah, Annishah Ar Ruhimat, Imroati Istibsyaroh Bambang Yudi Cahyono Cahya Intan Syafinaz Coxhead, Averil Edi Suharyadi Elgort, Irina Fransisca Maria Ivone Halisiana, Hermiyanti Tri Harimurti, Keke Febrian Ida Fitri Rahmawati Ida Fitri Rahmawati, Ida Fitri Joni Agung Sudarmanto Kharisma, Alfiah Khotim Maslikah Kusumaningrum, Shirly Rizky Lailatun Nisvi Rizki Amalia Lestari Setyowati Lina Hanifiyah M. Affandi Arianto M. Zaini Miftah Mega Safitri Mirjam Anugerahwati Muhammad Kholili Muhammad Muqorrobin, Muhammad Nunung Suryati Nur Mukminatien Nurdin, Magfirah Priyatno Ardi, Priyatno Putri, Fauzana R. Suharyadi Rachmadhany, Clarita Dianmonica Rahmadi Nirwanto, Rahmadi Ramadhan, Bramantara Haikal Ramli, Astri Mardilla Risvi Uly Rosyidah Rohmadhani, Annisa Rulli Putri Maulidia Safitri, Mega Sari Karmina Sari, Silvia Nurmila Sharif, Tengku Intan Suzila Tengku Sintha Tresnadewi Siti Muniroh Sri Rachmajanti Suharyadi Suzila, Tengku Intan Tengku Intan Suzila Tengku Sharif Ulil Fitriyah Utami Widiati Utari Praba Astuti Wiwik Handayani Yazid Basthomi Yusnita Febrianti