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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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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.
Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Nirwanto, Rahmadi; Mukminatien, Nur; Suryati, Nunung; Wulyani, Anik Nunuk
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7824

Abstract

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
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.
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