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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 on English as a Foreign Language (JEFL) 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
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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Gamification in spoken language pedagogy: Indonesian EFL teachers Nurlaila Nurlaila; Anik Nunuk Wulyani; Hermiyanti Tri Halisiana
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.7506

Abstract

Gamification enhances student engagement and learning through problem-solving, storytelling, competition, and rewards, but its success depends on having well-trained teachers. Thus, investigating educators' perspectives on using gamification, particularly in teaching speaking, is essential. The study aims to explore Indonesian EFL teachers
Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Rahmadi Nirwanto; Nur Mukminatien; Nunung Suryati; Anik Nunuk Wulyani
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.
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.
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 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 Maslikah, Khotim Mirjam Anugerahwati Muhammad Kholili Muhammad Muqorrobin, Muhammad Nanang Zubaidi Nunung Suryati Nur Mukminatien Nurdin, Magfirah Nurlaila Nurlaila Priyatno Ardi, Priyatno Putri, Fauzana R. Suharyadi Rachmadhany, Clarita Dianmonica Rahmadi Nirwanto 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 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 Wiwik Handayani Yazid Basthomi Yusnita Febrianti