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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Visi Ilmu Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Sekolah Dasar Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Indonesian JELT Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JURNAL IQRA´ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Dinamika Ilmu IJoLE: International Journal of Language Education LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Lectura : Jurnal Pendidikan Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) English Language Teaching Educational Journal PANYONARA: Journal of English Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) J-REaLL Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Edutechnium Journal of Educational Technology Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Indonesian Journal of English Language Teaching and Applied Linguistics
Bambang Yudi Cahyono
Universitas Negeri Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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CODE-SWITCHING AND CODE-MIXING USED BY INDONESIAN EFL STUDENTS ACROSS DIFFERENT AGES Putri, Elsa Desi; Cahyono, Bambang Yudi; Zubaidi, Nanang; Anugerahwati, Mirjam
Jurnal Visi Ilmu Pendidikan Vol 17, No 3 (2025): Oktober 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i3.78586

Abstract

The phenomena of code-switching and code-mixing were inevitably in EFL classroom. Several studies have been conducted to investigate those issues, meanwhile this research was significant to seek for the kind of code-switching and code-mixing used by EFL students across different age and how this affected their English proficiency level. Therefore, a descriptive-qualitative study through observation was conducted to investigate what kinds of code-switching and code-mixing used. The observation was conducted during the online classes by analysing the recording utterances used by the three EFL students with different age and background. Then, it was found that the code-switching and code-mixing used by the students were varied, such as code-mixing in the form of word, inter-sentential code-switching, and intra-sentential code-switching. Indeed, the kind of code-switching and code-mixing used by the students would show their English proficiency level
Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs: Khoiriyah; Widiati, Utami; Cahyono, Bambang Yudi; Rachmajanti, Sri
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.v11i1.2659

Abstract

This paper presents the online teaching practice program that influence EFL pre-service teachers’ (PSTs) emotional experiences as the pre-cursor of their professional identity construction. This study involved six   PSTs enrolled teaching practice program in an initial teacher education. Dialogic reflection before, during, and after teaching enactment was employed to dig up information about their emotional experiences in an online classroom setting. The data were analyzed using appraisal analysis (Martin and White, 2007) and thematic analysis. The results document negative emotional experiences such as feeling dissatisfaction, doubtful, and confusion which lead to positive emotional experiences, such as caring. Factors that influence PS Ts’ emotional experiences in online teaching practice are lack of Curriculum Knowledge (CrK), lack of subject-matter knowledge or Content Knowledge (CK), and lack of Pedagogical Knowledge (PK) in terms of assessing students’ competence, and the interlink between theory and practice. All PS Ts develop a good understanding of how to exploit technological tools by encouraging their self-concept. This study substantiates the importance of shared-space coaching for teacher mentors before they become an escort for PSTs who are going to be professional teacher mentors.
Booksnaps or Ms Word? Which One Is Better in Developing Reading Comprehension across Critical-Creative Thinking Levels Yohana, Elva; Cahyono, Bambang Yudi; Suryati, Nunung; Astuti, Utari Praba
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2791

Abstract

The study investigates which of the two summary writing techniques (one using BookSnaps and the other using MS-Word) affects reading comprehension performance better than the other.  It also examines whether or not level of critical-creative thinking skills affects the results. This study used a causal-comparative design. Two groups of students were involved in this study and after the treatment they were tested on their reading comprehension performance across critical-creative thinking skill levels. The results showed that the reading comprehension performance of the two groups of students were not different significantly regardless of the summary writing techniques used. The results also showed that students with high level of critical-creative thinking skill outperformed the students with low critical-creative thinking skill in each of the two groups. This implies that teachers might use either BookSnaps or MS- Word to train the students in summary writing. However, when dealing with students with low critical-creative thinking level, the teachers might give more time in the process of summary writing or give assistance to students who need it when applying either BookSnaps of MS-Word.
Asynchronous Video Feedback as a Game-Changer for Online Speaking Classes Sabila, Arinas; Cahyono, Bambang Yudi; Anugerahwati, Mirjam
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.v8i2.24708

Abstract

Asynchronous Video Feedback (AVF) allows students to replay or slow down video feedback for better comprehension, enabling them to thoroughly process and address issues, thereby enhancing their observational and reasoning skills. This study investigates the effectiveness and student perceptions of AVF in improving speaking skills in online English courses. Conducted in an online English course in Pare, Kediri, Indonesia, the research employed a mixed-methods design, including pretests, post-tests, surveys, and semi-structured interviews with eight participants from an online speaking class. The results revealed substantial improvements in learning outcomes, with the pretest mean score of 64.88 increasing to a posttest mean score of 84.88, indicating a significant enhancement in students' speaking capabilities. The study showed that AVF significantly improved pronunciation, grammar, vocabulary, and fluency. Additionally, AVF promotes self-directed learning and discipline, though a student's educational background may influence their comprehension, particularly concerning grammar. Compared to in-class feedback, AVF reduces feelings of embarrassment and fear, offering valuable insights for future online English classes. Therefore, AVF is proposed as an effective tool for developing students' speaking abilities in online courses.
Exploring Informal Digital Language Learning: How Learning Frequency Counts Indrayani, Ninuk; Cahyono, Bambang Yudi; Mukminatien, Nur; Ivone, Francisca Maria
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11366

Abstract

Facing globalization era, students tend to learn English informally. However, among the enormous studies on the use of informal learning, it was still inconclusive whether the time spent students dealt with their gadget really connected to English proficiency. This paper examines informal learning frequency in the area of English as a Foreign Language (EFL), particularly its contribution to students’ English proficiency. The study focuses on the discussions of time spent that students engage through English learning by the navigation of the digital application as part of informal learning. Correlation study was employed as the research design by collecting the data from 302 Indonesian university students through a survey. The findings showed positive yet low level of correlation, but reflect a description that students who preserve more time in the informal learning engagements made better improvement to English proficiency. The results of the study convinced that the frequent engagement with high agency of learning goal commitment is essential for achieving better English proficiency. Additionally, it adds an insight into how informal learning high frequency can make a unique contribution to EFL learners’ overall English outcomes and determine how teachers can provide necessary support to acknowledge the emerging progress of technology in education and modify their classroom practice through technology-enhanced language teaching with the intention of encouraging students’ autonomous learning with technology into language learning opportunities outside the classroom in order to enrich pedagogical insight of how informal digital learning can complement in-class and out-of-class learning.
Perceptions of Online Teacher Feedback Via Screencast among Indonesian Studentsin Online Writing Classes Sari, Ratih Novita; Cahyono, Bambang Yudi
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11418

Abstract

There have been several studies interested in combining Internet Computer Technology (ICT) in writing because it improves the writing performance of L2 students in a widespread link to instruction. However, an earlier study has concentrated on the specific writing technologies employed. Few research has examined students' impressions of Screencast's use as an online video-audio tool for delivering feedback. This study adds to the corpus of knowledge about Indonesian students' perspectives on feedback. Participation, revision incorporation, feedback performance, and student preferences are the four feedback components examined in this research. The acquisition of primary data used varied methods. Online perception surveys were sent to Indonesian second-year college students. Personal and quasi interviews were also employed to improve data and learn what may drive students to perceive more. To analyse the interview data, a descriptive analysis was performed. Students reported a high level of pleasure while using video feedback with a particular technology, Screencast, in an online writing course. The interview data provide support. The students believed that video feedback allows them to strengthen their writing skills more effectively than textual feedback provided by the teacher. In this study, the implications for language teaching and learning practice are examined further.
Unplugged Activity and Cognitive Style on The Speaking Abilities of Early Children Setyo Dewi, Yuli Ani; Degeng, I Nyoman Sudana; Cahyono, Bambang Yudi; Ulfa, Saida; Sailaja, S. V.
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 1 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i1.4895

Abstract

The ability to speak well and purposefully must be instilled in children from an early age. This is possible through the learning process at school using interesting learning methods and media according to the child's cognitive style. Because spoken language conveyed through speaking is a tool for expressing thoughts and feelings and a means of communication between humans. This will help improve children's speaking ability. This research aims to determine the differences in speaking abilities between students using the unplugged activity method and those using the beyond center and circle times (BCCT). Determine the differences in speaking ability between students with a field-dependence cognitive style and those with a field-independence cognitive style. The researcher tests the interaction between learning methods and cognitive style regarding speaking ability. This research uses an experimental design. The subjects were PGRI Jambon Kindergarten students (TK B1) and (TK B2) who studied the theme of Animals, totaling 44 children. The cognitive style was measured using a questionnaire based on the Children Embedded Figure Test (CEFT). Data analysis of relationships and interactions between variables used the two-way ANOVA test. The research results show that differences influence speaking ability between students using unplugged activity learning and BCCT. Some differences influence the student’s speaking abilities with a field-independence cognitive style and those with a field-dependence cognitive style. There is an interaction between learning methods and cognitive style regarding speaking ability.
EFL students Metaria, Metaria; Cahyono, Bambang Yudi
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.v14i1.6503

Abstract

Nowadays, in the post-pandemic educational landscape, it is intriguing to investigate whether technological supports are still relevant and necessary. This article critically summarizes and reviews the effect of technology utilization on students' engagement presented in a study by Yu et al. (2022). Then, using a mixed-methods design, this study explored English as a foreign language (EFL) students
Development Graphic Organizers as Web-Based Learning in Writing an Opinion Essay Lambe, Livianni; Degeng, I Nyoman Sudana; Cahyono, Bambang Yudi; Praherdhiono, Henry
Edutechnium Journal of Educational Technology Vol. 2 No. 2 (2024): Edutechnium Journal of Educational Technology
Publisher : CV. Edutechnium Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71365/edujet.v2i2.50

Abstract

The study aims to describe the development process of readymade Graphic organizers applied in Web-Based Learning (WBL) to increase students writing ability of opinion essays. The method was R and D using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). To obtain the data, the researcher used a questionnaire using a 5-point Likert Scale. The questionnaires were distributed to experts and users and the result divulged the overall average 4.616 (4.62) categorized perfectly. The product was able to work well whereas the readymade graphic organizers assisted learners to write their opinion essays cohesively and coherently. The learning materials in this WBL use Youtube to help students learn about elements of writing and language individually and independently. When developing this product in web-based learning, it cognized ethical dimension, institution, management, technology, pedagogy, interface system, source, and evaluation. The graphic organizer applied on web-based learning endowed positive values to lectures and scholars.
Implementing double-entry journal assisted with Instagram to foster engagement in EFL writing Nurisma, Radina Anggun; Rohmana, Wahyu Indah Mala; Widyaningsih, Titik Lina; Cahyono, Bambang Yudi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30425

Abstract

Student engagement has critical impacts on students to excel academically. Integrating social media in a classroom can potentially affect students engagement. The present study aims to examine student engagement in EFL writing using Double-Entry Journal (DEJ) on Instagram, to examine the correlation between cognitive engagement and achievement, and to reveal the challenges in implementing DEJ. The researchers employed a mixed-method design, involving 42 undergraduate students from the English Department of one of the state universities in Indonesia, and obtained the data through questionnaires, writing portfolios, and Instagram documentation. The close-ended and open-ended questionnaires were distributed to the students, whereas writing portfolios and Instagram documentation were observed to examine the students writing performance. The collected data were managed, classified, and analyzed. The findings reveal that the students are behaviorally, cognitively, and affectively engaged by DEJ assisted with Instagram. There was a positive correlation between cognitive engagement and writing achievement. Yet, challenges had been found, including lack of interaction, student anxiety, and insufficient knowledge during the learning process. The challenges are lessened when teachers and peers offer support with DEJ. The results provide pedagogical implications for teachers to employ instructional strategies that promote engagement in all three dimensions, behaviorally, cognitively, and affectively to attain the students outcomes.
Co-Authors Achmad Effendi Kadarisman Agustin, Navila Zamzam Agustina, Febrina Rizky Ajeng Inayatul Ilahiyah Andina, Diah Maya Ani Susanti Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Asy’ari, Nafiatun Ainia Atik Umamah Atika Kumala Dewi, Atika Kumala Aulia Apriana Azza Nabila Azza Nabila Bagio Tjahjadi Cahyani, Hilda Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina DWIYOGA DANISWARA, LANDRY Effendi, Muhammad Idris Ekaning Dewanti Laksmi El Khoiri, Niamika Fahmi, Mohammad Amiqul Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Johannes Ananto Prayogo Jonathans, Peggy Magdalena Kasihani K.E. Suyanto Khoiriyah Livianni Lambe Lulu Laela Amalia M. Hilmy Hidayatullah Made Frida Yulia Mafulah, Siti Merliyani Putri Anggraini Metaria, Metaria Miftahul Janah Mirjam Anugerahwati Moh. Taufik Mubarok, Ahsin Fahmi Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur, Much Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Ninuk Indrayani Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurisma, Radina Anggun Nurjanah, Lailatul Nurmalinda Maharani Farizka Oki Dwi Ramadian Panggalih, Wahyun Bardianing Pechinthorn, Komm Punggulina Andawaty Tiven Putri, Elsa Desi Rahmawati, Fardhila Sheli Ramadian, Oki Dwi Ramli, Astri Mardilla Ratih Novita Sari, Ratih Novita Riadini, Ulya Safira Roghibatul Luthfiyyah Rohi Qimmahtum Rohmana, Wahyu Indah Mala Rowiyah, Siti Rusdiana Junaid S. V. Sailaja Sabila, Arinas Saida Ulfa Sailaja, S. V. Santi Erliana, Santi Sari Karmina Satriani, Satriani Setyo Dewi, Yuli Ani Shirly Rizki Kusumaningrum Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Suharyadi Suhono Syamdianita Syamdianita, Syamdianita Syarif, Tengku Intan Suzila Tengku Tengku Intan Suzila Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utari Praba Astuti Wahyun Bardianing Panggalih Widyaningsih, Titik Lina Winarti Wulandari, Nur Setyo Yazid Basthomi Yofita Christy Isgiarno Yohana, Elva Yuli Ani Setyo Dewi Yulia Rahayu, Endah Zakila Mardatila Ersyad Zhenita Deliany