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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) 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 Journal of English Language Studies JURNAL IQRA´ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Dinamika Ilmu IJoLE: International Journal of Language Education LEKSIKA International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Lectura : Jurnal Pendidikan ELT-Lectura 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) Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Berkala Ilmiah Pendidikan DINAMIKA ILMU: Jurnal Pendidikan Online Learning in Educational Research Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY 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 Indonesia Technology-Enhanced Language Learning (iTELL) Journal The Journal of English Literacy Education Jurnal Ilmu Pendidikan
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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Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Peggy Magdalena Jonathans; Bambang Yudi Cahyono; Siusana Kweldju; Devinta Puspita Ratri; Indri Astutik; Tengku Intan Suzila Tengku Syarif
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Implementing double-entry journal assisted with Instagram to foster engagement in EFL writing Radina Anggun Nurisma; Wahyu Indah Mala Rohmana; Titik Lina Widyaningsih; Bambang Yudi Cahyono
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.
Metacognitive Awareness of Reading Strategies and IELTS Academic Reading Comprehension: A Study of Indonesian and International University Students in Indonesia Azki Izzur Rabbani; Bambang Yudi Cahyono
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.38274

Abstract

This study examines the metacognitive awareness of reading strategies among Indonesian and international university students in Indonesia and its relationship with IELTS Academic Reading comprehension. Employing a quantitative correlational design, the study involved 41 university students (26 Indonesian and 15 international students). Data were collected using the Metacognitive Awareness of Reading Strategies Inventory–Revised (MARSI-R) and participants’ IELTS Academic Reading scores. Descriptive statistics were used to identify levels of metacognitive strategy awareness, while Pearson correlation and multiple linear regression analyses were conducted to examine the relationship between strategy awareness and reading performance. The findings indicate that most participants demonstrated a high level of metacognitive awareness. However, the results reveal no statistically significant relationship between metacognitive awareness and IELTS Academic Reading scores. Therefore, multiple regression analysis further confirmed that metacognitive awareness was not a significant predictor of reading performance. These findings suggest that metacognitive awareness alone may not adequately explain reading outcomes in high-stakes standardized tests such as IELTS. Further research may consider conducting a replication study while adding a larger sample size for better generalization and integrating qualitative findings to enrich the study.
Blending Bytes, Blazing Boundaries: Unraveling the Enthralling Expedition of EFL Undergraduate Students' Motivational Dynamics in the Revolutionary Realm of Blended Learning Moh Ruzin; Bambang Yudi Cahyono; Nanang Zubaidi
Language Circle: Journal of Language and Literature Vol. 20 No. 2 (2026): Regular Edition of April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i2.34357

Abstract

Blended learning has emerged as a prominent teaching approach in the post-pandemic era, particularly in higher education. This study investigated students' motivation levels on blended learning environments. Using mixed-method design, data were collected from 101 third-semester English Language Education students at a public university in Malang, Indonesia. Participants who had participated in both in-person and online learning completed online questionnaires and semi-structured interviews. The data obtained from the questionnaires were analyzed using formula from Sugiyono (2015) to derive percentage data. Then, semi- structures interviews transcripts were analyzed using the interactive qualitative data analysis model, such as data condensation and display, conclusion and verification. The findings of this study indicated that students expressed primarily high level of motivation in blended learning environments. Further, their motivation levels were influenced by various factors, including clarity of materials, technology working properly, prior learning experiences, and the physical and emotional environment. While the findings express the potential for blended learning to foster learner autonomy and learner motivation, it should be noted that the study was limited by sample size, students’ experiences, and self-reported data. In turn, future research should include contexts and methods that involve more participants to increase generalizability and further understanding of learner engagement in blended learning environments.  
Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic Azza Nabila; Bambang Yudi Cahyono; Niamika El Khoiri
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3567

Abstract

This research is aimed at investigating the level of demotivation and the demotivating factors experienced by Indonesian EFL learners during home online English learning as response to social distancing order amid the COVID-19 pandemic. This research employed quantitative and qualitative data. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.
Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs: Khoiriyah; Utami Widiati; Bambang Yudi Cahyono; Sri Rachmajanti
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 Elva Yohana; Bambang Yudi Cahyono; Nunung Suryati; Utari Praba Astuti
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.
Effect of story maps on EFL students Fardhila Sheli Rahmawati; Bambang Yudi Cahyono; Mirjam Anugerahwati
Journal on English as a Foreign Language Vol 8 No 2 (2018): Issued in September 2018
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i2.877

Abstract

The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students
Effect of Project-Based Learning through blogging on EFL students Ikrima Halimatus Sa'diyah; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 9 No 2 (2019): Issued in September 2019
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i2.1341

Abstract

This study scrutinized how Project-Based Learning (PjBL) through blogging affects the writing ability of EFL students across self-efficacy levels. A quasi-experimental design was applied and it was conducted in nine sessions. It involved forty-one students of the English Department of a state university in East Java, Indonesia who attended the argumentative writing class. PjBL through blogging was conducted on the experimental group, while the conventional method was conducted on the control group. The data were collected from writing tests and self-efficacy questionnaires. Independent sample t-test was used in analyzing the students
Faculty members Nurmalinda Maharani Farizka; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2478

Abstract

Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.
Co-Authors Achmad Effendi Kadarisman Ahsin Fahmi Mubarok 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 Azki Izzur Rabbani Azza Nabila Azza Nabila Bagio Tjahjadi Cahyani, Hilda Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina DWIYOGA DANISWARA, LANDRY El Khoiri, Niamika Elva Yohana Elva Yohana Endah Yulia Rahayu Evi Eliyanah Fahmi, Mohammad Amiqul Faizahani Ab Rahman Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Febrina Rizky Agustina Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Hanif Maulaniam Sholah Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri Huzani Huzani I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Irhas Rahmat Syarif Johannes Ananto Prayogo Kasihani K.E. Suyanto Khoiriyah Khoiriyah Lailatul Nurjanah Lailatun Nisvi Rizki Amalia Lestari Setyowati Livianni Lambe Lulu Laela Amalia M. Hilmy Hidayatullah M. Hilmy Hidayatullah Made Frida Yulia Mafulah, Siti Maria Hidayati Merliyani Putri Anggraini Metaria Metaria Metaria, Metaria Miftahul Janah Mirjam Anugerahwati Moh Ruzin Moh. Taufik Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur, Much Muh Kusni Mubarok Muhammad Idris Effendi Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Navila Zamzam Agustin Ninuk Indrayani Nunung Suryati Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurmalinda Maharani Farizka Oki Dwi Ramadian Panggalih, Wahyun Bardianing Pechinthorn, Komm Peggy Magdalena Jonathans Pradikta, Rahma Dian Punggulina Andawaty Tiven Putri, Elsa Desi Radina Anggun Nurisma Raga Driyan Pratama 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 Rusdiana Junaid S. V. Sailaja Sabila, Arinas Sahyoni, Sahyoni Saida Ulfa Sailaja, S. V. Santi Erliana Santi Erliana, Santi Sari Karmina Sari Karmina Satriani, Satriani Shirly Rizki Kusumaningrum Silfiani Ursula Wago Sina Silih Warni Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Sri Rachmajanti Suharyadi Suhono Suhono Suhono, Suhono Syamdianita Syamdianita, Syamdianita Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Syarif Titik Lina Widyaningsih Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utami Widiati Utari Praba Astuti Utari Praba Astuti Wahyun Bardianing Panggalih Winarti Wulandari, Nur Setyo Yazid Basthomi Yazid Basthomi Yofita Christy Isgiarno Yuli Ani Setyo Dewi Zakila Mardatila Ersyad Zhenita Deliany