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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmu Pendidikan Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Pandecta Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Jurnal Mahasiswa Fakultas Hukum PREMISE: Journal of English Education and Applied Linguistics Erudio: Journal of Educational Innovation English Review: Journal of English Education Jurnal Al-Tadzkiyyah Celt: A Journal of Culture, English Language Teaching & Literature KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu IJoLE: International Journal of Language Education Al-Hayat: Journal of Islamic Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang JTP - Jurnal Teknologi Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika REiLA: Journal of Research and Innovation in Language Journal of K6 Education and Management IJELR: International Journal of Education, Language, and Religion J-REaLL JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Jurnal bahasa, sastra, seni, dan pengajarannya DINAMIKA ILMU: Jurnal Pendidikan TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Innovation and Education Research International Journal of Educational Best Practices REGISTER JOURNAL Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal bahasa, sastra, seni, dan pengajarannya
Utami Widiati
Universitas Negeri Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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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 : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

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.
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 : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

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.
A Systematic Review of Psychological Factors Contributing to Successful English Learning Khafshoh, Adira Lizaria; Nadhifah, Siti; Widiati, Utami
Jurnal Pendidikan Humaniora Vol 12, No 01: MARCH 2024
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Psychological factors play a significant role and have potential impact on the language learning process. There are diverse perspectives due to the complexity of psychological factors that have been explored by many scholars. Combining systematic literature review and thematic analysis as well as PRISMA protocol in synthesizing and analyzing the data, this study aimed to identify psychological factors and the predominant psychological factors contributing to successful English learning in EFL context through examining the recent studies. There are several psychological factors based on the findings which are enjoyment, anxiety, self-esteem, intelligence, motivation, interest, emotion, attitude, fear of mistakes, shyness, self-efficacy, trait emotional intelligence, unhealthy environment, fear of negative evaluation, relationship with peers and teachers, confidence, critical thinking, social pressure, self-criticism, and avoidance behavior. This study found that the predominant psychological factors are motivation and anxiety. This systematic literature review will contribute to developing more effective and supportive learning environments by providing the systematic classification of psychological factors.
The management of English as medium of instruction (EMI) policy at an Indonesian technological institution Erliana, Santi; Cahyono, Bambang Yudi; Widiati, Utami; Basthomi, Yazid
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.v14i2.8306

Abstract

Due to its internationalization agenda, higher education institutions (HEI) in Indonesia adopted English as medium of instruction (EMI) programs despite the absence of a national policy document to regulate EMI. Studies on EMI policy in HEI focused on the effect policy could have on the dominant group and gave less highlight on EMI policy implementation management. This case study examined the management of EMI as language policy at the meso-(institutional) and micro-(classroom) levels. The data sources include the institutional policy document related to the EMI program, and interviews with seven EMI officers and seven EMI teachers at a Technological Institute in Indonesia. Using Spolsky's language management framework for the "sensitizing concept," the result of the thematic analysis of the data shows three major categories of EMI policy management: EMI classroom management mechanism, language-related mechanism, and incentivization mechanism. The EMI teachers practice EMI differently in the classroom. Three teachers used English only, while four teachers used multilingualism for content comprehension. The most highlighted managerial and teaching problems come from the students
Enhancing Autonomous Learning and Vocabulary Mastery through the Effective Utilization of Online Resources and Word Wall Activities Dhaifi, Ilzam; Setyosari, Punaji; Widiati, Utami; Ulfa, Saida
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5690

Abstract

This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.
Metacognitive Strategies to Improve Critical Thinking and Learner Autonomy in Writing Argumentative Texts in Islamic Boarding Schools Imam Nur Aziz; Punaji Setyosari; Utami Widiati; Saida Ulfa
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i2.663

Abstract

This study examines the effects of metacognitive strategies on critical thinking skills and learner autonomy in argumentative writing among students in Indonesian Islamic boarding schools (Mambaus Sholihin Gresik, Amanatul Ummah Mojokerto, Al-Amin Prenduan Madura, and Al-Rosyid Bojonegoro). This study uses mixed methods; the research integrated quantitative data from pre-tests and post-tests with qualitative insights from interviews, questionnaires, and observations to evaluate the strategies' effectiveness. Qualitative findings revealed that applying metacognitive strategies in a four-week argumentative writing module involving goal setting, monitoring, and reflection effectively improved students' critical thinking skills, independence, and writing abilities in Indonesian Islamic boarding schools. Quantitative results indicated that metacognitive strategies significantly enhanced students' abilities to construct coherent arguments and manage the writing process independently (F = 1.540, Sig. = 0.014). However, the overall impact on critical thinking skills and learner autonomy was not statistically significant. Theoretically, the findings confirm that metacognitive strategies enhance analytical and evaluation skills, emphasise the need for contextual adjustments, support the role of peer feedback in boosting metacognitive awareness, and underscore the value of integrating local values to enhance student motivation and independence. Future research should explore the long-term effects, involve more boarding schools, and consider contextual factors such as teacher roles and integration into the Islamic boarding school environment.
Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context Amalia, Suci Nugrah; Widiati, Utami; Rachmajanti, Sri; Anugerahwati, Mirjam; Waluyo, Budi
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34942

Abstract

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.
MULTIPLE INTELLIGENCES ON STUDENTS’ LEARNING OUTCOMES: DIFFERENTIATED LEARNING CONTEXT Murtafiah, Muhimatul; Muniroh, Siti; Widiati, Utami
Erudio Journal of Educational Innovation Vol 11, No 2 (2024): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

This study explores the impact of various intelligences, learning styles, and linguistic abilities on English language proficiency among junior high school students in a differentiated learning context. Drawing on Howard Gardner's theory of multiple intelligences and previous research, this qualitative research aimed to investigate whether students' interests, motivation, and cognitive profiles influence their language learning outcomes. Data were collected through questionnaires and analyzed manually using tables. Findings reveal a significant correlation between students' interests, learning styles, linguistic intelligence, and English proficiency. While some students demonstrate exceptional performance, others exhibit diverse learning preferences and intelligence, challenging traditional notions of language acquisition. The study underscores the importance of differentiated instruction tailored to individual needs and preferences for optimizing language learning outcomes.
Metacognitive Strategies to Improve Critical Thinking and Learner Autonomy in Writing Argumentative Texts in Islamic Boarding Schools Aziz, Imam Nur; Setyosari, Punaji; Widiati, Utami; Ulfa, Saida
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the effects of metacognitive strategies on critical thinking skills and learner autonomy in argumentative writing among students in Indonesian Islamic boarding schools (Mambaus Sholihin Gresik, Amanatul Ummah Mojokerto, Al-Amin Prenduan Madura, and Al-Rosyid Bojonegoro). This study uses mixed methods; the research integrated quantitative data from pre-tests and post-tests with qualitative insights from interviews, questionnaires, and observations to evaluate the strategies' effectiveness. Qualitative findings revealed that applying metacognitive strategies in a four-week argumentative writing module involving goal setting, monitoring, and reflection effectively improved students' critical thinking skills, independence, and writing abilities in Indonesian Islamic boarding schools. Quantitative results indicated that metacognitive strategies significantly enhanced students' abilities to construct coherent arguments and manage the writing process independently (F = 1.540, Sig. = 0.014). However, the overall impact on critical thinking skills and learner autonomy was not statistically significant. Theoretically, the findings confirm that metacognitive strategies enhance analytical and evaluation skills, emphasise the need for contextual adjustments, support the role of peer feedback in boosting metacognitive awareness, and underscore the value of integrating local values to enhance student motivation and independence. Future research should explore the long-term effects, involve more boarding schools, and consider contextual factors such as teacher roles and integration into the Islamic boarding school environment.
A Systematic Literature Review on the Impact of EFL Classroom- Based Language Assessment Fitriyah, Ima; Widiati, Utami
Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 1: June 2021, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.3055

Abstract

The trend in investigating how teachers apply assessment in EFL classroom has been at the momentum. Using systematic literature review and PRISMA protocol, as many as 44 research articles during this past ten years were found. Their findings are beneficial for EFL learning. Research investigating students' perceptions of Classroom-Based Language Assessment (CBLA) shows that students tend to have positive perceptions of CBLA. On another topic, students' motivation to implement CBLA depends on how the test itself is carried out. Few studies states that CBLA contributes greatly to students’ achievement, what is there is that they learn a lot from CBLA, and they sufficiently understand CBLA's function for learning. From the EFL teachers’ perspective, assessment literacy is crucial for them because at least 75% of research is found to focus on the application of assessment literacy, and the practice of assessment is one-way and balanced. This article discusses on how researchers have been using CBLA benefited for EFL teaching and learning.
Co-Authors , Nunung Suryati Abda Abda Abdullah, Sharmini Ach. Amirudin Adi Sasongko Romadhon Afandi, Titah Afendi Hamat Agria Golda Vegetari Ahmad Heki Sujiatmoko Ajeng Dini Arfianti Ali Saukah Amalia, Suci Nugrah Aminuyati Ana Ahsana El Sulukiyyah Anang Santoso Andika Agung Sutrisno Andina, Diah Maya Andini Septama Sari Ani Susanti Anik Nunuk Wulyani Annishah Annishah, Annishah Annur Rofiq Any Eka Nur Hidayati Arik Susanti, Arik Ary Fauzi Asnawi Muslem Atika Kumala Dewi, Atika Kumala Aurora Paramahita Kusumawardhani Aziz, Imam Nur Bambang Yudi Cahyono Beby Maharani Masyitha Beleven Khrismawan Budi Eko Soetjipto Budi Waluyo Cahyani, Risya Astrifiya Chusnul Chotimah, Ima Damayanti, Elok Damiri, Sylvia David Imamyartha Dedi Kuswandi Degeng, I Nyoman Delsa Miranty Devanti, Yeni Mardiyana Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Dhaifi, Ilzam Diah Maya Andina Dina Puspita Rini Diska Fatima Virgiyanti Dwi Fita Heriyawati Ekaning Dewanti Laksmi Eko Ariwidodo El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Emy Sudarwati Enny Irawati Ery Tri Djatmika RWW Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zein Evynurul Laily Zen Fachrurrazy Fachrurrazy Fadilla Halim Fadillah, Anam Faradila Masuara Fazri Nur Yusuf Febriani, Adelia Fitriah, Rina Fitriatul Masitoh Fitriyah, Ima Flora Debora Floris Francisca Maria Ivone Furaidah Gazali Lembah Hamat, Afendi Hardina D. Ni’mah Harfal, Zaldi Haryana, Lia Helena Octavia Hernik Farisia Him’mawan Adi Nugroho Humairoh, Mega Fariziah Nur I Nyoman Sudana Degeng Ima Dwi Lailatul Firda Ima Fitriyah Imam Nur Aziz Imamyartha, David Imron Arifin Indri Astutik Indri Astutik Indri Astutik Januarius Mujianto Januarius Mujianto Johannes Ananto Prayogo Jonathans, Peggy Magdalena Joni Alfin Julianda Julianda Kardi Nurhadi Khafshoh, Adira Lizaria Khansa, Maharani Khoiriyah Khoiriyah Khoiriyah Khoirul Anwar Khotim Maslikah Khotim Maslikah Khulaifiyah Khulaifiyah, Khulaifiyah Khusnul Khotimah Kukuh Prayitno Subagyo Lailatun Nisvi Rizki Amalia Lestari R, Kenny Shania Lilis Nur Hidayati Lina Hanifiyah Lulu Laela Amalia Lutfiyan Khusyabaroh M. Adnan Latief M. Ramli M. Zaini Miftah Maba, Aprezo Pardodi Mahbub, Moh. Arif Mandasari, Berlinda Mardhatillah, Mardhatillah Maslikah, Khotim Meisa Diningrat, Syaiputra Wahyuda Meyga Agustia Nindya Miftahul Janah, Miftahul Mirjam Anugerahwati Mohammad Hamidi Masykur Muhammad Muchsin Afriyadi Muhari Muhari Murtafiah, Muhimatul Muslim, Abd. Hakim Mustofa, Mutmainnah Nadhifah, Siti Nahak, Kristina E. Noya Noverita Wahyuningsih Novianti, Hartia Nunuk Wulyani, Anik Nunung Suryati Nur Chakim Nur Hayati Nur Hayati Nur Mukminatien Nurhidayati Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah, Nurkamilah Nurul Atma Octavia, Helena Pechinthorn, Komm Peggy Magdalena Jonathans Peggy Magdalena Jonathans Pratidina, Galita Febrian Priyatno Ardi, Priyatno Punaji Setyosari Putri, Elsa Desi Rachmadhany, Clarita Dianmonica Rachmi Sulistyarini Radita, Cindy Raisa Fadilla Renandya, Willy Ardian Rendhi Fatrisna Yuniar RIRIN PUSPARINI Rizqi Khoirunnisa Rofiqoh Rofiqoh Rofiqoh Rofiqoh Roni Wibowo Rosyidah Rosyidah Saida Ulfa Saiful Marhaban Salsabila Gita Nurani Santi Erliana, Santi Saprudin Saprudin Sharif , Tengku Intan Suzila Tengku Sharif, Tengku Intan Suzila Tengku Shinta, Lucia Geneviave Bella Shirly Rizki Kusumaningrum Sintha Tresnadewi Siti Muniroh Sri Rachmajanti Sri Widayati Sri Wuli Fitriati Sriati Usman Suharmanto Suharyadi Supriyono, Yusup Suzila, Tengku Intan Syafik, Moh. Sylvia Sylvia Sylvia, Sylvia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taris, Tarisman Teguh Sulistyo Tengku Intan Suzila Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Sharif, Tengku Intan Suzila Tommy Hastomo Triana Indrawini Ubaidillah, M. Faruq Ulil Fitriyah Uluul Khakiim Uswatun Khasanah, Yunita Utari Praba Astuti Wahjoedi Wardani Dwi Suhastyanang Wijayanti, Erythrina Crista Wiwiet Eva Savitri Wiwiet Eva Savitri Wiwin, Darwin Yatri, Deni Yazid Basthomi Yeni Mardiyana Devanti Yulia Rahayu, Endah Yunita Puspitasari Zaldi Harfal Zalva Fajhira Shabrina Putri