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All Journal Jurnal Ilmu Pendidikan Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education At-Taqaddum Journal on English as a Foreign Language (JEFL) Journal of English Language Studies LET: Linguistics, Literature and English Teaching Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Getsempena English Education Journal Journal of English for Academic and Specific Purposes (JEASP) English Language and Literature International Conference (ELLiC) Proceedings English Language Teaching Educational Journal Scope: Journal of English Language Teaching Jurnal Karinov Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Getsempena English Education Journal Jurnal Graha Pengabdian Didaktika: Jurnal Kependidikan Education and Linguistics Knowledge Journal (Edulink) JOLLT Journal of Languages and Language Teaching Bulletin of Science Education Studies in English Language and Education International Journal of Community Engagement Payungi Jurnal bahasa, sastra, seni, dan pengajarannya The Journal of English Literacy Education
Nur Mukminatien
Universitas Negeri Malang
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class Ariyanto, Meilisa Sindy Astika; Mukminatien, Nur; Tresnadewi, Sintha
Jurnal Ilmu Pendidikan Vol 27, No 1 (2021): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v27i1p41-51

Abstract

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.
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)
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.
"It's Kind of Frustrating...": EFL Students' Affective Engagement with Supervisory Feedback Shinta, Lucia Geneviave Bella; Mukminatien, Nur; Suryati, Nunung
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24080

Abstract

Need Analysis of CTL-Based English-Speaking Material for the Chemistry Industry Students Nila Swandari; Nur Mukminatien; Ekaning Dewanti Laksmi
Didaktika: Jurnal Kependidikan Vol. 13 No. 3 Agustus (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.822

Abstract

Proficiency in English is a requirement in today's industry. Adequate preparation of students for future workplace communication necessitates accurate planning and development of English-speaking materials. The process of conducting a need assessment is crucial in developing educational materials. This study aims to identify the requirements of students in the chemistry industry department at a vocational high school in Malang, Indonesia. This research serves as a foundation for creating speaking materials tailored to meet the industry's specific requirements. This study employs a qualitative methodology intending to acquire thorough data. Using questionnaires and interviews, data was gathered from a sample of 125 students, one English teacher, one chemistry industry teacher, and one professional chemistry industry worker. The results indicate that most students possess sufficient English proficiency, while only 12.50% achieved an outstanding level of proficiency. The teaching method employed is Contextual Teaching and Learning (CTL), while the assessment method is performance-based. The suggested materials for the chemistry industry topic are also provided, along with an evaluation of the current class.
Developing a Writing Assessment Instrument for English Students on Argumentative Essays Suhono, Suhono; Nur Mukminatien; Erikson Saragih; Raga Driyan Pratama; Impiani Zagoto; Ardhi Eka Fadilah; Risma Fahrul Amin
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.65

Abstract

Writing argumentative essay poses a significant challenge for English students, who often struggle with expressing opinions, organizing ideas logically, and using appropriate language structures. Despite the importance of assessing writing skills at early stages, few reliable instruments exist that are specifically designed to evaluate argumentative essay. This study aims to develop a valid and reliable analytic rubric to assess students’ argumentative essay skills, focusing on six key components: clarity of thesis, organization and coherence, supporting evidence, argument development, language use, and vocabulary range. The research employed a design-based development approach, incorporating literature review, expert validation, and empirical testing. Content validity was established through expert judgment (S-CVI = 0.95), and the instrument was pilot-tested with 85 English students. Statistical analyses demonstrated high inter-rater reliability (ICC = 0.87) and strong internal consistency (Cronbach’s α = 0.89). Descriptive data revealed that while English students showed emerging abilities in thesis clarity and grammar, they struggled with supporting arguments and maintaining logical flow. The resulting rubric serves both as an assessment and instructional tool, helping educators diagnose English student needs and promote writing development. Unlike general-purpose rubrics or those designed for advanced English students, this rubric is specifically aligned with the challenges of early-stage academic writers. The study contributes to closing a gap in writing assessment tools and provides a practical resource for use in EFL classrooms
EFL TEACHERS’ WRITING STRATEGIES IN ACADEMIC WRITING WHILE PURSUING A MASTER’S DEGREE ABOARD Wijayanti, Sheirly Octaviantoro Ayu; Mukminatien, Nur; Sujiatmoko, Ahmad Heki
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11202

Abstract

The use of English for adult L2 writers encountered significant challenges in an English-mediated environment. This phenomenon is experienced by EFL teachers while pursuing a Master’s degree abroad. The necessity of challenges and the lack of writing strategies may highlight the obstacles to writing productivity. Therefore, identifying the challenges and effective writing strategies is needed to achieve the goal of writing a thesis. This study used a qualitative narrative inquiry, with in-depth interviews, and focused on 3 Indonesian participants who studied abroad. The findings showed several challenges faced by participants, including academic and non-academic challenges. Academic challenge covers language and content challenge, including problems in grammar, academic style, vocabulary, finding a topic, and novelty, as well as non-academic challenge, including issues in supervisor relationship, time management, mental and emotional pressure. Also, four strategies are applied: cognitive, metacognitive, affective, and social. This research may guide future Master’s students on the importance of specific writing strategies in academic writing and may highlight effective English teaching and impact future international writing publications.
Exploring self-regulated writing strategies: A comparison between paragraphs and essays Sari, Ratih Novita; Umamah, Atik; Anggraini, Merliyani Putri; Arianto, M. Affandi; Kurniasih, Kurniasih; Mukminatien, Nur
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26146

Abstract

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.
The Developing a Valid and Reliable Assessment Instrument for Academic Essay Writing in Higher Education M. Hilmy Hidayatullah; Nadrotin Mawaddah; Nur Mukminatien; Suhono, Suhono; Mukminatus Zuhriyah; Nahid Ayad; Yeasy Agustina Sari
Bulletin of Science Education Vol. 5 No. 1 (2025): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v5i1.1896

Abstract

Many university instructors assess academic essay writing using general rubrics or borrowed instruments that do not align with specific course outcomes and learner profiles. This study was initiated to address this gap by developing a valid and reliable assessment instrument for academic essay writing among EFL university students, focusing on argumentative essays. The instrument was constructed systematically, involving needs analysis, expert validation, pilot testing, and statistical evaluation for reliability and validity. The trial was conducted with 6 students from the English Language Education Study Program, and their essays were rated by two trained raters. The results showed that the rubric successfully captured performance variation across six key writing components and allowed for consistent scoring with minimal discrepancies between raters. Expert validators confirmed that the rubric is clear, relevant, and aligned with academic essay writing expectations. Rater reliability analysis showed consistent inter-rater scores (score differences ≤1 point), indicating strong rubric usability. Based on these findings, this instrument offers a practical and theoretically grounded tool for assessing academic essay writing in EFL higher education settings.
Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text Santoso, Dian Rahma; Fauziah, Humairah; Mukminatien, Nur
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9593

Abstract

Research highlights a mismatch between the general scoring rubrics teachers use and the specific features required to assess genre-based writing, potentially due to a lack of genre-based approach-specific models. The study aims to develop and validate genre-based assessment instruments, and it sought to evaluate the validity and reliability of these instruments to ensure their suitability for classroom-based assessment. This study involved four stages of the research and development (R&D) model: initial product development, refinement, field-testing, and revision. Data were collected through focus group discussions (FGD) with a fellow teacher on the test blueprint and rubric, a questionnaire on participants’ perceptions of test quality, and field-testing of 40 students’ writing scores. SPSS was used to analyze inter-rater reliability, and participants deemed the instruments suitable for classroom use. The results show that genre-based assessment through the tasks is effectively aligned with instructional objectives with assessment practices. It revealed a strong positive correlation, confirming the reliability of the scoring rubric. Thus, the instruments are both valid and reliable for assessing students’ narrative writing performance. The findings emphasize the potential of genre-based assessment tools to align instructional goals with assessment practices, offering implications for enhancing the teaching and assessment of genre-specific writing in educational contexts.
DEVELOPING A GENRE-BASED ACADEMIC WRITING MODULE FOR ENGLISH DEPARTMENT STUDENTS Sitompul, Siti Kholija; Mukminatien, Nur; Ivone, Francisca Maria
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.5385

Abstract

English department students studying English as a Foreign Language (EFL) in Indonesia often struggle to build some core academic writing skills, notably their ability to generate ideas and to think critically. Motivated by this, the study attempted to develop an academic writing module for English department students based on the Genre-Based Approach (GBA) that can assist them in focusing on the process of developing ideas for academic writing as well as applying critical thinking when writing academic essays. Borg and Gall’s (1983) six-stage Research and Development (RD) model was employed. The developed module, which adhered to the GBA framework, includes four learning stages, i.e., (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, and (4) Independent Construction of the Text, as well as various tasks that allow language learners to generate ideas and construct sentences appropriate for academic writing. In addition, the module contains writing theories, tasks, and strategies for building some core academic writing skills. During its development, the module was refined based on recommendations from academic writing and Systemic Functional Linguistics (SFL) experts. Following that, a small-scale try-out was conducted with eleven English department students. The trial revealed that the target users perceived the module as beneficial for developing basic academic writing skills, as it systematically guided them through the writing process with the support of tasks, lecturers, and peers.
Co-Authors A Halim Abdul Halim Achmad Effendi Kadarisman Adzanil, Fuad Nabil Afif Ikhwanul Muslimin, Afif Ikhwanul Ahmad Heki Sujiatmoko Anggraini, Merliyani Putri Anik Nunuk Wulyani Ardhi Eka Fadilah Ariyanto, Meilisa Sindy Astika Asih Santi Hastuti Asnawi Muslem Atik Umamah Atika Kumala Dewi Atiqah Nurul Asri Badriyah Ulfah Bambang Yudi Cahyono Binti Muifatun Nazilah Chusna, Sumti Deisyi Anna Batunan Dian Rahma Santoso Ekaning Dewanti Laksmi Eko Suhartoyo El Khoiri, Niamika Enny Irawati Erikson Saragih Erma Sujiyani Erma Sujiyani, Erma Evi Eliyanah, Evi Farah Mulyawati Fauziah, Humairah Fika Megawati Fitrana Harintama Fitriyah, Ima Francisca Maria Ivone Ika Trisnantasari Ika Trisnantasari, Ika Imam Wahyudi Karimullah Ivone, Fransisca Maria Khusnul Khotimah Kurniasih Kurniasih Kurniasih Kurniasih M. Affandi Arianto M. Hilmy Hidayatullah Maria Hidayati Masitoh, Fitriatul Maya Rizki Fauzia Maya Rizki Fauzia, Maya Rizki Meilisa Sindy Astika Ariyanto Merliyani Putri Anggraini Mida Alifia Soviana Mirjam Anugerahwati Moch. Nur Cholis Majid Moh. Taufik Mukminatus Zuhriyah Nadrotin Mawaddah Nahid Ayad Niamika El Khoiri Nila Swandari Ninuk Indrayani Nisrina Nisrina Nisrina Nisrina Nova Ariyani Nukmatus Syahria Nunung Suryati Prasodjo, Pandu Purba, Hilarius Raditya Priambada Raga Driyan Pratama Rahmadi Nirwanto Rahmadi Nirwanto, Rahmadi Rahmanita, Meiga Rasyidi, Aura Henidar Ratih Novita Sari Ratih Novita Sari, Ratih Novita Rhima Holida Nurmala Rihardini, Ajeng Ayu Risma Fahrul Amin Ruqoyah Yulia Hasanah Dhomiri Saiful Marhaban Sari Karmina Shinta, Lucia Geneviave Bella Sintha Tresnadewi Sintha Tresnadewi Sitompul, Siti Kholija Siusana Kweldju Sri Rachmajanti Sri Rahmajanti Sri Rahmajanti, Sri Suci, Dewi Nur Suharyadi Suhono Suhono, Suhono Syahria, Nukmatus Syamdianita Syamdianita, Syamdianita Syarifudin, Syarifudin Teguh Sulistyo Tengku Intan Suzila bt Tengku Sharif Utami Widiati Wardani Dwi Suhastyanang Wihda Nadia Silcha Wijayanti, Sheirly Octaviantoro Ayu Yaniafari, Rahmati Putri Yazid Basthomi Yeasy Agustina Sari Yulia Vonna Yuniatri Intan Kusuma Ningrum Yunita Puspitasari Zagoto, Impiani