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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 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 Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya International Journal of Education and Literature (IJEL) Studies in English Language and Education International Journal of Community Engagement Payungi
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 Social Sciences Other

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Exploring self-regulated writing strategies: A comparison between paragraphs and essays Ratih Novita Sari; Atik Umamah; Merliyani Putri Anggraini; M. Affandi Arianto; Kurniasih Kurniasih; Nur Mukminatien
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.
Developing Speaking E-Book: A Supplementary Material for Teaching Recount Text to Tenth Graders Rhima Holida Nurmala; Nur Mukminatien; Francisca Maria Ivone
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 6: JUNE 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i6.24490

Abstract

The development of the Speaking e-book in this study was carried out because students and teachers of the tenth grade of Senior High Schools needed supplementary material to study recount text which focuses more on speaking activities and these activities can bridge the gaps in the textbook and workbook. The product was developed based on the model of Research and Development proposed by Borg and Gall (1996). From the process of product validation and tryout, some results showed that the Speaking e-book was effective to be used as supplementary material to teach recount text since the series of tasks provided helped develop students’ speaking ability.
Bridging Language Proficiency and Scientific Knowledge: Integrating Government Science Content into TOEIC-Based Summative Listening Tests Badriyah Ulfah; Nur Mukminatien
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.20014

Abstract

To meet the demand for effective content integration in summative listening tests for English Specific Purpose classes catering to Government Science majors, this development project aims to create an engaging and immersive listening test. Drawing on the TOEIC-based framework, the test incorporates government science content as the thematic foundation of the questions. The development process comprises three key stages: exploration, development, and preliminary field testing. The test product was rigorously validated through expert assessment and a try-out test involving 50 students was conducted for preliminary field testing. The try-out test demonstrated a high reliability coefficient of 0.828. It encompasses 50 listening questions, spanning four sections: Photograph (10 questions), Questions-responses (16 questions), Conversation (12 questions), and Talks (12 questions). By seamlessly blending language proficiency with scientific knowledge, this innovative approach promises to enhance learning outcomes and bridge the gap between language acquisition and subject-specific competence for Government Science students. Based on the positive results obtained from the preliminary field testing and the validation process, it is recommended that the integrated TOEIC-based listening test be implemented in English Specific Purpose classes for Government Science majors.
Problems faced and strategies applied by test-takers in completing the TOEFL iBT Test Imam Wahyudi Karimullah; Nur Mukminatien
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23129

Abstract

The present study aimed at exploring strategies applied and the problems test-takers faced before, during, and after working on an integrated reading-listening-writing (IRLW) task. This narrative inquiry research employed 23 students taking a TOEFL iBT test in the Indonesian context using the purposive sampling technique. The respondents answered a questionnaire and written questions related to the problems they faced during the test and their strategies to solve the problems. The test-takers’ responses from the interview were used to confirm the data from the responses to written questions. The researchers used an in-depth interview protocol to explore the test-takers’ strategies to solve the problems they faced when doing the test. The interview process was conducted right after they finished the test. The data from the questionnaire, written questions, and interviews were further analyzed descriptively. The findings showed that the test-takers encountered internal and external problems in completing the IRLW of the TOEFL iBT test. They used different integrated writing strategies, depending on their learning styles, cognitive levels, experiences, abilities, levels of anxiety of each test-taker, and the environment of the test. The affective, cognitive, metacognitive, and test-wiseness strategies were all used in their own way to solve their problems. It implies that future test-takers need to learn and apply all positive strategies based on their learning styles. English teachers, therefore, should teach positive strategies of IRLW because students might not know the importance of the strategies and how to use them in the test.
Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.17694

Abstract

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing.  This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.
Developing Project-Based-Learning (PBL) Speaking Syllabus for Flight Attendant School in Flipped Learning Network (FLN) Activities Atika Kumala Dewi; Nur Mukminatien
International Journal of Education and Literature Vol. 2 No. 1 (2023): April : International Journal of Education and Literature
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ijel.v2i1.50

Abstract

This article defines the process for developing a speaking syllabus for flight attendant school in a Flipped Learning Network (FLN), which increases student engagement and learning by assigning watching videos at home followed up in pre-teaching discussions, and requiring the students to work on live practices in face-to-face classroom activities. Considering that the syllabus is designed to develop the students' oral competence, the target speaking skill is aimed toward developing students' ability to engage in procedural communication in the workplace. Therefore, the topics/themes are chosen to meet the needs of flight attendants consistent with Project-Based Learning (PBL) by Forum Group Discussions (FGDs). In order to achieve this objective, the development of a syllabus begins with a need analysis, topic selection, syllabus prototype production, expert evaluation, and revision for the final product. The syllabus is organized such that the learning experience is explicitly stated for two formats: online meeting (through Google Classroom for the video analysis) as the lecture homework for pre-discussions followed by classroom face-to-face meeting (through FGDs with peers, individual work, and the teacher) to comprehend students' understanding though some units. Each unit has 2 (two) topics. Each topic consists of 60 (sixteen) minutes or 1 (one) meeting. This syllabus development is considered to be implemented in terms of FLN for instructional activities in flight attendant school resulting higher-order thinking skills such as collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of the teacher and peers.
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 (2024): DIDAKTIKA Agustus 2024
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.
Co-Authors A Halim Abdul Halim Achmad Effendi Kadarisman 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 Batunan, Deisyi Anna Chusna, Sumti Ekaning Dewanti Laksmi Eko Suhartoyo El Khoiri, Niamika Enny Irawati Erikson Saragih Erma Sujiyani Erma Sujiyani, Erma Fatmawati, Fatmawati 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 Masitoh, Fitriatul Maya Rizki Fauzia Maya Rizki Fauzia, Maya Rizki Meilisa Sindy Astika Ariyanto Merliyani Putri Anggraini Mida Alifia Soviana Mirjam Anugerahwati Moh. Taufik Mukminatus Zuhriyah Nadrotin Mawaddah Nahid Ayad Nila Swandari Ninuk Indrayani Nisrina Nisrina Nisrina Nisrina Nova Ariyani Nunung Suryati Pratama, Raga Raga Driyan Pratama Rahmadi Nirwanto, Rahmadi Rahmanita, Meiga Ratih Novita Sari Ratih Novita Sari, Ratih Novita Rhima Holida Nurmala Rihardini, Ajeng Ayu Risma Fahrul Amin Ruqoyah Yulia Hasanah Dhomiri Saiful Marhaban Santoso, Dian Rahma Sari Karmina Shinta, Lucia Geneviave Bella Sintha Tresnadewi Sitompul, Siti Kholija 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