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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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A Checklist to Assess the Use of Discourse Markers in Students’ Writing Sujiyani, Erma; Asri, Atiqah Nurul; Fauzia, Maya Rizki; Mukminatien, Nur
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

Discourse markers (DMs) play a crucial role in writing as ‘linking words’, ‘linking phrases’, or ‘sentence connectors’ that bind ideas between sentences in a paragraph or between paragraphs to build coherence in a text. DMs should be sufficiently but not overly used in writing. As EFL learners find it difficult to identify the types, functions, and positions of DMs to link ideas in their academic writing, this article attempts to share an instrument in the form of a DMs checklist to help learners enhance their knowledge of DMs. The checklist can also be used as a teacher/peer feedback form in the writing process.
Teachers made writing assessment instrument: Pedagogical insight from process to product Khusnul Khotimah; Deisyi Anna Batunan; Nur Mukminatien
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.v11i1.26774

Abstract

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.
EFL Teachers’ Belief in Effective Teaching and Their Implementation in Practice Nisrina, Nisrina; Rahmajanti, Sri; Mukminatien, Nur
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

This is a report on an investigation of the differences between English teachers’ belief in effective teaching and their real practice in remote-area schools in Indonesia. It is assumed that their beliefs play an important role in influencing their decision in the classroom. It also uncovers the possible factors causing the differences. A descriptive study using retrospective method was employed using a questionnaire and an interview to 15 respondents participating in a Teacher Professional Education. The findings indicate that their beliefs about instructional objectives, materials, approach, classroom management, instructional media, and assessment are not always reflected in implementations due to practical reasons or changes of belief either in a positive or negative way.
Google Gemini-assisted writing and lexical appropriateness in EFL Paragraph Writing: Evidence of stability across tasks Pandu Prasodjo; Siusana Kweldju; Nur Mukminatien; Francisca Maria Ivone; Hilarius Raditya Priambada Purba
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15214

Abstract

This study examined the influence of Google Gemini, a generative artificial-intelligence (AI) tool, on the lexical appropriateness of Indonesian EFL students’ paragraph writing. Drawing on theories of lexical richness and appropriateness, the study employed an exploratory quasi-experimental design involving three writing conditions: a baseline task, an AI-assisted revision task, and a delayed post-test without AI support. Fourteen second-year English Language Teaching students (A2–B1 CEFR) participated in the study. Lexical appropriateness was measured using Type-Token Ratio (TTR) and Measure of Textual Lexical Diversity (MTLD), and the data were analyzed using repeated-measures ANOVA to examine differences across tasks. The results revealed no statistically significant differences in lexical diversity across the three conditions, suggesting that short-term interaction with Google Gemini did not lead to measurable improvement in lexical appropriateness. Qualitative observations further indicated that limited vocabulary depth and low metalinguistic awareness constrained students’ ability to evaluate and apply AI-generated lexical suggestions. These findings suggest that lexical appropriateness is reflective, and instruction-dependent process, and that AI tools such as Google Gemini function more as a potential scaffolding partner rather than autonomous enhancers of lexical development.
Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Rahmadi Nirwanto; Nur Mukminatien; Nunung Suryati; Anik Nunuk Wulyani
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.v14i1.7824

Abstract

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
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