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All Journal Jurnal Ilmu Pendidikan Jurnal Visi 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 At-Taqaddum 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 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 Jurnal bahasa, sastra, seni, dan pengajarannya 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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Need Analysis of Flipped Learning English-Based Speaking Materials for Faculty Economics and Business Students Chusna, Sumti; Mukminatien, Nur; Laksmi, Ekaning Dewanti
Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 2 (2023)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v6i2.23532

Abstract

Today's workplace requires workers to master English speaking skills. Preparing the students to communicate in the future workplace; English speaking materials must be well designed and developed. Need Assessment is the vital step to develop a learning material. This research focuses on mapping out the student's needs in the Foreign Language for Specific Course (FLSP) speaking class at the Faculty of Economic and Business, in one of a private university in Malang, Indonesia. This research contributes as a basis to develop speaking materials which aims at providing adequate materials fit to the industrial need. This study uses a qualitative research method which aims at obtaining complete and comprehensive data. Questionnaires and interview were employed to collect the data from 131 students, 2 lectures, and 3 professional business workers. The finding shows the student's English proficiency level ranging from A1 to BI CEFR level, case study as the teaching method, performance-based assessment as the assessment method, the suggested business topic materials, and the evaluation of the existing class.
Direct Method in Small Group ELT Sessions: Investigating Students’ Perceptions of Comprehension and Engagement Adzanil, Fuad Nabil; Mukminatien, Nur; Suryati, Nunung
At-Taqaddum Vol. 17 No. 2 (2025): At-Taqaddum
Publisher : Quality Assurance Institute (LPM) State Islamic University Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/at.v17i2.29026

Abstract

Direct Method is a teaching strategy that emphasizes the full use of the target language. Its application can encourage students' active engagement and in-depth understanding of the target language. However, its application in large groups has several limitations, such as limited time for individual feedback and low student participation. Therefore, the use of the Direct Method in small group sessions can improve students' comprehension and engagement in English learning. This study explored students' perceptions of the Direct Method in ELT small group sessions, focusing on comprehension and engagement. Using a qualitative approach, data were collected through semi-structured interviews with five English Language Education students who had experienced the application of the Direct Method in small group sessions. The results showed that the Direct Method significantly improved students' comprehension, especially in vocabulary, listening, and speaking skills, by familiarizing them with English and providing opportunities for them to express their ideas. Furthermore, the small group sessions allowed for more focused interaction between teachers and students, resulting in more detailed feedback and increased student confidence. The study also highlighted the importance of teachers as a key role in fostering student engagement through interaction, motivation, and feedback, as well as the importance of incorporating relevant and interesting learning topics to increase participation. Despite challenges related to students' varying levels of English proficiency, these findings confirm the effectiveness of the Direct Method in small group sessions in promoting active learning and improving comprehension.
Challenges Faced by EFL Students in Academic Oral Presentations: A Focus on Speaking Anxiety Moch. Nur Cholis Majid; Nur Mukminatien; Maria Hidayati
International Journal of Community Engagement Payungi Vol. 5 No. 3 (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.v5i3.121

Abstract

Academic oral presentation is a fundamental component of higher education, particularly for EFL students who are required to communicate academic content in a foreign language. However, many EFL learners experience substantial difficulties when performing academic oral presentations. This study aims to investigate the challenges encountered by EFL students in delivering academic oral presentations, with a particular focus on speaking anxiety. Employing a descriptive quantitative research design, data were collected from undergraduate EFL students through a self-administered questionnaire measuring emotional, cognitive, social-evaluative, and physiological dimensions of speaking anxiety. The data were analyzed using descriptive statistical techniques to identify dominant patterns of challenges experienced by the students. The findings reveal that EFL students face multifaceted challenges during academic oral presentations, with emotional and social-evaluative anxiety emerging as the most prominent difficulties. Cognitive disruptions, such as mental blocks and difficulty organizing ideas, as well as physiological symptoms, were also commonly reported. These results indicate that speaking anxiety in academic oral presentations is a multidimensional phenomenon influenced by the evaluative nature of academic contexts. The study emphasizes the importance of addressing affective factors in conjunction with linguistic competence in academic speaking instruction, and it provides pedagogical implications for creating supportive presentation environments in EFL higher education contexts. Keywords:  English as a foreign language, academic speaking, oral presentation anxiety, university students, EFL context
Masalah leksis dalam Bahasantara Mukminatien, Nur
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 22, No. 2
Publisher : citeus

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Abstract

Leksis adalah salah satu unsur bahasa yang diperoleh oleh pembelajar bahasa pada tahap-tahap awal, baik oleh pembelajar bahasa ibu (B1) maupun bahasa kedua/asing (B2). Dalam proses pemerolehan B2, terbukti bahwa pembelajar tidak hanya menghadapi masalah kesalahan struktur bahasa, tetapi juga masalah pemilihan leksis. Namun, patut disayangkan bahwa sampai saat ini para linguis terapan belum banyak yang berminat meneliti masalah leksis, sehingga permasalahan yang timbul dalam pengajaran B2 belum banyak mendapat alternatif pemecahan yang lebih baik. Oleh sebab itu, tulisan ini berusaha menunjukkan bahwa masalah leksis penting untuk dikemukakan, sama pentingnya dengan masalah unsur bahasa lainnya. Selain itu, bahasan ini juga menyajikan perihal perilaku dan peran leksis yang diambil dari Ronald Carter (1989), yang dikaitkan dengan pembelajaran B2 dan masalah-masalah yang muncul dalam bahasa antara. Kesalahan pemilihan leksis yang muncul dalam bahasa antara berupa penggabungan kata-kata dalam set leksikal yang tidak tepat secara kolokasional. Bahasan ringkas ini diharapkan dapat memberikan tambahan wawasan kepada para guru B2 tentang leksis agar mereka dapat mengatasi masalah yang timbul di kelas dengan lebih bijaksana.
THE USE OF AI-TECH AMONG EFL STUDENTS IN THEIR COMPLETION OF UNDERGRADUATE THESIS AND ETHICAL STRATEGIES Rasyidi, Aura Henidar; Mukminatien, Nur; Eliyanah, Evi
Jurnal Visi Ilmu Pendidikan Vol 18, No 1 (2026): Januari 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i1.92584

Abstract

Advances in knowledge and technology in the 21st century have extended to the field of higher education, such as the phenomenon of EFL students completing their theses using AI-Tech. Therefore, this unstable condition creates its dilemma for students regarding their actions in using AI-Tech by academic ethics, as it should be in learning activities. As a polemic issue that must be addressed, this study is interested in uncovering and exploring in detail EFL students' perceptions of AI-Tech involvement in thesis completion and the ethical strategies they apply during the writing process. This study utilised a mixed-method approach to fulfil the interests of the research objectives. The subjects in this study were 72 participants from the faculty of literature with majors in English language education and English literature at one of the higher education institutions in East Java, Indonesia. The data results showed that EFL students had positive perceptions towards using AI-Tech and the use of ethical strategies for their thesis completion. This study suggests discussing engagement with skills and learning processes with a broader scope of AI-Tech
Google Gemini-assisted writing and lexical appropriateness in EFL Paragraph Writing: Evidence of stability across tasks Prasodjo, Pandu; Kweldju, Siusana; Mukminatien, Nur; Ivone, Francisca Maria; Purba, Hilarius Raditya Priambada
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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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.
ARE FUTURE EFL TEACHERS READY FOR INCLUSION? A CONVERGENT MIXED METHOD STUDY OF SELF-EFFICACY AND ATTITUDES Binti Muifatun Nazilah; Farah Mulyawati; Suharyadi; Nur Mukminatien; Niamika El Khoiri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.75

Abstract

Inclusive education is gaining prominence in English language teaching, especially in preparing future teachers to address diverse learner needs. Understanding self-efficacy and attitudes is essential, as both shape how teachers perceive their roles and determine their willingness to implement inclusive practices. This study examines the self-efficacy and attitudes of 68 Indonesian EFL pre-service teachers who were selected through purposive sampling from those enrolled in an Inclusive Education in ELT course. Using a convergent mixed methods design, data were collected through an adopted questionnaire and semi-structured interviews. Three participants were further selected for interviews using convenience sampling to provide deeper qualitative insights. Quantitative findings indicated that participants demonstrated a moderate level of self-efficacy and a moderately positive attitude toward inclusive teaching. A positive correlation was found between self-efficacy and attitudes, with self-efficacy in using inclusive instruction emerging as the only significant predictor of attitudes. Qualitative data supported and enriched these findings by revealing participants’ reflections on both the value and concerns in implementing inclusive practices. Overall, the study underscores the importance of targeted professional development in preparing EFL pre-service teachers for inclusive classrooms.
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.
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 Ekaning Dewanti Laksmi Eko Suhartoyo El Khoiri, Niamika Enny Irawati Erikson Saragih Erma Sujiyani Erma Sujiyani, Erma Evi Eliyanah, Evi Farah Mulyawati 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 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 Nila Swandari Ninuk Indrayani Nisrina Nisrina Nisrina Nisrina Nova Ariyani Nunung Suryati Prasodjo, Pandu Pratama, Raga Purba, Hilarius Raditya Priambada Raga Driyan Pratama 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 Santoso, Dian Rahma Sari Karmina Shinta, Lucia Geneviave Bella 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