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All Journal International Journal of Evaluation and Research in Education (IJERE) Linguistika Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan TEFLIN Journal: A publication on the teaching and learning of English INFERENSI English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran English Language and Literature International Conference (ELLiC) Proceedings EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of English Language Teaching Innovations and Materials (Jeltim) JALL (Journal of Applied Linguistics and Literacy) EDUTEC : Journal of Education And Technology Dinasti International Journal of Education Management and Social Science Journal of Vocational Education Studies Inovasi: Jurnal Diklat Keagamaan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Language Circle : Journal of Language and Literature
Dwi Rukmini
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Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.97081

Abstract

This study examines the comparative effectiveness of Web-Based Inquiry Learning (WBIL) and Field-Based Inquiry Learning (FBIL) in enhancing academic writing performance among EFL students with differing levels of self-regulated learning (SRL). Sixty third-semester students from UIN Siber Syekh Nurjati Cirebon participated in a quasi-experimental design within a Writing for Academic Purposes course. Students in the WBIL group explored information on Cirebonese wedding ceremonies through online sources, while the FBIL group conducted interviews with cultural figures. Pretest and posttest writing tasks were analyzed using two-way ANOVA. Findings showed that both groups improved, but no statistically significant differences emerged across instructional types or SRL levels. Although the overall model was significant, individual variables did not explain the variance in writing gains. The study contributes by explicitly contrasting online and field inquiry within culturally grounded EFL writing tasks, highlighting that both modes offer equally valuable learning experiences. These findings underscore the importance of authenticity and cultural context in inquiry-based learning and call for further research on how these factors interact with learner characteristics to foster academic writing development. How to cite this paper: Hidayat, H., Yuliasri, I., Rukmini, D., & Widhiyanto, .. (2025). A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 21-37. http://dx.doi.org/10.26418/jeltim.v7i2.97081
Realizing Idioms in Conversational Texts of English Textbooks for Eleventh Graders Hanum Bestari; Sri Wuli Fitriati; Dwi Rukmini
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26651

Abstract

This study focuses on how idioms are realized in conversational texts of English textbooks for the eleventh year: English for Change and Bahasa Inggris Tingkat Lanjut. The textbooks were published concerning the Emancipated Curriculum (Kurikulum Merdeka) in Indonesia which focuses on learners’ autonomy and real-life communication. Therefore, examining how well educational materials support these goals is essential. The idioms were identified as one of the formulaic expressions categorized using Biber et al. (1999). To conduct and produce the results, the researcher plays a role in collecting, analyzing, interpreting, grouping data into codes, and concluding collected data. By employing a descriptive analysis of the conversational texts from the selected textbooks, this study contributes to the understanding of pedagogical approaches to teaching conversational language. It offers insights for educators, curriculum developers, and textbook authors. The findings showed that the types of idioms realized from the textbooks are phrasal verbs (15 data), prepositional verbs (2 data), and phrasal-prepositional verbs (3 data). Nevertheless, no data was found for multi-word verb combinations. Understanding idioms is important for good communication because it helps to better understand the language, express ourselves more clearly, and learn about different cultures.
Writing the World, Writing the Web: Comparative Strategies of Self-Regulated Learning in Hybrid EFL Contexts Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.99787

Abstract

This qualitative comparative case study investigates how English as a Foreign Language (EFL) students enact self regulated learning (SRL) strategies while composing academic reports in two contrasting settings: field based learning (FBL) and web based learning (WBL). 24 of  third semester undergraduates at an Indonesian cyber university were evenly assigned to conduct either community interviews (FBL) or online research (WBL) on local cultural traditions. Data from classroom observations, semi structured interviews to 3 students, and student texts were thematically analysed around five SRL components: goal setting and planning, information gathering and evaluation, self monitoring and adaptability, strategy use and feedback seeking, and motivation and self efficacy. Findings reveal context specific SRL profiles. FBL students displayed intention driven goals, situated accuracy, consistent thematic focus, dialogic revision with informants, and confidence rooted in relational engagement. WBL students exhibited adaptive structuring, digital breadth, emergent reframing, peer oriented polishing, and self efficacy linked to information management. Both groups regulated their writing, yet they relied on different affordances, namely social authenticity and textual flexibility. The study underscores SRL as an ecologically embedded process and recommends hybrid task designs that blend experiential inquiry with guided digital exploration. Such integration can cultivate writers who balance ethical representation with genre savvy adaptability, thereby supporting deeper learning in technology mediated EFL contexts
How can Neuro-Linguistic Programming Influence English Language Teaching? A Systematic Literature Review Qushoy, Mohammad; Hartono, Rudi; Fitriati, Sri Wuli; Rukmini, Dwi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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

Abstract

Integrating NLP into English language teaching transforms the classroom experience for educators and learners alike. Therefore, conducting a systematic review of current research is essential to identify gaps in the application of NLP within ELT. A review of the literature from 2010 to 2025 explores how Neuro-linguistic Programming (NLP) has been utilized to improve English Language Teaching (ELT), with particular attention to the types of NLP strategies applied, the specific language abilities addressed, the research methodologies employed, and the educational levels of the participants involved. Following the PRISMA model, 19 studies were selected from 590 retrieved across Scopus, ERIC, EBSCO, ScienceDirect, and ProQuest databases and analyzed using NVivo-14. The findings revealed that anchoring, reframing, and modeling were the most frequently applied NLP techniques in ELT, with reading comprehension being the most targeted language skill. Experimental research designs dominated the field, and university students were the primary participants studied. These results suggest that NLP techniques enhance learner engagement, motivation, and communication skills by creating dynamic and supportive learning environments. The study implies that educators and researchers can leverage NLP strategies to improve teaching effectiveness and learner outcomes in English language education. Further research is recommended to explore diverse participant groups and additional language skills to broaden NLP’s application in ELT contexts.
THE IMPACT OF PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING ON WRITING SKILLS: A COMPARATIVE STUDY ON EXTROVERTED AND INTROVERTED INDONESIAN EFL STUDENTS Prabowo, Jumbuh; Hartono, Rudi; Rukmini, Dwi; Saleh, Mursid
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9297

Abstract

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on enhancing the writing skills of students, considering their extroverted or introverted personality traits. The objective was to explore how different teaching strategies might yield varying results depending on the students' personalities. Employing a quasi-experimental design with a time-series approach, the research methodology included pre-and-post assessments, classroom observations, self-assessment tools for evaluating students' writing competencies, and questionnaires to determine their preferences. The research utilized three distinct forms of tests, revealing that the significance (Sig.) value stood at 0.005, which is below the 0.05 threshold for significance. This indicates a differential impact of PjBL and PBL on the writing abilities of introverted students. Conversely, for extroverted students, the significance value derived from the data was 0.300, exceeding the 0.05 level. This outcome suggests acceptance of the null hypothesis (Ho) and rejection of the alternative hypothesis (Ha), meaning there was no discernible difference in the effectiveness of the two strategies for extroverted students. Participants in the study were fourth-semester English Department students at the University of Sultan Ageng Tirtayasa (Untirta). The findings revealed that introverted students experienced variations in their writing skills when exposed to both PjBL and PBL, with these methods significantly influencing their writing abilities. In contrast, extroverted students did not show notable differences in their writing skills under the same teaching strategies, indicating that both PjBL and PBL were equally effective for them. This study underscores that the choice of teaching method can have varying impacts on the writing skills of students, particularly when considering their introverted or extroverted nature. It highlights that extroversion and introversion may play a role in how students respond to different educational approaches in the context of enhancing their writing skills.
The Utilization of U-Dictionary to Improve Students’ Pronunciation Maulida, Nabiela; Sakhiyya, Zulfa; Rukmini, Dwi
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.73158

Abstract

The main aim of this research is to assess the effectiveness of U-Dictionary in enhancing the pronunciation skills of students. The ability to pronounce words correctly is a crucial aspect of foreign language acquisition, particularly for Indonesian learners, and it plays a vital role in effective communication. Many English language learners face difficulties in pronouncing words when they speak, read, or listen to English. In today's digital age, mobile applications offer a variety of learning opportunities, including online learning through smartphones.This qualitative study delves into the use of U-Dictionary to augment students' pronunciation skills, and the author provides a detailed account of the research findings. The researchers observed a group of second-grade students at MTs Maarif Andong who were selected for this study. Thirty students participated as respondents and were interviewed and given questionnaires to provide accurate information. The findings indicate that the majority of students found media to be helpful in improving their pronunciation and believed that learning pronunciation is crucial. They also perceived the "perfect English pronunciation feature" in U-Dictionary as a practical and enjoyable way to overcome difficulties in learning pronunciation.
The Metafunction Meaning of Systemic Halliday to Analyze the Interpersonal Meaning in the Adele Album Prahita Isnaini Ningtyas; Dwi Rukmini; Hendrikus Joko Yulianto
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/r66crt12

Abstract

Music is a pattern of sounds made by musical instruments, voices, or computers, or a combination of these, intended to give pleasure to people listening to it. Interpersonal meaning, the strand of meaning that is the focus of this study, deals with how language is used in an interaction including in maintaining social relations, expressing attitudes and influencing others. In this study, the writers analized interpersonal meaning and using descriptive qualitative research. The writers searched the song of “21” album by Adele and only focus on Some One Like You song. The writers analyzed the clauses of the song based on that there are five types of deixis: spatial, temporal, person, social and discourse. After the researcher tries to interpret and interpret the lyrics, it can be concluded that the song Someone Like You tells about Adele's sick feelings, seeing her beautiful ex marry another woman, and having a happy life with her. Even though Adele still loves her ex-boyfriend very much and still can't forget his ex-girlfriend. Someone Like You is an amazing song. From the verses the lyrics teach the things that are really important. The following are some of the moral messages contained in Adele's Someone Like You lyrics is Learn to let go and Don't regret what happened.    
Exploring Reading – Viewing Element in the Learning Outcomes of Emancipated Learning Curriculum Implemented in English Textbook of VII Grade Junior High School Pangestika, Anindya; Zulfa Sakhiyya; Dwi Rukmini
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/3hy1wr60

Abstract

This study explores the reading–viewing element in the learning outcomes of the Emancipated Learning curriculum in the English textbook of VII grade Junior High School. Among the three elements mentioned in the learning outcomes, the reading-viewing element is used as the focus of this research. The data were gathered through an instrument that was developed based on The Decree of the Head of the Education Standard, Curriculum, and Assessment Agency, Ministry of Education, Culture, Research, and Technology Number 008/KR/2022 About Learning Outcomes (Capaian Pembelajaran). This qualitative research employs a textbook analysis (Graves & Graves, 2003) as the research design. The data was processed and interpreted qualitatively through the following stages: content analysis, critical review, summarizing the findings, drawing conclusions, and providing recommendations. The findings of this study reveal that the reading – viewing element of the Emancipated Learning curriculum is implemented completely in the English textbook of VII grade Junior High School. The outcome is integrated into the activities and assessments. Therefore, the activities in the textbook related to the reading – viewing element are relevant to the learning outcomes.
The Implementation of Word Search Puzzle with Numbered-Heads Together Strategy to Increase Students’ Vocabulary Mastery Nurlaely Hidayati; Dwi Rukmini; Rahayu Puji Haryanti
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/yhvhnj98

Abstract

Considering the significance of vocabulary mastery in language acquisition, this research addressed students' challenges in vocabulary learning. Particularly, this study evaluates the implementation of Word Search Puzzles combined with the Numbered-Heads Together (NHT) strategy to improve students’ vocabulary mastery. A mixed-methods approach was utilized, by combining quantitative and qualitative methods. The research involved pre-tests, treatments using Word Search Puzzles and NHT, post-tests, observations, questionnaires, and interviews. The results show that there is a significant improvement in students' vocabulary mastery, with an increase in scores from pre-test to post-test. Also, most of the students expressed enjoyment and interest in the new teaching methods. It can be concluded that the use of Word Search Puzzles and the NHT strategy positively impact students’ vocabulary mastery. Consider the effectiveness of the applied strategies, it is suggested for educators, especially English teachers, to consider to application of Word Search Puzzle with Numbered-Heads Together strategy into classroom practices.
The Irony in Enola Holmes movie (2020): a study of figurative language Damayanti, Lucky Kristina; Rudi Hartono; Dwi Rukmini
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/qwszcy56

Abstract

Figurative language, particularly irony, plays a significant role in both everyday communication and literary works. Irony occurs when there is a contrast between what is said and what is meant, often to highlight a deeper meaning, express subtle criticism, or create humor. Irony adds layers of meaning, encourages critical thinking, and enhances the richness of utterance. This research explores the use of figurative language, specifically irony, in the 2020 film Enola Holmes. The study aims to identify and analyze instances of irony within the film, focusing on how it contributes to character development, figurative meaning, and thematic expression. Hence, this study carried out a qualitative method with content analysis, the research examines dialogues and scenes where the irony plays a significant role, applying frameworks from pragmatic and discourse analysis to uncover deeper meaning. The findings showed that Seventeen Ironies appears and is analyzed using Perrine's theory of figurative language, which emphasizes the contrast between literal and intended meaning in Enola Holmes movie (2020). This study contributes to the understanding of figurative language in movie and its broader implications for audience engagement and interpretation.
Co-Authors Abdurrachman Faridi Abdurrahman Faridi Agnes Arum Budiana, Agnes Arum Agung Dwi Nurcahyo Agung Dwi Nurcahyo Agus Dwiyanto Agus Prayogo Agus Rofi’i Ahlis Qoidah Noor, Ahlis Ahmad Bukhori Muslim Ahmad Sofwan Ahmad Sofwan Ahmad Sofwan Ahmad Tauchid Alif, Wening Nur Habibah Alifia Junita Cendraa Sari Amalia Rahmawati Andika Farid Abdillah, Andika Anggarsari, Rian Hardika Anie Indriati, Anie Anisah, Nur Anisah, Nur Ardiasih, Lidwina Sri Arif Susanto Ariyanti Rodiah, Hindria Ariyanti Rodiah, Hindria Astani, Widi Astria, Asri Astria, Asri Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Auladi, Ahmad Yusron Auladi, Ahmad Yusron Ayu Dewi Fatimah Bedagama, Diana Novietasari Beni Saptiyanto Bharati, Dwi Anggani L. Bintana, Khomsa Bintana, Khomsa Dafi Khusnita, Dafi Damayanti, Lucky Kristina Daud Jiwandono, Daud Dewi Kilas Sinar Nurani, Arsianti Dewi Kilas Sinar Nurani, Arsianti Dewi, Annisa Kumara Djoko Sutopo Dwi Anggani L. Bharati, Dwi Anggani L. Dwi Anggani LB, Dwi Dwi Anggani Linggar Dwi Anggani Linggar Bharati Ekadini, Lulu' Eko Suwignyo Eko Suwignyo Emilia Ninik Aydawati Emilia Ninik Aydawati Ervina Juli Aryani Exnasia Retno Palupi Handayani Fadhila Yonata Fadhila Yonata Fajriati, Retno Dwi Faradilla, Ayu Silvana Faradilla, Ayu Silvana Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferdika Wijaya Kusuma Ferry Hadriyan Fitri Budi Suryani Fitriani, Walida Wahid Frimadhona Syafri Gisty Listiani, Gisty Glendia Fisca Gracia Nurika Purwanti Hanum Bestari Hari Amirullah, Hari Hartono, Rudi Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendi Pratama Hendi Pratama Hendrikus Joko Yulianto Henrikus Joko Yulianto Heru Priyatna Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili Husna, Zumala I.R. Agustien, Helena I.R. Agustien, Helena Inti Englishtina Ismi Kusumaningroem, Ismi Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Jan Mujiyanto Januarius Mujiyanto Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius Mujyanto Januariyus Mujianto Jumbuh Prabowo Jumbuh Prabowo Junior, Simon Resania Kartika Cahyani, Fransisca Putri Katharina Rustipa Katharina Rustipa Kohar, Hasan Abdul Kohar, Hasan Abdul Kurniawan Yudhi Nugroho, Kurniawan Yudhi kusumaningtyas, yulia shinta kusumaningtyas, yulia shinta Kusumawati, Henny Laksono Trisnantoro Lia Indriyani Lina Puspita Dewi Lina Puspita Dewi Listiyaningsih, Fina Lutfi, Agus Adib Lutfi, Agus Adib M. Syaeful Rizki U, M. Maemonah, Maemonah Maemunah Maemunah Maharani Robiatul Islam Masfa Maiza, Masfa Maulida, Nabiela Mazulfah Mazulfah Mega Mulianing Maharani Meike Imeda Wachyu, Meike Imeda Meylana, Ardhy Mochammad Imron Awalludin Mujahadah, Siti Mujahadah, Siti Mujianto, Yanuarius Murni Wahyanti, C. Murni Wahyanti, C. Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nabila, Zulfa Nadiyatul Uswatul Hasanah Narwianta, Nanang Narwianta, Nanang Nisak, Sukrun Nita Sitta Rachma, Nita Sitta Nor Chotimah, Nor Nurlaely Hidayati Nurrahmah Nurrahmah, Nurrahmah Pangestika, Anindya Pasca Kalisa Pertama, Tia Pertama, Tia Prahita Isnaini Ningtyas Pratiwi, Dita Ayu Priangan, Aulia Qushoy, Mohammad R. Bunga Febriani R. Bunga Febriani Radeni Sukma Indra Dewi Rahayu Puji Haryanti Rahayu Puji Haryanti Rahman, Dian Fathur Ratih Laily Nurjanah Rengganis Siwi Amumpuni Rengganis Siwi Amumpuni Rifqi Aulia Erlangga Rika Riwayatiningsih Rini Susanti Wulandari Rizka Fauziah Ruansyah, Rajif Alif Ruansyah, Rajif Alif Rudi Hartono Rudi Hartono Rudi Hartono Ruli, Ruli Ruminda Ruminda S. Andika Cahya Ari Wibowo Sadam Pamungkas Saleh, Mursid Salimatin Mufidah Saputri, Lenggahing Asri Dwi Eko Sari, Latifa Ika Sarip, Sri Kurnia Setya Rahayu Solihin, Rully Khoeru Sri i Wuli Fitriat Sri Setyarini Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Sudaryani, Harlina Sugiati, Ana Sugiati, Ana Sukma Nur Ardini Sumaryanti Sumaryanti Supriyadi, Hermawan Suwandi Suwandi Syaiful Haque Syamsul Arifin Tandiyo Rahayu Titis Sulistyowati Triubaida Maya Ardianti, Triubaida Maya Triwinarsih, Endah Triwinarsih, Endah Tyas, Dyah Ayu Enggaring Tyas, Umi Aisyah Sulistyaning Udi Samanhudi Udi Samanhudi Uju Uju W, Widhiyanto Wahyudi, Roni Wahyudi, Roni Wahyuni, Sri Warsono Warsono Warsono Warsono Welliam Hamer Wendi Kusriandi Wening Nur Habibah Alif Wibowo, S. Andika Cahya Ari Wibowo, Yudha Pambudi Wicaksono, Firman Wicaksono, Firman Wulan, Nawang Wulan, Nawang Yan Mujiyanto Yan Mujiyanto Yoga Prihatin Yuliana Zakiyah Yulita, Eva Yuni Eka Pratiwi, Yuni Eka Yuniarti Yuniarti Yuniarti Yuniarti Zahro, Dewi Sofiyanatiz Zebua, Esterani zulfa Sakhiyya