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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JEPAL (Journal of English Pedagogy and Applied Linguistics) Journal of Innovation Research and Knowledge Research on Applied Linguistics and Literature English Review: Journal of English Education
Muhammad Anjar Nugraha
Universitas Subang
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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AN ANALYSIS OF STUDENTS' MOTIVATION IN LEARNING ENGLISH Indi Amelia; Muhammad Anjar Nugraha; Slamet Wahyudi Yulianto
ELTIN Journal Vol 12 No 1 (2024): VOLUME 12, ISSUE 1, APRIL 2024
Publisher : STKIP Siliwangi

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Abstract

Students’ motivation is the most important key that has an essential impact on the learning process. This research aimed to find out the motivation that most influences students and explored the students’ perceptions about motivational teaching strategies to boost their motivation to learn English. This research took place at one of the vocational high schools in Indramayu, which consisted of 12 students from the tenth grade as participants. This research used a questionnaire, an interview, and observation to collect the data. The data were analyzed qualitatively using interactive techniques. The results revealed that 3 students (25%) got a higher percentage for extrinsic motivation, while 9 students (75%) got the opposite. It was found that intrinsic motivation has the most influence on students learning English. The results of the interview and observation delineated that the students gave positive responses to the motivational teaching strategies applied by their teacher. Moreover, they think that the teacher was an important factor that succeeded in motivating them to learn English. It is suggested that teachers understand their students’ characteristics before deciding to create and apply certain creative strategies. As a result, teachers may design an effective learning method that encourages students to learn English.
An An Analysis of Code-Switching and Patterns between Students and A Lecturer in Higher Education Speaking Class Bayyinah, Sahara; Sakina, Rahma; Widianingsih, Ayang Winda Sri; Nugraha, Muhammad Anjar
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1056

Abstract

By examining the patterns of code-switching and code-mixing among Ma'soem University fourth-semester English education students, this study aims to analyze the pattern of code-switching and code-mixing in speaking classes. The study employs a qualitative descriptive methodology, capturing instances of these linguistic behaviors through observations, interviews, and documentation. The study groups communicative functions, contextual triggers, and different types of language alternation according to the theories of Grosjean (1982), Myers-Scotton (1993), and Muysken (2000). The results show that code-switching and code-mixing improve comprehension, facilitate cross-cultural learning, and greatly improve students' educational experiences. The most common pattern is insertional code-switching, which enables students to use vocabulary from several languages to more accurately communicate complicated ideas, especially when literal translations are inadequate. On the other hand, tag-switching seems to be the least common and frequently happens accidentally. The complex interplay among language proficiency, communicative requirements, and cultural identity in the context of education is reflected in these patterns. The results of this study imply that code-switching and code-mixing are essential to successful communication, cultural expression, and language acquisition rather than just being linguistic phenomena.  
TIKTOK APPLICATION AS AN ENGLISH LEARNING MEDIA: STUDENTS’ PERCEPTION Sanusi, Anugrah Ilham; Nugraha, Muhammad Anjar; Maulida, Ida
ReALL - Research on Applied Linguistics and Literature Vol. 2 No. 2 (2023): Research on Applied Linguistics and Literature
Publisher : Fakultas Ilmu Budaya and LPPM Universitas Sebelas April

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Abstract

The TikTok application is a social media application that contains video content about anything, including some English learning content. English learning media is a tool or method used by teachers to make it easier for students to understand English subject matter, therefore this TikTok application was chosen as a learning Media. This study aims to determine students' perceptions of the use of the TikTok application as a medium for learning English and also to find out whether the TikTok application is used by students as an interesting and interactive media for learning English. The sample in this research was 139 eleventh-grade students of SMK PGRI Subang. This research design used qualitative research methods with a case study approach by getting the data from questionnaires and interviews. Questionnaires were used to determine students' perceptions of the TikTok application as their learning media in learning English, Interviews were used to determine the use of the TikTok application as an interesting and interactive media in learning English. The results show that the number of users of the TikTok application among students is 65.5%, the frequency of students using the TikTok application is 55.4%, the use of English learning media in the TikTok application for students provides a positive learning experience 64%, Using TikTok is easier for students to access video content that contains English, discusses vocabulary, speaking, grammar, which is easy for students to remember 45.3%, TikTok gives students the opportunity to hone their English skills 43.2%. Overall, it shows that the use of TikTok in learning English received a positive response from the majority of students, although there were some who were still doubtful. TikTok has had a positive impact on students in various aspects. The results of interviews regarding participant responses showed positive and varied views regarding the use of the TikTok application as an English learning media. Many participants found this experience enjoyable, beneficial, and improvement the understanding and knowledge of the language. The interactive and entertaining nature of TikTok content makes the learning process interesting and effective.
CRITICAL PEDAGOGY PRINCIPLES FOR DEMOCRATIC INDONESIAN SENIOR HIGH SCHOOL EFL CLASSROOMS Slamet Wahyudi Yulianto; Muhammad Anjar Nugraha; Anggiana Yulyanti; Diki Rosadi; Noni Trisna Putri; Abdillah Mubarrok Lathief
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.139

Abstract

There are two primary objectives of this study. First, investigating how the four Critical Pedagogy (CP) principles, consisting of dialog, problem-posing, praxis, and conscientization, are integrated in the Teaching English as a Foreign Language (TEFL) for the purpose of establishing the more Democratic Classroom (DC) and assisting students’ Critical Thinking (CT) development. Second, uncovering the students’ responses toward the integration and what impact they perceive as a result of it. Participants included 213 eleventh-graders from a public senior high school in Subang, West Java, Indonesia. The data were obtained through questionnaire, interviews, and classroom observations from May until October 2025 and were then analyzed through transcribing, coding, categorizing, interpreting, comparing, and concluding. Findings indicate that CP principles are incorporated through ten specific activities designed to foster a DC atmosphere and enhance CT skills. These activities include involving students in classroom decision-making, presenting relevant learning materials, helping students distinguish facts from opinions, and discussing solutions for controversial social issues. Toward the ten activities, the students respond positively and claim that, they are motivated to participate in co-creating classroom decisions and are facilitated in developing their CT skills, including analysis, open-mindedness, and decision-making. The study suggests that EFL teachers should integrate these ten CP-based activities into their daily pedagogical practices. Additionally, it is recommended for policy-makers to promote and support the incorporation of CP principles in TEFL.
IMPROVING STUDENTS' SPEAKING SKILLS THROUGH CARTOON MEDIA: A CLASSROOM ACTION RESEARCH AT AN INDONESIAN ELEMENTARY SCHOOL Jaisy Yasmin Alphariyadi; Lusiana Suciati Dewi; Muhammad Anjar Nugraha
Journal of Innovation Research and Knowledge Vol. 6 No. 2 (2026): Juli 2026
Publisher : Bajang Institute

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Abstract

This study investigates the effectiveness of cartoon media in improving the English-speaking skills of sixth-grade students at an elementary school in Subang, Indonesia. Employing a Classroom Action Research (PTK) design following the Kemmis and McTaggart model, the research was conducted across two cycles, each comprising planning, action, observation, and reflection phases. Data were collected through pre- and post-tests assessed via a speaking rubric (pronunciation, fluency, vocabulary, and grammar), classroom field notes, semi-structured interviews, and documentation. In Cycle 1, despite increased classroom participation, the post-test mean score declined from 60 to 54, attributable to unfamiliar vocabulary and persistent speaking anxiety. Informed by this reflection, Cycle 2 incorporated vocabulary pre-teaching and dubbing activities, resulting in a substantial improvement: the post-test mean rose to 64, with 76% of students reaching the mastery threshold of 70 or above, surpassing the predetermined 75% success criterion. Qualitative data corroborated these gains, with students reporting reduced anxiety and increased enjoyment when learning through cartoon-based activities. The findings support Krashen's affective filter hypothesis and Mayer's Cognitive Theory of Multimedia Learning, suggesting that cartoon media can serve as a low-cost, engaging, and pedagogically effective tool for developing oral communicative competence among young EFL learners.
The Implementation of Using Small Goup Discussion in an EFL Classroom: (A Case Study at the Eleventh Grade of SMKN 1 Subang in the Academic Year 2022/2023) Ika Sapitri; Mimin Aminah; Muhammad Anjar Nugraha
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 10 No. 1 (2024): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v10i1.1739

Abstract

Students have difficulty learning English because they do not use it in their daily lives and English is not their first language. Through small group discussion as a learning strategy can help students’ in learning English. This study, focused on a described implementation of using small group discussion in an EFL classroom and perceived students’ responses about this strategy. This case study was conducted at Vocational High School, consists of 34 students and was designed for two meetings with the material analytical exposition text. To triangulate the data, observation, questionnaire, interview and documentation were used as an instrument. The result shows that implementation by group discussion the students more easily to analyze and makes an analytical exposition given by the researcher. Although in the first meeting, there were students who did not seem to participate in the process of discussion, but in second meeting, students participated actively and they could manage themselves to work in-group. In the questionnaire, 100% of students agree that using small group discussion is very suitable for learning English in vocational school. Based on the interview, students argue that by small group discussion it can be solved the task easily because they have the various opinions during group discussion. Small Group Discussion really helped the students. The students could share their knowledge and opinion in doing the exercises and discussing the answer to the exercises. Based on the result, it can be concluded that implementing small group discussion as a learning strategy is a good way of teaching and learning English.
Exploring Factors Enhancing English Speaking Proficiency Laksmi Gasani; Muhammad Anjar Nugraha; Dody Wahyudi Purnama
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2273

Abstract

Despite increased exposure to English in Indonesia’s digital era, speaking proficiency remains very limited among students. The 2024 EF English Proficiency Index highlights Indonesia’s relatively low ranking compared to other Asian countries like the Philippines and Malaysia. Since English-speaking proficiency is essential for global communication, personal growth, careers, and educational opportunities, understanding the factors that enhance it is crucial. This qualitative study explores factors enhancing English-speaking proficiency and identifies the most influential ones that help students become more proficient. Participants included three college students who consistently achieved high scores in their English-speaking class and their lecturer at Subang University. Data were collected through semi-structured interviews and classroom observations. The findings reveal that age, positive attitudes, family support, personality, language exposure, teachers, and regular practice contribute to proficiency, with language exposure, personality, teachers, and regular practice being the most influential. This study provides insights to help students develop self-confidence, take risks, practice consistently, and openness to diverse language exposure, ultimately improving their English-speaking proficiency.
Exploring High School Students' Understanding of Critical Pedagogy in Interpreting English-Language Digital Content on Social Media Noni Trisna Putri; Slamet Wahyudi Yulianto; Muhammad Anjar Nugraha
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 12 No. 1 (2026): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/v12i1.2360

Abstract

This research examines how Indonesian senior high school students engage with English language material on social media, drawing on critical pedagogy principles. Through in-depth interviews with two students, the conversations were analyzed to explore their interpretation of digital texts, encompassing underlying power dynamics and ideologies. Key results indicate that social media serves as an enjoyable platform for English learning, such as via videos and posts, yet linguistic challenges frequently impede thorough comprehension and critical analysis. Factors like apprehension about errors, anxiety, and imbalanced classroom dialogues result in students remaining passive and engaging only superficially with topics. Nonetheless, they are beginning to recognize diverse viewpoints on societal issues, although translating these insights into action proves difficult. The study concludes that fostering critical thinking in English education requires a comprehensive strategy, incorporating language assistance, supportive atmospheres, and inclusive discussions to empower student development. Further research should involve extended periods and wider contexts to advance digital content literacy.
The Role of HelloTalk in English Education Students’ Autonomous Speaking Rahma Sakina; Finka Mareta; Revi Nur Ridwan; Muhammad Anjar Nugraha
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 2 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i2.2366

Abstract

Fluent English speaking is essential for English Education students, especially for academic and professional success in global contexts. However, learners often face limited real-life interaction, a lack of feedback, and weak autonomous learning habits. Mobile-Assisted Language Learning (MALL) tools like HelloTalk are increasingly used, yet their specific role in promoting autonomous speaking practice at the university level remains underexplored. This study investigates students’ attitudes toward using HelloTalk to develop autonomous speaking skills and identifies the benefits and challenges they experience. A qualitative descriptive method was used, collecting data through closed-ended questionnaires and semi-structured interviews with English Education students at Ma’soem University who used HelloTalk for at least one month. The findings reveal positive attitudes across cognitive, affective, and behavioral dimensions. Students found HelloTalk motivating, user-friendly, and effective for speaking practice. Key benefits included increased speaking confidence, flexibility, authentic language exposure, and timely feedback from peers and AI. Reported challenges included limited access to premium features, difficulty finding conversation partners, and fluctuating motivation. Overall, HelloTalk supports learner autonomy by providing a flexible, interactive space for language use beyond the classroom. These findings suggest that the integration of MALL tools like HelloTalk into formal curricula can enhance students’ speaking fluency and self-directed learning.
Creating a Canva-Based Approach for Teaching Narrative Text Rani Nurhaliza; Slamet Wahyudi Yulianto; Noni Trisna Putri; Muhammad Anjar Nugraha
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1545

Abstract

Narrative text is an important part of English learning at the junior high school level because it helps students develop their reading, writing, and storyline skills. However, many students have difficulty understanding the structure of the text, the flow of events, and complex linguistic elements, while conventional learning approaches are often unable to accommodate students' needs optimally. This creates a gap between theoretical learning approaches and less interesting and less effective classroom learning practices. This study aims to describe the use of Canva as a creative medium in learning narrative text in junior high school. Canva was chosen because it has attractive and interactive visual elements that are believed to improve students' understanding. This study uses a qualitative descriptive method with data collection techniques in the form of classroom observations and semi-structured questionnaires and involves 10 junior high school students as participants. The results showed the use of Canva had a positive impact on students' understanding of the structure of narrative text, such as orientation, complication, resolution, and reorientation. Attractive visuals, such as images and layouts, also increase students' enthusiasm and creativity in the learning process. Thus, the use of Canva has proven effective in bridging the gap between theory and practice and making learning narrative text more enjoyable and meaningful for junior high school students.
Co-Authors Abdillah Mubarrok Lathief Anggiana Yulyanti Anugrah Ilham Sanusi Bayyinah, Sahara Dewi Yulyanti Diki Rosadi Dinar Tia Sundari Dody Wahyudi Purnama Finka Mareta Gina Nurpalah Holil Amsori Ida Maulida Ida Maulida Ika Sapitri Indi Amelia Jaisy Yasmin Alphariyadi Jufrianto Sibarani Laksmi Gasani Lusiana Suciati Dewi Lusiana Suciati Dewi Maulida, Ida MIMIN AMINAH Noni Trisna Putri Noni Trisna Putri Purnama, Dody Wahyudi Rahma Sakina Rani Nurhaliza Revi Nur Ridwan Risa Uswatun Hasanah Sakina, Rahma Sanusi, Anugrah Ilham Slamet Wahyudi Yulianto Slamet Wahyudi Yulianto Sunara Sunara Widianingsih, Ayang Winda Sri