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All Journal Language Circle : Journal of Language and Literature VISION REFLEKSI EDUKATIKA Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra Register Journal Indonesian Journal of English Language Teaching and Applied Linguistics Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Education and Human Development Journal Indonesian Journal of Community Services JALL (Journal of Applied Linguistics and Literacy) Prominent : Journal of English Studies Borneo Educational Journal (Borju) Proceeding of the International Conference on Family Business and Entrepreneurship (ICFBF) REGISTER JOURNAL Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal on Learning and Advanced Education (IJOLAE)
Nuraeningsih Nuraeningsih
Universitas Muria Kudus
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Cable TV: Bringing Home Native Speaker to Increase Listening Comprehension of the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University Rismiyanto Nuraeningsih
Register Journal Vol 4, No 1 (2011): REGISTER
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v4i1.41-66

Abstract

This study investigated the use of cable TV to increase listening comprehension of the students of English education department of Muria Kudus University. The aims were to find out: (1) the listening comprehension achievement of the students taught by using cable TV, (2) the students’ response towards the teaching of listening comprehension class by using cable TV, and (3) the students’ difficulties when being involved in the listening class taught by using cable TV are. A classroom action research was conducted with three cycles. The data was collected by using test, observation checklist, a questionnaire. The subject consisted of 29 students joining Advanced Listening class. The findings show that: (a) The listening comprehension achievement of the students taught by using cable TV in cycle I, II, III is fair, (b) The students have enthusiasm and seriousness and motivation in joining the class in all cycles, (c) In cycle III the students’ difficulties when being involved in the listening comprehension class taught by using cable TV are more and more decreasing. Keywords: Cable TV, Listening ComprehensionKeywords;Cable TV;  Listening Comprehension
TENTH GRADERS’ PERCEPTIONS ON THE USE OF SOCIAL MEDIA IN LEARNING ENGLISH AT SMK N 1 PGRI MEJOBO KUDUS IN THE ACADEMIC YEAR OF 2021/2022 Saifulloh, Singgalang Daffa's; Syafei, Muh; Nuraeningsih, Nuraeningsih
Prominent Vol 6, No 2 (2023): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v6i2.8546

Abstract

This study aims to determine the perception of X APH students at SMK N 1 PGRI Mejobo Kudus on the use of social media in learning English. In this study, researchers used descriptive qualitative research with questionnaires and interviews. The participants in this study were 18 students of class X APH SMK N 1 PGRI Mejobo Kudus. The results show that WhatsApp, YouTube, Instagram, and TikTok are applications that are widely used by students when learning English. The results also show that social media has a positive perception for students. This is because social media applications help them improve their English language skills, so students think that social media applications are important and useful in learning English.
Improving Students’ Vocabulary Mastery through TPR Storytelling Nuraeningsih, Nuraeningsih; Rusiana, Rusiana
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v1i1.3

Abstract

Teaching English for primary school students highly emphasizes on vocabulary. It is understandable since they are at the first stage of learning the language. Unfortunately, in many teaching practices, vocabulary is taught in an isolated way without the presence of meaningful context. Vocabularies are often given in the form of long list to be memorized. Actually, the aim of learning vocabulary is to equip the students to be ready to use the language (i.e. speaking). Therefore, here, Total Physical Response Storytelling (TPRS) is to meet with the students’ need. TPR Storytelling is one of foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPR Storytelling (TPRS), teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar and students acted those stories out. The research was conducted to know the influence of TPR Storytelling on the student’s vocabulary mastery. It elaborates what works and what does not work in implementing Total Physical Response Storytelling to teach vocabulary. To achieve the purpose of this research, a Classroom Action Research consisting of two cycles was conducted. The subjects of the research were Second Graders of SD in Kudus, Centra Java, Indonesia, with the number of 20 students. Three instruments were used to collect the data, i.e.: test, observation, & questionnaire. The result of the research shows that the use of TPRS can improve the students’ vocabulary mastery. The students’ responses on the use of TPRS are also positive. Therefore, teachers are expected to make use of other stories by considering vocabularies that meet with the syllabus and the students’ need with the support from the institution.
Book Clubs as a Pedagogical Tool for Developing Critical Thinking: Evidence from an English Education Program in Indonesia Rusiana Rusiana; Nuraeningsih Nuraeningsih; Titis Sulistyowati; Muh. Syafei; Farid Noor Romadlon; Agung Dwi Nurcahyo; Loreen P. Agulan; Natthanan Thongmark; Sibhekinkosi Anna; Havva Kurt-Taşpınar; Abdurrahman Ahmed Milad
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23664

Abstract

In higher education, critical thinking skills are essential for students to develop their ability to explore problems, questions, or situations, find a solution, and justify their positions. Such skills can be cultivated through sustained, authentic dialogue with peers or in groups. To provide a supportive environment for dialogue and interaction among students, a book club was utilized as an alternative and extension activity of Extensive Reading course within the English Education Study Program at a private university in Indonesia. The book club enables students to connect with others, expressing and exchanging ideas and thoughts, thereby sharpening their critical thinking skills. This mixed-method study investigated the students’ reading and critical thinking skills after participating in the book club, the effectiveness of book club in developing these skills, and the ways in which the book club fostered critical thinking skills. Twenty-three freshmen from one class participated in the study. The instruments used were a reading test, a survey of critical thinking skills, and students’ work. The reading test and critical thinking survey were administered sequentially after the treatment, while students’ work was qualitatively analyzed. The findings reveal that book club is effective in developing student’s critical thinking skills, particularly in terms of creating alternative t endings to a given story.
Macrostructure, spontaneity, and interactivity: an analysis of casual talk Syafei, Muh; Nugroho, Kurniawan Yudhi; Madjdi, Achmad Hilal; Sulistyowati, Titis; Nurcahyo, Agung Dwi; Nuraeningsih, Nuraeningsih; Ekaningsih, Nur; Milad, Andurahman
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.107-126

Abstract

This study provides a qualitative analysis of a casual talk between two male postgraduate EFL students, who are Indonesian, Javanese, and English-speaking close friends. The conversation, conducted spontaneously without prior planning, consists of 203 turns and forms 23 conversational story sequences. The findings highlight key aspects of casual conversation, including structural, interactive, and interpersonal features. Structurally, the dialogue follows adjacency pairs and the IRF (Initiate-Respond-Follow-up) pattern. Spontaneity is evident in filled pauses, repetitions, false starts, backtracking, incomplete utterances, and frequent use of conjunctions and fixed expressions. Interactivity is demonstrated through turn-taking, respectful silence, occasional interruptions, and discourse markers, with communication strategies employed to prevent breakdowns. Interpersonal engagement is reflected in the use of laughter and chuckles, fostering group solidarity. Coherence emerges through cooperative exchanges, where speakers provide relevant responses and comments. Additionally, negotiation occurs in both interpersonal exchanges and logical-semantic adjustments to maintain clarity and understanding. These findings suggest that the conversation builds engagement through laughter, coherence through cooperation, and clarity through negotiation, maintaining structured storytelling despite its casual tone. However, a key limitation of this study is its reliance on audio recordings, which excludes the analysis of gestures and facial expressions. Further investigation into diverse conversational contexts, participant relationships, and cultural influences could provide deeper insights into the dynamics of casual interactions
English Teachers' Strategies in Teaching Reading Comprehension and the Challenges Encountered Zhofiroh, Rana Afifatuz; Nuraeningsih, Nuraeningsih; Romadlon, Farid Noor
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.21039

Abstract

This research aims to describe the strategies used by English teachers in teaching reading comprehension at SMAN 1 Jekulo and to identify the challenges faced during their implementation. The background of this study is the fact that many students still have difficulties in understanding English texts due to limited vocabulary, lack of mastery of reading strategies, and low learning motivation. This study applied a descriptive qualitative method. The data obtained through classroom observations as well as interviews with four English educators. The results show the teachers used a number of tactics, like scaffolding, think-aloud, reciprocal teaching, SQ3R, and QAR. The usage of these tactics was adapted to the students' competence stage, course objectives, and genre of literature. In mixed-ability classes, teachers also made certain adaptations, such as providing extra assistance to struggling students and assigning more difficult assignments to students who were more competent. Several problems remain, such as limits vocabulary, student ability gaps, a lack of enthusiasm in reading, and limited time in the classroom. However, the implementation of these strategies improved students' reading comprehension and made the class more interesting. The findings of this study are expected to provide teachers with suggestions for selecting and developing reading techniques, and they will also serve as an example for future researchers researching into ways for teaching reading comprehension in different situations.
Co-Authors Abdurahman Ahmed Milad Abdurrahman Ahmed Milad Agulan, Loreen P. Agung Dwi Nurcahyo Ahmad Hilal Madjdi, Ahmad Hilal Anna, Sibhekinkosi Diah Dwi Lestari Diah Kurniati Ernis Sholikah Farid Noor Romadlon Fitri Budi Suryani, Fitri Budi Fitria Nurkusumaningrum Hajimia, Hafizah Havva Kurt-Taşpınar Herda, Rozanah Kurniawan Yudhi Nugroho, Kurniawan Yudhi Kurt-Taşpınar, Havva Kusumastuti, Dyah Loreen P. Agulan Luluk Safira Ikrima Mamik Indaryani Milad, Abdurahman Ahmed Milad, Andurahman Muh Syafei Muh Syafei Muh. Syafei Mutohhar Natthanan Thongmark Nisrina Lutfiyah Nur Ekaningsih, Nur Principe, Regine Rohmanita Riski Istikhomah Rusiana Rusiana Saifulloh, Singgalang Daffa's Sibhekinkosi Anna Slamet Utomo Suprihadi Suprihadi Suprihadi Suprihadi Thongmark, Natthanan Titis Sulistyowati Tono Suwartono Tutuarima, Zulfa Uswatun Khasanah Wening Sahayu Yundari, Yundari Zhofiroh, Rana Afifatuz Zulfa Tutuarima