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Mirjam Anugerahwati

Universitas Negeri Malang

Author-ID : 3105308

Religion Arts Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Contribution of Students' Language Attitude toward The Success of English Learning in An Indonesian Islamic Boarding School Nafisah, Nahdia Ilma; Anugerahwati, Mirjam; Karmina, Sari
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.42329

Students’ language attitude is one aspect that contributes to the output of learning (Garret, 2010). The study aims to investigate the contribution of students' language attitudes towards the success of English learning. The research setting is in an Islamic boarding school in Indonesia. Under a qualitative research method and a case study design, students' interviews are conducted to collect the data. The data are descriptively analyzed using thematic analysis. The finding reveals that students with a positive attitude towards English have high motivation for learning English and vice versa. The success of learning English is indicated by the higher English scores and academic achievements, like winning English competitions. Therefore, the study suggests that teachers build the students' positive attitude towards English to acquire successful English learning.

Moodle and Telegram to develop students language performance and knowledge co-construction in technology-enhanced CLIL Imamyartha, David; Widiati, Utami; Anugerahwati, Mirjam; Hamat, Afendi
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28295

This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.

Evidence-Based Approaches to Teaching Reading in EFL Higher Education: A Systematic Review of Trends and Outcomes Chusnul Chotimah, Ima; Mahbub, Moh. Arif; El Sulukiyyah, Ana Ahsana; Widiati, Utami; Suryati, Nunung; Anugerahwati, Mirjam
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.12167

This study provides an analysis of a systematic review of the past studies published on methods of teaching reading in English as a Foreign Language (EFL) classrooms. The analysis is based on 27 published article journals from 2014 to 2023 using e-data based: Scopus, Taylor & Francis, and Science Direct. This study is based on a Systematic Literature Review (SLR) approach. The researchers would map the articles based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The data were analyzed using content analysis. The summary of the finding is (1) publication trends and network visualization shows detailed links for mapping the status of topics that have or have not been widely explored or discussed, (2) various methods in teaching reading for EFL classrooms and the effectiveness of using those methods to enhance students’ proficiency. The finding from this SLR served as a valuable resource for educators facilitating a deeper understanding of the methods of teaching reading, the result affecting students' reading skills, and its implication for enhancing the quality of education.

English Language Teaching in Islamic Boarding School: Navigating the Digital Revolution Putri, Nadya Aulia; Anugerahwati, Mirjam; Febrianti, Yusnita
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i1.10827

Teaching English in Islamic boarding schools or traditional Islamic educational institutions in Indonesia faces significant challenges due to technological developments. In recent years, technology has changed how people learn, communicate, and interact. This study aims to investigate how English teachers teach English in the digital era when Islamic boarding school regulations prohibit students from bringing gadgets. Qualitative study was used in this study by using interview and observations as data collection technique. The findings of this study revealed that the educational pattern at pesantren fulfilled the characteristics of a modern pesantren with formal and informal education system. English teachers do not refuse the existence of technology but do not use it as the primary method of learning in the classroom. The learning method is still based on teacher-centered and lecture-based learning methods. Some challenges in teaching English are traditional learning methods, monotonous classroom atmosphere, lack of teacher competence, and lack of teaching sources. The conclusion emphasizes the need for teacher training, improved teaching methods, and teaching sources.

Undergraduate Students’ Perception of Learner Autonomy Fostered through Google Classroom in Online Instruction Nurdin, Magfirah; Anugerahwati, Mirjam; Wulyani, Anik Nunuk
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.28139

The increasing use of online learning platforms such as Google Classroom has transformed how English as a Foreign Language (EFL) is taught and learned. However, limited research has explored students' perceptions of these platforms in promoting learner autonomy, especially in Indonesian higher education. This study aims to examine how undergraduate English education students view the role of Google Classroom in fostering learner autonomy during online classes. Using a descriptive quantitative approach, data were gathered through a structured Likert-scale questionnaire given to 30 students at a public university in Malang, Indonesia. The findings show that students generally hold positive perceptions, especially regarding their ability to take responsibility for their learning (M = 3.67), work independently (M = 3.43), and stay motivated (M = 3.50). They also reported active involvement in goal setting and personal study planning. These results suggest that Google Classroom offers a supportive environment for developing important aspects of learner autonomy. The study adds to the growing body of knowledge on digital learning by providing empirical evidence that structured online platforms can encourage autonomous learning behaviors in EFL settings.

English Teachers’ Professional Competence in Utilizing ICT At Madrasah Level : KOMPETENSI PROFESSIONAL GURU BAHASA INGGRIS DALAM MENGGUNAKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) PADA JENJANG MADRASAH Wahyu Nur Azizah; Anugerahwati, Mirjam; Setyowati, Lestari
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2025): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i1.3296

This study investigates at how proficient teachers at using ICT at religiously affiliated school implemented. Discovering out what teachers used in ICT tool and investigating the factors that lie behind their use in educational settings are the purposes of this. Seven state MTs in the Malang district were given a questionnaire to complete as part of the study's qualitative research design. There are twenty-eight English teachers that are available to participate. Presented in the form of descriptive qualitative, this study shows the results that teachers use ICT in their learning with a time preference of once a week. Additional research indicates that instructors' confidence in ICT that will increase their productivity (10.51%) and help them access instructional resources in the classroom (10.38%) are the main reasons why they use it for the learning process. Therefore, it is expected that future studies will continue to examine the ICT proficiency of instructors who are already familiar with its use, as well as how they address any challenges they may have when using it.

Translanguaging practices and teacher perspectives in a CLIL program: A case study at a national plus school in Indonesia Khafshoh, Adira Lizaria; Anugerahwati, Mirjam; Yannuar, Nurenzia; Basthomi, Yazid
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9878

The increasing adoption of content and language integrated learning (CLIL) in educational settings has caught teachers’ interest in using translanguaging as a tool to promote effective teaching and learning. Many studies have discussed translanguaging in CLIL, but limited studies have focused on young learners. This case study aims to explore translanguaging practices and perspectives in the CLIL context. Three teachers at one of the national plus schools in Malang, Indonesia, participated in this study. The data were obtained from classroom observations and interviews and analyzed using a thematic pattern. The results showed that teachers’ teaching practices, if seen from a translanguaging lens, while they were explaining the material, asking questions, giving tasks, and giving feedback to young learners. The reasons why the teachers applied translanguaging were to explain the materials and give advice to students, and to address students’ multilingual backgrounds. The advantages of performing translanguaging were to understand the instruction, explain the difficult materials, bond with students, and improve students’ vocabulary. This study suggests that integrating translanguaging strategies in CLIL might support more inclusive and effective teaching for young multilingual learners.

The Utilization of Flashcards in Teaching English Vocabulary to Young Learners Agnesia, Wega Dhea; Nurwadi, Nurul Fadilah; Suharyadi, Suharyadi; Anugerahwati, Mirjam; Khoiri, Niamika El
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.872

This study aims to investigates the effectiveness of using flashcards to teach English vocabulary to young learners. The research was conducted at SDN Gempol 2 with 36 third-grade students. A one-group pre-experimental design was employed, using pre-test and post-test to collect the data. The results revealed a significant improvement in students' vocabulary mastery, with the average score increasing from 65.83 (pre-test) to 76.80 (post-test). Statistical analysis showed that the t-value (11.056) exceeded the critical value (2.035), and the significance level (p = .000) was below the threshold of 0.05, indicating a meaningful difference. These findings suggest that flashcards are an effective tool for enhancing vocabulary acquisition among young learners, as they help maintain students’ engagement through visual and interactive learning.

Interactive and interactional metadiscourse markers in research articles of Indonesian expert writers Kustyasari , Dian; Basthomi, Yazid; Anugerahwati, Mirjam
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1082

Academic writing articles serve as the medium of communication among scholars to share knowledge and new inquiries and are made in such a way that the idea they deliver is both understandable and accepted. One essential action to accomplish this is by employing metadiscourse markers. Metadiscourse is viewed as an essential element of credible written texts created by students of ESL and native speakers, by which the intelligibility of communication in research articles can be accomplished through suitable discipline conscience, norms, and belief to track the writers’ pathway to academic promotions. Therefore, employing descriptive qualitative approach, this study aims at investigating the utilization of interpersonal metadiscourse markers and their functions in academic writing. Analysing discussion section of research articles written by Indonesian expert writers, the results show that the metadiscourse markers in the articles are found to be similar to the commonly used markers among academic community, including interactive and interactional markers. Moreover, the employment of markers in the articles reveal the functions of them to indicate relation between sentences, involvement of readers, existence of example, limitation of commitment to propositions, emphasis on general practice and certainty, and reference to the writer. HIGHLGHTS: The appropriate utilization of interactive and interactional metadiscourse markers in research articles indicates the international norm of academic writing. The Indonesian expert writer articles fulfill the intelligibility of communication in international research articles. The writing course in the universities needs to emphasize the essential functions of metadiscourse markers.

The power of constructive criticism and its effect on students' learning motivation Wulandari, Anggi Putri Suri; Anugerahwati, Mirjam
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1408

The present study sought to understand EFL students’ perception on the use of oral constructive criticism given by faculty members in the classroom and whether it has any effect on the students’ motivation in learning English. The participants of the study were 86 EFL students from 5 outstanding universities in Malang, East Java, Indonesia. The data were collected through a questionnaire and an interview. The results of the study revealed that the 86 EFL students had positive perceptions on the use of oral constructive criticism. The students were helped in some ways in learning English by means of receiving oral constructive criticism from their faculty members. The students considered oral constructive criticism a confirmation whether they did the right things in the learning process. More prominently, the result showed that the use of oral constructive criticism played a big role in boosting the students’ motivation in learning English. The students did not feel constructive criticism as a thread that inhibited them from being their best version of themselves in learning English. Instead, the students were strongly motivated to study hard and get good scores because of oral constructive criticism that they received during the teaching and learning process. HIGHLIGHTS : Constructive criticism is considered a necessary tool to help students recognize their mistake, learn from it, and stop repeating the same mistake in the near future. Faculty members should continuously provide constructive criticism for students to boost their motivation in learning English. Students feel highly motivated to study hard and achieve high grades because of the verbal constructive criticism they receive during the teaching and learning process.

Co-Authors Abargiel, Kauna Bismie Abdul Halim Adira Lizaria Khafshoh Afendi Hamat Agnesia, Wega Dhea Alfia Rachma Firnanda Alfia Sari Alfiani, Syafira Ali Saukah Anik Nunuk Wulyani Ardhi Eka Fadilah Arif Rahman Atika Kumala Dewi, Atika Kumala Aulia Adilla Aji Aulia Adilla Aji Azahra, Firda Febriana Azzahra, Sabrina Dwi Bambang Yudi Cahyono Bella Rizky Amelia Budi Waluyo Chotmaniyah Chotmaniyah Chusnul Chotimah, Ima David Imamyartha Dhimas Onny Permadi Dilla Sufianita Dwindah Mar'ah Shoolihah Edi Suharyadi Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Emalia Iragiliati Eni Fauziah Harahap Enny Irawati Eny Suspartiana Evi Eliyanah Fadly, Firlyano Fardhila Sheli Rahmawati Fika Megawati Firda Febriana Azahra Francisca Maria Ivone Frida Unsiah Furaidah Gema Diniah Setra Hamat, Afendi Hany Noviya Heny Kusdiyanti, Heny Ima Chusnul Chotimah Imamyartha, David Indawan Syahri Johannes A. Prayogo Khafshoh, Adira Lizaria Khasanah, Tanti Nur Khofifah, Mutiara Khulaifiyah Khulaifiyah, Khulaifiyah Kummala, Alvina Zulfa Kustyasari , Dian Lestari Setyowati Lutfiyan Khusyabaroh M. Misbahul Amri Mahbub, Moh. Arif Maulidea Putri Artikasari Merliyani Putri Anggraini Meta Nur Fitriyanti Muhamad Ali Agung Baroto Mustofa, Mutmainnah Nadya Rezkhita Dwiana Nafisah, Nahdia Ilma Naima Khairunisa Nanang Zubaidi Nisrina Nurhaliza Noverita Wahyuningsih Nunung Suryati Nur Alfiana Isnaini Nur Mahmudi Nur Mukminatien Nurdin, Magfirah Nurenzia Yannuar Nurenzia Yannuar Nuriyah Sa'adah Nurkamilah Nurkamilah Nurwadi, Nurul Fadilah Primardiana Hermilia Wijayati Putri, Elsa Desi Putri, Nadya Aulia Rahma, Adillah Elifta Rahmadsyah Lubis Rahmawati, Fardhila Sheli Rida Cahyani Dwi Sukamto Risvi Uly Rosyidah Roro Millatu Al-Ghaniy Rosyida Asma’ul Husna Rosyidah, Umniyah Juman Sabila, Arinas Sari Karmina Sari Karmina SARI, ALFIA Setiawan Furqoni Shah , Shanina Sharatol Ahmad Sheila Agustina Sintha Tresnadewi Siti Muniroh Sofia Imania Sri Handayani Siregar Sri Rachmajanti Suci Nugrah Amalia Sueb Suharmanto Suharyadi Sukma, Danti Permata Syamsul Arifin Tati Khumairoh Toukta Solathtanavong Ubaidillah, M. Faruq Uswatun Hasanah Utami Widiati Utami Widiati Utari Praba Astuti Wahyu Nur Azizah Wienda Febriyanti Nugroho Wijaya, Robby Wulandari, Anggi Putri Suri Yatri, Deni Yazid Basthomi Yusnita Febrianti Yusparizal Yusparizal

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