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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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EFL teacher beliefs in boosting students’ critical thinking Kummala, Alvina Zulfa; Anugerahwati, Mirjam; Astuti, Utari Praba
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1522

The urgency of teaching critical thinking skills to the students currently cannot be neglected. The teacher holds essential role to prepare them to have great soft skills for their future lives. No matter what they want to be or what discipline of knowledge they want to emphasize, the ability to think critically will be beneficial for them. Hence, this paper aims to dig up teacher beliefs about the notion of critical thinking and how to teach it to the students. This research focused on EFL teachers of secondary level in Indonesia, particularly in Malang. By utilizing questionnaire and interview to collect the data, the results demonstrated that: (1) there are 85% of respondents believe in the importance of teaching critical thinking skills in secondary school area. (2) EFL teachers believed that it is very crucial for the teachers themselves to have the ability to think critically before teaching to their students, (3) they believed that by providing numerous activities such as debate, avoiding ‘lecturing’, problem solving and others could boost the students’ thinking skills. HIGHLIGHTS: Teachers have strong beliefs in the importance of critical thinking skills for the students Teachers should have the competence to think critically at first time Teachers should have the ability to provide various activities that can train the students to be critical thinkers.

A profile of primary school students’ literacy through EMI in CLIL Contexts Rachmajanti, Sri; Anugerahwati , Mirjam; Unsiah, Frida
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1802

For several years, the competence of students in Indonesia has always been recorded as very low. In PISA, Indonesia ranks at the 3rd or 4th lowest position, especially in Reading, Mathematics, and Science. This condition has, of course, raised the concerns of educators in Indonesia, and some schools then decided to implement an international curriculum along with the 2013 Curriculum. With the international curriculum, students are required to have very good literacy, to comprehend the texts and questions they work on. This also entails teaching them with teaching strategies which, besides developing their language competence, also enhance their critical thinking skills. This paper reports some ways in which EMI and CLIL can develop primary school students‟ English proficiency, literacy, and critical thinking skills. Data were taken from some Primary Schools which implement the synergy of national and international standard curricula, particularly from the scores of the students on two tests. Focus of the learning is given to the students’ English proficiency and literacy. The total numbers are 248 students from 14 primary schools located in most cities in East Java and some in South Celebes. The results show that the program equips the student with higher proficiency, literacy, and critical thinking skills. This study implies that EMI in CLIL context can accommodate primary school students’ literacy learning. HIGHLIGHTS : ESL lessons in Primary schools implement the synergy of the National Curriculum and international framework do enhance students‟ literacy, proficiency, and critical thinking skills. The implementation of CLIL and EMI in primary school evidently gives benefits to the students‟ language proficiency. It is confidently stated that EMI, which is implemented in the CLIL program, particularly in the primary schools which implement the synergy of dual curriculum (the 2013 Curriculum and the international framework).

CODE-SWITCHING AND CODE-MIXING USED BY INDONESIAN EFL STUDENTS ACROSS DIFFERENT AGES Putri, Elsa Desi; Cahyono, Bambang Yudi; Zubaidi, Nanang; Anugerahwati, Mirjam
Jurnal Visi Ilmu Pendidikan Vol 17, No 3 (2025): Oktober 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i3.78586

The phenomena of code-switching and code-mixing were inevitably in EFL classroom. Several studies have been conducted to investigate those issues, meanwhile this research was significant to seek for the kind of code-switching and code-mixing used by EFL students across different age and how this affected their English proficiency level. Therefore, a descriptive-qualitative study through observation was conducted to investigate what kinds of code-switching and code-mixing used. The observation was conducted during the online classes by analysing the recording utterances used by the three EFL students with different age and background. Then, it was found that the code-switching and code-mixing used by the students were varied, such as code-mixing in the form of word, inter-sentential code-switching, and intra-sentential code-switching. Indeed, the kind of code-switching and code-mixing used by the students would show their English proficiency level

The Implementation of Zoom Meeting as Teaching Instrument for Speaking Classes in Profitable English Course Dewi, Atika Kumala; Anugerahwati, Mirjam
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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

Most people learn English. Science, culture, and international relations necessitate it. Many students join an English course to study with friends outside of school since the course is offline sessions or busy schedules. Therefore, this study investigated using Zoom meetings to teach speaking in several English-learning programs at a prominent English-study institution. Qualitative research was used to gather expert information from entrepreneurs and teachers. This research examines online speaking teaching tactics using observation sheets and Zoom Cloud Meeting interview recordings. The findings showed that teachers' online speaking education methodologies meet students' requirements. They motivate students, utilize real language in relevant circumstances, and engage them. Teacher corrections and comments. Using the natural interaction between speaking and listening may also improve the lesson. Offering students options creates a lively classroom. Each session ends with professors encouraging students to use instructional speaking. This project intends to enhance future English class Internet research.

Asynchronous Video Feedback as a Game-Changer for Online Speaking Classes Sabila, Arinas; Cahyono, Bambang Yudi; Anugerahwati, Mirjam
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.24708

Asynchronous Video Feedback (AVF) allows students to replay or slow down video feedback for better comprehension, enabling them to thoroughly process and address issues, thereby enhancing their observational and reasoning skills. This study investigates the effectiveness and student perceptions of AVF in improving speaking skills in online English courses. Conducted in an online English course in Pare, Kediri, Indonesia, the research employed a mixed-methods design, including pretests, post-tests, surveys, and semi-structured interviews with eight participants from an online speaking class. The results revealed substantial improvements in learning outcomes, with the pretest mean score of 64.88 increasing to a posttest mean score of 84.88, indicating a significant enhancement in students' speaking capabilities. The study showed that AVF significantly improved pronunciation, grammar, vocabulary, and fluency. Additionally, AVF promotes self-directed learning and discipline, though a student's educational background may influence their comprehension, particularly concerning grammar. Compared to in-class feedback, AVF reduces feelings of embarrassment and fear, offering valuable insights for future online English classes. Therefore, AVF is proposed as an effective tool for developing students' speaking abilities in online courses.

Exploring the Teaching Practice of ELT Pre-service Teachers to Develop Gender-responsive Pedagogy Rida Cahyani Dwi Sukamto; Mirjam Anugerahwati; Evi Eliyanah
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27113

Integrating gender-inclusive strategies in teacher training prepares future educators to create fair and inclusive classrooms. Addressing gender biases in education can expand equal learning opportunities, positively impacting students' experiences and outcomes. This paper examines how Indonesian pre-service teachers implement gender-responsive pedagogy (GRP), focusing on their choices in teaching materials, classroom management, and instructional methods as they prepare to shape future learning environments. Four Indonesian ELT pre-service teachers from Universitas Negeri Malang participated in the study, closely examining them through classroom observations and semi-structured interviews. The thematic analysis of the interviews and observations revealed that pre-service teachers incorporated gender-responsive pedagogy (GRP) elements into their teaching practices, including diverse teaching materials, inclusive classroom management, and methods encouraging equitable student participation. These practices seemed to stem from the general inclusive teaching principles emphasized in their teacher education program. The findings indicate a potential benefit in integrating specific GRP training within professional education frameworks, enabling pre-service teachers to develop a deeper and more intentional understanding of gender-responsive strategies. This integration would empower future educators to address gender biases effectively and foster classrooms that actively support gender equality, enhancing students' educational experiences and outcomes.

INTEGRATING AUGMENTED REALITY IN ENGLISH LANGUAGE TEACHING :TRENDS IN INDONESIA FROM 2019 TO 2023 Rosyidah, Umniyah Juman; Anugerahwati, Mirjam
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.8992

Technology 5.0 leads to the technological implementation to help humans, including in terms of ELT. Augmented reality provides students to combine the virtual and real situations to maximize English language acquisition. Therefore, the implementation strategies of AR-ELT implementation need to be conducted. Besides, understanding the ways for implementing AR in ELT helps Indonesian teachers make informed decisions about when and how to implement AR technology into their English teaching. This research conducts systematic literature review to discover the level of education, how it is implemented, and what recommendation of AR-ELT implementation. The results show that elementary students with vocabulary teaching method as the most aspect taught. The implementation of AR-ELT can integrate appropriate teaching approach, blend it with the language learning between online and offline class, combining with another physical media, apply the AR-English implementation with non-English materials. The most important recommendation due to the implementation is that all parties in the institutions must support. Further Indonesian academics need to developed AR app and implement comprehensively in English language learning, so that academics do not only develop AR app without the implementation.

STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING (PJBL) IN P5 PROJECTS FOR ENHANCING WRITING SKILLS AT ISLAMIC BOARDING SCHOOL Arifin, Syamsul; Anugerahwati, Mirjam; Suharyadi, Suharyadi
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8687

This study aims to explore the perceptions of students toward Project-Based Learning (PjBL) in P5 projects for enhancing writing skills at Islamic Boarding Schools (IBS). It seeks to address key questions about students’ experiences, the impact of PjBL on writing development, the challenges encountered, and strategies for improvement. Adopting a convergent parallel mixed methods design, data were collected using an online questionnaire and semi-structured interviews. The questionnaire involved 84 students from As-Syifa Islamic Boarding School Sagalaherang Subang, while 12 participants, purposefully selected based on English proficiency (basic, intermediate, advanced) and willingness to participate, were interviewed for in-depth insights. Quantitative data were analyzed descriptively, and qualitative data were coded thematically. Findings reveal that PjBL in P5 projects positively influences students’ writing skills through real-world applications, collaborative tasks, and engaging activities. However, challenges such as time constraints, limited vocabulary, and group dynamics were noted. To enhance PjBL outcomes, students proposed extending time for writing tasks, providing immediate feedback, and integrating digital tools for autonomous learning support.

LEVERAGING LANGUAGE LEARNING STRATEGIES AND MOTIVATIONS TO DEVELOP INTERCULTURAL AWARENESS Nur Alfiana Isnaini; Yazid Basthomi; Mirjam Anugerahwati
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): 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.v11i2.47

Incorporating intercultural competence in the classroom may be a demand these days. As a required skill, intercultural competence has attracted much attention in EFL learning. Therefore, this study aims to scrutinize the types of language learning strategies and students' motivation to learn English and how those strategies and types of motivation can elevate students' intercultural awareness. This study implements the development of intercultural sensitivity (DMIS) by Bennett (2004) and Hammer et al. (2003), language learning strategies by R. L. Oxford (1990), and language learning motivation by Pranawengtias (2022). Through online interviews, this study examined the transcriptions of two English literature students. The results revealed that of the types of language learning strategies undergone by female students, male students did not encounter affective strategies. In addition, the same thing happened with the types of motivation, where only female students encountered intrinsic and extrinsic factors. However, male students only encountered intrinsic factors. Interestingly, this study also underlines how language learning strategies and motivation are inextricably linked in shaping students' intercultural awareness. Overall, this study has shed light on EFL teaching where intercultural awareness can be promoted by accelerating students' language learning strategies (LLSs) and motivations (LLMs) and enabling them to establish a basic visualization of how the target language (foreign language) we learn in the classroom has a profound link with the culture of the target language itself. Thus, spotlighting the idea that learning a foreign language will steer the flow of in-class teaching into cultural learning also becomes the point from the current research.

Assessing English Teaching Anxiety among English Tutors at Language Courses in Pare Meta Nur Fitriyanti; Mirjam Anugerahwati; Sari Karmina
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.895

This study examines the level and factors of English teaching anxiety among English tutors in language courses in Pare, Kediri. Unlike most previous studies focusing on learners, this research explores tutors in non-formal educational settings, who often face emotional and linguistic challenges due to diverse academic backgrounds and varying student profiles. Using an adapted version of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) and the Foreign Language Teaching Anxiety Scale (Yoon, 2012), data were collected from 50 English tutors through an online questionnaire and analyzed descriptively. Results revealed that most tutors experienced low to moderate levels of anxiety, with the highest score found in the “Language Anxiety Overcome with Efforts” factor, suggesting active coping and emotional regulation. The findings indicate that teaching experience, contextual familiarity, and self-efficacy reduce anxiety and enhance professional confidence. Overall, teaching anxiety among non-formal tutors appears manageable and can function as a motivational force for reflective teaching and professional growth.

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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