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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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Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context Suci Nugrah Amalia; Utami Widiati; Sri Rachmajanti; Mirjam Anugerahwati; Budi Waluyo
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34942

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.

ENHANCING PARAGRAPH WRITING AMONG NINTH-GRADE STUDENTS THROUGH THE COMPLETE-SENTENCE MODEL: A PRETEST–POSTTEST STUDY Rahmadsyah Lubis; Nisrina Nurhaliza; Sri Handayani Siregar; Eni Fauziah Harahap; Mirjam Anugerahwati
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2750

This study investigated the effectiveness of the Complete‑Sentence Model in enhancing paragraph‑writing ability among ninth‑grade students at SMP Negeri 2 Sibabangun. Specifically, it aimed to (1) describe the implementation of the Complete‑Sentence Model in teaching paragraph writing, (2) measure students’ paragraph‑writing ability before and after the intervention, and (3) determine whether the model produced a statistically significant improvement. A pre‑experimental one‑group pretest–posttest design was employed. The population was all Grade IX students (N = 84); a purposive sample of 29 students from class IX C participated. Data were collected via observation checklists and writing tests. Findings show that implementation quality was rated as good (mean = 3.4). Students’ mean writing score improved markedly from 39 (pretest; fail) to 75 (posttest; good). A paired t‑test confirmed the improvement was statistically significant (t = 11.78 > tcritical = 2.05), leading to acceptance of the hypothesis. The results indicate that the Complete‑Sentence Model is an effective instructional strategy for improving paragraph‑writing ability among ninth‑grade students at the study site.

Integrating Critical Thinking Through Teachers’ Questioning Strategies in the Merdeka Curriculum for EFL Students of Islamic Senior High Schools Dwindah Mar'ah Shoolihah; Siti Muniroh; Mirjam Anugerahwati
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18514

Critical thinking (CT) is determined as one of Indonesian senior high school’s graduate profiles in Merdeka Curriculum, and this policy suggests teachers to nurture students’ critical thinking, which focuses on students’ ability of analysing, evaluating and creating narrative and exposition texts. This qualitative study investigates on how the Pre-Service EFL Teachers’ (PSETs) inserted CT in their questioning strategies to teach narrative and exposition texts for the eleven graders of Islamic senior high school (Madrasah Aliyah) in Ponorogo. This qualitative case study captured PSETs’ questioning strategies implemented during their internship. Four PSETs were observed and interviewed to gather data about types of questioning strategies they implemented. The findings revealed that six types of questioning strategies have been implemented, namely structuring, directing, pitching, rhetorical, probing, and pausing. Then, the researchers identified six questioning strategy types and determined that four types of questioning strategies, such as directing, rhetorical, probing, and pausing effectively engaged students in higher-order cognitive processes aligned with critical thinking integration in learning activities such as, analyzing, evaluating, and creating narrative and exposition texts. In the process of creating narrative and exposition texts, the students hesitated to write their own and need scaffolding learning. The students always ensure their paragraph to PSETs. Hence, PSETs have to assist them optimally. In addition, the study also documents implementation challenges faced by pre-service teachers and proposes practical solutions.

The Impact of CLIL on Students' English Skills and Competences in Primary School Alfia Sari; Sri Rachmajanti; Mirjam Anugerahwati
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2606

Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.

Developing a LOTS and HOTS-Based Reading Comprehension Instrument for Lower Secondary Students Ima Chusnul Chotimah; Utami Widiati; Nunung Suryati; Mirjam Anugerahwati
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3066

To assess students’ reading comprehension, both low-level and high-level thinking tests are needed. However, the majority of lower secondary school test emphasize memorization of facts rather than offering enough information about critical thinking. This study offers a novel approach by developing a balanced reading comprehension test integrating both lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) within Barrett’s Taxonomy framework. The instrument was designed with an equal proportion LOTS and HOTS items. Employing Mardapi’s Research and Development (R&D) model, the instrument was administered to 39 lower secondary students through pre- and post-test trials. The result of item analysis revealed validity for both pre-test and post-test instruments, with 27 of 30 items retained and 3 items excluded for invalidity. Reliability levels were very high (? = 0.888 for the pre-test and ? = 0.867 for the post-test). Item difficulty analysis showed that, in the pre-test, 43.33% of items were moderate, 30% difficult, and 26.67% easy; while in the post-test, 46.67% were moderate, 43.33% difficult, and 10% easy. Item discrimination analysis indicated that 56.67% of pre-test items were excellent, 26.67% were good, 6.67% mediocre, and 10% poor; whereas in the post-test, 66.67% were excellent, 13.33% good, 6.67% mediocre, and 13.33% poor. These results show the instrument’s robus psychometric qualities and its effectiveness in differentiating students’ comprehension. Theoretically, this study contributes a validated model for integrating Barrett’s taxonomy with balanced LOTS–HOTS assessment, while practically offering teachers and researchers a tool for aligning reading assessment with students’ cognitive skill development in EFL contexts.

Syntactic Grammatical Interference in English Communication among Madurese EFL Students: Forms and Contributing Factors Nuriyah Sa'adah; Mirjam Anugerahwati; Nurenzia Yannuar
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1011

Grammatical interference is defined as the influence of a first language on the use of a second language, resulting in deviations from the target language's grammatical rules. This phenomenon is commonly observed among foreign language learners, such as students at an Islamic boarding school in Probolinggo, East Java, who use English for daily communication. These students frequently transfer grammatical structures from Madurese, their first language, into English, which leads to various forms of interference. The present study seeks to identify the forms of grammatical interference in English communication and to analyse the contributing factors. A descriptive qualitative approach was adopted. Data collection involved conversation tests based on predetermined themes and interviews to investigate the causes of grammatical interference. The findings reveal that students' grammatical interference primarily manifests as syntactic interference, which can be categorised into three types: predication structure, active-interrogative sentences, and negative-interrogative sentences. fossilisation of English language usage. These results support the language interference theory proposed by Weinreich (1953) and suggest that English language instructors should develop more effective teaching strategies to minimise grammatical interference and improve students' English proficiency.

Effect of story maps on EFL students Fardhila Sheli Rahmawati; Bambang Yudi Cahyono; Mirjam Anugerahwati
Journal on English as a Foreign Language Vol 8 No 2 (2018): Issued in September 2018
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i2.877

The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students

Translanguaging practices and teacher perspectives in a CLIL program: A case study at a national plus school in Indonesia Adira Lizaria Khafshoh; Mirjam Anugerahwati; Nurenzia Yannuar; Yazid Basthomi
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.

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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