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All Journal Abjadia, International Journal of Education Journal of English Literacy Education Al Ishlah Jurnal Pendidikan Scope: Journal of English Language Teaching RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching ELTALL: English Language Teaching, Applied Linguistic and Literature Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies)
Siti Muniroh
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Correlation between EFL Students' Use of ICT Level and Their Autonomous Learning Level Devon Evita; Siti Muniroh; Nunung Suryati
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 11 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.439 KB) | DOI: 10.17977/um064v1i112021p1479-1493

Abstract

Abstract: Information and Communication Technology is a basic need for life nowadays, including education. Many people believe that ICT can promote students’ autonomous learning. Thus, this study was conducted to find whether ICT usage and autonomous learning are correlated, and to compare the attitudes between Indonesian and Moroccan EFL students. This study used quantitative correlational design. The participants were 97 English Department students of Universitas Negeri Malang. The instrument was a questionnaire with 28 items: 14 questions for ICT usage and 14 (items/questions) for autonomous learning. The data were analyzed using Pearson Product Moment Correlation Coefficient in SPSS 25 application. The findings revealed that ICT usage and autonomous learning are correlated. The other findings are Indonesians EFL students like to have discussions with peers, while Moroccans like to look for information themselves. Moreover, Indonesians have very high self-awareness and low self-confidence, meanwhile Moroccans have very high self-effort and autonomy in planning. This study brings significance to teaching practice to inform how far ICT usage contributes to autonomous learning, especially in the Covid-19 outbreak. The researcher recommended that future researchers widen the participants’ total and use the other variables outside this study’s variables since ICT usage only contributes 22.1% to autonomous learning. Keywords: ICT use; autonomous learning; EFL students Abstrak: Teknologi Informasi dan Komunikasi merupakan kebutuhan dasar di kehidupan jaman sekarang, termasuk pendidikan. Banyak orang percaya bahwa TIK dapat memicu otonomi belajar siswa. Maka dari itu, penelitian ini diadakan untuk menemukan korelasi antara penggunaan TIK dan otonomi belajar siswa serta membandingkan sikap mahasiswa Bahasa Inggris sebagai Bahasa Asing Indonesia dengan Maroko. Penelitian ini menggunakan desain korelasi kuantitatif. Pesertanya adalah 97 mahasiswa jurusan Sastra Inggris Universitas Negeri Malang. Instrumennya menggunakan kuesioner yang terdiri dari 28 item, 14 untuk penggunaan TIK dan 14 untuk otonomi belajar. Data dianalisis menggunakan Pearson Product Moment Correlation Coefficient pada aplikasi SPSS 25. Hasilnya, penggunaan TIK dan otonomi belajar saling berhubungan. Temuan lainnya yaitu mahasiswa Indonesia suka berkomunikasi dengan teman, sedangkan mahasiswa Maroko suka mencari informasi sendiri. Selain itu, mahasiswa Indonesia memiliki kesadaran diri yang sangat tinggi dan kepercayaan diri yang rendah, sedangkan mahasiswa Maroko memiliki kemandirian dan otonomi perencanaan yang sangat tinggi. Penelitian ini membawa signifikansi pada praktik mengajar karena menginformasikan sejauh mana penggunaan TIK berkontribusi terhadap belajar mandiri, terutama di masa wabah Covid-19. Peneliti merekomendasikan peneliti selanjutnya untuk memperluas total peserta dan menggunakan variabel lain di luar variabel penelitian ini karena penggunaan TIK hanya berkontribusi 22,1% terhadap belajar mandiri. Kata kunci: penggunaan TIK; belajar mandiri; siswa bahasa Inggris sebagai bahasa asing
METACOGNITIVE READING STRATEGIES AWARENESS IN ENGLISH LANGUAGE CONTEXT AMONG AVIATION CADETS Ismi Syahidah; Nunung Suryati; Siti Muniroh
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i1.20998

Abstract

reading in the English language context has widely taken a position in the educational field, the reading score among aviation cadets was far from expectation. Several empirical studies have underpinned metacognitive reading strategies as supporting components in determining the reading performance of EFL learners, yet an investigation within the scope of cadets of the aviation field remains limited in the Indonesian context. This study explored cadets’ awareness level of metacognitive reading strategies and how they demonstrate awareness toward the use of those strategies in the English language context. An explanatory design was utilized, with 30 aviation cadets involved. The data was obtained from self-inventory reports and open-ended questions. The result confirmed that aviation cadets are metacognitively aware of the three elements of reading strategies with medium level of awareness. Moreover, cadets with high scores reading tests encompass more support reading strategies and problem-solving strategies compared to lower scorers. While cadets who got average scorers utilize three parts metacognitive reading strategies. These results confirmed that cadets who can maintain their cognition and proceed with various strategies in reading activities, will perform better in reading within the English language context. 
Investigating EFL Teacher's Strategies and Challenges in Promoting Students' High Order Thinking Skills Shofa Abidah; Siti Muniroh; Niamika El Khoiri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.3132

Abstract

Critical thinking is essential to be acquired by today's generation specifically since it is one of the skills in the 21st-century skills. Considering its importance, developing students' high-order thinking skills has become a requirement for teachers, specifically in their language learning. This study investigates an EFL teacher's strategies in promoting students' high-order thinking skills and the challenges they face in implementing it. A case study was conducted involving one junior high school teacher in Jember. The interview and classroom observation were conducted to collect the data. The data was analyzed by classifying the strategy used by the teacher using Hennessy et al.'s Scheme for Educational Dialogue Analysis and specifying the challenges faced by them through an interview. The findings of this study indicated that most strategies used by the teacher were to invite elaboration or reasoning. The challenge encountered by the teacher was the difficulties in teaching HOTS for low achiever students, difficulties in managing passive students in the classroom, and difficulties in constructing HOTS strategy in some skills in English. Therefore, more strategies to actively engage student participation in the classroom and good classroom management are needed to extend students’ high-order thinking skills.
THE IMPLEMENTATION OF DIGITAL GAME-BASED LANGUAGE LEARNING IN A DEVELOPING COUNTRY: A LITERATURE REVIEW Wandana, Muhammad Chanif Tamimi Raditya; Muniroh, Siti; Karmina, Sari
Research and Development Journal of Education Vol 10, No 1 (2024)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v10i1.23085

Abstract

Implementing Differentiated Instruction through Gallery Walk in English Language Classroom Muttahidah, Muttahidah; Suryati, Nunung; Muniroh, Siti
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24148

Abstract

The Effect of Using Jigsaw Type II Technique on Junior High School Students’ Reading Comprehension Achievement Muhammad Agradean Triyono; Utari Praba Astuti; Siti Muniroh
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1121

Abstract

The purpose of this study was to analyze the effect of using Jigsaw Type II Technique on reading comprehension achievement of junior high school students. A quasi-experimental design with post-test only design was used to investigate whether there is a significant effect of using Jigsaw Type II Technique on the Reading Comprehension Achievement of Junior High School Students at SMP 1 Kedungjajang. The total number of research participants was 51 students. The experimental class consisted of 25 students and the control class consisted of 26 students. The research participants were selected using cluster random sampling by lottery based on the homogeneity test results. Class VII A (25 students) was designated as the experimental class and class VII C (26 students) was designated as the control class. The data for this study were collected from students' reading comprehension tests, interviews and documentation. The reading comprehension test results were collected and analyzed using the independent sample t-test formula through the SPSS computing system. The result of this study is that there is a significant effect of using Jigsaw Type II Technique on the reading comprehension achievement of junior high school students. The findings of this study provide pedagogical and empirical implications. Pedagogically, English teachers can consider using Jigsaw Type II in teaching reading comprehension because it can provide positive effects during the teaching and learning process.
The Role of Teacher and English Textbook in Boosting the 7th Graders’ Critical Thinking Skills: A Case Study Marisa Linia; Sri Rachmajanti; Siti Muniroh
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5345

Abstract

This study investigates a junior high school teacher’s understanding and application of critical thinking and the English for Nusantara textbook in teaching seventh-grade students under Indonesia's liberated curriculum, which emphasizes critical thinking as a 21st-century skill. Conducted as a case study in a junior high school in Madura, Indonesia, the research involved one English language teacher. Data were collected through interviews, textbook analyses, and classroom observations. The teacher demonstrated adequate critical thinking knowledge, gained through Professional Instructor Education Training, and assessed students' skills using Bloom’s Taxonomy. The teacher actively facilitated argumentation and critical thinking in class activities. While the English for Nusantara textbook served as a reference for class topics, an analysis of Chapters 1–3 revealed a lack of critical thinking exercises. To address this, the teacher employed various strategies, such as critical questioning, brainstorming, and hands-on activities, to develop students' critical thinking. Visual aids were also used to enhance engagement and understanding. Findings indicate that the teacher’s approach promoted deep and reflective thinking among students. Despite the textbook’s shortcomings, integrating diverse methods and resources effectively developed students' ability to acquire, evaluate, and apply information to solve problems. The study underscores the importance of critical thinking in education and highlights the need for improved textbook content to support this goal.
Representation of Multiculturalism and Critical Thinking Aspects in EYL Textbook Used in a Bilingual Classroom in Indonesia Jasmine Fadhillah; Siti Muniroh; Niamika El Khoiri
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2911

Abstract

Multiculturalism and critical thinking are both crucial aspects that need to be incorporated to shape students as global citizens. Thus, this research aims to find the multiculturalism and critical thinking aspects in an EYL Textbook entitled "Story Central Student Book 3" published by Macmillan Education, Used in a Bilingual Classroom in Indonesia. The research design will be qualitative, and it will make use of thematic analysis. The scope of the multicultural aspects and how it meets the needs of cultural teaching in English language teaching are revealed in this checklist. The critical thinking aspects are based on the blooms taxonomy, higher order thinking skills. The results found that this book gives opportunities for critical engagement and cultural diversities which align with 21st-century educational goals. However, further research is necessary to evaluate its effectiveness in fostering critical thinking among students using this book as the teaching and learning material, acknowledging the limitations of this study’s methodology.
A Curriculum Design Analysis of English Learning Outcomes in Indonesia’s Merdeka Curriculum Afiya Ulin Nuha Annafiah; Lestari Setyowati; Siti Muniroh
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.13681

Abstract

This study analyzes the English Learning Outcomes (Capaian Pembelajaran) for junior high school in Indonesia’s Merdeka Curriculum to examine how language competencies are conceptualized and what curriculum design orientation they reflect. While the existing research has largely focused on classroom implementation, limited attention has been given to analyzing the learning outcomes document itself as a curriculum product. Adopting qualitative document analysis, the study examines five competency clauses and the accompanying rationales using the framework of language curriculum development. The findings indicate that the Learning Outcomes document functions primarily as a goals-and-skills specification. Learning content is broadly implied in the outcome statements and elaborated in the rationale, while methodological guidance appears only in the rationale through a genre-based approach. Assessment is not specified within the document but is addressed in separate materials, indicating a fragmented distribution of curriculum information. This pattern reflects a backward design orientation combined with partial methodological direction, revealing a tension between outcome-based flexibility and implicit pedagogical guidance. Also, the Learning Outcomes reflect a predominantly functional view of language, supported by structural elements within a genre-based framework. The curriculum ideology is largely learner-centered, with limited evidence of cultural pluralism and no indication of academic rationalism or social reconstructionism. These findings suggest increased interpretive demands on teachers and highlight the need to strengthen curriculum coherence and teacher curriculum design literacy.
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

Abstract

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.
Co-Authors Abdul Jamil Afiya Ulin Nuha Annafiah Devon Evita Dwindah Mar'ah Shoolihah Ekaning Dewanti Laksmi El Khoiri, Niamika Elma Diana Novitasari Ismi Syahidah Jasmine Fadhillah Jasmine Nur Fadhillah Latisha Asmaak Shafie Lestari Setyowati Marisa Linia Mirjam Anugerahwati Muhammad Agradean Triyono Muttahidah, Muttahidah Nunung Suryati Nur Nilam Ayu Saputri Sari Karmina Shofa Abidah Silviya Izza Ulinnuha Sri Rachmajanti Suharyadi Utari Praba Astuti Wandana, Muhammad Chanif Tamimi Raditya