Article Per Year (5 Year)
p-Index From 2021 - 2026
2.63
P-Index
This Author published in this journals
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

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Senior Female EFL Teachers' Voices: Beliefs on ICT Implementation In EFL Classrooms Nur Lailiyah Jamil; Sari Karmina; Siti Muniroh; Latisha Asmaak Shafie
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1115

Abstract

The pandemic caused by COVID-19 has led to increased ICT usage in educational institutions. Still, senior teachers who have a significant impact on their advancement of professionalism with many years of teaching experience face several challenges in utilizing ICT in teaching and learning. Several studies found that compared to male teachers, female teachers are less proficient in using ICT devices due to several factors. Thus, this study aims to discover senior female EFL teachers' beliefs in terms of their perceptions and awareness of using ICT during their teaching and learning processes. The study included 34 senior female EFL teachers from East Java, Indonesia. A sequential explanatory mixed-methods design was used in this study. The questionnaires and one-on-one interviews showed that the use of ICT in the classroom is reported to be well appreciated by senior female EFL teachers, who also received guidance and support from their colleagues and collaborated on ICT professional development. However, they need assistance with theoretical and practical ICT abilities, solutions to internet constraints, and school-based technological infrastructures. This study recommends the government and higher education institutions implement targeted programs for senior teachers.
Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching Silviya Izza Ulinnuha; Siti Muniroh; Suharyadi
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4603

Abstract

The transformation of the latest Indonesian curriculum led to inevitable schemes, including the establishment of an activator teachers’ program. It is expected that teachers of better quality are produced in support of the aims of students' learning abilities, including critical thinking. Using qualitative and quantitative methods, this study is conducted to find the profiles and practices of EFL activator teachers. It involves 37 EFL activator teachers in East Java. While questionnaires are used to find the profiles of activator teachers, semi-structured interviews and observations are conducted to reveal how best EFL activator teachers implement critical thinking in the classroom. The findings show that activator teachers in general have a strong positive perception toward critical thinking in everyday classrooms; they also have medium practices of critical thinking teaching. Further investigation reveals that activator teachers do share a great amount of awareness in critical thinking. There are 4 strategies used by the teachers in prompting critical thinking; they are questioning, project/problem-based, group work, and the use of students’ feedback or reflection. The study implies the need for strengthened professional development to bridge the gap between teachers’ awareness and actual classroom practices in promoting critical thinking.
English Lecturers’ Beliefs and Translanguaging Practices in An International Class Program at University Level Elma Diana Novitasari; Niamika El Khoiri; Siti Muniroh
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.45028

Abstract

The implementation of an English-only policy in an international class program (ICP) at Indonesian university poses unique challenges for non-native English-speaking teachers in ensuring student understanding. Translanguaging presents itself as a pedagogical alternative that allows for flexible use of language repertoires to support the learning process. This study aims to explore English lecturers’ beliefs about translanguaging, their practices in classroom interactions, and the factors influencing its implementation in the context of ICP at the university level. The study used a qualitative case study approach involving three lecturers who teach Listening, Grammar, and Writing in the second-semester ICP class of the English Language Education study program. Data were collected through classroom observations and semi-structured interviews, then analyzed using Braun & Clarke’s (2006) six-stage thematic analysis. The results show that: (1) All lecturers have positive beliefs about translanguaging as a necessary pedagogical strategy, not as a policy violation, (2) Translanguaging is applied spontaneously and responsively to clarify vocabulary, explain complex grammatical concepts, and check student understanding, (3) The main factors that influence translanguaging practices include students’ varying English language abilities, the level of difficulty of the material, and students’ non-verbal responses. These findings confirm that translanguaging is an organic pedagogical practice and needs to be formally recognized in the language policies of ICP programs in Indonesian higher education.
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