Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Parole: Journal of Linguistics and Education ELT Worldwide: Journal of English Language Teaching Proceedings of ISELT FBS Universitas Negeri Padang Jurnal bahasa, sastra, seni, dan pengajarannya
Nurul Atma
Universitas Halu Oleo
Humanities Education Languange, Linguistic, Communication & Media

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
COMMUNICATION STRATEGIES; DO THEY DIFFER ACROSS THE STUDENTS’ LEVEL OF LANGUAGE LEARNING ANXIETY? Nurul Atma; Nosmalasari Nosmalasari
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.41 KB)

Abstract

Since English is not used as a means of communication in daily life interaction, students usually get difficulties to use it which could possibly trigger their language learning anxiety. This case leads them to use certain strategies in order to keep the conversation going on which so-called communication strategies. In relation to this issue, this survey study aims at investigating communication strategies employed by EFL students pursuing Speaking I course. It attempts to find out whether high-anxiety students employ different communication strategies from that of low-anxiety students. Questionnaire is used to measure the students’ level of anxiety and identify their communication strategies. Identification of communication strategies could train the students to be a strategic learner which is required in foreign language learning.
EFL STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN SPEAKING INSTRUCTION ACROSS SPEAKING COURSE LEVELS Nurul Atma; Utami Widiati
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 43, No 2 (2015)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.58 KB)

Abstract

This cross-sectional survey study investigates the preferences of freshmen and sophomores for corrective feedback in speaking instruction, which includes perception of corrective feedback, types of error to be corrected, timing of correction, sources of correction, and types of corrective feedback. Using questionnaire and interview to collect the data, the study found that the two groups welcomed the feedback, acknowledged the benefits of corrective feedback, but felt embarrassed when being orally corrected. Both the freshmen and sophomores wanted all their errors to be corrected. Whereas the freshmen preferred the grammatical errors to be always corrected, the sophomores preferred the phonological errors. With regard to the timing, the two groups expected their errors to be corrected after they finished speaking. Additionally, the two groups favored teacher feedback. Finally, regardless of the different types of errors, the most preferred feedback was explicit feedback, whereas the least preferred one was paralinguistic signal.
ENGLISHES: INDONESIAN EFL TEACHERS’ PERCEPTION Zusana E. Pudyastuti; Nurul Atma
PAROLE: Journal of Linguistics and Education Volume 4 Number 1 April 2014
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.075 KB) | DOI: 10.14710/parole.v4i1 April.76-82

Abstract

Since English is used as a lingua franca, the growth of English users is getting bigger. The tremendous growth of English users has generated variety of English, i.e. Englishes. Such variety could affect EFL pedagogy. This paper, then, explores EFL teachers’ perception on Englishes. By employing a survey study, it is found that EFL teachers agree that it is useful for both English teachers and students to know the variety of English. However, in the teaching practice, they prefer to integrate it to other language skills and language components rather than teaching it in isolation. Besides, adopting exonormative norm, i.e. American English or British English is still used in the common teaching practice. (113)   Sejak Bahasa Inggris digunakan sebagai lingua franca, pengguna bahasa Inggris semakin berkembang pesat. Perkembangan pengguna bahasa inggris  tersebut telah menyebabkan variasi dalam bahasa Inggris, yaitu Englishes. Artikel ini menjelaskan tentang persepsi guru bahasa Inggris terhadap variasi tersebut. Dengan menggunakan metode survei, disimpulkan bahwa guru-guru EFL setuju bahwa pengetahuan akan Englishes sangatlah penting dimiliki baik oleh guru maupun siswa. Namun, mereka lebih menyukai jika pengajaran Englishes diintegrasikan dengan keterampilan bahasa dan komponen bahasa daripada harus mengajarkannya secara terpisah. Selain itu, menggunakan aturan exonormative, yaitu American English and British English masih tetap digunakan dalam praktik mengajar. (92)
Potential Factors Affecting Students’ Participation in English Speaking Classroom across Gender Atma, Nurul; Muhammad, Anugrah Puspita Ayu; Silawati, Aminah Maulidah Nugraha
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.64141

Abstract

Students’ participation is often regarded as one of the indicators of successful teaching and learning process. Unfortunately, having the students to participate in classroom activities is a challenging task for many foreign language teachers. In relation to the issue, this survey study endeavors to shed a light on the potential factors affecting students’ participation in English speaking classroom. Besides, it takes into account gender differences. There were 32 students, consisting of 16 male and 16 female, participating in this study by filling out 39 items questionnaire. After analyzing the data, it was found that the students were reluctant to participate in English speaking classroom because of lack of preparation, unsure with the correctness of their utterance, insufficient time to process the questions, big class size, underestimating their ability and depending on their classmates. Finally, there was statistically significant difference between male and female students in the way they perceive the factors related to speaking in front of the class and making mistake.
Optimization of SAMR model scaffolding for the development of descriptive writing skills Nggawu, La Ode; Nurindah, Nurindah; Muhammad, Anugrah Puspita Ayu; Uke, Waode Ade Sarasmita; Atma, Nurul; Madil, Wahyudin; Thao, Nguyen Thi Phuong; Apita-Chavez, Minerva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38142

Abstract

This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Co-Authors Aminah Maulidah Anugrah Puspita Ayu Muhammad Apita-Chavez, Minerva Desy Liliani Husain Era Maryanti La Ndia, La Ndia La Ode Nggawu Madil, Wahyudin Nguyen Thi Phuong Thao Nosmalasari Nosmalasari NURINDAH NURINDAH Rahmat Rahmat Silawati, Aminah Maulidah Nugraha Utami Widiati Waode Ade Sarasmita Uke Zusana E. Pudyastuti