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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 JTP - Jurnal Teknologi Pendidikan Jurnal Pendidikan Progresif Jurnal bahasa, sastra, seni, dan pengajarannya
Nurul Atma
Department Of English Education, Faculty Of Teacher Training And Education, Universitas Halu Oleo, South-East Sulawesi, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

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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.
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.
Exploring EFL Students’ Perceptual Dimensions of SAMR Model Integration in Basic Writing: Beliefs, Values, Motives, Experiences, and Expectations La Ode Nggawu; Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Husniatul Amalia
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.63029

Abstract

The purpose of the present study is to examine university students’ perceptions of SAMR-based Basic Writing instruction, focusing on five main dimensions: beliefs, values, motive, experiences, and expectations. Through a quantitative descriptive research design, data were collected from the 40 undergraduate students of Basic Writing class through a Likert-scaled questionnaire administered after SAMR-informed lessons. Descriptive statistical analyses in the SPSS resulted in relatively high means of belief, value, motive and expectation (M = 3.23–3.69), which indicates strong cognitive acceptance to SAMR and positive perceptions with regards to its instruction utility. Negative-worded experience items showed low scores (M = 1.97–2.17), which suggests that students usually did not reject technical disturbance or problems. These findings support prior research on how SAMR might enhance language learning and digital competence through clarifying writing steps, motivating learners, and reducing technostress. Some practical suggestions are to improve the digital infrastructure of institutions, boost lecturer training in TPACK-SAMR, add ethical generative AI rules, and create scaffolded assignments that fit students' level of technological preparation. This study demonstrates that students possess favorable perceptions of SAMR-based Basic Writing training, evidenced by elevated levels of beliefs, values, motives, and expectations. The findings indicate that the SAMR model offers a viable pedagogical framework for enhancing academic writing in higher education; nevertheless, its efficacy is contingent upon instructor expertise and contextual assistance. Subsequent study ought to utilize mixed-methods or experimental designs and incorporate performance-based writing assessments to investigate the tangible effects of SAMR on writing quality.
EFL Students’ Preferences for Corrective Feedback in Speaking Instruction across Speaking Course Levels Atma, Nurul; Widiati, Utami
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

This cross-sectional survey study investigates the preferences of freshmen and sophomores for corrective feedback in speaking instruction, including their perceptions of corrective feedback, the types of errors to be corrected, the timing of correction, the sources of correction, and the types of corrective feedback. Using questionnaires and interviews to collect the data, the study found that both groups welcomed corrective feedback, acknowledged its benefits, but felt embarrassed when corrected orally. Both freshmen and sophomores wanted all of their errors to be corrected. Whereas the freshmen preferred grammatical errors to be corrected consistently, the sophomores preferred phonological errors to be prioritized. Regarding the timing of correction, both groups expected their errors to be corrected after they had finished speaking. In addition, both groups preferred teacher feedback over other sources of feedback. Finally, regardless of the type of error, the most preferred type of corrective feedback was explicit feedback, whereas the least preferred was the use of paralinguistic signals.
Optimization of SAMR model scaffolding for the development of descriptive writing skills La Ode Nggawu; Nurindah Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Nguyen Thi Phuong Thao; Minerva Apita-Chavez
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.
Roundtable In EFL Argumentative Writing: Effects on Achievement and Perceptions Rohmana Rohmana; Sitti Agustina; Waode Ade Sarasmita Uke; Anugrah Puspita Ayu Muhammad; Nurul Atma; Yustih Yasin; Wa Ode Sitti Wardani; Minerva A. Chavez
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1472-1492

Abstract

This study examined how the Roundtable technique, combined with process writing, affected EFL students' argumentative writing performance and their perceptions of its use in a Critical Writing course. A mixed-methods explanatory sequential design was used. A 42-item questionnaire, pre-test and post-test writing scores, and semi-structured interviews were used to collect quantitative and qualitative data from 32 undergraduate students in the English Education Department of Universitas Halu Oleo. Descriptive statistics and a paired-samples t-test were used to assess the quantitative data. In contrast, thematic analysis of the qualitative data was used to supplement and clarify the quantitative results. After the intervention, students' achievement in argumentative writing significantly improved, according to the findings. With a statistically significant difference (t(31) = 41.97, p < .001), the mean score rose from 71.63 on the pre-test to 81.00 on the post-test, indicating a very large effect. With an overall mean of 3.12 on a four-point Likert scale and strong internal consistency (Cronbach's alpha = .91), the questionnaire findings likewise indicated generally positive opinions of the instructional paradigm. These findings were corroborated by the interview data, which demonstrated that Roundtable promoted classroom participation, idea development, argument organization, critical engagement, and revision. However, problems remained, especially in vocabulary, grammar, coherence, and evidence-based reasoning. The results reveal the pedagogical effectiveness of combining the Roundtable and process writing to improve students’ argumentative writing skills and to create dynamic classroom settings in EFL higher education. It is recommended that further research explore the effect of the Roundtable on specific features of argumentative writing, including coherence, evidence integration, and linguistic accuracy, using a quasi-experimental design with larger, more diverse samples. Keywords: cooperative learning, EFL argumentative writing, mixed-methods study, process writing, Roundtable, student perceptions, writing achievement.
Co-Authors Agustina, Sitti Aminah Maulidah Anugrah Puspita Ayu Muhammad Desy Liliani Husain Husniatul Amalia La Ndia, La Ndia La Ode Nggawu Maryanti, Era Minerva A. Chavez Minerva Apita-Chavez Nguyen Thi Phuong Thao Nosmalasari Nosmalasari Nurindah Nurindah Rahmat Rahmat Rohmana Rohmana Silawati, Aminah Maulidah Nugraha Utami Widiati Wa Ode Sitti Wardani Wahyudin Madil Wahyudin Madil Waode Ade Sarasmita Uke Yustih Yasin Zusana E. Pudyastuti