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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Humaniora PREMISE: Journal of English Education and Applied Linguistics Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Language, Literature, and Teaching (J-ELLiT) AL ISHLAH Jurnal Pendidikan Dinamika Ilmu IJoLE: International Journal of Language Education Tarbawi : Jurnal Ilmu Pendidikan Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education REGISTER JOURNAL Indonesian Journal of English Language Teaching and Applied Linguistics
El Khoiri, Niamika
Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Narrative Inquiries of EFL Teachers Agency in the Development of Professional Identities Nuri Ma’rifatil Laili; Nunung Suryati; Niamika El Khoiri
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 12: DECEMBER 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i12.21306

Abstract

Abstract: This paper aims to explore how EFL teachers manifest their agency in the development of professional identities. The study is narrative inquiry involving eight EFL teachers from Madrasah around Indonesia. Data were collected through narrative frames followed by in-depth interview to clarify blurred stories written in narrative frames. The data were analyzed and elaborated into three themes, the novices, beyond the shell: the journey to be professional teachers, and the lifelong learners. The result shows that the dynamic change enacted by Madrasah EFL teachers can be categorized into three dimensions, the iterational, the practical evaluative, and the projective dimension.
ELT Students’ Attitudes towards Plagiarism in Writing Argumentative Essays Happy Prasida Ningtyas; Bambang Yudi Cahyono; Niamika El Khoiri
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.878 KB) | DOI: 10.17977/um064v1i12021p37-48

Abstract

Abstract: Plagiarism cases have increasingly occurred, especially in higher education, and Universitas Negeri Malang is one of universities in Indonesia that concerns about plagiarism cases. However, there are only a few studies concerning plagiarism that have been conducted in Universitas Negeri Malang. As EFL learners, ELT students are more likely to be exposed to plagiarism issues and might have committed plagiarism either intentionally or unintentionally. In order to prevent unexpected attitudes that may lead to plagiarism cases, this study used surveys to investigate the ELT students’ attitudes towards plagiarism in writing argumentative essays in terms of their behavioral, normative, and control beliefs. The subjects of the study were ELT students who were taking an Argumentative Writing course. The findings show that the majority of the ELT students have unfavorable attitudes towards plagiarism in writing argumentative essays. Even though some students show favorable attitudes and tend to approve plagiarism issues in certain situations, this study has confirmed that the students have generally understood about plagiarism, and they tend to perform unintentional plagiarism rather than intentional plagiarism. The favorable attitudes found in this study are mostly caused by the unclear information and policies concerning plagiarism, and the students’ competence in writing. Keywords: ELT students, attitudes, plagiarism, argumentative essays Abstrak: Kasus plagiarisme telah semakin marak, terutama di dunia pendidikan tinggi. Sebagai pelajar Bahasa Inggris sebagai Bahasa Asing (EFL), mahasiswa Pendidikan Bahasa Inggris (ELT) mungkin pernah melakukan tindak plagiarisme baik secara sengaja maupun tidak disengaja. Untuk mencegah sikap tidak terduga yang bisa mengarah pada masalah plagiarisme, penelitian ini bertujuan untuk menginvestigasi sikap mahasiswa ELT terhadap plagiarisme dalam menulis esai argumentatif dalam aspek sikap, normatif, dan kepercayaan kontrol. Penelitian ini menggunakan survei sebagai rancangan penelitian. Subyek penelitian adalah mahasiswa ELT yang sedang mengambil mata kuliah Argumentative Essay selama masa pengambilan data. Tiga aspek yang diukur dalam penelitian ini didasari oleh Teori Perilaku Terencana milik Ajzen dan Fishbein (1993). Hasil penelitian menunjukkan bahwa mayoritas mahasiswa ELT tidak mendukung adanya plagiarisme dalam menulis esai argumentatif. Hasil juga menunjukkan bahwa sikap mendukung terhadap plagiarisme bisa disebabkan oleh informasi dan peraturan mengenai plagiarisme yang tidak jelas, dan kompetensi mahasiswa dalam menulis. Meskipun beberapa mahasiswa menunjukkan sikap mendukung dan cenderung menyetujui masalah plagiarisme di situasi tertentu, penelitian ini menunjukkan bahwa secara umum mahasiswa telah memahami plagiarisme, dan mahasiswa yang menunjukkan sikap mendukung cenderung melakukan tindak plagiarisme secara tidak sengaja. Kata kunci: mahasiswa pendidikan bahasa Inggris, sikap, plagiarism, menulis, esai argumentative
Narrative Inquiries of EFL Teachers Agency in the Development of Professional Identities Nuri Ma’rifatil Laili; Nunung Suryati; Niamika El Khoiri
Jurnal Pendidikan Humaniora Vol 11, No 2: June 2023
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This paper aims to explore how EFL teachers manifest their agency in the development of professional identities. The study is narrative inquiry involving eight EFL teachers from Madrasah around Indonesia. Data were collected through narrative frames followed by in-depth interview to clarify blurred stories written in narrative frames. The data were analyzed and elaborated into three themes, the novices, beyond the shell: the journey to be professional teachers, and the lifelong learners. The result shows that the dynamic change enacted by Madrasah EFL teachers can be categorized into three dimensions, the iterational, the practical evaluative, and the projective dimension.
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 Correlation Between Student Participation and Student Motivation Toward Student English Achievement at Senior High School Purmadhani, Agithania; Muniroh, Siti; Khoiri, Niamika El
Journal of Language Literature and Arts Vol. 4 No. 6 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um064v4i62024p604-614

Abstract

Student participation and student motivation are pivotal efforts to optimize student learning outcomes, particularly in English achievement. This research aimed to ascertain the correlation between student participation (X1) and student motivation (X2) with English achievement (Y) among the twelfth science 3 graders of SMA Negeri 4 Malang. Employing a quantitative approach with a correlational research design, the study quantitatively describes the extent to which these variables are related. The subjects of this research comprised 32 students. Data collection was conducted using a questionnaire and student achievement documentation. The data analysis utilized the Azwar 2012 formula and the SPSS 23 version software. The results indicated that the F achievement value was 3.470, while the F table value at n=29 with a significance error of 0.05 was 3.33. This finding suggests that the F achievement value is higher than the F table value (F achievement > F table), leading to the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (Ha). Thus, the research concludes that student participation and motivation significantly contribute to improving students' English achievement. Furthermore, this study highlights the importance of fostering an engaging and motivating classroom environment to enhance students' language skills. Active student participation not only reflects their interest in the subject matter but also encourages a more dynamic and interactive learning process. Similarly, motivation serves as a driving force that propels students to strive for better performance and achievement. By understanding and leveraging these factors, educators can implement strategies that better support students' academic growth and proficiency in English. This research provides valuable insights for educational practitioners aiming to improve English learning outcomes through targeted interventions that boost student engagement and motivation.
IMPLEMENTING SEMANTIC MAPPING STRATEGY TO ENHANCE ELEVENTH GRADERS’ ORGANIZATION ASPECT OF THE WRITING SKILL Afandi, Titah; Widiati, Utami; El Khoiri, Niamika
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i22021p63-69

Abstract

Teaching English writing skill to Indonesian secondary students encounters many obstacles since English in Indonesia is a foreign language. Elaborating and organizing the ideas in pre-writing activity is one of the problems faced by students. The objective of this study was to examine how the implementation of semantic mapping strategy could enhance the eleventh graders’ writing skill, especially the organization aspect. Semantic mapping strategy was implemented in pre-writing activity since this strategy provides the visual concept of relations of the ideas. Classroom Action Research (CAR) was used as the research design in this study, and the implementation was carried out in three meetings for one cycle through the WhatsApp group. The research subjects were students of XI Science 4 class at SMA Negeri 4 Malang which consisted of 34 students. The results showed that this strategy succeeded in enhancing students’ writing scores in one cycle. The average score before the implementation was 69.9, and it became 86.8 after the implementation. Besides, the students’ organization aspect also increased significantly. In brief, this study offers a teaching strategy to overcome the problems in writing class by implementing semantic mapping strategy.
The Effect of Peer Feedback to Improve Students’ Writing Ability for Lower Secondary School Students Dharma, M. Kresna; Suryati, Nunung; Laksmi, Ekaning Dewanti; Khoiri, Niamika El
Jurnal Pendidikan Humaniora Vol 12, No 01: MARCH 2024
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Peer feedback technique is an effective way to improve writing skill, however most of research was done at university level. There is still limited study to find out that peer feedback technique can improve students’ writing skill especially in Lower Secondary Level (SMP). This study was aimed to find out the effectiveness of peer feedback in improving students’ writing skill in lower secondary level. One school from Bangkalan was taken to conduct this research. This was a quasi-experimental study. There were two classess used to be experimental group and control group. The data were obtained by using pretest and posttest from both groups and analyzed by using descriptive and inferential statistics. The hypothesis was tested by using Independent-Samples of T-Test SPSS 16.0 Program. The significance level of was .041. In conclusion, the students who were taught using peer feedback had better writing skill than the students who were taught without using peer feedback.
Unveiling the Obstacles: Pre-service Teachers' Perceptions and Challenges in Promoting Critical Thinking in EFL Context Rosi, Fahrur; Laksmi, Ekaning Dewanti; El Khoiri, Niamika
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.v9i1.24725

Abstract

Exploring Willingness to Communicate among Master's Students Majoring in English Education: What Makes it Different? Nurfitriana, Latifah; Basthomi, Yazid; Khoiri, Niamika El
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1817

Abstract

This study investigates the Willingness to Communicate (WTC) among Indonesian master's students in an English Education program, addressing a significant gap in the literature that has traditionally focused on high school and undergraduate levels. Understanding WTC at the graduate level is crucial, as these students are often expected to demonstrate advanced language skills and effective communication in professional contexts. By focusing on graduate students, this research aims to explore the level of WTC among Indonesian master’s students majoring in English education and the factors that influence it.  Employing a mixed-methods approach, data were collected from students at a public university in East Java using a questionnaire and semi-structured interviews.  Findings reveal that these students exhibit a high level of WTC, largely driven by self-confidence, low anxiety, and strong motivation. The study highlights the significant role of early language learning experiences and supportive learning environments in shaping WTC. Despite its contributions, limitations include a small sample size and a short data collection period, which may impact the generalizability. The implications of this research suggest the need for more tailored pedagogical strategies that enhance communicative confidence in advanced language learners, with recommendations for future research focusing on larger, longitudinal studies.
Exploring EFL Students’ Lived Experiences Working in Single-Gender and Mixed-Gender Groups: A Phenomenological Study Mulfina, Emelya Putri; Karmina, Sari; El Khoiri, Niamika
Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 1 (2024): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v20i1.3239

Abstract

Group work (GW) is one of the strategies teachers employ to organize students and let them participate in collaborative tasks to achieve their learning-centered goals. The formation of single-gender (SG) and mixed-gender (MG) groups cannot be avoided in GW.  Thus, this research aimed to explore EFL (English Foreign Language) students’ lived experiences working in SG and MG groups. A qualitative study using a phenomenological approach was conducted. The data were collected from three rounds of semi-structured interviews with eight participants. They were selected through three steps of online screening with some criteria. The research was conducted at one of the state universities in East Java, Indonesia. Van Kaam’s method, modified by Moustakas (1994), was used to analyze the data. This research revealed two main results: positive and negative experiences reported by students in both the SG and MG groups. In the SG group, the themes include effective communication, postponed GW tasks, and a better environment. In contrast, in the MG group, the themes encompass ineffective communication, solid members, and ineffective time management. In short, two positive and one negative theme are mentioned in SG groups, while one positive and two negative themes emerge in MG groups. As a result, the core aspects revealed include communication, individual contributions and responsibility, and productivity and efficiency while working in groups. This present research adds more comprehensive theories of GW related to students' gender and helps students and teachers be more aware of GW related to gender aspects.
Co-Authors Afandi, Titah Agnesia, Wega Dhea Azza Nabila Azza Nabila Bambang Yudi Cahyono Dharma, M. Kresna Edi Suharyadi Ekaning Dewanti Laksmi Fika Megawati Francisca Maria Ivone Happy Prasida Ningtyas Maman Asrobi Meyga Agustia Nindya Mirjam Anugerahwati Muhammad Dzulfiqar Praseno Mulfina, Emelya Putri Nabila, Azza Nova Ariyani Nunung Suryati Nur Mukminatien Nur Setyo Wulandari Nurfitriana, Latifah Nuri Ma’rifatil Laili Nurwadi, Nurul Fadilah Pramudiharjo, Fendi Sebastian Purmadhani, Agithania Rery, Nurul Masyithah Rosi, Fahrur Sari Karmina Sharif , Tengku Intan Suzila Tengku Shofa Abidah Sintha Tresnadewi Siti Muniroh Siti Muniroh Syahria, Nukmatus Utami Widiati Utari Praba Astuti Wulandari, Nur Setyo Yazid Basthomi Yuniatri Intan Kusuma Ningrum