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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
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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Logical Fallacies in EFL Learners' Argumentative Writings El Khoiri, Niamika; Widiati, Utami
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.247 KB) | DOI: 10.21093/di.v17i1.638

Abstract

Logical fallacies are common errors in reasoning that will undermine the logic of an argument. In argumentative writing, the presence of logical fallacies such fallacies shows either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim. The purpose of the study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. 40 argumentative essays were collected from the students of the English Department of the State University of Malang who have passed all the writing courses, including the course on argumentative writing. The results of the study shows that students still produced a number of logical fallacies in their work, some of which were so basic they can actually be avoided through simple, explicit instruction. Some pedagogical implications of the findings are also discussed.
Exploring Strategies of Teaching Speaking among Indonesian and Malaysian Secondary English Teachers Utami Widiati; Niamika El Khoiri; Meyga Agustia Nindya; Tengku Intan Suzila Tengku Sharif
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.286-300

Abstract

The current study aims at exploring strategies of teaching speaking among EFL/ESL teachers in Indonesian and Malaysian secondary schools. The data were obtained from 55 Indonesian teachers and 9 teachers from Malaysia, who were asked to voluntarily fill out an open-ended questionnaire consisting of 11 items. The questions ranged from teaching strategies to challenges in teaching speaking and the use of IT in the classroom setting. The findings of the descriptive analysis showed that teachers in both countries used relatively similar strategies, except for the aspect regarding the proportion of English use in the classroom. In this case, Malaysian teachers used English most of the time in their speaking class, compared to their Indonesia counterparts who admitted using L1 in various proportions and/or situations. It can be safely assumed that the status of English in Indonesia and Malaysia (EFL vs. ESL) is responsible for this difference, with Malaysian teachers and students being more comfortable with the use of English in their daily encounters.
What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Asrobi, Maman; Suryati, Nunung; Ivone, Francisca Maria; El Khoiri, Niamika
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41340

Abstract

This systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia.
The Effect of Peer Feedback to Improve Students’ Writing Ability for Lower Secondary School Students Suryati, Nunung; Laksmi, Ekaning Dewanti; Khoiri, Niamika El
Jurnal Pendidikan Humaniora Vol 12, No 2: JUNE 2024
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um011v12i22024p54-63

Abstract

Peer feedback is widely recognized as an effective technique for improving writing skills; however, most existing studies have been conducted at the 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.
QUILLBOT-ASSISTED COLLABORATIVE WRITING: IMPACT ON EFL STUDENTS’ DESCRIPTIVE WRITING AND SELF-EFFICACY Pramudiharjo, Fendi Sebastian; Laksmi, Ekaning Dewanti; Khoiri, Niamika El
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12447

Abstract

This study investigates how QuillBot-assisted Collaborative Writing affects EFL students' descriptive writing performance and self-efficacy. Employing a quasi-experimental design, 45 Indonesian senior high school students were divided into control (21 students) and experimental groups (24 students). The experimental group engaged in collaborative writing with QuillBot, while the control group followed a conventional teacher-centered approach. Data collection included pre-test and post-test writing assessments and a self-efficacy questionnaire. Mann-Whitney U test was applied to analyze the data due to violations of normality and homogeneity assumptions. The result revealed a significant difference in post-test scores between the groups. Meanwhile, self-efficacy showed no statistically significant influence on writing performance. These findings suggest that QuillBot-assisted Collaborative Writing enhances students’ interaction and writing proficiency. The use of QuillBot provides timely feedback and reduces the teachers’ load. Future research should explore long-term effects, student engagement levels in the areas of cognitive, behavior, social, and affective engagement, and qualitative perspectives on AI-assisted writing in K-12 setting. This research contributes to the growing discussion related to QuillBot’s roles in language learning, emphasizing its abilities as a complementary rather than autonomous instructional tool.
The Utilization of Flashcards in Teaching English Vocabulary to Young Learners Agnesia, Wega Dhea; Nurwadi, Nurul Fadilah; Suharyadi, Suharyadi; Anugerahwati, Mirjam; Khoiri, Niamika El
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.872

Abstract

This study aims to investigates the effectiveness of using flashcards to teach English vocabulary to young learners. The research was conducted at SDN Gempol 2 with 36 third-grade students. A one-group pre-experimental design was employed, using pre-test and post-test to collect the data. The results revealed a significant improvement in students' vocabulary mastery, with the average score increasing from 65.83 (pre-test) to 76.80 (post-test). Statistical analysis showed that the t-value (11.056) exceeded the critical value (2.035), and the significance level (p = .000) was below the threshold of 0.05, indicating a meaningful difference. These findings suggest that flashcards are an effective tool for enhancing vocabulary acquisition among young learners, as they help maintain students’ engagement through visual and interactive learning.
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 Shofa Abidah Siti Muniroh Siti Muniroh Tengku Intan Suzila Tengku Sharif Utami Widiati Utari Praba Astuti Wulandari, Nur Setyo Yazid Basthomi Yuniatri Intan Kusuma Ningrum