Article Per Year (5 Year)
p-Index From 2020 - 2025
0.659
P-Index
This Author published in this journals
All Journal Abdi Masyarakat Borneo Educational Journal (Borju) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Muliani Muliani
Universitas Pendidikan Mandalika
Humanities Education Energy Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Factors Affecting Students' Speaking: is Motivation the Most Influencing Factor? Muliani Muliani; Muhammad Muhlisin; Zainul Islam
Borneo Educational Journal (Borju) Vol. 3 No. 2 (2021): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.393 KB) | DOI: 10.24903/bej.v3i2.778

Abstract

Abstract The phenomenon that the students of English Department, at Universitas Pendidikan Mandalika were not active to speak outside the class using English as their target language triggered this research to be conducted. They tend to go back to their first language (Bahasa Indonesia) as they are outside the classroom while motivation can be seen as the successful aspect when learning a target language deals with speak the language (speaking skill) (Ihsan, 2016:32). This research deals with 10 factors affecting learners in learning the target language (Pasty and Nina: 2006) in which this aims at finding the percentage of the factors affecting the learners’ speaking. By means of applying questionnaire and interview to 15 subjects of the research it was found that all ten factors were found as the factors affecting the students’ speaking. The result shows that motivation is the most influencing factor with the highest percentage among the other factors (57%). This means that the students are actually having high motivation to speak English not only during the class, but also after the class, but it cannot be neglected that the other 9 factors (age, aptitude, personality, attitude, cognitive style, learning style, intelligent, anxiety, and group affiliation) are also affecting the learners’ speaking. Moreover, the result shows that the 10 factors cannot be separated affecting the learners, but they are well interrelated. Thus, it can be concluded that motivation takes the position as the most influencing factor affecting students’ speaking outside the classroom as this factor is also well supported by the other nine (9) factors. Keywords:Motivation; Speaking; Factors Affecting L2 Learning
InTASC-Standard Cores: Penyusunan Buku Ajar Bagi Guru Bahasa Inggris Bahasa Inggris Di Kabupaten Lombok Tengah Heri Hidayatullah; Muliani Muliani; Dedi Sumarsono; Taufik Suadiyatno; K Dedy Sandiarsa
Abdi Masyarakat Vol 1, No 2 (2019)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (565.7 KB) | DOI: 10.36312/abdi.v1i2.947

Abstract

Pelaksanaan pengabdian kepada masyarakat ini bertujuan untuk:(1)meningkatkan kreativitas dan produktivitas Guru Bahasa Inggris dalam menyusun need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang kemudian disusun menjadi sebuah modul berbasis InTASC  (InTASC Standard-Based Module) dimana modul ini berisi 10 standard yang memuat seluruh langkah pengajaran dan refleksi yang bisa dilakukan guru sehingga proses belajar mengajar akan berjalan dengan efektif dan menyenangkan, apa yang diajarkan guru akan mudah dimengerti oleh siswa dan proses belajar mereka tidak hanya terhenti didalam kelas tetapi juga bisa dilakukan diluar kelas. (2) Dengan begitu, siswa nantinya akan mampu berkomunikasi menggunakan Bahasa Inggris dengan lancar dan bisa menggunakannya dalam mendapatkan pekerjaan khususnya dunia pariwisata dimana mereka mampu memberikan pelayanan yang jauh lebih baik yaitu mampu berkomunikasi dengan para wisatawan secara lancar. Dalam pelaksanaan program pengabdian kepada masyarakat ini, tim terlebih dahulu akan berkoordinasi dan memberikan pengenalan InTASC standard kepada Kepala Sekolah dan peserta, Setelah itu tim akan memberikan pelatihan standard satu (1) InTASC yang berisi need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang akhirnya disusun menjadi sebuah modul berbasis InTASC yang akan digunakan dalam pengajaran Bahasa Inggris selanjutnya, sehingga manfaat pelatihan ini bisa dirasakan sampai seterusnya
Illuminated Sasak Stories: A Bridge to English Language Learning Muliani Muliani; Heri Hidayatullah; Siti Syafi'atul Qomariyah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 11, No 2 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.13092

Abstract

This study seeks to enhance elementary school students' appreciation of Sasak cultural heritage in Central Lombok, an area increasingly influenced by tourism and exposure to foreign cultures. Recognizing a need to prioritize local cultural education, this research introduces illuminated stories, created with the input of five English teachers who contributed traditional stories and games from their childhood. Using a Problem-Based Learning (PBL) approach, 20 students engaged with these stories, and their progress was assessed using a validated tool that measured both cultural knowledge and language proficiency. Preliminary results demonstrate improvements in students’ engagement, cultural understanding, and language skills, highlighting the effectiveness of combining cultural education with PBL. These findings encourage further research with larger and more varied student groups to build on these promising outcomes.
English and Local Language Preservation in East Nusa Tenggara: A Study of Pre-Service English Teachers’ Attitudes and Practices Christmas Prasetia Ate; Muliani Muliani
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15296

Abstract

The widespread adoption of English in Indonesia has raised concerns about its impact on local language sustainability, especially in multilingual, postcolonial regions such as East Nusa Tenggara. This study investigates how English learning can coexist with local language preservation by addressing three key issues: (1) students’ attitudes toward English and local languages, (2) the use of these languages across different domains, and (3) strategies proposed for promoting linguistic coexistence. Nineteen sixth-semester English Education students from Citra Bangsa University were selected as participants, given their future roles as language educators and policy influencers. Using a qualitative approach that included semi-structured interviews, focus group discussions, and surveys, the study found a dual but sometimes conflicting orientation. The results show that participants acknowledged the instrumental value of English for education and career advancement (89%) while affirming the cultural importance of local languages (95%). In terms of usage, local languages remained dominant in-home domains (65%) but were marginalized in academic settings (5%) and peer interactions (21%), revealing a domain-specific pattern shaped by perceived language utility. To bridge this gap, participants suggested strategies such as bilingual education models (74%), community-driven language initiatives (63%), and culturally inclusive curricula. However, 47% expressed skepticism toward government-led solutions, citing lack of relevance and implementation barriers. The findings indicate that sustainable multilingualism is possible through intentional, context-sensitive strategies. The study recommends reorienting teacher education to support multilingual pedagogies, integrating local knowledge, and fostering collaboration between grassroots efforts and institutional frameworks to ensure balanced language ecologies.
Co-Authors Christmas Prasetia Ate Dedi Sumarsono Heri Hidayatullah K Dedy Sandiarsa Muhlisin, Muhammad . Siti Syafi'atul Qomariyah Taufik Suadiyatno Zainul Islam