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All Journal PREMISE: Journal of English Education and Applied Linguistics Tell : Teaching of English Language and Literature Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman International Journal of Pedagogy and Teacher Education Wiralodra English Journal (WEJ) Wahana : Tridarma Perguruan Tinggi JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal EDUTECH Undiksha Journal on Education PROJECT (Professional Journal of English Education) Tafhim Al-'Ilmi : Jurnal Pendidikan dan Pemikiran Islam Anaphora: Journal of Language. Literary and Cultural Studies Journal of Research on English and Language Learning (J-REaLL) JOLLT Journal of Languages and Language Teaching Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal for Lesson and Learning Studies Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Journal of Education Research Indonesian Journal of English Teaching Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Indonesia (Japendi) EduInovasi: Journal of Basic Educational Studies Kanigara Akademika Jurnal Teknologi Pendidikan Journal of Applied Linguistics and English Education Magister Scientiae
Nunung Nurjati
Universitas PGRI Adi Buana Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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Pengembangan E-Learning untuk meningkatkan Pembelajaran Elektrikal Kendaraan Ringan di SMK Negeri 1 Sidoarjo Pratomo, Hari; Sitompul, Nurmida Catherine; Nurjati, Nunung
Journal of Education Research Vol. 6 No. 1 (2025)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v6i1.2278

Abstract

Teknologi informasi dan komunikasi telah mengalami perkembangan yang sangat signifin yang mengarahkan kehidupan manusia kepada digitalisasi, termasuk pada sektor Pendidikan.  Hal ini mendorong berkembangnya e-learning dengan semakin pesat.  Platform ini memiliki kemampuan teknologis yang menolong guru dapat mengembangkan media digitalis untuk materi yang sulit dideskripsikan dan dapat membuat peserta didik lebih tertarik untuk belajar. Studi pendahuluan menunnjukkan peserta didik di SMK Negeri 1 Sidoarjo umumnya menggunakan bahan ajar buku ajar cetak karena itu perlu diterapkan pembelajaran menggunakan media e-learning. E-learning yang dikembangkan berbeda dengan e-learning lainnya karena disesuai untuk kebutuhan siswa Sekolah Kejuruan dan lebih praktis sehingga memudahkan siswa untuk mengimplementasikan di lapangan. Hasil penelitian pengembangan e-learning ini dinyatakan memenuhi kelayakan ahli materi, ahli desain pembelajaran dan media pembelajaran.  Kemudian produk telah melalui uji coba kepada siswa, baik kelompok kecil dan uji coba kelompok besar. Hasil penelitian menyatakan bahwa produk pengembangan e-learning untuk pembelajaran Elektrikal Kendaraan Ringan dinyatakan layak dan efektif meningkatkan hasil belajar sekarang dan juga di masa mendatang karena dapat diperbaharui terus menerus.  
THE ROLE OF PRAGMATICS COMPETENCE IN SUPPORTING STUDENT'S SELF-ESTEEM IN ENGLISH LANGUAGE LEARNING Muzayyanah, Nafilatul; Nurjati, Nunung; Syahria, Nukmatus
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23384

Abstract

This research investigates the role of pragmatic competence in supporting students' self-esteem in English language learning, employing a Mixed Methods approach with an Exploratory Sequential Mixed-Methods Design. The study was conducted with 80 students from Secondary School. The first phase utilized a quantitative Likert scale questionnaire to measure the relationship between pragmatic competence and self-esteem. The second phase involved qualitative narrative analysis from interviews with students and teachers to gain deeper insights. Results indicate that students with higher pragmatic competence, such as using politeness strategies and contextually appropriate responses, demonstrated increased self-esteem. Internal factors such as motivation and past experiences, and external factors including family support and teacher feedback, were found to influence this relationship. The study highlights the importance of enhancing pragmatic competence through collaborative learning, self-reflection, and creating a supportive environment to boost students' confidence and willingness to engage in English language activities. This research provides recommendations for integrating pragmatic competence into English teaching to promote both language skills and self-esteem.
PENGEMBANGAN MEDIA PEMBELAJARAN MIA (MULTIMEDIA INTERACTIVE AND AUTOMATIC) BERBASIS HYPERCONTENT MATA PELAJARAN EKONOMI DI MADRASAH ALIYAH AL AMIRIYYAH PONDOK PESANTREN BLOKAGUNG BANYUWANGI Irnawati; Nurmida Catherina Sitompul; Nunung Nurjati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31570

Abstract

This study aims to develop hypercontent-based Multimedia Interactive and Automatic (MIA) Learning Media for Economics subjects at Madrasah Aliyah Al Amiriyyah, Blokagung Islamic Boarding School, Banyuwangi. MIA is designed to utilize communication and information technology, with the aim of presenting interactive and automatic materials to increase student engagement in learning. With hypercontent-based MIA, it is expected that students can access materials in an interesting and efficient manner and improve their understanding of the material being taught. The research model used is Research and Development (R&D) with the Dick and Carey approach, which involves ten development steps. These steps include analysis of objectives, context, and students, material development and evaluation, and field trials after the product is completed. The assessment was carried out by material, media, and learning design experts, as well as small group and field trials with learning outcome tests. The results of the expert assessment showed that this product was interesting, fun, and interactive, with a score of 92% for learning design, 96% for material, and 90% for media. The results of the study indicate that hypercontent-based MIA is effective in increasing student motivation, engagement, and understanding of economic concepts. The analysis showed a significant difference between classes using MIA and those without, with higher average test scores in classes using the product. In conclusion, hypercontent-based MIA is effective and worthy of further development to support independent and interactive learning, and is relevant for improving the quality of education in Islamic boarding schools and other educational institutions.
FACILITATING INDONESIAN PRIMARY SCHOOL’S SPEAKING SKILLS THROUGH THE USE OF SCAVENGER HUNT AND HOPSCOTCH GAMES Hearlie Agritia Chrishantie; Nunung Nurjati
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7302

Abstract

This study examines how well Hopscotch and Scavenger Hunt exercises help Indonesian primary school pupils' speaking abilities. The study collected data using semi-structured interviews, documentary analysis, and observations using a qualitative descriptive design. The findings demonstrated that these exercises greatly enhanced students' speaking skills, which raised their level of satisfaction and self-assurance in their English language study. Nonetheless, problems like low participation rates and linguistic barriers were noted. According to the study's findings, elementary schools can benefit from including interactive games like scavenger hunts and hopscotch into their lesson plans for language acquisition. Their long-term effects and application in other age groups and educational contexts may be investigated in future studies. Keywords: scavenger hunt, hopscotch, speaking skills
INVESTIGATING THE USE OF MULTIMODALITY IN EFL CLASSROOM AT INDONESIAN UNIVERSITY NON-ENGLISH DEPARTMENT Halim Halim; Nukmatus Syahria; Nunung Nurjati
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.412

Abstract

This study aims to investigate private university students' views on multimodality approach in EFL class. There is still a lot of traditional EFL teaching approach that are not as good at matching different learning styles and capturing students' attention. A multimodality approach provides creative solutions. The participants in this study were 21 non-English department students consisting of eight male students and thirteen female students. The research design examines students' experiences and perceptions of multimodality in the classroom using a qualitative approach and a narrative inquiry method. Reflection and in-depth interviews were used to gather data. Key themes in the participants' experiences were found by applying thematic analysis approaches to the data. The findings show that the multimodality approach helps students' understanding of English language material and helps optimize student engagement. From the students' perspective, there are four main themes, namely an interactive and motivating learning environment, a fun and enjoyable learning environment, diverse learning styles, and self-confidence growth. Further research can explore the effectiveness of multimodal approaches quantitatively to measure the improvement of students’ learning outcomes more objectively. In addition, further studies can involve more participants from various university backgrounds and study programs to expand the generalizability of the findings.
Walk Band for Better Learning: An Android-Based Music Module to Enhance Student Outcomes Firdaus Budhi Armanto; Nurmida Catherine Sitompul; Nunung Nurjati
Jurnal Edutech Undiksha Vol. 13 No. 1 (2025): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i1.95023

Abstract

The main problem in music learning at the high school level is the limited availability of musical instruments and the absence of representative teaching materials that can integrate theory and practice in a balanced way. This condition hampers students’ ability to apply musical knowledge optimally, thereby necessitating the innovation of digital technology-based teaching materials. This study aims to develop and evaluate an Android-based music learning module using the Virtual Instrument Walk Band application to enhance music education for high school students. The instructional design model ADDIE was employed to guide the development process. Data collection techniques included expert validation, small- and large-group trials, as well as pre- and post-tests to assess effectiveness. Expert validation indicated high validity in terms of content (93.33%), design (91.43%), and media (94.28%). Field testing with small and large student groups yielded positive responses, with mean scores of 87.5% and 88.51%, respectively. A paired-sample t-test was conducted to analyze the module’s effectiveness, revealing a statistically significant improvement in student learning outcomes (t = -8.290, p < 0.001). These findings demonstrate that the module is both feasible and effective in supporting critical thinking and engagement in music learning. This study highlights the potential of integrating virtual instrument applications into instructional design to address the lack of practice instruments and teaching materials in music education.
Examining the influence of social media and peer environments on motivation, self-regulation, and learning experiences among Indonesian ELLs Imelda Nursavitri Irianna; Endah Yulia Rahayu; Nunung Nurjati
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.24760

Abstract

This study addresses the limited understanding of how social media and peer environments simultaneously shape English language learning, particularly in terms of their dual impact on learners’ motivation, self-regulation, and learning experiences. While previous research has often emphasized the benefits of digital tools or peer interaction, it has paid less attention to their contradictory effects and the challenges they pose for learners’ emotional well-being and self-regulation. Using a mixed-methods design, this study collected survey data from 51 English language learners (ELLs) across five major cities in Indonesia, followed by in-depth interviews with five participants. Data were analyzed through descriptive statistics and thematic analysis to enable triangulation. The findings reveal that social media enhances motivation, engagement, and language exposure, but also contributes to distraction and emotional strain. Similarly, peer environments promote collaboration and confidence while simultaneously generating anxiety and social pressure. These findings highlight the complex and often contradictory roles of digital and peer-mediated learning environments. This study contributes to the literature by foregrounding the dual impact of these environments and emphasizing the importance of fostering learner self-regulation and emotional well-being. It offers pedagogical implications for the strategic integration of social media and the development of supportive peer networks in English language learning contexts.
Mediating Effects of Essay Writing on the Relationship Between ChatGPT Usage and Critical Thinking in Undergraduate EFL Students: A SmartPLS Approach Yenni Shintia; Nunung Nurjati; Endah Yulia Rahayu
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.93423

Abstract

This study investigates whether essay-writing skills mediate the relationship between ChatGPT usage and critical thinking among undergraduate English as a foreign language (EFL) students. Using a quantitative design with partial least squares structural equation modeling (PLS-SEM) in SmartPLS, we analyzed data from 201 students at UINSA Surabaya (167 women; 34 men). PLS-SEM was selected for its suitability in modeling complex mediation with small to medium samples. The measurement model captured essay-writing elements (e.g., clarity, argumentation, coherence) and critical-thinking facets (e.g., inference, reasoning, evaluation). Structural results indicate that ChatGPT usage has a significant, positive association with critical thinking (path coefficient β = 0.401, p &lt; .001). Essay-writing skills also exhibit a positive effect on critical thinking and function as a meaningful mediator, suggesting that gains in writing quality help translate the use of ChatGPT into higher-order thinking. Diagnostic checks flagged several cross-loadings, indicating potential threats to discriminant validity and construct clarity. Because unaddressed cross-loadings can bias parameter estimates and reduce measurement equivalence, educators and researchers should interpret structural paths with caution and align decisions with theory. Pedagogically, the findings support the guided integration of ChatGPT, emphasizing the critical appraisal of AI output, source evaluation, and iterative drafting, to strengthen students’ argumentation and reasoning. We recommend that instructors scaffold reflective prompts and verification routines so that perceived accuracy aligns with actual accuracy, thereby leveraging AI while safeguarding academic rigor.
BRIDGING GLOBAL AND LOCAL VALUES IN AN INTERNATIONAL EFL CURRICULUM: EXPLORING STUDENTS’ COMMUNICATIVE COMPETENCE AND IDENTITY FORMATION Nanik Ratnawati; Nunung Nurjati; Endah Yulia Rahayu
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): 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.v15i2.15918

Abstract

This study investigates how the integration of global and local values within an international English as a Foreign Language (EFL) curriculum supports students’ communicative competence and identity negotiation. A qualitative case study was conducted involving 20 Grade 7 students and three teachers at a private Islamic junior high school in Surabaya, Indonesia. Multiple datasets were generated through a 20-item questionnaire, semi-structured interviews, classroom observations, and curriculum document analysis. The questionnaire dataset was analyzed descriptively using frequencies, percentages, means, and standard deviations, while interview, observation, and document data were analyzed using thematic analysis. The findings indicate that global and local values were integrated across classroom interaction, learning materials, and instructional practices, creating opportunities for students to develop communicative competence while maintaining their local cultural identity. Rather than experiencing identity conflict, students negotiated their identities positively by combining global perspectives with pride in their Indonesian cultural values. This study contributes to EFL research by demonstrating that the integration of global and local values serves as a contextual mechanism linking communicative competence and identity negotiation within an international curriculum. The findings also provide practical implications for designing culturally responsive international EFL curricula that simultaneously promote global competence and local cultural sustainability.
The Role of E-Portfolio Assessment in Students’ Reflection for Enhancing EFL Learners’ Outcome Prapti Wardani; Nunung Nurjati; Nukmatus Syahria
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7397

Abstract

This research explores the role of e-portfolios in enhancing reflective practice and language proficiency among English as a Foreign Language (EFL) learners. E-portfolios provide a structured platform for students to document learning artifacts, engage in self-reflection, and monitor progress, fostering deeper insights into their language development. The research aims to evaluate the effectiveness of e-portfolios in improving learning outcomes and identify challenges in their implementation. Using a mixed-methods approach, data were collected from 161 EFL students and teachers in East Java, Indonesia, through online questionnaires and Likert-scale assessments. Findings reveal that 74.6% of students had positive experiences with e-portfolios, with 70% noting improved language competency through regular reflection. Teachers (85%) viewed e-portfolios as valuable for tracking progress and engagement, though some lacked training. Key challenges included time management (60%) and varying student confidence levels in reflection (42.9%). Best practices for effective implementation include teacher professional development, curriculum integration, peer collaboration, and structured feedback. The study highlights e-portfolios' potential to transform EFL education but notes limitations due to its regional sample. Implications suggest broader adoption of e-portfolios, supported by training and policy frameworks, to enhance reflective learning and language proficiency in diverse EFL contexts.
Co-Authors Abidatul Azizah Agung Pramujiono Al-Imamah, Hidayatul Ummah Bandjarjani, Wahju Dhiah Dwi Lestari Endah Yulia Rahayu Faidatuz Zahroini Hasyim Ferra Dian Andanty Firdaus Budhi Armanto Halim Halim Hearlie Agritia Chrishantie Herlinda Surya Kartika Putri Imawati Imawati, Imawati Imelda Nursavitri Irianna Irnawati Ismail Noor Hassan Khan, Aslam Khan Bin Samahs Laras Ayuningtyas Manggiasih Loreana, Yurike Risa Manggiasih, Laras Masruchi Adyningsih Muzayyanah, Nafilatul Nanik Ratnawati Nico Irawan Nurmida Catherina Sitompul Nurmida Catherine Sitompul Olivia Annatasha Putri Poppy Handayani, Rosarina Prapti Wardani Pratomo, Hari Rahayu, Endang Mastuti Roni Afero Fanani Rusmawati, Retno Danu Samsul Khabib SITI MARIYAH Sri Wahyuni suhartik Syahria, Nukmatus Tino Joosetha D.A Wahju Bandjarjani Wahju Bandjarjani Wawan Gunawan Yenni Shintia Yurike Risa Loreana