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All Journal Jurnal Visi Ilmu Pendidikan RETORIKA: Jurnal Ilmu Bahasa Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Journal on English as a Foreign Language (JEFL) k@ta Voices of English Language Education Society JEES: Journal of English Educational Study Linguistik Indonesia Scope: Journal of English Language Teaching REiLA: Journal of Research and Innovation in Language LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Ethical Lingua: Journal of Language Teaching and Literature ABSYARA: Jurnal Pengabdian Pada Masyarakat JOLLT Journal of Languages and Language Teaching Academic Journal Perspective : Education, Language, and Literature ETERNAL: English Teaching Journal Jurnal bahasa, sastra, seni, dan pengajarannya Studies in English Language and Education
Evynurul Laily Zen
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Errors in Students’ Writing (Reports from ProWritingAid) Masitha Rahma; Evynurul Laily Zen
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): 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.v7i2.15528

Abstract

This research aims to find out the types of students’ writing errors which are detected and not by ProWritingAid, a language checker software.  This was a qualitative study using a document analysis method with ProWritingAid being the primary language learning instrument to analyze. To collect the data, 18 pieces of students’ writing carried out as the experimental task for this research was focused on writing personal letter. These writings were checked in the software, and manually rechecked by the researcher afterward. The results showed that ProWritingAid was able to detect 21 types of writing errors including missing pronoun, preposition, and determiner. Meanwhile, there were also undetected errors found, for example, unnecessary capitalization and missing punctuation. In conclusion, while ProWritingAid can help students to analyze their errors. However, human analysis is still needed due to the undetected errors. 
Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners Diba Ramadhana; Yazid Basthomi; Evynurul Laily Zen
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.18309

Abstract

Within applied linguistics and foreign language pedagogy, the role of emotions in language learning has been somewhat overshadowed. Addressing this oversight, our study focuses on psychological elements pertinent to English learning stages. We explore the interplay between academic perfectionism, self-efficacy, and language learning burnout. Survey data was collected from 263 English Department students at a university in Malang across the 2nd, 4th, and 6th semesters using structured questionnaires. Notably, while second-semester students showed no significant correlation among these variables, meaningful connections emerged for students in the fourth and sixth semesters. Analysis revealed that, though academic perfectionism plays a role, its impact on burnout is relatively minor compared to self-efficacy. There was a distinct correlation between academic self-efficacy and language learning burnout throughout the English program's progression, with a weaker relationship in the 2nd semester and a stronger one in the 4th and 6th semesters. The results underscore the need for an educational environment that champions growth over mere perfection. Prioritizing stress management, self-reflection, and goal setting is paramount. Furthermore, specialized support is vital to cater to students' shifting needs as they advance academically.
The Implementation of Project Based Learning in English Language Teaching at Rural School: A Conceptual Review Muttahidah; Laily Zen, Evynurul
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 2 (2023): Volume 10 No 2 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.629

Abstract

Teaching English as a foreign language in a rural education is challenging. Due to the fact that most schools located in rural areas are not equipped with audio visual aids, it affected the learning strategies used by the teachers which only focus on grammar and mainly use L1 translation. To overcome those problems and also equip students with 21st century skills, Project-Based Learning (PjBL) can be an alternative. Many studies related to PjBL in the EFL context have been conducted and provided benefits. Considering the benefits of PjBL, this paper tries to explore more closely the current practices of PjBL in the EFL context. Using library research by collecting some related books and articles, this paper explained the concept, the procedures, and the assessment of PjBL. It also described the strengths and the weaknesses of applying PjBL in the EFL context. Furthermore, this paper presented some teaching techniques in PjBL which can be applied to promote EFL students’ language skills at rural schools. This review will give an implication for English teachers, especially at rural schools in understanding the concept and practice of PjBL which promotes 21st century skills.
Bridging Worlds, Blazing Bridges: Understanding the Enticing Saga of ELF in ELT and Its Complicated Nexus Andi Rusgandi, Muhammad; Laily Zen, Evynurul; Basthomi, Yazid
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 1 (2024): Volume 11 No 1 April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.666

Abstract

To unpack the complexities that ELF undergoes within the current methodology of ELT, this study bears down to reveal the challenges of incorporating the two practices presented by the increasing stigma attached to the “correct” use of language. Through a thorough analysis of theories and previous studies, the books and articles that span the years 2020 to 2023 (previous studies) are chosen to explore and comprehend the theories to dismantle the common preconception that influences the integration of ELF into ELT, as well as the principles of ELF that educators should follow along with the framework supporting ELT. It explores how the resilience of current EFL in ELT practices is towards Western English norms and the consequent consequences for both teachers and students. As a result, due to the tendency that is firmly ingrained in the norms of Western English, which has an impact on learning resources and evaluation methods, a shift in the paradigm of ELT practices is needed to accommodate students’ different learning styles, cultural backgrounds, and linguistics origins to ensure that all students have an equal opportunity to learn. At the end of this review paper, suggestions for further research and the implications for policymakers of ELT and EFL English teachers regarding the issues have been made.
Teachers’ Perception of Differentiated Instruction for Slow Learner in Inclusive School Yogyakarta Rosi, Fahrur; Zen, Evynurul Laily; Nurjannah, Siti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 1 (2024): Volume 11 No 1 April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.668

Abstract

This present study aims to find out the teachers’ perception and practice about the implementation of Differentiated Instruction (DI) in English-as-a-foreign-language (EFL) teaching to students with Slow Learner (SL) in inclusive school. This study employed a descriptive qualitative method conducted at Junior high school in Yogyakarta, Indonesia, by selecting two English teachers as participants. The data were collected through observation, interview and document. The findings revealed that the teachers do not fully comprehend the concept of DI, especially in the analysis of student learning profiles, even though socialization regarding differentiated learning has already been given by the government. The challenges that teachers encountered were the insufficient training on how to identify and accommodate the needs of slow learner students, who constitute a large proportion of their classes. In concussion, the English teachers have already had the basic concept of differentiated learning, but have not been able to implement it effectively in practice.
Understanding How Ideas are Linked in Compare and Contrast Essays: A Discourse Marker (DM) Study Abidah, Khilda Husnia; Ratih, Elisa; Zen, Evynurul Laily; Lumbanbatu, Ira Maria Fran
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 3 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i3.15636

Abstract

Discourse markers (DMs) are important when linking the first sentence and another sentence. The previous study showed that DMs can be varied in argumentative text of The Jakarta Post. However, some undergraduate students still face difficulties in using DMs, especially in academic writing, in the context of comparing and contrasting the essays, different from argumentative text. Therefore, this study aims to shed light on the various DMs employed by undergraduate students to establish logical transitions and also to find out the frequency of the DMs used within the context of compare and contrast essays. This study used qualitative methods to collect the data. The subjects of this study were 29 students majoring in English Literature from one of the state universities in Malang, East Java. To collect the data, the instruments used were the students' writing and AntConc 3.5.7 as the corpus analysis. The results were subsequently presented as percentages, offering valuable insights into the differences in DMs usage. The results showed that the students can demonstrate their ability to construct the compare and contrast paragraphs using the DMs properly. The findings contribute to the understanding of DMs usage in academic writing and provide practical implications for educators and learners seeking to improve their writing skills.
THE MORPHOSYNTACTIC STRUCTURE AMONG ISLAMIC BOARDING SCHOOL MULTILINGUAL STUDENTS IN INDONESIA: A LANGUAGE TRANSFER PHENOMENON Yani, Achmad; Zen, Evynurul Laily; Suharyadi, Suharyadi
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3717

Abstract

This study investigates the phenomenon of language transfer among multilingual students at an Islamic boarding school, focusing on the morphosyntactic structures in recount texts written by students. Using descriptive quantitative methods, the research was conducted at a boarding school in South Kalimantan. Data were collected through free-writing exercises with ten selected students. The findings showed no significant statistical difference in language transfer between English and Arabic. However, interviews indicated that students often use Indonesian when forming sentences in English and Arabic, supporting the TPM theory. Future research should include a larger sample size, particularly from boarding schools, as each institution’s unique approach to multilingual education can influence language transfer in different ways.
GENDER-BASED SPEAKING ANXIETY IN ONLINE ENGLISH AS FOREIGN LANGUAGE POSTGRADUATE STUDENTS Majid, Rusni Hi.; Amri, Misbahul; Zen, Evynurul Laily
Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (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.v14i1.9275

Abstract

Speaking anxiety became one of the common problems faced by EFL students at any level. This study aims to determine the speaking anxiety level among postgraduate EFL students as well as the contributing factors to speaking anxiety in the setting of online learning. The data were collected from 20 respondents through a questionnaire adapted from Horwitz. The respondents are postgraduate EFL students from the 2023 batch at one of the universities in Malang. The survey was chosen to collect the data. The questionnaire was distributed through WhatsApp. In analyzing the data, the researcher used SPSS-24. The finding revealed that male students have moderate speaking anxiety, and the dominant factors causing it were fear of communication, next comes test anxiety, and fear of negative evaluation. In contrast, female students have significant levels of speaking anxiety. Variables contributing to their speaking anxiety involve fear of negative evaluation. The next one is anxiety in communication and test anxiety. Because of that, it can be stated that female students have a higher level of anxiety compared to male students. The results can help educators in teaching online learning to understand students' anxiety based on their gender.
Exploring higher order and lower order thinking skills in Indonesian junior high school ELT textbooks Shabrina, Dinda Bunga; Basthomi, Yazid; Zen, Evynurul Laily
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29201

Abstract

English textbooks play a pivotal role in supporting English as a Foreign Language (EFL) learning, particularly for junior high school students. Critical thinking skills are essential for enhancing students’ English language proficiency. This study investigates the representation and frequency of Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) in instructional questions within the Grade VII Indonesian ELT textbook (2017 revised edition) published by Kemendikbud, widely used in Indonesian public schools. Employing a qualitative content analysis approach, this study utilized the revised Bloom’s Taxonomy to analyze the data, which were quantified into percentages and frequencies. Findings reveal a higher prevalence of LOTS compared to HOTS in the textbook’s instructional questions. Consequently, teachers are encouraged to creatively adapt these questions to foster critical thinking. Additionally, future textbook authors should prioritize integrating more HOTS-based questions to enhance students’ critical thinking skills in ELT contexts.
Beyond the ‘Uh-Oh’ Moment: Refusal Strategies in a Young EFL Learner’s Extensive Reading Responses Zalva Fajhira Shabrina Putri; Utami Widiati; Evynurul Laily Zen
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1876

Abstract

Understanding refusal strategies utilized by young learners in learning English as a foreign language (EFL) is essential for teachers to foster more effective interaction in the classroom. The present study explores how a young EFL learner applies refusal strategies when interacting during extensive reading (ER) activities. Data were collected through real-time observations, the learner’s diaries, and a parent interview, and further analyzed using thematic analysis. The findings revealed how the young EFL learner applied more direct refusals, influenced by the learner’s developmental traits. Indirect refusals, which appeared mostly as avoidance, emerged frequently only during the initial ER sessions. Refusals, regardless, did not appear as frequent towards the end of ER sessions as the learner became comfortable and confident with the teacher’s scaffolding. Considering the findings, the current study suggests future studies to investigate how refusal strategies are applied by young EFL learners in a larger group, which may be influenced by different developmental traits, learning situations, and language proficiencies, to further generalize the findings.
Co-Authors Abidah, Khilda Husnia Aenor Rofek Amri, Misbahul Andi Rusgandi, Muhammad Arum Puspitasari Bunga Almia Gane Sari Devi Puspitasari Devi Puspitasari Diba Ramadhana Edi Suharyadi Evi Eliyanah Febrianti, Della Firqo Amelia Harimurti, Keke Febrian Harits Masduqi Imatufariq, Siti Radibah Ira Maria Fran Lumbanbatu Karkono Karkono Keke Febrian Harimurti Luthfi Farihatun Nisa’ Majid, Rusni Hi. Maria Hidayati Maria Hidayati, Maria Marshalina, Afifah Masitha Rahma Masrokhin Masrokhin Masrokhin, Masrokhin Metaria, Metaria Moh. Kholilurrahman Jailani Moh. Safii Muflihah Muhimatul Murtafi'ah Muttahidah Nunung Suryati Nurenzia Yannuar Ratih, Elisa Rohi Qimmahtum Rosi, Fahrur Rully Aprilia Zandra Salma Azzahidah Sari, Ardiana Shabrina, Dinda Bunga Siti Nurjannah Siti Radibah Imatufariq Siusana Kweldju Suharmanto Suharmanto, Suharmanto,, Suharmanto, Suharyadi Talita Lathifatur Rahman Utami Widiati Yani, Achmad Yazid Basthomi Yusnita Febrianti Zalva Fajhira Shabrina Putri