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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 PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Academic Journal Perspective : Education, Language, and Literature ETERNAL: English Teaching Journal
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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Note-Taking: The Gender Difference on Students’ Perception Muhimatul Murtafi'ah; Muflihah Muflihah; 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.v7i2.15361

Abstract

Most of previous studies conducted on the implementation of note-taking strategy, finding its effect and the students’ preferent on the note-taking strategies. However, this study investigates whether there is any difference in the students’ perception on note-taking based on the gender differences. This study was conducted on the sixth semester of  university students who had experienced implementing note-taking during the learning process by collecting the students’ perception on note-taking by using questionnaire and semi-structured interview as the data collection techniques. As this study investigated the comparison of both male and female students’ perception, the researchers used the quantitative research design. The result of this study indicates the opposite of most the previous studies have found. This result is not in line with the previous studies which discussed more below. Both male and female have a positive respond to the effectiveness of note-taking
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.
English Teacher and Students' Experiences in Learning Loss at Upper Secondary School During Online Learning in Indonesia Devi Puspitasari; Evynurul Laily Zen; Yusnita Febrianti
RETORIKA: Jurnal Ilmu Bahasa Vol. 9 No. 3 (2023)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55637/jr.9.3.7658.471-482

Abstract

Online learning due to the Covid-19 pandemic has been broadly regulated for the past two years in Indonesia. However, there is a limited exploration of the experiences of students and teachers in the English learning loss at upper secondary level students. Thus, this study aimed to fill this gap by exploring the English teacher and students' experiences in learning loss of online English field during the pandemic outbreak. A narrative inquiry was implied to express their voices. Online questionnaire to know students’ demographic background was employed. One English teacher and two third grade students shared their experiences through the narrative interview (NI). The findings showed that English teachers felt students' loss in English subjects rather than the previous cohort. Some students decreased their understanding and motivation in learning English and had to take remedial courses while missing the examination or assignments. Meanwhile, students mentioned they experienced difficulties in learning English through an online classroom. They felt they had degraded their English skills because they did not practice it at home. Moreover, they also lost interest and motivation to join the class and submit the assignments. Those factors initiated the loss in English learning for first-year secondary students.
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.
Nearpod: A Web Based Tool to Promote Students’ Engagement in ESP Class Metaria, Metaria; Basthomi, Yazid; Zen, Evynurul Laily
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 8: AUGUST 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i8.25124

Abstract

The call for new ways to engage students in this digital era is especially urgent. This research documents how a web-based tool called Nearpod can promote student engagement in ESP class by exploring behavioral and affective domains. By using a self-report questionnaire and observing the Nearpod post-session report, the data gained will be interpreted using descriptive statistical analysis. Results show that the level of behavioral engagement is 4.59 with attention and concentration as the highest contributing factor. The affective engagement obtains 4.42 value with vitality as the indicator with the highest score. Additionally, the observation results are also aligned with the findings from the self-report questionnaire. Some benefits and drawbacks of implementing Nearpod in ESP classroom are also explored.
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.
Co-Authors Abidah, Khilda Husnia Amri, Misbahul Andi Rusgandi, Muhammad Bunga Almia Gane Sari Devi Puspitasari Diba Ramadhana Edi Suharyadi Evi Eliyanah Febrianti, Della Harimurti, Keke Febrian Harits Masduqi Imatufariq, Siti Radibah Ira Maria Fran Lumbanbatu Karkono Karkono Luthfi Farihatun Nisa’ Majid, Rusni Hi. Maria Hidayati Maria Hidayati, Maria Marshalina, Afifah Masitha Rahma Masrokhin Masrokhin Masrokhin, Masrokhin Metaria, Metaria 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, Utami Widiati Yani, Achmad Yazid Basthomi Yusnita Febrianti Zalva Fajhira Shabrina Putri