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All Journal International Journal of Evaluation and Research in Education (IJERE) Dialektika Cakrawala Pendidikan Journal of Language and Literature Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Hexagone FRANCISOLA Journal of Education and Learning (EduLearn) BAHAS Language Circle : Journal of Language and Literature International Journal of Education BAHASA DAN SASTRA Indonesian Journal of Educational Review (IJER) Erudio: Journal of Educational Innovation English Review: Journal of English Education PUJANGGA: Jurnal Bahasa dan Sastra Jurnal Gramatika IJLECR (International Journal of Language Education and Cultural Review) REFLEKSI EDUKATIKA Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Didacticofrancia: Journal Didactique du FLE KREDO : Jurnal Ilmiah Bahasa dan Sastra POLYGLOT INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES IJoLE: International Journal of Language Education Indonesian EFL Journal Linguistic, English Education and Art (LEEA) Journal Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) BASIS (BAHASA DAN SASTRA INGGRIS) Visipena Edulitics (Education, Literature, and Linguistics) Journal EDUVELOP (Journal of English Education and Development) Journal of Applied Studies in Language Loquen: English Studies Journal Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu International Conference on Languages and Arts Humaniora JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) BAHTERA : Jurnal Pendidikan Bahasa dan Sastra SALTeL Journal (Southeast Asia Language Teaching and Learning) JET (Journal of English Teaching) International Journal for Educational and Vocational Studies JE (Journal of Empowerment) Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Sirok Bastra PROJECT (Professional Journal of English Education) Syntax Idea Jurnal Eduscience (JES) Ideas: Jurnal Pendidikan, Sosial dan Budaya English Focus: Journal of English Language Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) Getsempena English Education Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Indonesian Journal of Social Research (IJSR) Ksatra: Jurnal Kajian Bahasa dan Sastra Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal La Edusci JURNAL ILMIAH GLOBAL EDUCATION Bulletin of Science Education Linguistic, English Education and Art (LEEA) Journal Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) Jurnal Basicedu Darussalam English journal Media Bina Ilmiah PERDULI: Jurnal Pengabdian kepada Masyarakat Lingeduca: Journal of Language and Education Studies Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of Education Method and Learning Strategy Journal of Linguistics, Culture and Communication Susastra : Jurnal Ilmu Sastra dan Budaya International Journal of Language and Ubiquitous Learning Journal of International Multidisciplinary Research Franconesia Journal of French Teaching, Linguistics, Literature, and Culture PROSIDING SEMINAR NASIONAL DAN INTERNASIONAL HIMPUNAN SARJANA-KESUSASTRAAN INDONESIA Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Ninuk Lustyantie
Universitas Negeri Jakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Development of a Speaking Skill Assessment Rubric for Children in English Based on the Universal Design for Learning Approach in Inclusive Schools Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.181-209

Abstract

This study aims to develop an English-speaking skills assessment rubric for children with autism spectrum disorder (ASD) using the Universal Design for Learning (UDL) approach in an inclusive school setting. The research involved 24 regular students and one student with mild ASD in the 7th grade at Sekolah Alam Bekasi, offering a comparison framework. However, children with ASD have unique cognitive, social, and communication needs that differ from neurotypical students. Comparisons must therefore be approached carefully, considering these differences. The study followed Borg & Gall's Research and Development (R&D) model, starting with a needs analysis, followed by product design, expert validation, product revision, and limited testing. Data was gathered through questionnaires, interviews, and documentation. The needs analysis revealed that both teachers and parents require a flexible, inclusive, and ASD-sensitive assessment tool, especially for evaluating verbal and non-verbal communication skills. The resulting rubric is based on the three UDL principles: Multiple Means of Engagement, Representation, and Action and Expression, with specific, measurable, and context-appropriate indicators. Content validation by three experts in special education, language assessment, and inclusive pedagogy produced Aiken’s V values between 0.85 and 0.95, indicating strong validity. A limited trial with five students with ASD demonstrated the rubric’s effectiveness in assessing individual speaking abilities and guiding teachers in providing adaptive interventions. By incorporating both verbal and non-verbal aspects like gestures and eye contact, the rubric offers a fairer and more holistic assessment for students with ASD.
METANCOGNITIVE LISTENING STRATEGIES AND MALL: EFFECTS OF LEARNING STYLES AND SELF-EFFICACY Karimah, Syahadah Albaqiyatul; Ninuk Lustyantie; Uwes Anis Chaeruman
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11660

Abstract

This study investigates the impact of metacognitive listening strategies on English listening performance among students at SMK Walisongo Jakarta, particularly in using Mobile-Assisted Language Learning (MALL). Using a purposive sampling method, 68 respondents were selected to participate in this research. The study examines the mediating effects of learning styles and self-efficacy to provide a comprehensive understanding of the interplay between these factors and listening performance. Data were collected through pre-tests, post-tests, and validated questionnaires measuring metacognitive strategy use, learning styles, and self-efficacy levels. The analysis results indicate that learning styles have a significant direct impact on listening performance, suggesting that individual differences in learning styles directly influence their listening abilities. This effect is especially important in the usage of Mobile-Assisted Language Learning (MALL), where students’ learning preferences can affect how effectively they engage with learning materials presented through mobile devices. However, despite this significant direct relationship, the analysis also shows that the indirect effect of learning styles on listening performance through self-efficacy is not statistically significant. This suggests that, although self-efficacy is often considered a mediating factor in the learning process, in this study, it does not play a significant role in influencing the relationship between learning styles and listening performance. The findings offer valuable insights for language educators, emphasizing the importance of tailoring metacognitive strategy instruction to align with learners’ characteristics in technology-enhanced learning environments
CLIL-BASED MULTISENSORY INTENSIVE READING IN AN ESP PROGRAM Sukisno, Sukisno; Lustyantie, Ninuk; Chaeruman, Uwes Anis
BASIS (Bahasa dan Sastra Inggris) Vol 12 No 1 (2025): JOURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v12i1.9457

Abstract

This study aims to investigate the integration of a multisensory approach within a Content and Language Integrated Learning (CLIL) framework to enhance intensive reading skills among English for Specific Purposes (ESP) students. The theory of multisensory learning, which emphasizes engaging multiple learning modalities, informs the study. Data were collected from 25 pharmacy students at Universitas Muhammadiyah Kuningan, Indonesia. A qualitative case study design employed classroom observations, student interviews, and feedback surveys to evaluate the effectiveness of CLIL-based multisensory techniques. Thematic analysis was utilized to identify patterns and recurring themes in the collected data, providing insights into students’ experiences and outcomes. Results indicate significant improvements in students’ reading comprehension and engagement levels post-intervention. Using multimedia applications and interactive activities allowed for a richer learning experience and supported diverse learning styles. However, challenges related to unfamiliar technology usage highlighted the necessity for additional training for both students and instructors. The finding underscores the potential of combining multisensory learning with CLIL in ESP contexts, while also emphasizing the importance of professional development for educators to optimize teaching strategies. Future studies are recommended to explore the long-term impact of multisensory approaches on other language skills and their applicability in various educational settings.
Developing a Critical Reading Assessment Specification Infused with Ecological Literacy for Higher Education Nurkhamidah, Neni; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6585

Abstract

This study addresses the limitations of existing critical reading assessments in Indonesian higher education, which often focus narrowly on comprehension and recall, neglecting higher-order critical thinking and ecological literacy skills essential for addressing complex environmental challenges. The problem is evident as students frequently achieve near-perfect scores on current tests that inadequately measure their ability to critically analyze academic texts or apply ecological awareness. This research develops a comprehensive assessment specification for a Critical Reading course at Media Nusantara University that integrates ecological literacy alongside traditional reading skills. Using a Design and Development Research (DDR) methodology, the study analyzed course syllabi, learning outcomes, and existing assessments, and incorporated feedback from a Focus Group Discussion (FGD) involving one lecturer and two assessment experts, alongside interviews with five students. The resulting assessment balances multiple-choice questions with open-ended essay tasks and includes ecological case studies to better evaluate higher-order thinking and real-world problem-solving abilities. The revised assessment specification uniquely combines critical reading with ecological literacy to prepare students for both academic success and responsible environmental citizenship. Findings indicate that this approach fosters deeper engagement with texts and environmental issues and offers a practical framework for more valid and reliable assessments in higher education.
Contextualizing the Multimodal Assessment Framework for Junior High School EFL Learners Jaelani, Alan; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6623

Abstract

This study investigates the implementation of the Multimodal Assessment Framework (MAF) proposed by Ross et al. (2020) within a junior high school English as a Foreign Language (EFL) classroom. In response to the growing emphasis on multimodal literacy in 21st-century education, the research explores how assessment practices can be reimagined to align with students' diverse meaning-making capacities across visual, verbal, aural, and spatial modes. Using a qualitative case study design, the study involved classroom observations, semi-structured interviews, and the analysis of student-created multimodal artefacts. A rubric adapted from the MAF focusing on four key dimensions: criticality, cultivating creativity, holism, and valuing multimodality was used to evaluate student performance. Findings reveal that the framework enhanced student engagement and creativity, encouraged purposeful use of multimodal resources, and supported inclusive assessment practices. Challenges such as limited teacher familiarity, curriculum constraints, and unequal access to technology emerged. The study reveals the potential of multimodal assessment to foster equitable and meaningful learning in secondary EFL contexts. The results contribute to the growing body of literature on multimodal assessment and offer practical implications for pedagogy and policy in resource-constrained, multilingual educational environments.
The Impact of Infographics on Cognitive Enhancement in English Language Students Andayani, Wuwuh; Murtadho, Fathiaty; Lustyantie, Ninuk
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6725

Abstract

This study aimed to explore the impact of infographics on cognitive enhancement in English Language students. Infographics, as a visual medium that combines text and images, are believed to simplify the understanding of complex concepts and improve long-term memory retention. This research adopted a quantitative approach with a field experiment involving two groups of students: an experimental group taught using infographics and a control group taught with conventional methods. Data were collected through cognitive tests before and after the intervention, as well as surveys measuring students’ perceptions of infographics. The results showed that the use of infographics significantly enhances students' understanding of concepts and memory retention in English courses. These findings supported the hypothesis that visual media, such as infographics, can be an effective tool for enhancing cognition in students, particularly in the context of English education. The study also highlighted the importance of integrating visual technologies in learning to stimulate more active and in-depth cognitive interaction.
Development of a Speaking Skills Assessment Rubric Through the English Reporting News Project for High School Students in Kampung Inggris Purbalingga Nugraha, Novanda Alim Setya; Lustyantie, Ninuk; Murtadho , Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.7039

Abstract

This study aims to develop a valid, reliable, and practical speaking skills assessment rubric in the context of project-based learning, specifically through the English Reporting News Project for senior high school students at Kampung Inggris Purbalingga. The research method used is research and development (R&D) with stages including needs analysis, rubric design, expert validation, limited trial, and data analysis using a Likert scale involving 30 students. The results show that the developed rubric accommodates five main aspects of speaking skills: fluency, pronunciation, grammar, vocabulary mastery, and communication ability. Reliability analysis yielded a Cronbach’s Alpha value of 0.83, indicating a high level of internal consistency. Assessment data indicate that vocabulary mastery and fluency have the highest average scores, while pronunciation remains the main challenge for students. Furthermore, the rubric received positive feedback from teachers and students regarding its practicality and clarity of use. This study recommends the use of the rubric as an effective evaluation tool in project-based speaking learning and further development, particularly focusing on pronunciation aspects. The findings contribute significantly to the development of communicative and contextual English language assessment in the Indonesian educational context.
Development of an Assessment Rubric for Story Writing Skills in Indonesian Integrated with Acehnese Folklore for Senior High School Verawati; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.7050

Abstract

This study aims to develop an assessment rubric for storytelling skills in Indonesian that is integrated with Acehnese folklore, specifically for high school students (SMA). The development of this rubric is based on the need for a valid, reliable, and contextual assessment tool to measure students' creative writing abilities while utilizing local cultural values. The research method used is the Research and Development (R&D) model, which includes stages of design, validation by language and cultural experts, limited trials, and rubric revisions. The rubric instrument integrates linguistic aspects, story text structure, and distinctive elements of Acehnese folklore as learning materials that encourage creativity and cultural understanding. The validation results show that the rubric has a high content validity and can be used as a guide for objective and comprehensive storytelling assessment. The implementation of the rubric in high school classes also demonstrated an improvement in the quality of students' written work and a deeper cultural awareness. This study concludes that the developed rubric effectively supports storytelling learning based on local wisdom, while also enriching students' language and cultural competencies.
L’Apprentissage du Cours de Rédaction Scientifique basé sur Le Project: Analyse Théorique Syaefudin, Mohamad; Lustyantie, Ninuk; Dewi, Evi Rosyani
HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis Vol. 13 No. 1 (2024): HEXAGONE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/hxg.v13i1.59167

Abstract

La rédaction d'un article scientifique est le processus de rédaction d'un document destiné à être publié dans une revue. Le but de cette recherche collaborative nationale à la Faculté des langues de l'Universitas Negeri Jakarta (UNJ) et de l'Universitas Negeri Semarang (UNNES) en Indonésie est de découvrir le processus de mise en œuvre de l'apprentissage hybride-project based learning (H-PjBL) dans l'apprentissage de la rédaction d'articles scientifiques et de déterminer les forces, les faiblesses, les opportunités et les menaces de l'apprentissage. Cette méthode d'analyse de la littérature a été réalisée en recherchant et en rassemblant des articles pertinents avec les mots clés "implementation of hybrid et project-based learning" (mise en œuvre de l'apprentissage hybride et de l'apprentissage par projet). Les résultats de la recherche comportent 50 articles qui montrent que l'apprentissage hybride basé sur des projets a un impact positif sur l'apprentissage et qu'il est efficacement utilisé. Les résultats de cette étude ont démontré que l'apprentissage hybride-project based learning (H-PjBL) offre une bonne qualité de projets d'articles scientifiques. Il permet aux étudiants de développer leurs compétences en rédaction académique, en autonomie et en collaboration. De plus, cette approche favorise l'engagement des apprenants, améliore leur esprit critique et leur capacité à résoudre des problèmes réels. En intégrant les technologies numériques et le travail collaboratif, le H-PjBL crée un environnement d'apprentissage dynamique, adapté aux exigences contemporaines de l’enseignement supérieur. Mots-clés: articles scientifiques, analyse théorique, hybride, projet, rédaction scientifique.
Students' Perception of Socio-Affective Impacts of Translanguaging in EFL Classroom Adam, Sutisno; Lustyantie, Ninuk; Murtadho, Fathiaty
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3960

Abstract

This qualitative study explores students' perceptions of translanguaging in the English as a Foreign Language (EFL) classroom context at Universitas Khairun. Drawing on semi-structured interviews with three undergraduate students, this research examines the roles, benefits, and challenges of using multiple languages (English, Bahasa Indonesia, and Melayu Ternate) in the classroom. Findings reveal that varying emotional responses, such as pride, confusion, and self-consciousness, emerge as translanguaging effects. Triangulation with faculty perspectives confirms translanguaging as an inclusive, efficient, and strategic pedagogical practice. The study concludes that translanguaging is a beneficial approach in multilingual EFL contexts to support deeper engagement and understanding.
Co-Authors . Emzir Abdullah, Khairul Hafezad Aceng Rahmat Aceng Rahmat Aceng Rahmat, Aceng Adam, Sutisno Adelia, Rahma Adijaya, Nuryansyah Ahdi Riyono akbar Akbar Akbar Akbar3 Ali Mubarok, Azys Aminah, Mimin Anis Chaeruman, Uwes Anis Fuad Arif Hidayat Aulia Maharani Ayu Bandu Retnomurti, Ayu Bandu Ayu Fitria Basuki, Mariani Boeristwati, Endry Chaeruman, Uwes Anis Deni Sapta Nugraha Destoprani Brajannoto Destoprani Brajannoto DIAN SAVITRI Dimas Anugrah Adiyadmo Dinihari, Yulian Djamdjuri, Dewi Suriyani Dwi Septiani Effendi, Darwin Emzir Emzir Emzir Emzir, Emzir Emzir, . Emzir, Emzir Endry Boeriswati Etik, Etik Evi Rosyani Dewi Evi Rosyani Dewi Evi Rosyani Dewi, Evi Rosyani Fadia Putri FRAJRINA Fahrus Zaman Fadhly Fathiaty Murtadho Febrian, Nurraffi Figiati Indra Dewi Firmansyah, Erfi Fitria Aprilia Gufran Ali Ibrahim Hafizah Hafizah Hafizah Hafizah Hafizah Hafizah Halimah Halimah Halimah Halimah, Halimah Hamdani, Haris Husnul Khotimah I Nyoman Sujana Ibrahim, Gufran Ali Ida Maulida Ifan Iskandar Irma Rasita Gloria Barus Isnan, Fathurrahman Nur Jaelani, Alan Jaelani, Alan Jefriyanto Saud Jumadil, Jumadil Karimah, Syahadah Albaqiyatul Karnawati, Rita Agustina Khaerani, Nurul Kheryadi Kheryadi Kheryadi Kheryadi Koebanu, Sabri Lestari, Tri Edliani Librilianti Kurnia Yuki Lina Anisah Lovenia Aveindra Krishanova M. Syarif Sumantri Mariani Marlina Bakri Maulana Husada Miftahulkhairah Anwar Mira Ermita Mohamad Syaefudin Mohamad Syaefudin Muchlas Suseno Muhamad Sofian Hadi Muhammad Jalalludin Muhammad Kamal Mulya Tiara Fauziah Murtadho , Fathiaty Murthadho, Fathyati Nanik Setyowati Nasori Efendi Neni Nurkhamidah Nia Kurniawati Niknik Mediyawati NN Zuriyati Noermanzah, Noermanzah Novanda Alim Setya Nugraha Novi Anoegrajekti Nur Ahid Prasetyawan Purnomosidhi Nur Asiah Nurkhamidah, Neni Nuruddin Nuruddin Octa Pratama Putra Pardede, Parlindungan Pratama Putra, Octa Pudjiati, Danti Purwanto, Anim Qurrata A'yunin Rahayu Rizky Prathamie Rahayu Rizky Prathamie, Rahayu Rizky Rasyid, Yumma Ratri, Wulan Wahyuning Rendy Pribadi Rendy Pribadi Rendy Pribadi Riansyah, Gugum Okta Rizky Wardhani Samsi Setiadi Santosa, Arif Ismail Shafruddin Tadjuddin Shafruddin Tajuddin Simanjuntak, Marudut Bernadtua Siti Gomo Attas Siti Lathifah Siti Renggo Geni ZEN Solo, Lenny Sri Harini Ekowati Sri Mulyani Subur Ismail Sukisno Sukisno, Sukisno Suwartini, Yati Sya, Mega Febriani Tira Nur Fitria, Tira Nur Verawati Widyastuti, Wahyu Tri WINDA WIDYANINGRUM Wulan Wahyuning Ratri Wuriy Handayani Wuwuh Andayani, Wuwuh Yetti Supriyati, Yetti Yumna Rasyid Yumna Rasyid, Yumna Yuri Lolita Yusi Asnidar Yuskar, Bobby Octavia Zainal Rafli Zainal Rafli, Zainal Zuriyanti, Zuriyanti Zuriyati Zuriyati Zuriyati Zuriyati