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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Jurnal Pendidikan Bahasa Inggris LiNGUA: Jurnal Ilmu Bahasa dan Sastra TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics JEES (Journal of English Educators Society) Journal of Foreign Language Teaching and Learning Insaniyat: Journal of Islam and Humanities International Journal of Language Teaching and Education Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Hasta Wiyata JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) English Language Teaching Educational Journal AlphabetAlphabet: A Biannual Academic Journal on Language, Literary, and Cultural Studies Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat IJELR: International Journal of Education, Language, and Religion CALL Paradigm: Journal of Language and Literary Studies Ksatra: Jurnal Kajian Bahasa dan Sastra ENGLISH FRANCA : Academic Journal of English Language and Education Educenter: Jurnal Ilmiah Pendidikan JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education EDUCENTER JURNAL PENDIDIKAN NOBEL : Journal of Literature and Language Teaching Jurnal bahasa, sastra, seni, dan pengajarannya
Zuliati Rohmah, Zuliati
Brawijaya University
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Public Health Social Sciences Other

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Novel Grafik Mini Untuk Mengembangkan Kemampuan Membaca dan Menulis Bahasa Jepang : - Rahmah, Fahra Auliani; Rohmah, Zuliati; Hamamah
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 9 No. 2 (2023): Pengajaran Bahasa Jepang dan Budaya Populer
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v9i2.55918

Abstract

Keterampilan membaca dan menulis dalam pelajaran bahasa Jepang merupakan dua keterampilan yang perlu perhatian lebih, karena kebanyakan pemelajar memiliki motivasi dan pencapaian yang kurang. Maka dari itu perlu adanya pengembangan dalam pembelajaran, tidak hanya menggunakan teks dan meminta pemelajar membaca teks tetapi bisa menggunakan novel grafik mini. Penggunaan novel grafik mini mengandung lebih banyak moda dalam literasi dibanding hanya dengan menggunakan teks. Sehingga akan menunjang peningkatan motivasi serta pencapaian pemelajar bahasa Jepang.
Challenges in Implementing Kurikulum Merdeka for EFL Teachers Reza, Fahrani; Rohmah, Zuliati; Abdullah, Nur Nabilah
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1899

Abstract

Indonesia's new Kurikulum Merdeka, introduced for post-COVID-19 recovery and educational improvement, presents unique challenges, especially requiring teachers to create teaching materials from scratch. This article explores the challenges the English teachers face in executing Kurikulum Merdeka. This study employed a mixed-method approach to examine the challenges faced by English teachers when implementing Kurikulum Merdeka. Quantitative data were collected through a Google Form questionnaire distributed to 170 English teachers in secondary schools across Indonesia. Qualitative insights were obtained through two separate Focus Group Discussions (FGD) sessions, one involving junior high school (SMP) teachers and another with high school (SMA) teachers, in the cities of Malang and Mataram, Indonesia. The current study unveils a myriad of challenges faced by English teachers in connection with the curriculum. These challenges are ascribed to various factors encompassing insufficient teacher training, limited access to support facilities, reduced self-efficacy levels, inadequate information technology skills, students' diverse backgrounds, financial constraints, limited resources, comprehension and implementation obstacles associated with differentiated learning strategies, and issues related to time allocation and management.
Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Abstract

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.
Exploring teacher development strategies in four most popular Kampung Inggris language courses: A descriptive analysis Rochastuti, Laras Ati; Hamamah, Hamamah; Rohmah, Zuliati
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i3.1290

Abstract

Teacher development programs have been commonly done for teachers in formal language learning contexts, meanwhile in non-formal contexts, such as language courses, the teacher development program has not yet been widely known, despite the variety of benefits that teacher development programs give to teachers. Thus, this research analyzes the teacher development program in Kampung Inggris language courses through qualitative studies using interviews with nine teachers from four language courses. Results suggest that teacher development programs in the four language courses can be categorized into skill learning, sharing, and mentoring. Skill learning includes drilling, evaluation, and e-courses while sharing and mentoring involve peer-teacher sharing programs and consultation with CELTA-certified teachers The findings also indicated that teachers still need more teacher development programs that are not yet given by the language courses management. Thus, the study suggests further analysis of this issue and more opportunities for teachers in non-formal language learning programs to develop their teaching skills.
Penggunaan Media YouTube dalam Pengajaran Berbicara kepada Level Pemula Ulum, Miftahul; Hamamah, Hamamah; Rohmah, Zuliati; Muttaqin, Syariful; Fadillah, Alifa
Hasta Wiyata Vol. 7 No. 2 (2024): Jurnal Hasta Wiayata
Publisher : University of Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.hastawiyata.2024.007.002.15

Abstract

This study explores the integration of YouTube videos as a teaching tool to enhance the speaking abilities of beginner-level students in English. Drawing upon the principles of multimodal learning and digital technology in language education, the research investigates the impact of utilizing YouTube videos on language learning outcomes. Adopting a qualitative descriptive design, the study examines English language learning activities conducted with the aid of YouTube videos at TPQ Raudlotus Shibyan, involving five students aged 13-14. Data collection methods include pre-activity preparations, engagement in main activities with listening and speaking exercises facilitated through YouTube videos, and post-activity feedback and assessment. Findings reveal that YouTube videos effectively stimulate student engagement, motivation, and comprehension of English speaking skills, fostering a dynamic and interactive learning environment. This research underscores the potential of digital technology, particularly YouTube, as a valuable resource for language educators seeking to create engaging and effective language learning experiences, especially for beginner-level students.  
Global Insights into Idiom Teaching for English Language Learners: A 20-Year Bibliometric Review Tauhid, Aura Bunga; Rohmah, Zuliati
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.85073

Abstract

Idioms are a challenging yet essential subject in language learning, especially for English as a Foreign Language (EFL) learners. Although many studies have explored idiom teaching strategies, there has been little bibliometric analysis to track global research trends in this area. This study fills this gap by conducting a 20-year bibliometric analysis to gain a comprehensive view of the study of idioms in EFL teaching. The current study aims to analyze the number of publications produced, authors who have contributed, the number of countries producing articles, keyword trends to highlight emerging areas of interest, the most cited documents, and the most cited countries in articles on idiom teaching and learning. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method was applied to analyze 131 articles published between 2004 and 2024 in the Scopus database using VOSviewer and Biblioshiny-R software, focusing on idioms in English language teaching and learning. The findings show a trend of article publications indicating an increasing awareness of this topic. Ahmadi A. is the author who produced the largest number of publications where significant contributions were found from countries such as Iran and China. The keywords that often appear include “idiom”, “culture”, and “translation” which highlight the importance of culture and translation in the discussion of idioms. In addition, the most cited article can be seen from Hayati's article and the most cited country is Iran. This study concludes that future research should further explore the integration of idiomatic expressions into language learning curricula.
Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Abstract

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.
Pear Deck Utilization to Improve Learners' Motivation and Emotional Engagement Margaretta, Iga Shevy; Rohmah, Zuliati; Hamamah; Muttaqin, Syariful
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 2 (2024): OCTOBER
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.2.171-187

Abstract

Along with the rapid development of technology, many educational platforms nowadays are used to support teaching and learning processes. Among these platforms is Pear Deck. It is an interactive platform that offers benefits to effectively increase students’ motivation and emotional engagement. This study aims to identify students’ motivation and emotional engagement in English lessons by utilizing Pear Deck. This case study revealed that the students feel emotions before the sessions start, all linked to their past experiences (retrospective outcomes). Fear, happiness, and excitement are the emotions the students feel at the beginning of the sessions, and they turn out to be enjoyable and happy at the end of the session. The emotions that the students feel during the sessions can potentially lead to the prospective outcomes of the students, which are success in their future endeavors. Additionally, the choice of suitable materials that will be delivered to the students must be considered by the teachers or educators to encourage and motivate students and uplift students’ emotional engagement with the lesson.
A Comparative Analysis of Source and Target Cultures in Indonesian 10th Grade English Textbooks Anggraini, Dilla; Rohmah, Zuliati
International Journal of Language Teaching and Education Vol. 8 No. 2 (2024): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v8i2.38031

Abstract

This study examines cultural representation in two Indonesian grade 10 English textbooks, Bahasa Inggris "Work in Progress" and Pathway to English, within the context of the new Merdeka curriculum. It aims to explore differences in cultural content between the source culture (Indonesia) and the target culture (English-speaking countries) using Yuen’s (2011) content analysis framework. The findings reveal that Bahasa Inggris "Work in Progress" presents a more balanced portrayal by highlighting the source culture and incorporating international elements, especially through visuals. In contrast, Pathway to English predominantly emphasizes the target culture, offering a limited representation of Indonesian culture. This imbalance may hinder students’ cultural identity development while promoting global awareness. The study highlights the need for more balanced cultural representation in textbook design to enhance students’ cultural competence and suggests further research on how such materials influence students' cultural understanding.
CLASSROOM FACTORS AND LANGUAGE LEARNING ANXIETY: 2019-2024 BIBLIOMETRIC REVIEW Andini, Zendy Dwi; Rohmah, Zuliati; Abdullah, Nur Nabilah
CALL Vol. 7 No. 1 (2025): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v7i1.41926

Abstract

Language learning anxiety has long been recognized as a significant challenge to students’ language acquisition, with classroom dynamics playing a critical role. This study examined how such factors influenced language learning anxiety between 2019 and 2024, with particular attention to the impact of the COVID-19 pandemic. Using bibliometric analysis, the study reviewed over 150 publications to identify key research trends, influential works, and major contributors in the field of language education. The analysis revealed a 40% increase in studies focusing on classroom-related anxiety during the review period and highlighted a growing interest in how technology shapes students’ emotional experiences. Findings indicated that supportive classroom environments, characterized by positive teacher-student interactions and strong peer support, were associated with reduced anxiety. The shift to online and hybrid learning introduced both benefits and challenges: while technology facilitated communication for some students, it increased anxiety for others. Despite growing research attention, studies remained fragmented, often examining classroom factors in isolation rather than as interconnected elements. This review offers valuable insights for educators and policymakers, highlighting the need for holistic strategies that promote inclusive and emotionally supportive learning environments. The findings also lay a foundation for future research aimed at reducing language learning anxiety and improving student outcomes across diverse educational contexts.
Co-Authors A. Dzo'ul Milal A. Dzo’ul Milal Abdullah, Nur Nabilah Aditoni, Agus Aifi Umdatun Khoirot Al-Mustofa, Muhammad Ubaidillah Alda Fitriani Suwandi Alfiyatus Sa'adah Andini Anugrah Fitria Andini, Zendy Dwi Anggraini, Dilla Assholihy, Iffatus Sholicha Degeng, Putu Dian Danayanti Desi Puspitasari Dessy Astutiningtyas Devina, Nadia Irma Della Devinta Puspita Ratri Dian Riesti Ningrum Diana Nur Sholihah Dini Aulia Rahmah Esti Junining F. A. Dhea La Roiba Fadilla Nuzulul Romadhani Fadillah, Alifa Faiqotul Fakhriyah Firdausiyah, Hurrotul Hamama Hamamah Hamamah Hamamah Hamamah Hamamah Hamamah, Hamamah HAMAMAH, M.Pd. Haryyadi, Jullius Christ Addel Hazlina Abdullah Himmatul Maratis Suroiya Iga Shevy Margaretta Ilyana Jalaluddin Indra Fuji Rahayu Ivan Samuel Christian Jullius Christ Addel Haryyadi Kartika Nuswantara Kusumajanti, Wahju Margaretta, Iga Shevy Mega Safitri Miftahul Ulum Milal, A. Dzo'ul Mohammad Kurjum Muhammad Ramdhan Fathin Al Farabi Nasru Ilahiyati Nasru Ilahiyati Nita Puspita Sari Novella Dara Adista Nur Azizah Peptia Asrining Tyas Pratnyawati Nuridi Suwarso Rahmah, Fahra Auliani Ratna Rintaningrum, Ratna Reza, Fahrani Rio Nur Rachmad Rochastuti, Laras Ati Rosidah Wulan Ningrum Sa'adah, Alfiyatus Sabiru Salihu Sahiruddin Sahiruddin Sheila Budi Tania Siti Maftuhah Damio Siti Ramlah Suwandi, Alda Fitriani Syariful Muttaqin Syariful Muttaqin Tantri, Niki Raga Tauhid, Aura Bunga Wahyu Diny Sujannah Zakiyatul Fakhiroh Zuhrotunnisa Elviana Indah Kumala