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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Jurnal Pendidikan Bahasa Inggris LiNGUA: Jurnal Ilmu Bahasa dan Sastra JOURNAL OF INDONESIAN ISLAM 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 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) 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 Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education EDUCENTER JURNAL PENDIDIKAN NOBEL : Journal of Literature and Language Teaching
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 Public Health Social Sciences Other

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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 (On Progress)
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.
Exploring Studies on Multimodal Literacy in English Learning: A Bibliometric Analysis Ivan Samuel Christian; Zuliati Rohmah; Ilyana Jalaluddin
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3681

Abstract

This study focuses on analyzing the productivity of research in multimodal literacy in English learning by using bibliometric analysis. A total of 345 articles from the Scopus database were retrieved using keyword searches. The bibliometric data were analyzed using Biblioshiny in R and VOSviewer to analyze the most prolific authors, the total number of publications and citations, the publication productivity of each country and the total number of citations per country, the number of publications from affiliations, the number of publications from sources, and the keywords that often appear as material for trend analysis. The results of this study show that Jiang L is the researcher with the biggest number of publications in this field among the most prolific authors. The countries with the most publications and citations are the USA and China. Nanyang Technological University, Michigan State University, and Griffith University are the three highest affiliations that produce publications in this field. In the keyword analysis, it was found that multimodality, literacy, multiliteracies, and digital/media literacies are popular keywords that determine trends and are connected to new keywords such as writing, instructional strategies,  digital multimodal composing, ELL, critical thinking, challenges, curriculum design, drawing, apps, popular cultures and instructional strategies that are emerging in this field.
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: Journal of Critical Theory, Art, Language, and Literature 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.
I know this is good, but I am confused: English teachers self-efficacy in implementing the Independent Curriculum Rohmah, Zuliati; Hamamah, Hamamah; Junining, Esti
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34804

Abstract

Several studies have been conducted to determine the implementation of the Independent Curriculum. However, the existing studies have not identified English teachers self-efficacy in implementing the curriculum. Therefore, the present research aims to investigate the English teachers self-efficacy in applying the Independent Curriculum in secondary schools in Indonesia. This study was a mixed method study using a questionnaire and focus group discussions with teachers in teacher support groups. The data was collected from 171 secondary school English teachers. The results show that most English teachers understand the freedom offered by the government to schools and teachers in the new curriculum. However, they have low self-efficacy in implementing the curriculum in the teaching-learning process. They do not have adequate knowledge of how to translate the learning objectives specified by the government into their own syllabi. They do not have sufficient understanding or ability to conduct a needs analysis and syllabus design as a prerequisite for implementing the curriculum. Our research suggests that the teachers need further support from the government and teacher trainers through in-person hands-on training and workshops on needs analysis, syllabus design, and materials selection and development to effectively implement the Independent Curriculum.
Discovering the Role of Student Motivation in EFL Learning: A Bibliometric Analysis Assholihy, Iffatus Sholicha; Rohmah, Zuliati
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12608

Abstract

This article presents a systematic review of students' motivation to learn English as a Foreign Language (EFL) over the past decade. The study examines publication trends, identifies relevant authors, analyzes article production from various countries and their collaborations, and explores commonly used keywords on this topic. Through bibliometric analysis, this research addresses gaps in previous studies, which predominantly focused on specific contexts or approaches. Instead, it provides broader findings that are not confined to certain settings. Data were collected from the Scopus database and analyzed with RStudio, which served as the primary tool for this study. Article selection adhered to the PRISMA guidelines, yielding 176 relevant articles published between 2014 and 2024. The findings indicate that research on student motivation in EFL learning has been consistently pursued over the past decade. This study also identifies an author from Indonesia as notable. Meanwhile, countries in the Middle East have produced the most publications and exhibit the highest collaboration on this topic. Additionally, the findings reveal that "learning" is the most frequently used term in research regarding student motivation in EFL learning.
An Investigation of Approaches and Strategies in Teaching Indonesian Writing: Voices of Indonesian Language Teachers Nuswantara, Kartika; Tantri, Niki Raga; Rohmah, Zuliati; Al-Mustofa, Muhammad Ubaidillah; Rintaningrum, Ratna
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.34311

Abstract

This study aimed to gather information about the approaches and strategies used by Indonesian language teachers in teaching writing lessons in Indonesian language classes in response to the previous studies identifying junior high school students’ challenges in Indonesian language writing. A survey was done using an online questionnaire distributed to 166 teachers from various schools in the country. However, only 126 were taken, as the rest admitted that they did not teach Indonesian language writing in their classes. The questionnaire was adopted from Self-Assessment of Writing Strategies by Marquette University and was validated to serve valid and reliable data. The data were analyzed using descriptive statistics, and teachers’ proficiency in coping with various approaches to teaching the language and their keen strategies to help students in the writing classes were found. The findings suggested that despite teachers' proficiency in many approaches to teaching, students still encountered challenges in multiple aspects of writing. Therefore, there was a need for continuous improvement in curriculum design and to assist students through corrective feedback to help them cope with their writing problems. In summary, the study emphasized the importance of ongoing research, professional development, and improved writing instruction.
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.
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 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 Fadilla Nuzulul Romadhani Fadillah, Alifa Faiqotul Fakhriyah Hamama Hamamah Hamamah Hamamah Hamamah, Hamamah HAMAMAH, M.Pd. Himmatul Maratis Suroiya Hurrotul Firdausiyah 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 Nita Puspita Sari Novella Dara Adista Nur Azizah Peptia Asrining Tyas Rahmah, Fahra Auliani Ratna Rintaningrum, Ratna Reza, Fahrani Rio Nur Rachmad Rochastuti, Laras Ati Rosidah Wulan Ningrum Sahiruddin Sahiruddin Sheila Budi Tania Siti Ramlah Suwandi, Alda Fitriani Syariful Muttaqin Tantri, Niki Raga Tauhid, Aura Bunga Zakiyatul Fakhiroh Zuhrotunnisa Elviana Indah Kumala