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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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Bibliometric mapping of digital storytelling research in English language education (Scopus, 2019-2024) Alfiyatus Sa'adah; Zuliati Rohmah
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.45123

Abstract

This purpose of the study is to visualize the research   field of of Digital Storytelling (DST) in the context of English Language Education (EFL and ESL) employing bibliometric methodology. In total, 127 peer-reviewed articles indexed in the Scopus database and published between 2019 and 2024. Articles have been identified via systematic searching in a database, subsequent removal of duplicate records and title/abstract screening for topical relevancy. The analysis of the dataset has been carried out using Biblioshiny, an analytical tool of Bibliometrix package in R software. Publication trends, prolific researchers, affiliations, countries, collaboration trends, citation metrics and thematic analysis were investigated via analyzing keyword co-occurrences and clustering. The results indicate that research into the topic grows in numbers, and the number of DST related publication tends to be high in Asian regions, particularly China, Hong Kong, and Indonesia with little collaboration between national DST scholars from other regions. Concerning themes, current researches tend to explore learner-focused approaches to learning, e-learning environments, and multimedia-supported English language instruction, leaving issues of under resourced settings and sustained impact untouched. Overall, the study provides a mapping of DST related research within the scope of English Language Education, this study highlights research concentrations and gaps that can inform future empirical investigations and support more context-sensitive and scalable applications of digital storytelling in English language teaching and learning.
I know this is good, but I am confused: English teachers self-efficacy in implementing the Independent Curriculum Zuliati Rohmah; Hamamah Hamamah; Esti Junining
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.
Exploring the Implementation of Wordwall in English Learning for PKPBI Students in UIN Malang Nasru Ilahiyati; Syariful Muttaqin; Zuliati Rohmah
International Journal of Education, Language, and Religion Vol 7, No 2 (2025): November
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i2.13012

Abstract

This study investigates the implementation of Wordwall as a multimodal digital learning tool to enhance English vocabulary acquisition among third-semester PKPBI students from Tadris Mathematics and Qur’anic Interpretation majors at UIN Malang. Employing a descriptive qualitative design, data were collected through classroom observations, student interviews, documentation of student tasks, and pre- and post-tests. The findings reveal that Wordwall significantly improved students' vocabulary mastery, as demonstrated by the notable increase in post-test scores across both classes. Three main strategies, Meaning-Matching Strategy (MMS), Contextual Understanding (CU), and Pronunciation and Spelling Accuracy (PSA), were effectively applied through various Wordwall features such as Matching Game, Type the Answer, Wordsearch, and Open the Box. Students reported positive perceptions regarding Wordwall’s effectiveness, motivational appeal, engagement, learning experience, and visual design. The game-based format created an enjoyable and interactive learning environment that supported retention and contextual vocabulary use. However, a few students expressed challenges related to visual complexity and internet dependency, reflecting the need to align digital tools with students’ cognitive load and accessibility. This research contributes uniquely by integrating real-time classroom observations with student reflections from two distinct academic backgrounds and emphasizing Wordwall's role in personalized, multimodal vocabulary learning. The study highlights that while Wordwall is effective, its design and implementation must be adaptable to diverse learner profiles and technological readiness.Keywordsvocabulary acquisition, multimodal learning, Wordwall, student perception, digital learning tools.
FROM VIEWS TO CHECKOUTS: LINGUISTIC LANDSCAPE AND AIDA MODEL ANALYSIS OF INSTAGRAM AND TIKTOK ADVERTISEMENTS Zuliati Rohmah; F. A. Dhea La Roiba
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 20, No 2 (2025): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v20i2.36451

Abstract

The rising dominance of short-form video platforms like Instagram and TikTok in the digital marketing ecosystem has transformed how commercial messages are crafted, consumed, and acted upon. These social media platforms no longer function solely as communication spaces but also as visually-dynamic marketplaces where textual and multimodal elements play crucial roles in influencing consumer behavior. Within this context, examining the linguistic landscape (hereinafter, LL) of advertisements and their alignment with persuasive marketing principles becomes crucial to understanding how digital advertising drives user engagement and purchasing behavior. This study aims to investigate how Attention, Interest, Desire, Action (henceforth AIDA) marketing principles are represented in the LLs of TikTok and Instagram ads. Specifically, this research examines the integration of visual-textual elements and persuasive techniques in selected advertisements through the combined lens of LL analysis and the AIDA model. Using a qualitative-descriptive approach, this study analyzed fifty advertisements (25 from Instagram and 25 from TikTok) selected using the purposive sampling method based on four criteria. The analytical framework comprised two components: (1) an LL analysis to categorize language choice, typography, and multimodal integration elements, and (2) an AIDA-based coding scheme to evaluate how each ad captures attention, sustains interest, evokes desire, and prompts consumer action. Data were manually coded and thematically interpreted. The findings reveal that advertising on both Instagram and TikTok exhibits a linguistically rich landscape, with bilingual content (Indonesian–English) being most prevalent, and a smaller yet significant presence of multilingual advertisements (Indonesian–English–Thai), especially on TikTok. Moreover, AIDA principles were consistently observable in both platforms, effectively covering the stages from attention to action. However, Instagram advertisements are generally more straightforward and geared toward long-term engagement, while TikTok ads adopt a more narrative-driven approach with a focus on short-term impact. TikTok ads tended to be more emotionally-evocative and action-oriented, while Instagram ads emphasized polished branding and aesthetic appeal. By combining LL analysis and AIDA principles, this study bridges linguistic and marketing perspectives on digital advertisements. The findings contribute to understanding how digital consumer spaces function as hybrid LLs and offer insights for content creators, marketers, and scholars seeking to design impactful, culturally resonant advertisements on short-form video platforms. The study emphasizes the need for advertisers to align linguistic strategies with persuasive structures to maximize reach and conversion in the competitive realm of social commerce.
Donald Trump’s and Hillary Clinton’s Interruptions In Presidential Debates Zuliati Rohmah; Alda Fitriani Suwandi
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i1.2359

Abstract

The present research aims to investigate the types and functions of interruptions of Donald Trump and Hillary Clinton during the US presidential debates in 2016. Data collected from Donald Trump's and Hillary Clinton's speech in the debates were transcribed and analyzed to find types and functions of interruptions by both of the candidates. The results of the Conversational Analysis display that Donald Trump dominates the interruptions by applying a substantially greater number of interruptions consisting three different types of interruptions. Butting-in Interruptions were applied by both as the biggest number of interruptions. Data analysis also demonstrates that intrusive functions appear much more frequently compared to the collaborative functions of interruptions applied by the male and female presidential candidates. Discussion as to why such phenomena are noticeable in the data concludes the paper.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, 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.
ENGLISH-MEDIUM INSTRUCTION AND MULTILINGUAL REALITIES: INTERNATIONAL STUDENTS’ VOICES FROM EMI CLASSROOMS IN INDONESIA Sabiru Salihu; Zuliati Rohmah; Syariful Muttaqin; Siti Maftuhah Damio
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50706

Abstract

English-medium instruction is expanding in Indonesian universities to support internationalization and global partnerships, yet classroom communication often remains multilingual. These multilingual realities matter because they shape how international students access disciplinary content, join discussion, and build a sense of belonging. This study examined how lecturers’ language practices and peer language choices shape international students’ participation and inclusion across EMI programs in Indonesia. Using a qualitative descriptive design, nine international students from Africa, Asia, and Europe at a university in East Java were purposely sampled; all had completed at least one semester of EMI experience. Semi-structured interviews were conducted and data were analyzed thematically following Braun and Clarke’s (2006) six-phase approach. Participants reported variability in lecturers’ English proficiency and intelligibility, especially early on when accents felt unfamiliar. They described routine code-switching between English and Bahasa Indonesia and mixed-language slides and handouts, which added translation work and sometimes obscured instructions. Peer talks frequently shifted to Bahasa Indonesia during group tasks and informal interaction, producing moments of micro-exclusion whereby some students remained silent or required translation. Students also relied on peers and digital translation tools, though these were limited by rapid speech and local abbreviations. Overall, EMI in this setting functioned as a hybrid language space rather than a stable English-only environment. Universities can respond by strengthening lecturer development for clear, accessible English, aligning materials with the stated medium, and providing structured peer support and guided digital language assistance to reduce routine barriers for international students and provide early orientation to local academic languages.
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