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All Journal Cakrawala Pendidikan IJEE (Indonesian Journal of English Education) Erudio: Journal of Educational Innovation Transformasi: Jurnal Pengabdian Masyarakat Journal on English as a Foreign Language (JEFL) Jurnal Terapan Abdimas Al Ishlah Jurnal Pendidikan Tarbawi : Jurnal Ilmu Pendidikan JOURNAL OF APPLIED LINGUISTICS AND LITERATURE PANYONARA: Journal of English Education RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Journal of Research on English and Language Learning (J-REaLL) Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora International journal of education and learning Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Metathesis: Journal of English Language, Literature, and Teaching Jurnal bahasa, sastra, seni, dan pengajarannya
Sari Karmina
Universitas Negeri Malang
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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ISSUE IN MERDEKA CURRICULUM: ANXIETY LEVELS OF EFL TEACHERS IN INDONESIAN JUNIOR HIGH SCHOOLS Khasanah, Tanti Nur; Anugerahwati, Mirjam; Karmina, Sari
Erudio Journal of Educational Innovation Vol 11, No 2 (2024): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

The lack of highlight on teachers’ psychological aspects in scientific study triggers the urgency to frame their teaching anxiety. In Indonesian context, educational sectors adapt new curriculum that motivates teachers to create innovations. Unfortunately, the trends center students’ aspects and exploration on teachers’ wellbeing is underexplored. Therefore, this study is objectively aimed to reveal the anxiety levels of EFL teachers in ELT practices under the influence of Merdeka curriculum in junior high schools and to scrutinize the significant differences of their anxiety levels based on the vary of demographic profiles. Quantitative research with survey design was conducted by spreading online and offline 5-points Likert scales of FLTAS (Foreign Language Teaching Anxiety Scales) questionnaire modified from Aydin & Uştuk (2020), to the 60 EFL teachers in Surakarta who professionally experienced in adapting the new curriculum. The data were analyzed by running descriptive analysis, t-test, and ANOVA on SPSS v.29.0. The results showed that teachers performed low frequent anxiety levels on language proficiency (=1.73-2.27), teaching experience (=1.65-2.07), apprehension of evaluation (=1.98-2.23), and time management (=1.93-2.08). Interestingly, they reported high frequent anxiety regarding issues of students’ interest (=2.78-3.13). The demographic backgrounds on gender, school types, and teaching experiences contributed significant variations on their anxiety. The further findings and discussions are portrayed on the following reports.
The Contribution of Students' Language Attitude toward The Success of English Learning in An Indonesian Islamic Boarding School Nafisah, Nahdia Ilma; Anugerahwati, Mirjam; Karmina, Sari
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.42329

Abstract

Students’ language attitude is one aspect that contributes to the output of learning (Garret,  2010). The study aims to investigate the contribution of students' language attitudes towards the success of English learning. The research setting is in an Islamic boarding school in Indonesia. Under a qualitative research method and a case study design, students' interviews are conducted to collect the data. The data are descriptively analyzed using thematic analysis. The finding reveals that students with a positive attitude towards English have high motivation for learning English and vice versa. The success of learning English is indicated by the higher English scores and academic achievements, like winning English competitions. Therefore, the study suggests that teachers build the students' positive attitude towards English to acquire successful English learning.
The validity and reliability of writing attitude scale for EFL learners in the Indonesian context Setyowati, Lestari; Karmina, Sari; Sukmawan, Sony; Shafie, Latisha Asmaak
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.28462

Abstract

Having a positive attitude in writing is very important since the positive attitude will make the students approach writing in a good way and will enable them to finish the writing task well. Thus, an appropriate instrument to measure the writing attitude is needed. Yet, scarce research is dedicated to investigating the validity and reliability of the writing attitude scale. This research is intended to investigate the validity and reliability of the writing attitude scale adapted from Podsen (1997) which was originally developed from the Daly-Miller Writing Apprehension Test (Daly Miler, 1975b). The design of this study was an observational, non-experimental study with a cross-sectional design, in which the researchers focused on analyzing Podsens (1997) Writing Attitude Scale (WAS). The population of the study was 96 students who took the Essay Writing course in the English Department, at a public university in East Java. The data were in the form of numbers on an ordinal scale. The researchers used the Content Validity Ratio (CVR) to analyze the validity and Cronbach alpha to check the inter-item correlation coefficient in SPSS 25. The result of the study shows that the CVR analysis was 1, and all items in the questionnaire were valid (p=.000.000) as shown in the Pearson product-moment analysis. Secondly, the internal consistency of Podsens (1997) Writing Attitude Scale was high (r.877). This implies that the instrument is applicable because it possesses validity and is highly reliable in measuring students writing attitudes.
The Implementation of Cooperative Learning: A Case Study at International Primary Classroom Nafsiyah, Zakiyatun; Karmina, Sari; Sujiatmoko , Ahmad Heki
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21027

Abstract

Abstract: Cooperative learning (CL) is an instructional approach that facilitates students’ knowledge construction through collaborative interaction in small groups. This qualitative case study explores how CL has been applied in an international primary classroom setting where located in Gresik East Java Indonesia. Two English teachers were interviewed using semi-structured interview and their classes were observed to collect the data. The data were analysed using thematic analysis. The findings showed that CL enhances active engagement, collaboration, and cognitive learning. However, teachers faced several barriers in implementing CL, including time constraints, differences in student’s skill levels, and classroom management. To address these challenges, teachers employed diagnostic assessments, flexible grouping, and structured reflections. These findings suggest that while CL is beneficial, its success depends on sufficient teacher training, especially in culturally diverse classrooms. The study underscores the importance of sustained professional training and adaptive strategies to maximize the effectiveness of CL in multicultural setting.
Students’ perceptions and experiences about the combined inductive-deductive approach in intermediate grammar class Ismail, Dalia Abbas Ibrahim; Basthomi, Yazid; Karmina, Sari
International Journal of Education and Learning Vol 5, No 1: April 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i1.1046

Abstract

This research study investigates students’ perceptions and experiences about using the combined inductive-deductive approach in teaching English grammar in intermediate grammar class. The study employed a mixed methods design to answer the research questions. We used a questionnaire including four aspects according to ARCS Model to answer the first research question through examining the perceptions of 65 university students majoring English. Then five of 65 students were selected to be interviewed to explore their experiences on the combined inductive-deductive approach to answer the second research question. The results of the questionnaire and the interviews reveal that most students prefer the combined approach to teaching English grammar although they have positive perceptions towards the inductive or the deductive approach. The combined approach can provide students with better understanding of grammar and keep them involved and interactive in the learning process. Therefore, this current study suggests that further research should be conducted to investigate the effectiveness of the combined approach in the process of teaching grammar and teachers’ perceptions towards such approach.
Challenges and strategic approaches in EFL students’ prose analysis essays Setyowati, Lestari; Benyamin, Bianda Alzena; Karmina, Sari; MR, Elvira Rosyida; Sukmawan, Sony
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.40055

Abstract

This study investigates the difficulties experienced by EFL students in writing essays for prose analysis, along with the strategies they use to overcome these challenges. This research used qualitative research with a case study design. The participants of the study were 14 students of the English Language and Literature department from one of the state universities in Malang, East Java. The data collection took two months. The instruments used were interviews, questionaires, observation, and documentation. The result shows that students face major challenges in essay writing, particularly in content and organization, such as making good thesis statements and conclusions, and moderate difficulties with grammar. However, they demonstrated sufficient vocabulary and mechanical skills. To address these issues, students reported employing different types of strategies. The most common were mind mapping, continuous practice, and peer discussions. Moderately used strategies included seeking feedback, using audiovisual resources, and consulting dictionaries. The least used were translating, watching YouTube videos, and using AI tools or application. These strategies were applied throughout the writing process—pre-writing, whilst writing, and post-writing—and students found them effective in improving their prose analysis essays. 
The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance Setyowati, Lestari; Sukmawan, Sony; Karmina, Sari; Mabaroh, Barotun
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9140

Abstract

Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design.  The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia.  The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892).  The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.
Exploring the Link Between the L2 Motivational Self-System and Extensive Reading: Why Do Learners Continue to Engage? Cahya Intan Syafinaz; Anik Nunuk Wulyani; Sari Karmina
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5604

Abstract

Sustained motivation in extensive reading (ER) is essential for fostering long-term reading habits. The L2 Motivational Self-System (L2MSS)—comprising the ideal L2 self, ought-to L2 self, and L2 learning experience—provides a framework for understanding motivation in second-language learning contexts. However, the specific role of L2MSS in motivating learners to persist in ER remains underexplored. This explanatory sequential mixed-method study investigated the relationship between L2MSS components and students’ willingness to continue ER. Data were collected from 64 English department students at a university in Malang, Indonesia, through quantitative surveys followed by qualitative interviews to contextualize the findings. The quantitative analysis revealed that the ideal L2 self was the strongest predictor of students’ willingness to engage in ER. The ought-to L2 self and L2 learning experience were found to have a lesser but still notable impact. Qualitative findings indicated that students recognized the value of ER and identified supportive environments, such as positive teacher and peer interactions, as key facilitators of their engagement. The results underscore the primacy of the ideal L2 self in sustaining motivation for ER, while the acknowledgment of ER's benefits and a conducive learning environment also played supportive roles. These findings suggest that educators should emphasize the intrinsic value of ER and cultivate an encouraging environment to strengthen students' self-commitment. The study highlights the importance of fostering the ideal L2 self and promoting supportive ER environments. Educators should actively advocate the value of ER to students and their families to enhance long-term engagement.
Green project work for process writing amidst the pandemic: Planning, implementing, and reflections Setyowati, Lestari; Karmina, Sari; Sukmawan, Sony; Razali, Razlina
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 2
Publisher : citeus

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Abstract

The aims of this paper are to discuss the concepts underlying Project-based learning (PjBL) and its syntax and to explore the planning, implementation, and reflection of PjBL in the online teaching of writing a process paragraph on the topic of using Reduce, Reuse, and Recycle (3R) principles to save the environment. Thirty-one students joined the paragraph writing course. The learning process and the students’ products of their projects were collected and documented in the form of videos, Power Point presentation, and electronic writing portfolios. The paper discusses how PjBl promotes collaborative work, problem-solving, critical thinking and technology integration. It also illustrates the steps of the implementation of PjBL which include planning, implementing, and reflecting. The project products were the students’ compositions and the videos showing the process in how to do or to make something that reflect the 3R principles. The majority of the students’ compositions were in ‘very good’ criteria, and the students’ videos were published in YouTube. The implementation of PjBL in the online teaching of process writing on the environmental topic increases the students’ critical thinking and creativity in solving global problems.
Reflective ESP Practice: Teachers' Beliefs, Methods, and Negotiating Institutional Realities Salsabila Ramadhani Imanda; Niamika El Khoiri; Sari Karmina
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3099

Abstract

This single-case study explores the belief-practice dynamics of Pippa, an experienced English for Specific Purposes (ESP) teacher in an Economics Development program, utilizing a reflective practice approach. The study investigated the extent to which her pedagogical beliefs align with her classroom practices, and how institutional realities mediate this relationship. Data were triangulated through a pre-observation interview, classroom observation of an academic writing session (biography writing), and a critical post-observation interview. Thematic analysis of the data revealed a complex interplay characterized by conditional alignment and institutional mediation. While Pippa professed a belief in consistently correcting errors and promoting the use of English, her practice demonstrated strategic adaptation: L1 (Indonesian) use was tolerated to maintain student confidence, and pronunciation correction was applied selectively based on task demands (e.g., minimal correction during reading aloud versus stricter application during speaking tasks). Crucially, divergence was found to be largely driven by external constraints that emerged from the data, including the student level mismatch (low-beginner students in an ESP course) and the institutional culture emphasizing "fun but not strict.". These pressures compelled Pippa to assume the role of an adaptive mediator, resulting in a pragmatic redefinition of success (i.e., prioritizing that students "at least learn something" over achieving ideal ESP objectives). This study contributes to the literature by highlighting the conditional and evolutionary nature of experienced teachers’ beliefs, underscoring that belief realization is a constant negotiation between cognitive ideals and the empirical realities of the institutional context.
Co-Authors Abdul Jamil Ahmad Heki Sujiatmoko Anik Nunuk Wulyani Anugerahwati, Mirijam Arif Sutrisno Bambang Yudi Cahyono Barotun Mabaroh Benyamin, Bianda Alzena Cahya Intan Syafinaz Dalopo, Firslady Dhea Syahzana Sahreebanu Dyson, Ben El Khoiri, Niamika Elvira Rosyida M.R Fariza Wahyu Arizal Gaetan Olivier Ismail, Dalia Abbas Ibrahim Jamil, Nur Lailiyah Khasanah, Tanti Nur Latisha Asmaak Shafie Latisha Asmaak Shafie Lestari Setyowati Mabaroh, Barotun Maharani, Gita Nathania Mirjam Anugerahwati Moh. Taufik Mulfina, Emelya Putri Nafisah, Nahdia Ilma Nafsiyah, Zakiyatun Nanang Zubaidi Niamika El Khoiri Nova Ariani Nunung Suryati Nur Hayati Nur Mukminatien Nurhanipah, Gusti Safina Razali, Razlina Razlina Razali Salsabila Firda Hudaya Salsabila Ramadhani Imanda Shafie Asmaak Latisha Shafie, Latisha Asmaak Sintha Tresnadewi Siti Muniroh Siti Muniroh Sri Rachmajanti Suharyadi Sujiatmoko , Ahmad Heki Sukmawan, Sony - Tengku Intan Suzila bt Tengku Sharif Wandana, Muhammad Chanif Tamimi Raditya Yazid Basthomi