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All Journal Cakrawala Pendidikan Jurnal Pendidikan Humaniora 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 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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) J-REaLL Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Jurnal bahasa, sastra, seni, dan pengajarannya 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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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.
Enhancing Vocabulary Acquisition in EFL Students through Captioned Audiovisual Debate Sessions Olivier, Gaetan; Suryati, Nunung; Karmina, Sari
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3065

Abstract

Teaching and learning the English vocabulary pose considerable challenges for both EFL instructors and learners. However, vocabulary is a crucial component that must be mastered in the process of language acquisition. Thus, this study aims to investigate the substantial effect of captioned audiovisual debates in English on vocabulary acquisition among EFL learners. In this study, the researchers employed a quantitative method, specifically a one-group pretest-posttest research design, along with five perception-based questionnaires. The study was conducted at the English Department of Universitas Negeri Malang, East Java, with 39 undergraduate students in semesters 3 and 5 as the subjects of the study. The findings revealed that captioned audiovisual debate session material has a significant positive effect on the vocabulary acquisition of learners of English as a foreign language in the Universitas Negeri Malang, Indonesia. The t-test results indicate a remarkable difference in students' vocabulary knowledge performance between the pretest and posttest, in terms of both receptive and productive vocabulary skills, after watching the captioned debate video session. Meanwhile, the value of the t-test for receptive vocabulary knowledge was -5.082, and for productive vocabulary was -8.620, which was less than the alpha value of 0.05, presenting significance. It can be concluded that using captioned audiovisual debate can potentially enhance the vocabulary knowledge of EFL students.
Enhancing undergraduate EFL students’ research-related writing skills through a mini e-book chapter project Setyowati, Lestari; Karmina, Sari; Rosyida MR, Elvira; Latisha, Shafie Asmaak
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24229

Abstract

It is important for the university students to develop research-related academic writing skills as they need to prepare themselves to write a thesis proposal and other forms of academic writing communication. However, many still struggle to show comprehension and express basic research elements in writing, even after completing academic writing courses. Even though previous studies have shown Project-Based Learning (PjBL)’s effectiveness to enhance general writing performance and 21st-century skills, not much research in ELT higher education has focused on the use of PjBL for research-related writing in content courses. This gap suggests that students may not yet receive sufficient opportunities to practice research-related writing in meaningful and contextualized ways. To address this issue, the present study examined the effectiveness of a PjBL mini e-book chapter project in enhancing undergraduate EFL students’ research-related academic writing skills in a Designing Research in ELT course. A mixed-methods explanatory sequential design was employed involving 24 fourth-semester English education students at a public university in Malang.  In addition to students’ reflections and interview responses, their learning gains were measured through pre- and post-tests. The findings suggest that the project had a meaningful impact on their writing performance. The mean scores increased from 69.69 to 79.74, and the paired-sample t-test indicates a significant improvement (p < .001) and has a large effect size (Cohen’s d = 1.02). Qualitative findings further confirmed improvements in research literacy, motivation, and 4Cs. These results highlight the potential of PjBL as an instructional innovation for strengthening research-related academic writing skills in similar EFL contexts.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Exploring the Implementation of Cooperative Learning in EFL Classrooms: A Comparative Multiple Case Study in Public and Islamic Boarding Schools Sahreebanu, Dhea Syahzana; Karmina, Sari; Hayati, Nur
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.299

Abstract

This multiple case study examines the enactment of Cooperative Learning (CL) in English as a Foreign Language (EFL) classrooms at SMPN 1 Turen and MTsN 1 Malang. Situated within two contrasting educational ecosystems public schooling and Islamic boarding education this research explores how English teachers operationalize Cooperative Learning principles, how strategies are adapted across contexts, and how institutional norms and cultural values mediate pedagogical practice.Adopting a qualitative multiple case study design, data were generated through classroom observations, semi-structured interviews, and document analysis. The findings indicate that although both institutions implement foundational elements of Cooperative Learning positive interdependence, individual accountability, promotive interaction, and group processing their pedagogical enactment is contextually negotiated. In the public school context, CL is primarily aligned with curriculum-driven objectives, competency standards, and measurable academic outcomes. Meanwhile, in the Islamic boarding school, Cooperative Learning is deeply interwoven with religious ethos, collective discipline, moral formation, and communal identity, resulting in a more value-embedded instructional model.The study further reveals that institutional culture functions not merely as a background variable but as a transformative force shaping classroom interaction, authority patterns, student participation, and collaborative norms. Differences in organizational structure, leadership orientation, and educational philosophy significantly influence how collaboration is structured and sustained. Despite these variations, Cooperative Learning in both settings contributes to enhanced communicative competence, learner autonomy, social cohesion, and critical engagement.Conceptually, this research advances the understanding of Cooperative Learning as a culturally adaptive and context-responsive pedagogical framework rather than a universal procedural model. In the evolving landscape of 21st-century education marked by globalization, digital transformation, and the demand for collaborative intelligence contextualized Cooperative Learning emerges as a strategic pathway toward future-oriented, inclusive, and culturally grounded EFL instruction.
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.
From words to action: Long-term changes in environmental literacy among EFL students Karmina, Sari; Hudaya, Salsabila Firda; Setyowati, Lestari; El Khoiri, Niamika; Shafie, Latisha Asmaak
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10272

Abstract

While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.
Co-Authors Ahmad Heki Sujiatmoko Anik Nunuk Wulyani Anugerahwati, Mirijam Arif Sutrisno Bambang Yudi Cahyono Barotun Mabaroh Benyamin, Bianda Alzena Cahya Intan Syafinaz Dalopo, Firslady Dyson, Ben El Khoiri, Niamika Elvira Rosyida M.R Fariza Wahyu Arizal Hudaya, Salsabila Firda Ismail, Dalia Abbas Ibrahim Jamil, Nur Lailiyah Khasanah, Tanti Nur Latisha, Shafie Asmaak Lestari Setyowati Mabaroh, Barotun Maharani, Gita Nathania Mirjam Anugerahwati Moh. Taufik Mulfina, Emelya Putri Nafisah, Nahdia Ilma Nafsiyah, Zakiyatun Nanang Zubaidi Nova Ariani Nunung Suryati Nur Hayati Nur Mukminatien Nurhanipah, Gusti Safina Olivier, Gaetan Razali, Razlina Razlina Razali Rosyida MR, Elvira Sahreebanu, Dhea Syahzana Salsabila Ramadhani Imanda 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