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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 Tarbawi : Jurnal Ilmu Pendidikan JOURNAL OF APPLIED LINGUISTICS AND LITERATURE PANYONARA: Journal of English Education RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) J-REaLL JOLLT Journal of Languages and Language Teaching Bahasa dan Seni: 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
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.
Co-Authors Ahmad Heki Sujiatmoko Anugerahwati, Mirijam Arif Sutrisno Bambang Yudi Cahyono Barotun Mabaroh Benyamin, Bianda Alzena Dalopo, Firslady Dyson, Ben El Khoiri, Niamika Elvira Rosyida M.R Fariza Wahyu Arizal 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 Mukminatien Nurhanipah, Gusti Safina Olivier, Gaetan Razlina Razali Rosyida MR, Elvira Shafie, Latisha Asmaak Sintha Tresnadewi Siti Muniroh Siti Muniroh Sony Sukmawan, Sony Sri Rachmajanti Suharyadi Sujiatmoko , Ahmad Heki Tengku Intan Suzila bt Tengku Sharif Wandana, Muhammad Chanif Tamimi Raditya Yazid Basthomi