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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Literacy Education LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu Indonesian Journal of English Language Teaching and Applied Linguistics Owner : Riset dan Jurnal Akuntansi Journal of English Teaching, Applied Linguistics and Literatures (JETALL) ELT-Lectura Voices of English Language Education Society JTP - Jurnal Teknologi Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC English Language Teaching Educational Journal Scope: Journal of English Language Teaching PREPOTIF : Jurnal Kesehatan Masyarakat IJELR: International Journal of Education, Language, and Religion J-REaLL Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya DINAMIKA ILMU: Jurnal Pendidikan Academic Journal Perspective : Education, Language, and Literature Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Al-Bidayah : Jurnal Pendidikan Dasar Islam REGISTER JOURNAL ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Nunung Suryati
Universitas Negeri Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Studies in English Language and Education

 1 
EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.105 KB) | DOI: 10.24815/siele.v9i3.23459

Abstract

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.
Exploring Indonesian EFL teacher-student interactions in online learning Siti Mafulah; Yazid Basthomi; Bambang Yudi Cahyono; Nunung Suryati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.23459

Abstract

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.
Exploring English lecturers’ self-efficacy in the use of educational technology in post COVID-19 pandemic Eva Nikmatul Rabbianty; Diana Nur Utami; Mega Fariziah Nur Humairoh; Nunung Suryati
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30978

Abstract

This study examines the levels of self-efficacy and factors influencing the self-efficacy on the use of educational technology among English lecturers in Islamic higher education institutions in East Java, Indonesia, in the post-COVID-19 pandemic. There are two research questions addressed: 1) What levels of self-efficacy do the lecturers exhibit on the pedagogical skills and actual use of educational technology in the post–COVID–19 pandemic? 2) What factors influence the lecturers’ self-efficacy on the use of educational technology in the post–COVID–19 pandemic? Utilizing a survey research design, data were collected using an adapted version of the Professional Self-Efficacy Scale for Information and Communication Technology Teachers (PSES) questionnaire. The data from 37 participants were then analyzed using descriptive statistics. The result showed that the lecturers’ self-efficacy in their pedagogical skills and the actual use of educational technology was moderate, and they will continue integrating educational technology in their classrooms in the post–COVID–19 era. Moreover, the qualitative data indicated that the lecturers had moderate skills in using technology with limited educational technology tools. Age, gender, qualifications, and teaching experience emerged as factors influencing the lecturers’ self-efficacy on the use of educational technology in classrooms. The findings highlighted the need for English lecturers in Islamic higher education institutions to broaden their skills in using educational technology for learning. Policymakers need to design appropriate strategies to enhance lecturers’ pedagogical practices in using educational technology for online learning to ensure effective and efficient teaching in the post-COVID-19 pandemic.
What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Asrobi, Maman; Suryati, Nunung; Ivone, Francisca Maria; El Khoiri, Niamika
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41340

Abstract

This systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia.
Exploring Indonesian EFL teacher-student interactions in online learning Mafulah, Siti; Basthomi, Yazid; Cahyono, Bambang Yudi; Suryati, Nunung
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The students engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teachers and students discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students understanding of the teachers instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teachers interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students responses toward the teachers patterns of interaction depend on the teachers talk. There is no initiative from the students to start the discussion. The students background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
Co-Authors A. Effendi Kadarisman A. Effendi Kadarisman, A. Effendi Abdul Syahid Abourahim, Nawras B M Adisti Prihandani Hadidwiputri Aditama Melati Aditama Melati Melati Aditya Wahyu Septiyanto Afifah Marshalina Ahmad Heki Sujiatmoko Ahmad Munjin Nasih Ali Saukah Alvi Rosyidah Anik Nunuk Wulyani Asih Kusumawati Asri, Galuh Nurul Indah Astri Ratnasari Atika Kumala Dewi Bambang Yudi Cahyono Chusnul Chotimah, Ima Dedi Kuswandi Devon Evita Dewi Wardah Mazidatur Rohmah Dharma, M. Kresna Diana Nur Utami Dina Handrayani Effendi, Muhammad Idris Eka Afrika Eka Rahmawati Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Endah Yulia Rahayu Enny Irawati ESTI KURNIASIH Eva Nikmatul Rabbianty Evynurul Laily Zen Farah Ulfa Riadina Fika Ahsantu Dhonni Francisca Maria Ivone Furaidah Gunadi Harry Sulistyo Hairudin Rahman Herman Khunaivi, Herman Hirlya Intan Febryan Ida Prasetiyaning Jati Imelda Gozali Ismi Syahidah Khafshoh, Adira Lizaria Khulaifiyah Khulaifiyah, Khulaifiyah Kiswati Kiswati Kiswati Komm Pechinthorn Lestari Setyowati Luthfi Mahdya Susanti M. Hilmy Hidayatullah Mafulah, Siti Mahbub, Moh. Arif Maman Asrobi Mega Fariziah Nur Humairoh Milawati Milawati Milawati Milawati Mirjam Anugerahwati Moh. Adnan Latief Mustofa, Mutmainnah Muttahidah, Muttahidah Nadhifah, Siti Nadrotin Mawaddah Ni'mah, Ulin Nur Hayati Nur Lailatul Fithriyah Nur Mukminatien Nuri Ma’rifatil Laili Nurjanah, Lailatul Oki Dwi Ramadian Olivier, Gaetan Priyatno Ardi, Priyatno Punaji Setyosari Rahmadi Nirwanto Ramadian, Oki Dwi Ramli, Astri Mardilla Retno Istiqomah Roghibatul Luthfiyyah Rohmadhani, Annisa Rokhman, Nissa Mawarda Saputra, Eko Restu SARI, ALFIA Setyawan, Dimas Shinta, Lucia Geneviave Bella Siti Anisah Siti Muniroh Suhartawan, Vina Vania Susanti, Luthfi Mahdya Ulin Ni'mah Utami Widiati Utari Praba Astuti Wiwiet Eva Savitri Yazid Basthomi Yohana, Elva