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All Journal Jurnal Visi Ilmu Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) Edukasi: Jurnal Pendidikan dan Pengajaran At-Taqaddum 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 IJoLE: International Journal of Language Education 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 Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 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 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 Metathesis: Journal of English Language, Literature, and Teaching Al-Bidayah : jurnal pendidikan dasar Islam REGISTER JOURNAL ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal bahasa, sastra, seni, dan pengajarannya
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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EFL Learning Strategies of Indonesian University Students for Academic Writing Skills: A Systematic Literature Review Nadhifah, Siti; Khafshoh, Adira Lizaria; Suryati, Nunung
Jurnal Pendidikan Humaniora Vol 11, No 4: DECEMBER 2023
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um011v11i42023p262-277

Abstract

Academic writing is a crucial skill for Indonesian university students, significantly influencing their EFL learning performance. This systematic literature review aims to examine the diverse learning strategies employed by these students to enhance their academic writing skills and reveal the predominant strategy employed by the students. Combining systematic literature review and thematic analysis, this study reveals five categories for academic writing strategies, those are metacognitive, cognitive, social, affective, and compensation strategies. This study highlights a predominant use of metacognitive strategies, comprising 36% of the strategies identified. This emphasis underscores students' commitment to higher-order thinking during the writing process and highlights the importance of metacognition in effective language learning. The distribution of cognitive, social, affective, and compensation strategies illustrates a multifaceted approach to academic writing. The findings emphasize the adaptability of EFL university students in Indonesia in addressing academic writing challenges through various strategies, thereby promoting a comprehensive learning environment. This study recommends further investigation into cultural and contextual factors influencing strategy selection, providing educators with insights for tailored instructional practices.
EFL Students’ Perception towards the Use of Debate Video Session for Vocabulary Acquisition and Retention Olivier, Gaetan; Suryati, Nunung
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.2056

Abstract

Discovering captioned debate videos for vocabulary acquisition is an essential learning strategy for EFL learners. Vocabulary is a crucial element in the acquisition of a foreign language. However, many students experience challenges in mastering English vocabulary. Various vocabulary learning strategies were established, with some students utilizing personalized techniques to learn new words. Learners' motivation and obsession with vocabulary acquisition are enhanced by audiovisual stimuli, such as animated films, videos, and music, which captivate their attention. This study aims to explore students' perceptions of using captioned debate video sessions in English for vocabulary acquisition and retention. In this study, the researcher utilized a mixed method. The research was conducted in the English Department of Universitas Negeri Malang, East Java. It involved 40 participants: 30 undergraduate students in their third and fifth semesters and 10 postgraduate students in their first semester of master's studies. The findings revealed that debate videos improved EFL learners' English vocabulary mastery and pronunciation and helped with word retention. Captioned debate videos should be employed in the EFL teaching classroom to enhance learners' English proficiency, particularly for vocabulary acquisition and retention, as well as to foster pronunciation. In addition, captioned debate videos can improve active vocabulary mastery and listening comprehension. 
A systematic literature review of artificial intelligence in academic writing: Challenges and opportunities Hidayatullah, M. Hilmy; Suryati, Nunung; Cahyono, Bambang Yudi; Mawaddah, Nadrotin
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): 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.v6i2.23821

Abstract

Artificial intelligence (AI) is reshaping academic writing by offering both challenges and opportunities. Numerous studies have discussed this topic and are worth compiling and synthesising.  Based on the topic, several existing studies published from January 2023 to March 2025 were reviewed systematically using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) framework. After searches in Scopus and Google Scholar yielded 1,024 records, 34 titles were selected based on defined inclusion and exclusion criteria. The findings highlight the two sides of AI in academic writing: 1) presenting ethical issues, training needs, Critical thinking degradation, AI misinformation, AI addiction, weak AI detectors, AI’s rhetorical patterns, users’ negative perceptions, and other challenges, 2) facilitating several opportunities, such as writing quality improvement (accuracy, organization, and style), writing productivity and efficiency, idea development, AI awareness, research support, new insights, writing engagement, and usability. This study contributed to developing guidelines to address ethical, effective, and prudent use of AI in academic writing. It is a foundation for upcoming researchers who delve into AI in academic writing and other related skills in the EFL teaching context. Moreover, investigations across disciplines and educational levels are worth exploring.
Integrating Papuan Local Cultural Content in English Narrative Reading Instruction: Strategies, Challenges, and Frameworks for Oral Tradition in EFL Contexts Suhartawan, Vina Vania; Suryati, Nunung; Sujiatmoko, Ahmad Heki
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30827

Abstract

English language teaching in Papua faces distinctive challenges due to its multilingual environment, geographical isolation, and reliance on undocumented oral traditions, yet limited research has examined how these realities shape culturally responsive pedagogy in EFL contexts. This study aimed to explore how English teachers at junior high, senior high, and university levels in Jayapura integrate Papuan local cultural content into narrative reading instruction, and to identify challenges in implementing such instruction when source materials are largely oral and undocumented. Guided by culturally responsive pedagogy and using a narrative inquiry design, three purposefully selected teachers participated in in-depth interviews, classroom observations, document analysis, and maintained reflective journals over three months. Data were analyzed thematically with cross-case comparison. Findings revealed six interrelated strategies, contextual substitution, community engagement, project-based cultural documentation, trilingual and bilingual vocabulary methods, and student-centered cultural knowledge exchange, through which teachers enhanced reading comprehension, cultural relevance, and student engagement. These strategies, however, were constrained by six persistent challenges: scarcity of documented materials, high individual material development burden, time constraints, cultural sensitivity and protocol requirements, curriculum rigidity, and professional isolation. The study offers an empirically grounded framework for integrating indigenous oral traditions into English reading instruction and highlights the need for institutional support, collaborative networks, and curriculum flexibility to preserve oral cultural heritage while strengthening students’ linguistic and cultural identities.
Understanding university students’ perceptions of the group work-based activity to enhance collaborative problem-solving skills and its impact on academic writing performance Anisah, Siti; Suryati, Nunung
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9653

Abstract

Group work-based activity is commonly used by teachers, primarily to improve students' learning achievement. Despite its strengths in enhancing students' abilities during language learning, yet, limited literature explores how this activity can develop students' soft skills, particularly in higher education. This study aims to explore students' perceptions of group work-based activity to enhance collaborative problem-solving skills and how group work-based activity affects their academic writing performance. Thirty-two master's students from one of the universities in Malang, Indonesia, who have been enrolled in the Writing for Publication course, are involved in this mixed-method study. The quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while the results from an open-ended interview were analyzed thematically. The findings indicated that students perceive group work differently. Even though some of them stated that it was less effective, most of them agreed that this activity helped them to improve their collaborative problem-solving skills, guiding them to compose a good-quality research article. Furthermore, these findings provide new insights for teachers into how group work as a learning method can be better applied in EFL classroom practices to support 21st-century learning.
Parental Motivation and the Use of Technology in Children’s English Language Learning Saputra, Eko Restu; Suryati, Nunung; Francisca Maria Ivone
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26814

Abstract

Parents’ involvement in children’s English learning is vital. Moreover, nowadays, the ubiquity of technology-integrated learning materials is unavoidable. In the absence of updated research on the topic, the present descriptive qualitative study aims to scrutinize parents’ motivation and practices in helping their children’s English learning by using technology. The participants of this study were four parents. The data obtained from the semi-structured interview were analyzed by employing the interactive model of qualitative data analysis: data condensation, data display, and drawing conclusions and verifying. The result showed that the participants were driven to participate in their children's English learning process because they believed that English would benefit their children’s future existence while also allowing them to interact with society. Thus, it is important to escalate their English ability. It was undergone by providing their children with adequate English exposure, such as through daily interactions in English, English books, and even using technology with a screen-time agreement. Despite facing difficulty in utilizing technology, they managed it by establishing materials selection criteria, setting a screen-time limit, preparing back-up offline materials, also monitoring their children’ learning progress and outcome. The parents utilized technology by providing their children with relevant educational contents and platforms, which can be accessed by gadget. The findings of this study serve as references for parents to help their children learn English. Ultimately, future research is recommended to include a significant number of parents as participants in the study to gain deeper and more comprehensive findings.
Teachers' Experience of Professional Development in Differentiated Teaching in an English Language Center Rohmadhani, Annisa; Suryati, Nunung; Wulyani, Anik Nunuk
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29021

Abstract

Teacher professional development (TPD) is crucial to prepare teachers in addressing classroom diversity and learning needs through differentiated teaching. This study aims to explore teachers’ opinions of their TPD experience related to differentiated teaching. Using a descriptive quantitative research method, the data were collected through structured questionnaires focusing on Desimone’s (2009) five domains of TPD: content focus, active learning, coherence, duration, and collective participation. A total of 24 respondents participated, discovering several variations of engagement level in TPD programs and differing points of view on their relevance and practicality. Results show that many teachers agreed the programs were moderately effective as the institution gave support for TPD; however, the participation was inconsistent. The study contributes to explaining how TPD prepares them to accommodate learners’ needs by implementing differentiated teaching in class. This offers insights for curriculum developers, education policymakers, and institutional leaders who seek ways to improve teachers’ capacity through targeted professional development, specifically in differentiated teaching.
EFL TEACHERS’ PREFERENCES AND CHALLENGES IN ONLINE TEACHER PROFESSIONAL DEVELOPMENT Ramli, Astri Mardilla; Suryati, Nunung; Wulyani, Anik Nunuk; Cahyono, Bambang Yudi
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29879

Abstract

Nowadays, English as a foreign language (EFL) teachers have a wide range of options to participate in Online Teacher Professional Development (OTPD) due to the availability of various online learning platforms. This study reports the results of exploring EFL teachers' preferences and challenges in using online learning platforms to elevate their teaching practices. Mixed-methods design with a survey for the quantitative element and semi-structured interviews for the qualitative element were used to obtain the data. The participants of the study were thirty Indonesian EFL teachers with active participation in using online learning platforms. The findings demonstrated that in OTPD, EFL teachers preferred to have synchronous interaction, digital reading materials, individual learning strategies, short course duration, a certificate-granting course, and a cost-free course.  The findings also revealed the challenges that EFL teachers encountered in OTPD were unreliable internet connections, limited internet quota, lack of information about available OTPD, inadequate infrastructure during OTPD, lack of support from employer, and difficulties in sustaning motivation as well as commitment during OTPD. These results could be used as considerations in planning and implementing OTPD programs in the future. New OTPD programs should be specifically tailored to the preferences and challenges that EFL teachers have identified.
Navigating Undergraduate Thesis Journey: Qualitative Exploration of Challenges, Strategies, and Skills in English Department Students Yulia Rahayu, Endah; Yudi Cahyono, Bambang; Widiati, Utami; Suryati, Nunung; Pechinthorn, Komm
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1916

Abstract

This study investigates the complex challenges, strategies, and skills development of English as a Foreign Language (EFL) undergraduate students during their thesis writing journey. While the undergraduate thesis represents a crucial milestone in higher education, EFL students face significant linguistic, psychological, andtechnical barriers that impact their academic progress. Using a qualitative approach and semi-structured interviews with eight undergraduate students from various Indonesian universities, this study examined their experiences in thesis writing. The research employed reflexive thematic analysis, using NVivo 15 software to process and analyze the data. The findings reveal three primary dimensions of challenges: linguistic knowledge and writing competence, psychological and emotional barriers, and resource-related technical constraints. Students employed various adaptive strategies, including self-management techniques, technological assistance, and comprehensive support networks to overcome these challenges. The study also identified the development of essential competencies in research methodology, critical thinking, and time management. The results highlight the need for integrated institutional support systems that address both academic and psychological aspects of thesis writing, suggesting curriculum modifications and enhanced supervision frameworks to better support EFL students in their academic journey.HIGHLIGHTS: EFL undergraduate students face three interconnected challenges during thesis writing:linguistic barriers (grammar, academic vocabulary, coherence), psychological obstacles(stress, isolation, imposter syndrome), and resource-technical constraints (limited accessto materials, technological difficulties). Successful thesis completion relies on adaptive strategies including structured self-management techniques, technological tools (AI writing assistants, referencemanagement software), and comprehensive support networks (supervisors, peers, family)that address both academic and emotional needs. The thesis writing journey develops essential transferable competencies beyond academicwriting, including advanced research skills, critical thinking abilities, and timemanagement proficiency that prepare students for future scholarly and professionalendeavors.
Teachers’ Strategies and Challenges in Implementing Strategies to Alleviate Students’ Speaking Anxiety Muqorrobin, Muhammad; Suryati, Nunung; Wulyani, Anik Nunuk
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 4 (2025): Penulis dari 3 negara (Indonesia, Jerman dan Turki)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i4.6778

Abstract

Foreign language anxiety (FLA) is one of the primary sources inhibiting students' speaking skill development. Previous studies explored the triggering factors of FLA and the strategies for alleviating students’ speaking anxiety. However, studies focusing on teachers’ challenges in implementing the strategies have yet to be conducted. To address the existing gap, this study aims to explore strategies teachers implemented in reducing speaking anxiety and challenges in implementing the strategies. Using narrative inquiry as a research design, this study used semi-structured interviews to collect data from two English department lecturers who are teaching in a state university in Indonesia and possess some knowledge and experience in dealing with anxious students in their speaking classes. The findings revealed that teachers’ lenience toward students’ mistakes helped reduce fear of negative evaluation, creating a comfortable atmosphere that fostered confidence and participation, and peer/group activities encouraged collaborative learning and reduced performance pressure. However, the teachers encountered difficulties maintaining students’ motivation, as learners often lost enthusiasm over time despite initial encouragement; addressing deeply rooted anxiety that had developed from repeated negative learning experiences; and managing time constraints that limited opportunities to implement interactive activities and provide individualized support effectively. These findings provide teachers with a comprehensive understanding of the dynamics of the issue in addressing students’ speaking anxiety, which consequently grants them extensive insights to design proper strategies that possibly maximize their effectiveness in reducing students’ FLA.
Co-Authors A. Effendi Kadarisman A. Effendi Kadarisman, A. Effendi Abdul Syahid Abourahim, Nawras B M Abourahim, Nawras Rahim Adisti Prihandani Hadidwiputri Aditama Melati Aditama Melati Melati Aditya Wahyu Septiyanto Adzanil, Fuad Nabil Ahmad Heki Sujiatmoko Ahmad Munawir Ahmad Munjin Nasih Alfia Sari ali imron sayhroni, ali imron s Ali Saukah Alvi Rosyidah Anik Nunuk Wulyani Asih Kusumawati Asri, Galuh Nurul Indah Astri Ratnasari Atika Kumala Dewi Baiq Suprapti Handini Bambang Yudi Cahyono Chusnul Chotimah, Ima Dedi Kuswandi Devon Evita Dharma, M. Kresna Dina Handrayani Eka Afrika Eka Rahmawati Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Elva Yohana Enny Irawati ESTI KURNIASIH Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zen Farah Ulfa Riadina Fika Ahsantu Dhonni Francisca Maria Ivone Furaidah Gunadi Harry Sulistyo Hairudin Rahman Handrayani, Dina Herman Khunaivi Hirlya Intan Febryan Humairoh, Mega Fariziah Nur Ida Prasetiyaning Jati Imelda Gozali Ismi Syahidah Khafshoh, Adira Lizaria Khulaifiyah Khulaifiyah, Khulaifiyah Kiswati Kiswati Kusumamawarni, Deaseptia Deaseptia Lailatul Nurjanah Lestari Setyowati Luthfi Mahdya Susanti M. Hilmy Hidayatullah Mafulah, Siti Mahbub, Moh. Arif Maman Asrobi Marshalina, Afifah Milawati Milawati Mirjam Anugerahwati Moh. Adnan Latief Muhammad Idris Effendi Muhammad Muqorrobin, Muhammad Mustofa, Mutmainnah Muttahidah, Muttahidah Nadhifah, Siti Nadrotin Mawaddah Ni'mah, Ulin Nur Hayati Nur Lailatul Fithriyah Nur Mukminatien Nurenzia Yannuar Nuri Ma’rifatil Laili Oki Dwi Ramadian Olivier, Gaetan Pechinthorn, Komm Priyatno Ardi, Priyatno Punaji Setyosari R. Suharyadi Rahmadi Nirwanto, Rahmadi Ramadian, Oki Dwi Ramli, Astri Mardilla Retno Istiqomah Roghibatul Luthfiyyah Rohmadhani, Annisa Rohmah, Dewi Wardah Mazidatur Rokhman, Nissa Mawarda Saputra, Eko Restu Sari Karmina Sari Karmina Selamet Riadi Jaelani Setyawan, Dimas Shinta, Lucia Geneviave Bella Siti Anisah Siti Muniroh Suhartawan, Vina Vania Susanti, Luthfi Mahdya Ulin Ni'mah Utami Widiati Utami, Diana Nur Utari Praba Astuti Wiwiet Eva Savitri Wiwiet Eva Savitri Yazid Basthomi Yazid Basthomi Yulia Rahayu, Endah