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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 Tell : Teaching of English Language and Literature Journal 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 Studies in English Language and Education
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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A Phenomenological Study of EFL Teachers’ Experiences in Putting Multiliteracy Pedagogy through Online Teaching Handrayani, Dina; Suryati, Nunung; Astuti, Utari Praba
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.34196

Abstract

This research explored the implementation of multiliteracy pedagogy during online teaching in higher education. A qualitative method was used with interviews, observation, and document analysis. Five EFL teachers who taught reading and writing courses were the participants. Findings showed that the teachers utilized strategies in the class during online learning, like integrating students' prior knowledge with the new material, using students' and teachers' center methods, creating strategies to build students' critical thinking, and giving students projects. However, in scaffolding dimensions, some teachers argued that face-to-face learning was the more appropriate way to maximize scaffolding. Adapting the framework of the New London Group (1996), Kalantzis and Cope (2005), and Cope and Kalantzis (2015), the result indicated that five EFL teachers implemented multiliteracy pedagogy by using different strategies: creating an enjoyable environment in situated practice, utilizing many multimodalities in overt instruction, building students' critical thinking in critical framing, and existing knowledge and skills into students' project in transformed practice, and others. Based on the results, several suggestions will be valuable to future researchers: integrating multiliteracy pedagogy into other courses and investigating multiliteracy pedagogy in online and face-to-face learning.
Filling Gap in EFL Teachers' Informal Formative Assessment: Insights from Higher Education Level Milawati, Milawati; Suryati, Nunung; Rohmah, Dewi Wardah Mazidatur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1134

Abstract

This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not acquired yet. A case study design on ESRU Model was used with 59 Indonesian EFL teachers in higher education level. Online Survey questionnaire was used to determine participants to be involved for further investigation in classroom observation and interview. This research highlighted clarifying learning goal as prerequisite activity before conducting the ESRU model activities. Interestingly, of the four activities in ESRU model, the use information gained was potentially support students’ learning compared to other three activities; Elicits information, the student responds, and the teacher recognizes students’ responses. Hence, this study can contribute insight for the teachers to reflect their own teaching practice.
Extensive Reading Principles Implementation: Pleasure vs Pressure Savitri, Wiwiet Eva; Widiati, Utami; Suryati, Nunung; Ivone, Francisca Maria
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10928

Abstract

Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.
Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Nirwanto, Rahmadi; Mukminatien, Nur; Suryati, Nunung; Wulyani, Anik Nunuk
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7824

Abstract

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
EXPLORING THE 4CS IN PRACTICE: A STUDY OF CLIL IMPLEMENTATION IN A PRIMARY CLASSROOM Marshalina, Afifah; Suryati, Nunung; Zen, Evynurul Laily
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i1.10096

Abstract

In recent years, Content and Language Integrated Learning (CLIL) has gained increasing prominence as a pedagogical trend in many educational systems. The centerpiece of CLIL is the 4C framework- Content, Communication, Cognition, and Culture, which provides a foundation for conducting lessons that support language and subject learning. This study examined how the 4C was integrated into a science class that used English as the language of instruction among first-grade primary school students. The teacher’s lesson plan and classroom observations were used to gather data for this qualitative study design. Findings revealed that teachers were integrating the 4C into classroom teaching. Visual aids, language simplification, and repetition were provided to support content learning. Communication was fostered with the active use of language through classroom activities such as group work and hands-on experiments that could also engage students in cultivating thinking skills. Lastly, global examples that were pertinent to the subject matter were used to introduce cultural features. This study highlighted the potential of the 4C framework to be actualized among young learners. The implications of this study suggested the significance of deliberate planning to realize the CLIL principles in an integrated manner. Furthermore, this study showed that young learners can actively participate in cognitively and linguistically rich learning environments if provided with adequate support from teachers.
The Effect of Modified Flipped Classroom Learning Assisted Students' Worksheets on English Reading Comprehension Kiswati, Kiswati; Setyosari, Punaji; Kuswandi, Dedi; Suryati, Nunung
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 3 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i3.49846

Abstract

The flipped classroom is a possible learning model solution that can be used occasionally. With modification through various media tailored to students' needs, the modified flipped classroom has been proven to improve motivation and results. Studying in English lessons is at the upper middle level. This research aims to identify the influence of learning that a modified flipped classroom helps student worksheets toward English reading comprehension. This research applies quasi-research with a pre-test and post-test control group design. The participants in this research were 89 students. The experimental group (N=44) was taught to use a modified flipped Classroom, and the temporary control group (N=45) was taught to use a flipped Classroom. The researcher used statistical tests factorial anova and found a different understanding of significant reading between the two groups, Where the group that used the modified flipped classroom obtained better results. Research findings: the author tried to conclude that there is a difference in English reading comprehension between group students who received treatment by applying the modified flipped classroom model and those who obtained treatment using the flipped classroom model.
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.
Filling Gap in EFL Teachers' Informal Formative Assessment: Insights from Higher Education Level Milawati, Milawati; Suryati, Nunung; Rohmah, Dewi Wardah Mazidatur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1134

Abstract

This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not acquired yet. A case study design on ESRU Model was used with 59 Indonesian EFL teachers in higher education level. Online Survey questionnaire was used to determine participants to be involved for further investigation in classroom observation and interview. This research highlighted clarifying learning goal as prerequisite activity before conducting the ESRU model activities. Interestingly, of the four activities in ESRU model, the use information gained was potentially support students’ learning compared to other three activities; Elicits information, the student responds, and the teacher recognizes students’ responses. Hence, this study can contribute insight for the teachers to reflect their own teaching practice.
The Use of Flashcards to Promote Speaking Fluency in Primary School ali imron sayhroni, ali imron s; Suryati, Nunung; Suharyadi; Sari Karmina
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.4208

Abstract

This research is a qualitative case study exploring the use of flashcards to support English speaking practice in an Islamic boarding school with limited access to technology. Ten senior students from the IEC (Istiqlal English Club) participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed thematically. The results revealed three main themes: (1) flashcards help students build sentence structures and improve grammar usage, (2) flashcards increase fluency, confidence, and willingness to speak, and (3) flashcards create a fun, interactive, and stress-free learning environment. While providing valuable insights, this study is limited by its small sample size and the context of a single study site. This research suggests that teachers in environments with limited technology can adopt simple learning routines using flashcards to encourage active speaking practice while providing structure and motivation for students.
Gender Differences in Writing Complex Sentences of CLIL-Based Bilingual Primary Students Alfia Sari; Nunung Suryati
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i1.21102

Abstract

This present study investigated the students’ ability to produce complex sentences between male and female students who studied in a CLIL Bilingual School in Surabaya. The participants of this study were 50 primary six students. The document analysis was used to obtain data about the students’ production of complex sentences. T-unit analysis was employed to investigate the students’ proficiency in writing complex sentences. Additionally, to generate the students’ lexical richness, this study used Antconc to help generate the TTR (type-tokens ratio) on the essay. The result showed no significant differences between male and female students in their proficiency in writing complex sentences, as the p-value was higher than 0.05. It indicated that the CLIL Bilingual students’ proficiency in writing complex sentences was equal, and the input and exposure were similar. However, female students show a higher TTR and more lexical variety in producing complex sentences than male students. These findings significantly impacted understanding how gender impacts the ability to produce complex sentences when writing and using lexical variety.
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 Aulia Asma Rabbani Baiq Suprapti Handini Bambang Yudi Cahyono Chusnul Chotimah, Ima Dedi Kuswandi Devon Evita Dharma, M. Kresna Dian Resty Pratiwi Ahmad Diana Nur Utami Dina Handrayani Edia, Razafindralambo Miarisoa Eka Afrika Eka Rahmawati Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Elva Yohana Endah Ratnaningsih Enny Irawati ESTI KURNIASIH 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 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 Mega Fariziah Nur Humairoh Milawati Milawati Mirjam Anugerahwati Moh. Adnan Latief Muhammad Idris Effendi Muhammad Muqorrobin, Muhammad Muhammad Reza Khatami Mustofa, Mutmainnah Muttahidah, Muttahidah Nadhifah, Siti Nadrotin Mawaddah Ni'mah, Ulin Nur Hayati Nur Lailatul Fithriyah Nur Mukminatien Nurenzia Yannuar Nurenzia Yannuar Nuri Ma’rifatil Laili Oki Dwi Ramadian Olivier, Gaetan Pechinthorn, Komm Priyatno Ardi, Priyatno Punaji Setyosari R. Suharyadi Rabbianty, Eva Nikmatul 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 Selamet Riadi Jaelani 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 Wiwiet Eva Savitri Yazid Basthomi Yazid Basthomi Yulia Rahayu, Endah