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Nunung Suryati

Universitas Negeri Malang

Author-ID : 5633961

Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Automated writing evaluation and generative AI in Indonesian EFL Writing: A systematic review of effects, engagement, and pedagogical implications Muhammad Reza Khatami; Nunung Suryati
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.7694

Asynchronous writing evaluation (AWE) and generative artificial intelligence (AI)-based writing tools are increasingly used in EFL writing classes, yet little is known about their application in under-researched contexts such as Indonesia. This systematic review describes the effects, learner engagement, perceptions, challenges, and educational implications of AWE and AI-based writing tools within Indonesian EFL contexts, highlighting the current state of the field and research gaps. This systematic literature review adhered to the PRISMA 2020 guidelines. Fourteen studies were included, covering the years 2020 to 2025. Directional synthesis with design-strength weighting enabled the integration of quantitative, qualitative, and mixed-methods studies, as meta-analysis was precluded by reporting heterogeneity. The meta-synthesis results suggest that AWE (and other AI-based tools) can improve students' surface-level writing accuracy and revision speed in short writing tasks. There is some evidence that AWE can improve higher-order writing skills, but only when AWE is accompanied by instruction. AWE's effects are mediated by feedback and prompt literacy. Academic integrity and access equity issues are identified, and the review challenges the notion that automated feedback alone is sufficient for holistic writing development. Pedagogical mediation is recognized as a key factor for Indonesian EFL contexts.

Exploring academic stress and coping strategies among first-semester students in an ELT master’s program Aulia Asma Rabbani; Nunung Suryati
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.29866

Academic stress is a common challenge for master’s students, especially in their first semester. This study examines academic stress levels and coping strategies among first-semester students in an ELT master’s degree program in Malang, Indonesia, using an explanatory mixed-method design. Quantitative data were collected beginning by employing the Educational Stress Scale for University Students (ESSA) and the BRIEF-COPE questionnaire in order to gain information about the stress level and the most frequently employed coping strategies. Based on these findings, further qualitative data collection involved semi-structured interviews to explore how these situations shaped students' experiences and behaviors in academic life. Guided by the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), the results show that 60% of participants experienced high academic stress, mainly related to heavy academic load, time pressure, academic English demands, and limited familiarity with research tasks. In coping with these pressures, it appears that students tended to rely initially on emotion-focused or avoidant coping, gradually shifting toward more problem-focused approaches, particularly planning and active coping. These findings suggest the need for early academic support, including mentoring, language-sensitive instruction, and structured guidance to support students’ transition into postgraduate study.

Enhancing Vocabulary Acquisition in EFL Students through Captioned Audiovisual Debate Sessions Gaetan Olivier; Nunung Suryati; Sari Karmina
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

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.

Gender representation in Indonesian primary English textbook: A corpus and micro-semiotic analysis Rena Kinanti Amirulloh; Nunung Suryati
Metathesis: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2026): 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.v10i1.3415

The pattern of gender bias that has been circulating in the textbooks shows nearly identical patterns, which still reinforce traditional norms and expectations. Meanwhile, English Foreign Language (EFL) Textbooks can influence learners’ beliefs about appropriate roles and actions for each gender by reinforcing cultural norms and expectations. Many studies on gender in English textbooks at all levels of Indonesian education have been conducted. However, only a few studies examine gender representation in Indonesian primary English textbooks used in the current curriculum. Addressing this gap, the present study integrates corpus and micro semiotic analysis to examine how gender is portrayed in the Primary EFL Textbook used in the Merdeka Curriculum for Grade 6, titled My Next Words. This research aims to analyze the textual and visual representation of gender bias embedded in the selected textbook. The result of this research indicates that although the author of the textbook has tried to balance gender visibility and representation, subtle disparities remain, with 9% difference. Furthermore, the findings show that males are more closely associated with physical, authoritative, and outdoor activities, while females are more closely associated with domestic, caring, and indoor-oriented roles. The textbook's imbalanced representation leads to unequal opportunities for men and women. To address this, inclusive materials that provide equal opportunities are needed.

HUMAN-AI CO-TEACHING: ENHANCING PEDAGOGICAL AGENCY OF PRE-SERVICE ENGLISH TEACHERS Ryan Purnomo; Nunung Suryati; Moh. Rif’attullah; Fadhl Mohammed Awadh Gharamah; Evi Mahsunah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6074

Generative AI in the education sector is quickly becoming a successful application, offering new opportunities but also challenges in teacher education, particularly within the English as a Foreign Language (EFL) context. One of the current popular technologies is ChatGPT, which has potential in assisting in teaching, reflection, and teacher professional development. However, a lack of research has focused on pre-service English teachers' perceptions of ChatGPT or how those perceptions may influence a teacher's perception of professional empowerment. An empirical qualitative research method will be used in this paper, analyzing Indonesian preservice higher education teachers' perceptions of ChatGPT in EFL teacher preparation programs, how they use ChatGPT, and how those perceptions may influence preservice teachers' perceptions of professional empowerment. Methods of research include conducting in-depth semi-structured interviews, analyzing findings through a thematic assessment. Findings also show how preservice teachers' perceptions of ChatGPT, an empowering cognitive/teaching tool, influence preservice teachers' perceptions of overall personal/professional teacher empowerment. Also identified are five increasingly interrelated perspectives of preservice teachers' perceptions of teacher empowerment, including identity, teaching competence, technological agency, teaching efficacy, and teaching innovation.

Developing a LOTS and HOTS-Based Reading Comprehension Instrument for Lower Secondary Students Ima Chusnul Chotimah; Utami Widiati; Nunung Suryati; Mirjam Anugerahwati
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3066

To assess students’ reading comprehension, both low-level and high-level thinking tests are needed. However, the majority of lower secondary school test emphasize memorization of facts rather than offering enough information about critical thinking. This study offers a novel approach by developing a balanced reading comprehension test integrating both lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) within Barrett’s Taxonomy framework. The instrument was designed with an equal proportion LOTS and HOTS items. Employing Mardapi’s Research and Development (R&D) model, the instrument was administered to 39 lower secondary students through pre- and post-test trials. The result of item analysis revealed validity for both pre-test and post-test instruments, with 27 of 30 items retained and 3 items excluded for invalidity. Reliability levels were very high (? = 0.888 for the pre-test and ? = 0.867 for the post-test). Item difficulty analysis showed that, in the pre-test, 43.33% of items were moderate, 30% difficult, and 26.67% easy; while in the post-test, 46.67% were moderate, 43.33% difficult, and 10% easy. Item discrimination analysis indicated that 56.67% of pre-test items were excellent, 26.67% were good, 6.67% mediocre, and 10% poor; whereas in the post-test, 66.67% were excellent, 13.33% good, 6.67% mediocre, and 13.33% poor. These results show the instrument’s robus psychometric qualities and its effectiveness in differentiating students’ comprehension. Theoretically, this study contributes a validated model for integrating Barrett’s taxonomy with balanced LOTS–HOTS assessment, while practically offering teachers and researchers a tool for aligning reading assessment with students’ cognitive skill development in EFL contexts.

"Keeping My Accent?" Indonesian students' attitude and self-identity when speaking English in Malaysia: "Menjaga Aksen Saya?" Sikap dan Identitas Diri Mahasiswa Indonesia Saat Berbicara Bahasa Inggris di Malaysia Aini Nabila Ikhwanudin; Nunung Suryati; Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D; Niamika El Khoiri
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.42270

This study examines Indonesian students’ perceptions of their Indonesian-accented English (IAE) and how this accent reflects their linguistic identity while studying in Malaysia. Although English is widely used as a second language in Malaysia, Indonesian students often navigate a multilingual environment where accents serve as visible markers of identity and a potential source of judgment. The study aims to explore (1) students' attitudes towards their Indonesian accent when speaking English and (2) the extent to which they associate the accents with their cultural identity. A descriptive qualitative design was employed, using a Likert-scale questionnaire distributed to 36 Indonesian students at University Sains Malaysia and supported by semi-structured online interviews with four participants. Questionnaire data were analyzed using descriptive statistics, and interview responses were analyzed using thematic analysis. Results show that most students view their Indonesian accent positively and do not consider it a marker of poor English. Many reject the idea that IAE diminishes their credibility and instead consider it an authentic part of their cultural background. A smaller group, however, expressed discomfort or a desire to adopt more internationally dominant accents. Overall, the results highlight a growing acceptance of linguistic diversity aligned with English as a Lingua Franca principles. The study suggested that accent awareness, identity-affirming pedagogies, and inclusive language policies are essential in international education settings. These insights contribute to ongoing discussions about accent perception, linguistic identity, and native-speaker ideology in Southeast Asian Contexts.

Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Rahmadi Nirwanto; Nur Mukminatien; Nunung Suryati; Anik Nunuk Wulyani
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

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 teaching learning barriers, supports, targets, and needs in developing English multisensory media: A case study of Malangnese visually impaired students Galuh Nurul Indah Asri; Nunung Suryati; Lestari Setyowati
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.7899

It is critical to comprehend and accommodate

ChatGPT Use and Academic Integrity in EFL Academic Writing: Exploring the Association Among Master’s Students Nida Hasanah Putri; Nunung Suryati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.39602

The rapid integration of generative AI in higher education has sparked intense debate regarding its potential to undermine student ethics. While concerns about academic dishonesty abound, empirical evidence linking AI dependency to actual integrity levels remains scarce, particularly in EFL contexts. Grounded in Academic Integrity Theory, this study investigated the correlational relationship between ChatGPT use and academic integrity among first-year EFL Master’s students. A quantitative design was employed using validated questionnaires to measure usage patterns and ethical conduct. Data from 25 participants were analyzed through normality testing, descriptive statistics, and Pearson product-moment correlation. Results indicated that students reported high levels of both ChatGPT use (M = 79.00) and academic integrity (M = 81.97). Crucially, the correlation between the two variables was weak and statistically non-significant (r = .326, p = .112), indicating that no statistically significant association was detected between ChatGPT use and academic integrity in this sample. These findings suggest that frequent AI engagement does not necessarily correlate with lower ethical standards among advanced EFL learners. The study highlights the potential for students to integrate AI responsibly and underscores the importance of institutions focusing on AI-literacy training.

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 Aini Nabila Ikhwanudin 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 Eka Afrika Eka Rahmawati Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Elih Sutisna Yanto Elva Yohana Endah Ratnaningsih Endah Yulia Rahayu Enny Irawati ESTI KURNIASIH Evi Mahsunah Evynurul Laily Zen Fadhl Mohammed Awadh Gharamah Farah Ulfa Riadina Fika Ahsantu Dhonni Francisca Maria Ivone Furaidah Gaetan Olivier Galuh Nurul Indah Asri Gunadi Harry Sulistyo Hairudin Rahman Handrayani, Dina Herman Khunaivi Hirlya Intan Febryan Ida Prasetiyaning Jati Ima Chusnul Chotimah Imelda Gozali Ismi Syahidah Khafshoh, Adira Lizaria Khulaifiyah Khulaifiyah, Khulaifiyah Kiswati Kiswati Kusumamawarni, Deaseptia Deaseptia Lailatul Nurjanah Lestari Setyowati 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 Moh. Rif’attullah Muhammad Idris Effendi Muhammad Muqorrobin, Muhammad Muhammad Reza Khatami Mustofa, Mutmainnah Muttahidah, Muttahidah Nadhifah, Siti Nadrotin Mawaddah Ni'mah, Ulin Nida Hasanah Putri Nur Hayati Nur Lailatul Fithriyah Nur Mukminatien Nurenzia Yannuar Nurenzia Yannuar Nuri Ma’rifatil Laili Oki Dwi Ramadian Olivier, Gaetan Pahlevi, Muhammad Reza Pechinthorn, Komm Priyatno Ardi, Priyatno Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D Punaji Setyosari R. Suharyadi Rabbianty, Eva Nikmatul Rahmadi Nirwanto Rahmadi Nirwanto, Rahmadi Ramadian, Oki Dwi Ramli, Astri Mardilla Rena Kinanti Amirulloh Retno Istiqomah Roghibatul Luthfiyyah Rohmadhani, Annisa Rohmah, Dewi Wardah Mazidatur Rokhman, Nissa Mawarda Ryan Purnomo 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

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