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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 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 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 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
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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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.
Booksnaps or Ms Word? Which One Is Better in Developing Reading Comprehension across Critical-Creative Thinking Levels Yohana, Elva; Cahyono, Bambang Yudi; Suryati, Nunung; Astuti, Utari Praba
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2791

Abstract

The study investigates which of the two summary writing techniques (one using BookSnaps and the other using MS-Word) affects reading comprehension performance better than the other.  It also examines whether or not level of critical-creative thinking skills affects the results. This study used a causal-comparative design. Two groups of students were involved in this study and after the treatment they were tested on their reading comprehension performance across critical-creative thinking skill levels. The results showed that the reading comprehension performance of the two groups of students were not different significantly regardless of the summary writing techniques used. The results also showed that students with high level of critical-creative thinking skill outperformed the students with low critical-creative thinking skill in each of the two groups. This implies that teachers might use either BookSnaps or MS- Word to train the students in summary writing. However, when dealing with students with low critical-creative thinking level, the teachers might give more time in the process of summary writing or give assistance to students who need it when applying either BookSnaps of MS-Word.
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 English lecturers self-efficacy in the use of educational technology in post COVID-19 pandemic Rabbianty, Eva Nikmatul; Utami, Diana Nur; Humairoh, Mega Fariziah Nur; Suryati, Nunung
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 postCOVID19 pandemic? 2) What factors influence the lecturers self-efficacy on the use of educational technology in the postCOVID19 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 postCOVID19 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.
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.
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 Ahmad Heki Sujiatmoko Ahmad Munjin Nasih ali imron sayhroni, ali imron s 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 Dharma, M. Kresna Dina Handrayani Effendi, Muhammad Idris Eka Afrika Eka Rahmawati Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana 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 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 Muqorrobin, Muhammad 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 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 SARI, ALFIA 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 Yohana, Elva Yulia Rahayu, Endah