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All Journal PREMISE: Journal of English Education and Applied Linguistics ELLITE: Journal of English Language, Literature, and Teaching International Journal of English Education and Linguistics (IJoEEL) ENGLISH FRANCA : Academic Journal of English Language and Education SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Educational Sciences Al Basirah ENJEL: English Journal of Education and Literature Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of English Language and Pedagogy AUFKLARUNG: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pembelajarannya
Kristi Nuraini, Kristi
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Barriers of Teaching Speaking English for EFL Learners Nuraini, Kristi
ELLITE Vol 1, No 1 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (97.863 KB) | DOI: 10.32528/ellite.v1i1.159

Abstract

This research portraits the barriers in teaching speaking for EFL learner. The barriers in teaching speaking English come form two aspects: internal and external factors. Internal factors are native language, age, exposure, innate phonetic ability, identity and language ego, and motivation concern for good speaking English and external factors are teaching speaking English at large class and learners’ autonomy. Each barrier is connected with the available method used in teaching speaking English. The conclusion of this research is teacher must focus on the learners need, the second is teacher applies for environment analysis before conducting teaching speaking English, the last is teacher chooses the suitable method based on the problems that he/she found in his/her teaching speaking English. Several methods that are often used in teaching speaking English are Direct Method, The Silent Way, Community Language Learning, Total Physical Response, and Communicative Language Teaching.Keywords: barriers in teaching speaking, internal factors, external factors
Materials for Writing – Was This the Case of the Runaway Bandwagon? Nuraini, Kristi
ELLITE Vol 2, No 2 (2017): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (133.058 KB) | DOI: 10.32528/ellite.v2i2.1507

Abstract

The teaching of language has developed from time to time. Writing as oneof the skills in language learning has also gone through different concerns;starting from less concerned in the Audio Lingual Method (ALM), becoming tohave more concerned in the Communicative Approach of Language Teaching(CALT). The materials also differ for the focus of language learning are different;from forms or structure focused into meaning or communicative focus; fromcontrolled activities into more natural and communicative ones. This paper will cover the teaching of writing, techniques of gathering ideas for writing and the influences of methodologies in writing tasks.
The Effectiveness of Panel Discussion on Senior High School Students' Speaking Skills Vickry, Fachreza Aprileo; Laeli, Anita Fatimatul; Nuraini, Kristi
International Journal of English Education and Linguistics (IJoEEL) Vol 6, No 2 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v6i2.9263

Abstract

This research aims to determine the effect of panel discussion on the speaking skills of 2nd-grade senior high school students. This research employed a quantitative method using a quasi-experimental design, where the subjects were not randomly assigned to the treatment group. The instrument used to collect data for this research was a rubric focusing on criteria such as content, fluency, pronunciation, vocabulary, and grammar, which scores the students' speaking skills based on the speaking test. The researcher used a subjective test to measure the students' speaking skills in this test. In the control group (XI-9), pre-test scores ranged from 40 to 68, with a mean of 50.86, and post-test scores ranged from 40 to 72, with a mean of 57.49. In the experimental group (XI-10), pre-test scores ranged from 40 to 76, with a mean of 55.43, and post-test scores ranged from 40 to 84, with a mean of 70.60. The results indicated that panel discussion significantly improved students' speaking skills. For future research, it is suggested that more of the scope sample be explored and that the research be longer than this one to get a more comprehensive result. In addition, more research must be done to advance the impact of the panel discussion on other English skills.
Using Big Books to Foster English Reading Comprehension for Children nadila, dila; Nuraini, Kristi
JELP Journal of English Language and Pedagogy Vol. 4 No. 1 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i1.3360

Abstract

This study explores using Big Books as a pedagogical tool to improve reading comprehension among elementary school students aged 6-12. Big Books, characterized by their large texts and vivid illustrations, create an engaging learning environment that supports vocabulary acquisition, critical thinking, and reading fluency. By synthesizing findings from 15 previous studies from 2010-2024, this study highlights the effectiveness of Big Books in fostering literacy through interactive and enjoyable reading sessions. The results show that the combination of visual aids and textual elements not only attracts students’ attention but also enhances their ability for reading comprehension, improves vocabulary mastery, and can boost students’ self-confidence. In addition, the interactive nature of Big Book sessions can motivate students to participate actively, which enhances engagement and learning outcomes. This paper underscores the importance of integrating Big Books into the English language teaching curriculum to build a strong literacy foundation for young learners. 
Bilingualism Strategy Using Video in Teaching English for Young Learners Wira Mahadika, Muhammad Prastha; Nuraini, Kristi
JELP Journal of English Language and Pedagogy Vol. 4 No. 1 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i1.3365

Abstract

  This study explores the use of bilingualism in teaching English to Young learners through video-based learning. By integrating videos as a medium, the learning process becomes more interactive, visually appealing, and contextually rich. The study investigates how bilingual videos—featuring explanations, dialogues, and visual aids in both the students' native language and English—enhance vocabulary acquisition, pronunciation, and listening skills. Results indicate that bilingual video-based learning improves understanding and retention, particularly for young learners in a multilingual environment. This approach offers a practical, engaging strategy for early English education, bridging linguistic barriers while cultivating an interest in language learning.
The Impact of Metacognitive Strategies on Students' Expository Reading Comprehension Achievement Daniswara, Aptana Agra; Devanti, Yeni Mardiyana; Nuraini, Kristi
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i3.620

Abstract

This study aimed to examine the effect of applying metacognitive strategies on the expository reading comprehension achievement of vocational high school students. The research utilized a quasi-experimental design with a pre-test-post-test control group model, involving 32 eleventh-grade students at SMKS Muhammadiyah Jember. The experimental group (n=16) received an intervention consisting of metacognitive strategy instruction facilitated by a reflection table, while the control group (n=16) followed conventional instruction. Data were collected through reading comprehension tests and analyzed using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the control group's post-test data. The findings revealed a statistically significant improvement in the experimental group from pre-test to post-test (p=0.002), whereas no significant change was observed in the control group (p=0.101). It is concluded that metacognitive strategies, particularly when implemented with a structured reflection tool, are a highly effective intervention for improving expository text comprehension in the vocational education context
INTEGRATING FABLE VIDEO VIA YOUTUBE TO ENHANCE EFL STUDENTS’ LISTENING SKILL Wardani, Debby Kusuma; Nuraini, Kristi; Fatkurochman, Henri
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.13365

Abstract

Listening becomes one of the skills that is very important to master. Unfortunately, many EFL students lack in listening. This study aimed to help EFL students develop their listening skills by integrating fable videos. This research used classroom action research. The participants of this study consist of 31 tenth-grade 3 students at SMAN Arjasa, Jember. The instruments used by the author were an observation checklist and a listening test, and to collect the data, the author observed the students in every cycle of cycle 1 and 2, and also conducted the listening test at the end of each cycle. The data were analyzed by classification and scoring. The use of fable video as the media significantly improved students’ listening comprehension and became an effective tool that can engage students' participation during the learning process, also understandable within the context existing in the video. The use of interactive and effective media, such as fable video, is really needed to improve students' listening skills and participation.
KAJIAN MODEL BLENDED LEARNING DALAM JURNAL TERPILIH: IMPLEMENTASINYA DALAM PEMBELAJARAN Widyaruli Anggraeni, Astri; Ruaidah; Nuraini, Kristi
AUFKLARUNG: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pembelajarannya Vol. 1 No. 4 (2022): APRIL-MEI TAHUN 2022
Publisher : Education and Talent Development Center of Indonesia (ETDC Indonesia).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/aufklarung.v1i4.529

Abstract

Artikel ini berupa tulisan dari beberapa review jurnal yang penulis telah lakukan. Tulisan ini berfokus pada model pembelajaran campuran (blended learning) yang telah dipublikasikan di jurnal online dari Database Informasi Sumber Daya Pendidikan Pusat (ERIC) dan Pangkalan Data Penelitian Ilmiah dan Medis (Science.direct). Sebanyak 12 artikel yang dipilih sesuai dengan fokus tulisan. Dalam konteks ini, fokus utamanya adalah membuat analisis isi berdasarkan beberapa aspek penting dalam hal rancangan penelitian, instrumen, dan metode penelitian. hasil analisis yang telah dibuat terhadap artikel-artikel yang diterbitkan dalam pangkalan data Education Resources Information Center (ERIC) dan science.direct menunjukkan kajian tentang blended learning semakin berkembang dari masa ke masa. Walau bagaimanapun dapat dinyatakan bahwa mayoritas artikel yang dihasilkan adalah dengan menggunakan kajian berbentuk kualitatif untuk mendapatkan data kajian. Konsep blended learning merupakan salah satu inovasi dalam pembelajaran. Inovasi ini menyangkut pencampuran model belajar konvensional dan model belajar online dengan jaringan internet. Pembelajaran blended learning akan mengharuskan peserta didik memainkan peranan yang lebih aktif dalam pembelajarannya, karena blended learning ini adalah model pembelajaran campuran maka teori yang digunakan pun terdiri atas berbagai teori belajar dari beberapa ahli dengan menyesuaikan situasi dan kondisi belajar peserta didik. Blended Learning ini tidak berarti menggantikan model belajar konvensional di dalam kelas, tetapi memperkuat model belajar tersebut melalui pengembangan teknologi pendidikan.
THE CORRELATION BETWEEN INTRINSIC MOTIVATIONAND SPEAKING PROFICIENCY IN EFL CLASSROOM Utarida, Adibah Aida; Hatip, Mochammad; Nuraini, Kristi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v5i3.6474

Abstract

Speaking proficiency is a crucial aspect in determining students’ success in learning English. Nevertheless, many EFL learners still encounter challenges in developing this skill. One internal factor believed to play a significant role is intrinsic motivation. This study aims to examine the relationship between students’ intrinsic motivation and their speaking proficiency, which was assessed using David P. Harris’s analytical scoring rubric. Employing a quantitative approach with a correlational design, the research involved 81 ten-grade students. The research instruments included a motivation questionnaire adapted from the Intrinsic Motivation Inventory (IMI) and a speaking test evaluated by two interrater based on five components: pronunciation, grammar, vocabulary, fluency, and comprehension. The results indicated a positive and significant correlation between intrinsic motivation and students’ speaking proficiency (r = 0.579; p < 0.001). Among the four subscales of intrinsic motivation, Enjoyment–Interest showed the highest correlation, whereas Perceived Competence had the lowest. These findings underscore the importance of intrinsic motivation in enhancing EFL students’ speaking proficiency. Consequently, to support the development of speaking skills, ABSTRAKKemampuan berbicara merupakan aspek penting dalam menentukan keberhasilan siswa dalam pembelajaran Bahasa Inggris, namun masih banyak pembelajar EFL yang mengalami kesulitan dalam keterampilan ini. Salah satu faktor internal yang diyakini berperan besar adalah motivasi intrinsik. Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi intrinsik dan kemampuan berbicara siswa, yang diukur menggunakan rubrik penilaian analitik dari David P. Harris. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional, melibatkan 81 siswa kelas X. Instrumen penelitian terdiri atas kuesioner motivasi yang diadaptasi dari Intrinsic Motivation Inventory (IMI) dan tes berbicara yang dinilai oleh dua penilai berdasarkan lima aspek: pelafalan, tata bahasa, kosakata, kelancaran, dan pemahaman. Hasil analisis menunjukkan adanya hubungan positif dan signifikan antara motivasi intrinsik dan kemampuan berbicara siswa (r = 0.579; p < 0.001). Dari keempat subskala motivasi, Enjoyment–Interest memiliki korelasi tertinggi, sedangkan Perceived Competence memiliki korelasi terendah. Temuan ini menegaskan bahwa motivasi intrinsik memiliki peran penting dalam meningkatkan kemampuan berbicara siswa EFL. Oleh karena itu, strategi pembelajaran yang mendukung otonomi siswa, kesenangan dalam belajar, dan keterlibatan aktif perlu diterapkan untuk mendorong perkembangan keterampilan berbicara.
PENULISAN CERITA KREATIF BAGI GURU TK ABA 3 JEMBER DENGAN TEMA KETAHANAN PANGAN JENJANG USIA 4-5 TAHUN Merdeka Citraningrum, Dina; Nuraini, Kristi
Jurnal Al Basirah Vol. 4 No. 2 (2024): Al Basirah
Publisher : LPPM STAIMAS WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58326/jab.v4i2.280

Abstract

Guru TK ABA 3 di Jember menghadapi kendala dalam mengembangkan keterampilan menulis cerita kreatif dengan tema ketahanan pangan untuk anakusia 4-5 tahun. Pemahaman guru terhadap konsep  ketahanan pangan belum optimal, serta metode pembelajaran yang kurang kreatif dapat menghambat kemampuan pemahaman anak terhadap tema tersebut. Solusi yang ditawarkan dalam pelatihan ini adalah tim akan melakukan pelatihan intensif bagi guru TK ABA 3 Jember dengan fokus pada pengembangan keterampilan menulis cerita kreatif yang terkait dengan konsep ketahanan pangan. Sosialisasi ini menggunakan metode interaktif dan materi yang disesuaikan dengan karakteristik anak usia 4-5 tahun, sehingga dapat menciptakan pembelajaran yang lebih menarik dan bermakna. Target luaran dalam kegiatan pelatihan ini yaitu: (a) meningkatkan keterampilan guru dalam menulis cerita kreatif yang mengintegrasikan konsep ketahanan pangan, (b) meningkatkan pemahaman anak usia 4-5 tahun tentang konsep ketahanan pangan melalui cerita kreatif yang disampaikan oleh guru, (c) menciptakan atmosfer pembelajaran yang lebih kreatif dan menarik, dengan melibatkan anak dalam aktivitas menulis cerita yang relevan dengan tema ketahanan pangan,dan (d) mendorong partisipasi orang tua dalam mendukung perkembangan kreativitas anak di rumah, membentuk lingkaran pendidikan yang holistik. Selama pretes guru menunjukkan nilai rata-rata tingkat pemahaman sebesar 40%. Setelah kegiatan pengabdian ini guru-guru telah menunjukkan pemahaman nilai rata-rata yang lebih baik tentang menulis cerita sebesar 80%. Dari hasil pelaksanaan kegiatan, beberapa poin penting yang dapat disimpulkan adalah: (a) peningkatan keterampilan menulis, (b) pemahaman tentang ketahanan pangan, (c) antusiasme dan partisipasi aktif, dan (d) produksi cerita bertema ketahanan pangan untuk peserta didik di TK ABA 3.
Co-Authors Ah., Nurul Imaman Daniswara, Aptana Agra Devanti, Yeni Mardiyana Fatkurochman, Henri Hatip, Mochammad Ismayanti, Devita Laeli, Anita Fatimatul Mardiyana Devanti, Yeni Merdeka Citraningrum, Dina Miftahul Hamim, Miftahul Nadila, Dila Oktarini, Widya Pelangi, Yofanka Audi Rahma, Charissa Wahyu Qomala Rikwan, Muhammad Ruaidah Saputri, Refika Nanda Suraningrum, Christine Wulandari Utarida, Adibah Aida Vickry, Fachreza Aprileo Wardani, Debby Kusuma Widyaruli Anggraeni, Astri Wira Mahadika, Muhammad Prastha