Article Per Year (5 Year)
p-Index From 2021 - 2026
4.115
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development KREDO : Jurnal Ilmiah Bahasa dan Sastra Jurnal Ilmiah Peuradeun IJoLE: International Journal of Language Education English Language and Literature International Conference (ELLiC) Proceedings Journal of Educational Research and Evaluation Voices of English Language Education Society Dinasti International Journal of Education Management and Social Science Munaddhomah: Jurnal Manajemen Pendidikan Islam UNNES International Conference on ELTLT Proceeding of International Conference on Science, Education, and Technology English Education Journal REGISTER JOURNAL
Januarius Mujiyanto, Januarius
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

Published : 116 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 116 Documents
Search

 8   9   10   11   12 
Grammarly and Web-based Language Learning (WBLL) in Teaching Basic Grammar Fajriati, Retno Dwi; Rukmini, Dwi; Mujiyanto, Januarius
The Journal of Educational Development Vol 9 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v0i0.51106

Abstract

The monotonous teaching techniques lead to boredom and lack of results in teaching basic grammar. Meanwhile, technology has rapidly developed. Furthermore, different personalities, extrovert and introvert, might affect the specific result in learning a language. Therefore, this study aimed to report the effectiveness of Grammarly and Web-based language learning (WBLL) techniques in teaching basic grammar to extrovert and introvert students. It employed quantitative research with a factorial design study. The object was the first grade of Nursing and Midwifery students of Ministry of Health Polytechnic Semarang in the Academic Year of 2020/2021. It involved two experimental groups. The students in Class A were treated using Grammarly technique, and students in Class B were treated using WBLL technique. The data collection used an EPI questionnaire and pre-test and post-test. At the same time, the data analysis employed ANOVA. The result showed that Grammarly technique was more effective in teaching basic grammar to extrovert students, and WBLL technique more effective in teaching basic grammar to introvert students. The result also showed a significant value of 0.804 > 0.05. It proved that there was no significant interaction of Grammarly, Web-based language learning, and the students’ personalities in teaching basic grammar.
English Presentation Self-efficacy Development of Indonesian ESP Students: The Effects of Individual versus Group Presentation Tasks Hartono, Hartono; Mujiyanto, Januarius; Fitriati, Sri Wuli; sakhiyya, Zulfa; Lotfie, Maskanah Mohammad; Maharani, Mega Mulianing
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.34442

Abstract

The study aims to investigate the English presentation self-efficacy of ESP undergraduate students through a longitudinal-experimental research design. Rooted in Bandura's social cognitive theory, it addresses two research problems: how Indonesian ESP undergraduate students' English presentation self-efficacy developed when they were exposed to mastery experience in the form of presentation tasks, and how individual and group presentation tasks affected the English presentation self-efficacy development. Three groups of ESP undergraduate students (n = 107) taking ESP English for Management were purposively selected as the participants for the study. Each group was exposed to one of the three forms of interventions: individual presentation tasks, homogeneous-group presentation tasks, and heterogeneous-group presentation tasks. A Likert-type presentation self-efficacy questionnaire validated by exploratory factor analysis (EFA) was utilized to collect the data in Weeks 3, 8, 12, and 16 of the semester. The study found that the Indonesian ESP undergraduate students' English presentation self-efficacy developed significantly as they completed the presentation tasks. The homogeneous-group presentation task outperformed both the heterogeneous-group and individual presentation tasks in enhancing English presentation self-efficacy. Implications for the teaching practices, study limitations, and future research recommendations are presented. 
The Function of Emotional Intelligence and Motivation to Improve the Speaking Skills of the Students ardiyanti, Lina; Mujiyanto, Januarius; Wahyuni, Sri
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/4hnq0m74

Abstract

Student learning success can be seen from the learning results obtained after participating in the lesson. Several factors, including emotional intelligence and motivation, can influence learning outcomes. Students who have good emotional intelligence and motivation will influence the learning outcomes obtained. This research aims to determine the influence of emotional intelligence and motivation on the speaking skills results of class XI students at SMAN 3 Bojonegoro. This research uses a quantitative approach. The population in this study was class XI students at SMAN 3 Bojonegoro, totaling 126 students with a research sample of 96 students. The data analysis method for this research includes prerequisite analysis tests consisting of normality, linearity, multicollinearity and heteroscedasticity tests, as well as a final analysis consisting of simple correlation analysis and simple regression analysis. Speaking skills t-count > t-table (4.072 > 1.985), meaning H0 is rejected. The hypothesis test results on the influence of motivation on students' speaking results, t-count > t-table (3.420 > 1.985), means that H0 is rejected. The hypothesis test results on the influence of emotional intelligence and motivation on speaking skills together obtained Fcount > Ftable (10.929 > 3.094), meaning H0 was rejected. Hypothesis test results of the relationship between emotional intelligence and motivation r-count > r-table (0.436 > 0.190), meaning H0 is rejected. The findings of this research indicate that enhancing students' speaking skills necessitates emotional intelligence and motivation. These factors drive students to engage in learning and guide their learning activities, ultimately maximizing learning outcomes.
English for specific purposes curriculum evaluation from the social semiotic perspective Sari, Latifa Ika; Rukmini, Dwi; Faridi, Abdurrachman; Mujiyanto, Januarius
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28014

Abstract

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed. 
The Implementation of Impromptu Speaking Method at Bilingual Boarding School Zahro, Dewi Sofiyanatiz; Mujiyanto, Januarius; Rukmini, Dwi
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 5 (2025): Dinasti International Journal of Education Management and Social Science (June
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i5.4584

Abstract

This study explored the implementation of the impromptu speaking method in a bilingual learning environment at 10th Graders of MA Al-Musyaffa’ Semarang. The research aims to describe the assessment and the effectiveness of this method followed by the students’ perception toward this method. This study employed quantitative approach. The data were collected through pre-test and post-test, questionnaires, and documentation. The findings revealed that the assessment focused on fluency, vocabulary, pronunciation, and comprehension, with average students' pretest and posttest scores improving from 65.75 to 83.26. Furthermore, statistical analysis using SPSS Version 26 confirmed the effectiveness of this method, with a significant improvement in students' speaking skills (????-count = 7.671 > ????-table = 2.110, significance value = 0.00). The findings indicated a highly significant impact across all the speaking skill aspects. Additionally, students’ perceptions of the implementation of impromptu speaking method were categorized into positive and negative perceptions, comprised into personal, pedagogical, and activity-related factors.
Exploring Tiktok’s Impact on ESP Students’ Speaking Engagement Erydani, Vinsensia Anisa Citta; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Mujiyanto, Januarius; Madjdi, Achmad Hilal
Jurnal Ilmiah Peuradeun Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i2.1700

Abstract

The growing influence of social media on language acquisition has opened new avenues for enhancing student engagement in foreign language learning. However, its impact on verbal participation remains underexplored. This study investigates the role of TikTok as an instructional tool in English for Specific Purposes (ESP) speaking classes, focusing on its effectiveness in fostering student engagement. Employing a mixed-methods approach, this study integrates quantitative pre-test and post-test assessments to measure engagement levels and qualitative data from semi-structured interviews and focus group discussions to capture students’ perceptions. The findings indicate a significant increase in engagement: statistical analyses reveal notable improvements in students’ participation, while qualitative insights highlight TikTok’s capacity to enhance motivation, peer interaction, and authentic language practice. These results suggest that TikTok is a dynamic platform for improving speaking skills and engagement, offering valuable implications for educators seeking innovative teaching strategies in the digital era.
Perceived Benefits of Digital Storytelling for Speaking Development Among Motivated Indonesian EFL Learners Sulistianingsih, Endang; Fitriati, Sri Wuli; Mujiyanto, Januarius
Register Journal Vol. 18 No. 1 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the perceived benefits of Digital Storytelling (DST) as an instructional approach aimed at developing speaking-related competencies among highly motivated English as a Foreign Language (EFL) learners in an Islamic private university in Central Java, Indonesia, where the majority of academics are Muslims. Implementing a sequential explanatory mixed-methods design, the research combines quantitative observations of learners’ speaking activities with qualitative insights into their experiences and reflections. While the data indicate improvements in certain aspects of speaking, particularly in areas such as confidence, engagement, and idea formulation, the findings are interpreted cautiously due to the small sample size and specific contextual factors. Students reported that DST activities enhanced their motivation, reduced their anxiety, and provided them with greater autonomy in expressing themselves orally. Rather than positioning DST as a panacea for speaking fluency, the study suggests that it may serve as a complementary pedagogical tool that supports affective and cognitive dimensions of oral language learning in culturally specific EFL contexts.  
Exploring the Correlation Between Speaking Anxiety and English Oral Performance Among Nursing Students Using a Genre-Based Approach Hendra Putra; Hartono, Rudi; Mujiyanto, Januarius; Yuliati
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.v9i2.30306

Abstract

Speaking anxiety can impair nursing students’ ability to communicate effectively in English, especially in academic and clinical settings. This study examines the relationship between speaking anxiety levels and speaking performance among nursing students within a genre-based framework. The research was conducted at a private university in West Sumatra, Indonesia, involving all 33 third-year nursing students through total sampling. Using a quantitative one-group pretest–posttest design, data were collected with the Foreign Language Classroom Anxiety Scale (FLCAS) and speaking performance tests, then analyzed using Pearson’s product-moment correlation via SPSS 21. The results showed a weak positive but non-significant correlation between speaking performance and overall anxiety levels (r = 0.196, p = 0.309). Further analysis by anxiety categories revealed: (1) a very weak, non-significant correlation among students with high anxiety (r = 0.094, p = 0.772; n = 12); (2) a very weak, negative, non-significant correlation among students with moderate anxiety (r = –0.141, p = 0.698; n = 10); and (3) a moderate, but non-significant, positive correlation among students with low anxiety (r = 0.549, p = 0.202; n = 7). These findings suggest that, although some patterns are identifiable, speaking anxiety does not consistently or significantly impact students’ speaking performance. The study emphasizes the importance of considering individual differences in anxiety when developing genre-based speaking instruction for nursing education.
Writing Assessment Literacy and Its Role in Shaping EFL Student Learning and Performance in Indonesian Universities Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
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.v9i2.30750

Abstract

Writing Assessment Literacy (WAL) is an essential competency for English lecturers in higher education, particularly in English as a Foreign Language (EFL) contexts such as Indonesia, where cultural and pedagogical traditions often shape assessment practices. Despite growing attention to assessment literacy, limited research has explored how different WAL levels relate to students’ learning experiences and writing performance. This study addresses that gap by examining how lecturers’ WAL influences student outcomes in Indonesian universities. Using a sequential mixed-methods design, Phase 1 involved 24 EFL lecturers who completed a Writing Assessment Literacy Test. Results identified three WAL groups: Excellent (50%), Good (29.2%), and Low (20.8%). One lecturer from each group was selected for Phase 2, along with their respective student cohorts (n = 66). Data sources included student responses to an Assessment Experience Questionnaire, writing samples evaluated with a standardized rubric, and statistical analyses using Kruskal-Wallis tests and Spearman rank correlations. Findings revealed significant differences in student learning experiences across groups (K = 40.791, p < 0.0001, η = 0.616), with the Low WAL group reporting the highest learning scores. In contrast, the Good WAL group achieved the highest writing performance (K = 6.531, p = 0.038, η = 0.0719), suggesting a possible “optimal zone” of assessment practice. Strong positive correlations were found between student learning and writing outcomes (ρ = 0.63–0.84, p < 0.05). These findings indicate that WAL influences student outcomes, but not in a strictly linear way, emphasizing the need for context-aware and pedagogically responsive assessment literacy development.
The Transition from Task Taker to Co-Designer in Dialogic CLIL Speaking: Students’ Perspectives Aflahatun, Nur; Mujiyanto, Januarius; Fitriati, Sri Wuli; Pratama, Hendi
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.97802

Abstract

This study was motivated by a lack of understanding of how students experience the role transition from task taker to co-designer in a dialogic CLIL learning context. This study investigated civil engineering students' perceptions of their challenges in dialogic speaking tasks within a CLIL (Content and Language Integrated Learning) context. Using an explanatory sequential mixed methods design, data were collected through closed ended questionnaires from 32 participants, open ended questionnaires from 8 selected participants, and in-depth interviews with 3 participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. Findings revealed key challenges faced by students, including the need for clearer instructional support, emotional anxiety, technical difficulties, and linguistic barriers. Students reported a moderate need for more explicit guidance and examples, with anxiety emerging as the most significant affective challenge. Technical issues, such as difficulties in recording and uploading assignments and time management, were also identified as barriers to effective participation. This study emphasizes the importance of providing appropriate scaffolding, emotional support, and improving technical facilities to enhance student engagement. In conclusion, active student engagement as co-designers in dialogic CLIL practices encourages a shift in students' roles from mere task implementers to reflective and collaborative participants. Integrating quantitative and qualitative insights in this study provides important implications for educators, highlighting the need for deliberate task design and tailored support to foster student agency and facilitate deeper learning outcomes in dialogic CLIL environments.
Co-Authors A.A. Ketut Agung Cahyawan W Abdurrachman Faridi Abdurrahman Faridi Aflahatun, Nur Ahmad Hilal Madjdi, Ahmad Hilal Ahmad Sofwan Alim Sukrisno Alimul Khakim, Muhammad Alimul Khakim, Muhammad alowalid, abdulhakim faraj alowalid, abdulhakim faraj Anggrianing Tyas, Hermin Ardiyanti, Lina Ariyanti Rodiah, Hindria Ariyanti Rodiah, Hindria Astria, Asri Astria, Asri Ati, Martinus Mau Bella, Ivvon Septina Budiningtyas, Rina Dery Tria Agustin Dewi, Rahmatika Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Rukmini Endang Sulistianingsih Erydani, Vinsensia Anisa Citta Fajriati, Retno Dwi Faridi, Abdurrachman Fitriyani, Atika Fitriyani, Sefty Hanida Hartono Hartono Hartono, Rudi Harun, Lisa Binti Harun, Lisa Binti Haryanti, Ari Putri Haryanti, Ari Putri Hati Puji Lestari, Suci Hati Puji Lestari, Suci Hendi Pratama Hendra Putra Henrikus Joko Yulianto I. R. Agustien, Helena I. R. Agustien, Helena Ika Miranti, Ika Islami, Sisilia Agustin Dini Islami, Sisilia Agustin Dini Issy Yuliasri Izza, Awwalia Fitrotin Izza, Awwalia Fitrotin Kadek Sonia Piscayanti Khayati, Iftitah Khayati, Iftitah Kurniawan Yudhi Nugroho, Kurniawan Yudhi Kusumawati, Henny Kusumo, Destra Wibowo Kusumo, Destra Wibowo Lahita, Nanda Lahita, Nanda Lathifah, Syifa'ul Lovihandrie, Hanhan Lovihandrie, Hanhan Maharani, Suri Maskanah Mohammad Lotfie Ma’mun, Nadiah Meo Nelu, Maria Herlina Wiwin Yuniarti Mohamed Wajej, Abdelbaset Mohamed Wajej, Abdelbaset Muhammad Aulia Taufiqi Muhammad Ilyas Muhammad Khumaedi Muhammad Luthfi Mukhoyyar, Aniq Mukhoyyar, Aniq Mulya, Debby Mulya, Debby Munfa'ati, Heny Murrikaningrum, Devi Arini Mursid Saleh Musmuliadi Musmuliadi Naben, Maria Fridolin Nabila, Zulfa Nurhidayat, Eka Nurmalasari, Inne Nurzakiyah, Nafisah Nurzakiyah, Nafisah Oktaviani, Ratih Oktaviani, Ratih Pujiawati, Nia Puspa Wijayanti, Puspa Putri Anggraeni Putri, Dwi Amalia Putri, Dwi Amalia Rahmatunnisa, Eva Ramdani, Aldin Syah Retno Apriliyanti Riyan Dwi Cahyaningsih, Riyan Dwi Rudi Hartono Saleh, Murshid Saleh, Murshid Salem Mohammed, Abdelraouf Saputro, Ahmad Bowo Sari, Latifa Ika Septiana, Eka Setianingrum, Diah Ayu Shofwan, Muh Imam Shofwan, Muh Imam Sri Wahyuni Sri Wuli Fitriati Sulistiyaningsih, Eka Fanti Suryaningpram, Yosaphat Benny Suryaningpram, Yosaphat Benny Suwandi Suwandi Tarina Dashela Vebriyanto, Danu Angga Vebriyanto, Danu Angga Vrika, Renggi Vrika, Renggi W, Widhiyanto Walidaini, Lulu Warsono -, Warsono Warsono Warsono Widhiprasetya, Gabriella Anindyarizki Yuliarti, Indah Zahro, Dewi Sofiyanatiz Zahroh, Raikhatuz zulfa Sakhiyya