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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Edukasi: Jurnal Pendidikan dan Pengajaran 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 Munaddhomah: Jurnal Manajemen Pendidikan Islam JEELS (Journal of English Education and Linguistics Studies) UNNES International Conference on ELTLT Proceeding of International Conference on Science, Education, and Technology English Education Journal REGISTER JOURNAL LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Januarius Mujiyanto, Januarius
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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From Reluctance to Fluency: Exploring Speaking Confidence through Digital Storytelling in Low-Motivated EFL Learners Sulistianingsih, Endang; Fitriati, Sri Wuli; Mujiyanto, Januarius
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Speaking fluency and confidence remain a persistent challenge for Indonesian EFL learners, especially at low motivation and high language anxiety. Classroom strategies of the traditional type that pay attention to grammar accuracy can scarcely help students engage in genuine oral communication. This study investigated whether digital storytelling (DST) could be beneficial for low-motivated undergraduates in improving their speaking fluency and confidence. Defensible based on both Constructivist Learning Theory and Self-Determination Theory, the sample of the study was 19 participants of a private college in Central Java, Indonesia, who received a one-group pre-test–post-test. Across 6 weeks, students participated in DST processes such as script writing, voice recording, multimedia editing, and peer work. Data were obtained by speaking performance rubrics and a 5-point Likert scale on speaking confidence. It was found that the responses to both fluency (mean gain of 0.70) and confidence (mean gain of 1.06) were significantly improved with statistical significance (p < 0.001). The findings suggest that DST offers learners a safe, emotionally involving space to work on oral communication and to appropriate and internalize (subconsciously or reflexively) autonomy, emotional ownership, and motivational mechanisms. This research joins the rising volumes of work on digital pedagogy in EFL, focusing on the potential of DST for students who are hesitant to speak. Pedagogical implications for speaking, teaching, and technology use are then provided.
“Take Me Home”: Hearing the Voice of Poetic Identity and Language Development in EFL Poetry Writing Piscayanti, Kadek Sonia; Mujiyanto, Januarius; Yuliasri, Issy; Bharati, Dwi Anggani Linggar
Proceedings of International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The aim of this research is to explore poetic identity in EFL poetry writing by EFL learners as to know their language development. Poetic identity is the representation of poetry as a language expression that serves as the representation of community sense. EFL learning in this context is the medium to produce the poetry from which the learners learn to invent their identity as to invent their language. This study is a case study with the subjects of study are 29 EFL learners in Universitas Pendidikan Ganesha who wrote poetry writing as their product of learning in poetry course. Each of them wrote 2 poetry which were analyzed based on the poetic identity analysis with Hanauers’ method. From the result of analysis, the voice of poetic identity represents the poets’ voice of self-identity in life (fear, love, and hope) and voice of freedom. This study also illustrates how language is developed to construct meaning and ideas within the mindful and meaningful literacy learning.
The Development of Pre-Service Teacher’s Professional Competence in Teaching English at Kendari, Southeast Sulawesi Saputro, Ahmad Bowo; Sakhiyya, Zulfa; Mujiyanto, Januarius
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.78155

Abstract

Teaching English as a second language requires pre-service educators to possess a diverse skill set and adapt to evolving teaching methodologies and language acquisition theories. Therefore, it is crucial to investigate the factors that contribute to the development of pre-service English teachers' professional competence to ensure their readiness to enter the teaching profession. This study aims to investigate the factors contributing to the development of pre-service English teachers' professional competence in teaching English, addressing the lack of research in this area. More specifically, it aims to explore the challenges faced by pre-service teachers in developing their professional competence, identify areas where current teacher education programs may fall short, and provide practical recommendations for pre-service teacher training programs. This study employs a descriptive qualitative research method by involving five pre-service English teachers participating in a School Teaching Practice Program. To gather the data, this research uses a reflection section and then analyzedcategorized. The findings highlight the significance of active learning experiences, such as fieldwork and classroom practice, in fostering the development of professional competence among pre-service teachers. Additionally, the study emphasizes the need for pre-service teachers to be adequately prepared to meet the evolving needs of English language learners, especially in the context of changing teaching methodologies and advancements in educational technology.
Politeness Strategies for Interviewing Michelle Obama in The Ellen Show and The Late Late Show Anggrianing Tyas, Hermin; Mujiyanto, Januarius; Widhiyanto, Widhiyanto
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/9zxsdn67

Abstract

This study explores the politeness strategies employed by Ellen DeGeneres and James Corden in their interviews with Michelle Obama, utilizing Brown and Levinson's (1987) politeness theory as a guiding framework. The research explicitly compares their use of bald-on record, positive politeness, negative politeness, and off-record strategies. A qualitative case study methodology involved transcribing interviews from "The Ellen Show" and "The Late Late Show with James Corden." The data were systematically categorized into primary politeness strategies and their respective sub-strategies, allowing for a detailed comparison of each host's communicative approach. The analysis revealed similarities and differences in how Ellen and James employ these strategies. Ellen demonstrates a relatively balanced use of politeness strategies, with a slight preference for the Off-Record strategy. This balance indicates her ability to navigate interactions with a mix of directness and subtlety, reflecting her personable and engaging hosting style. In contrast, James predominantly relies on Bald-on Record strategies, which aligns with his more direct and energetic approach to hosting. Despite these differences, both hosts aim to maintain rapport with their high-profile guests, albeit through different communicative techniques. This study contributes to the theoretical understanding of politeness strategies in media communication by highlighting how distinct hosting styles influence politeness in interviews. Additionally, it provides practical insights for media professionals and educators, suggesting effective strategies for managing politeness in high-profile interviews. The findings emphasize the importance of understanding cultural norms and individual hosting styles in shaping audience engagement and interaction.
Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom Nurhidayat, Eka; Mujiyanto, Januarius; Yuliasri, Issy; Hartono, Rudi
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21069

Abstract

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.
Web-Based CLIL for Oracy Development: A Case Study in Engineering Education Aflahatun, Nur; Mujiyanto, Januarius; Wuli Fitriati, Sri; Pratama, Hendi
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/n5tg2z19

Abstract

This paper was intended to explore how web-based Content and Language Integrated Learning (CLIL) was used as a task and a tool for oracy growth in mechanical engineering education. The participants were purposively selected to represent varying levels of CLIL engagement and English proficiency, consisting of one English instructor and three second-semester mechanical engineering students from Pancasakti University, Tegal. Data were collected via semi-structured interviews and document analysis of lesson plans, followed by thematic analysis to interpret the findings. The results showed that web-based CLIL improved students' spoken English skills and helped them to understand engineering ideas by means of real-time films, simulations, and online materials. Moreover, various challenges persisted, particularly at Common European Framework of Reference for Languages (CEFR) levels A2–B1, where they hindered comprehension, language production, and equitable digital access. To foster more inclusive and effective CLIL implementation, this paper highlighted the need for explicit scaffolding strategies, dual-focused assessment rubrics, and thoughtful syllabus revision. The findings highlighted the need of professional development and lecturer facilitation in maximizing the incorporation of CLIL for oracy in engineering environments.
ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Budiman, Theresia Cicik Sophia; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Mujiyanto, Januarius
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9570

Abstract

Vocabulary mastery plays a crucial role in successful language acquisition, and blended learning approaches have increasingly been adopted to enhance lexical development in higher education. However, existing studies have predominantly focused on general blended learning designs without fully exploring the specific contribution of the Enriched Virtual Model (EVM) in strengthening different dimensions of lexical competence. Moreover, limited research has examined how diverse learning preferences, such as those identified through the VARK framework, influence students’ engagement and vocabulary development within EVM-based instruction. Addressing these gaps, this study investigates the effectiveness of EVM in improving students’ lexical competence and examines how different learning styles contribute to learners’ engagement and vocabulary growth. Employing a mixed-methods design, the research integrates quantitative data from pre- and post-tests with qualitative insights obtained from reflections, observations, and open-ended responses. Participants were undergraduate students enrolled in a Lexical Studies course, who engaged in a combination of multimodal online modules and targeted face-to-face sessions throughout the intervention. Quantitative findings revealed substantial gains across all dimensions of lexical competence—vocabulary breadth, depth, collocational knowledge, and contextual use—with contextual vocabulary demonstrating the highest improvement. Differences were also observed across learning-style groups, with Visual and Read/Write learners showing the greatest lexical gains, while Auditory and Kinesthetic learners benefited most from modality-congruent strategies. Qualitative findings further indicated that EVM supported learner autonomy, enhanced multimodal engagement, and strengthened vocabulary retention through structured online learning and collaborative face-to-face consolidation. Overall, the results demonstrate that EVM provides an effective, flexible, and learner-responsive framework for vocabulary instruction in blended learning environments.
Exploring the Link between Lecturer Writing Assessment Literacy and Student Learning Experiences Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.5410

Abstract

Teachers' and students' ability to understand and apply principles of assessment, referred to as assessment literacy (AL), is central to sustaining high-quality teaching and learning. Despite growing recognition of AL's importance in L2 writing instruction, research directly measuring its impact on students' writing development remains limited. This study examines the influence of teachers’ writing assessment literacy (WAL) on students’ learning experiences in advanced L2 writing courses. Drawing on a multi-phase approach, a total of 24 teachers were first assessed using a writing assessment literacy test and then divided into proficiency groups. A total of 92 students (distributed across four groups of 18, 24, 26, and 24 participants, each corresponding to a teacher proficiency group) had their perceptions of assessment practices collected using the Assessment Experience Questionnaire and analyzed alongside the teacher groups. Surprisingly, the results showed that students of teachers with lower levels of writing assessment literacy (WAL) expressed significantly more positive views about assessment practices and educational experiences than those whose teachers had higher WAL levels. These findings challenge the prevailing assumption that greater teacher expertise inevitably leads to better student outcomes and highlight the complexity of the WAL–student learning relationship. The study highlights the need for context-sensitive approaches to professional development and suggests that both standardized and differentiated assessment strategies can provide significant benefits for diverse learners. 
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 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 Theresia Cicik Sophia Budiman 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