Article Per Year (5 Year)
p-Index From 2021 - 2026
1.513
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Bahasa dan Sastra PREMISE: Journal of English Education and Applied Linguistics Celt: A Journal of Culture, English Language Teaching & Literature JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Bahasa Lingua Scientia Journal of English Language Teaching and Linguistics LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Indonesian Journal of EFL and Linguistics Jurnal Pengabdian Kepada Masyarakat Cendikia Pendidikan Jurnal Pendidikan Progresif
Mujiono
Universitas PGRI Kanjuruhan Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
THE STUDENTS’ PERCEPTIONS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) FOR BUSINESS ADMINISTRATION PROGRAM Hamid, Irfan; Jawas, Umiati; Mujiono, Mujiono
Sindoro: Cendikia Pendidikan Vol. 13 No. 3 (2025): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

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

Abstract

Perception analysis plays an important role in designing English language courses at higher education levels that apply the English for Specific Purposes (ESP) approach. This study intends to determine the perceptions of Business Administration students at the Open University in learning English, including the perceptions of target learning, and the most dominant. The survey method was applied in this research by distributing questionnaires to 30 students. The results showed that out of 30 students who were the respondents, Most students are motivated to learn English in order to have the ability to communicate orally in English and get a good job after graduation. However, most students have difficulty in understanding grammar. From the results, it can be concluded that speaking and writing skills can be further improved through learning activities to discuss topics or problems related to the field of ESP courses for Business Administration program students in The Open University. Analisis persepsi memegang peranan penting dalam merancang mata kuliah bahasa Inggris di tingkat universitas yang menerapkan pendekatan Bahasa Inggris dengan Tujuan Khusus (ESP). Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Administrasi Bisnis di Universitas Terbuka dalam mempelajari bahasa Inggris, termasuk persepsi terhadap target pembelajaran, dan yang paling dominan. Metode survei digunakan dalam penelitian ini dengan menyebarkan kuesioner kepada 30 mahasiswa. Hasil penelitian menunjukkan bahwa dari 30 mahasiswa yang menjadi responden. Sebagian besar mahasiswa termotivasi untuk belajar bahasa Inggris agar memiliki kemampuan berkomunikasi secara lisan dalam bahasa Inggris dan mendapatkan pekerjaan yang baik setelah lulus. Namun, sebagian besar siswa mengalami kesulitan dalam memahami tata bahasa. Dari hasil penelitian dapat disimpulkan bahwa keterampilan berbicara dan menulis untuk lebih ditingkatkan melalui kegiatan pembelajaran dengan mendiskusikan topik-topik atau permasalahan yang berkaitan dengan bidang mata kuliah ESP bagi mahasiswa program studi Administrasi Bisnis di Universitas Terbuka.
The Effect of Flipped Classroom on EFL Learners’ Competence with Different Learning Styles: A Meta-Analysis Fitriah, Lailul; Mujiono, Mujiono; Weganofa, Riza
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1498

Abstract

This meta-analysis examines the effectiveness of the Flipped Classroom (FC) model in enhancing EFL learners' competence, focusing on the impact of different learning styles․ This study synthesizes data from 14 quasi-experimental studies published between 2015 and 2024, following PRISMA guidelines․ The study evaluates the overall effect size (ES) and applies moderator analysis to assess variations across student majors, language learning targets, education levels, and geographic regions․ Findings: Results indicate a moderate positive impact of the FC model on EFL learners' competence (ES = 1․99, 95% CI: 0․38 – 3․59)․ Notably, English-major students and those focusing on reading comprehension showed the most significant improvement․ Additionally, learners at the college level benefited more than high school students․ Implications: These findings suggest that the FC model can be effectively tailored to different learning styles, supporting a more personalized and interactive EFL learning experience․ The study underscores the need for further research to optimize FC implementation across diverse educational and cultural contexts․
Peningkatan Motivasi Belajar Bahasa Inggris di Madrasah Aliyah Melalui Pelatihan Penggunaan Aplikasi Kahoot Mujiono, Mujiono; Rahman, Alfi
Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2023): Desember
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/jpkm.v3i2.1808

Abstract

Pengabdian ini bertujuan meningkatkan motivasi belajar Bahasa Inggris di Madrasah Aliyah Darun Najah, Karangploso, Kabupaten Malang, melalui pelatihan penggunaan aplikasi Kahoot. Subyek pengabdian ini terdiri dari 60 siswa Jurusan Ilmu Pengetahuan Sosial. Identifikasi masalah dilakukan melalui survei, wawancara, dan diskusi dengan guru dan siswa, mengungkapkan masalah metode pengajaran yang statis dan kurangnya alat bantu interaktif. Perencanaan pelatihan Kahoot melibatkan merumuskan sasaran, mengembangkan modul pelatihan, dan menyusun agenda. Pelatihan dilaksanakan bagi siswa. Evaluasi dan monitoring dilakukan melalui kuesioner, observasi, dan sesi konsultasi. Hasil menunjukkan bahwa terdapat perubahan positif dalam dinamika kelas, siswa lebih aktif dan termotivasi, serta merasakan dorongan kompetisi yang memacu semangat belajar. Feedback siswa juga menunjukkan peningkatan pemahaman materi dan minat belajar yang lebih tinggi. Penelitian ini memiliki keterbatasan hanya fokus pada Bahasa Inggris di satu lokasi MA, sehingga rekomendasi untuk pengabdian selanjutnya adalah melibatkan mata pelajaran dan konteks pendidikan yang lebih luas.
A Meta-analysis of the effects of differentiated instruction on English language proficiency Weganofa, Riza; Mujiono
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1929

Abstract

This meta-analysis systematically examined the effects of differentiated instruction (DI) on English language proficiency, addressing the growing need for instructional approaches that address diverse student profiles․ Seven empirical studies published between 2017 and 2024 were included. The overall pooled mean difference was 2․92 with a 95% confidence interval [1․64–4․19], indicating significant improvements in learners' grammar, reading comprehension, and fluency․ A high heterogeneity level (I² = 87%) was observed․ The findings support DI as an effective pedagogical approach in multilingual English classrooms, consistently demonstrating its positive impact on grammar, reading comprehension, fluency, and overall language achievement compared to traditional approaches․ However, substantial variability in effect sizes highlighted the influence of educational contexts, student characteristics, and DI implementation strategies․ Methodological concerns, particularly regarding randomization and allocation concealment, also limited internal validity and generalizability․ Despite these limitations, the findings reinforce DI’s potential to promote equitable learning and enhance student engagement, advocating for its broader application in multilingual settings․ Future research should adopt more rigorous experimental designs, longitudinal approaches, and comprehensive evaluations of implementation fidelity, while exploring contextual factors that shape DI effectiveness, to refine both theoretical frameworks and practical guidelines․
THE EFFECT OF DIFFERENTIATED LEARNING ON EFL ACHIEVEMENT: A META-ANALYSIS Putri, Shalsa Aledya; Mujiono, Mujiono; Sulistyo, Teguh
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.v14i3.12703

Abstract

The present meta-analysis explored the effects of differentiated learning on EFL learners' achievements, examining the impact of various moderating factors․ The study synthesized eight experimental studies (2014–2025), adhering to PRISMA guidelines, and found that differentiated Instruction had a large, statistically significant effect on English achievement (Hedges' g = 1․92)․ Overall effect sizes were evaluated, and moderator analyses were applied to assess variation by educational level, language-learning target, and geographical region․ The study revealed that learners at the primary level demonstrated greater gains in English achievement than their secondary-level peers, suggesting age-related responsiveness to differentiated instruction․ The study showed that those who learned reading and writing skills improved more than those who learned general English language learning․ The findings indicate that differentiated learning can be aligned with learners' needs and characteristics to make the teaching–learning procedure more personalized and interactive․ This study, therefore, favors more research into finding how best differentiated learning can be implemented in different educational domains․
Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective Mujiono, Mujiono; Fatimah, Siti
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2328-2347

Abstract

Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective. Objectives: The study analyzes the impact of Differentiated Instruction (DI) practice on enhancing English proficiency among EFL learners on various levels, concerning particular skills, objectives, and educational settings․ Methods: The meta-analysis followed the PRISMA guidelines and synthesized seven quantitative studies from 2020 to 2024, which applied DI in the EFL classroom and examined writing, speaking, reading, or general proficiency results. Random-effects models were calculated based on the pooled effect size, and moderator analyses were run by looking at skill type and learner educational level as moderators for the effect size․ Findings: The practice of DI has been reported to have a favorable and context-dependent impact on English proficiency, with a Standardized Mean Difference (SMD) of 1.41 [95% CI: 0.48, 2.34]; however, the presence of considerable variability (I² = 95%) in the results calls for careful interpretation. According to the subgroup analysis, the DI effects are more pronounced on productive skills, specifically speaking (SMD = 2.50) and writing (SMD = 1.68), than on general English proficiency (SMD = –0.05). In total, DI is a powerful method to facilitate EFL learning, provided that it is implemented with recognition of the context and appropriate pedagogical strategies. Conclusion: DI presents a sturdy, learner-centred approach to EFL teaching․ Therefore, programs developed for DI implementation should give teachers enough liberty of contextualization; teachers should undergo adequate training, and programs should be guaranteed institutional commitment․ DI can be strategically implemented by means of scaffolded tasks, flexible grouping, multimodal resources, and digital platforms to enhance the levels of engagement and achievement․ Future research should consider the long-term effects, expand evidence in different contexts, and adapt DI for the needs of higher education learners with modern technology in mind and a more collaborative approach․ Keywords: differentiated instruction, EFL, English proficiency,  learner-centered pedagogy.
Co-Authors Avil Lailatul Ula Fitriah, Lailul Giovanni Irawan Hamid, Irfan Herawati, Siane Lailul Fitriah Maria Cholifah Moh. Zalhairi Putri, Shalsa Aledya Rahman, Alfi Riza Weganofa Siti Fatimah Sujito Teguh Sulistyo Umiati Jawas, Umiati Wildan Mahir Muttaqin