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All Journal Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Tamansiswa International Journal in Education and Science (TIJES) Journal of Innovation and Research in Primary Education Abdimas Mandalika Pedagogy Review Studies in English Language and Education Curricula: Journal of Curriculum Development
Yuyun Yulia
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE Yulia, Yuyun
Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i1.186

Abstract

Abstract: This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students’ motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students’ low motivation; in fact, the students’ eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them.
Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Leona Patria Devi; M. Zaenal Abidin; Yuyun Yulia; Roi Boy Jon; Soni Ariawan; Rangga Alif Faresta; Siti Hanum Afuwani
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
Students’ Perception Toward the Utilization of Tiktok as Vocabulary Learning Media Mikhael Parlindungan Hutasoit; Margana; Yuyun Yulia; Hillario Satria
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10637

Abstract

TikTok videos serve as a prevalent method for augmenting vocabulary acquisition. This study aims to describe students' perceptions and motivation toward the role of TikTok in increasing vocabulary. This study employs a qualitative research method. The subjects of this study were students from SMA Sang Timur Yogyakarta during the academic years 2024 and 2025. The interview questions were adapted from interview questions developed by Anumathan & Hashim (2022). The results of the study TikTok videos are considered a good medium for increasing students' vocabulary and can be a supporting medium for teachers to teach with unique content and methods. In addition, students enjoy using TikTok as a learning medium because of its various interesting videos, features, and filters. However, students think that TikTok cannot be employed as the main media for acquiring vocabulary, other sources are still needed to increase vocabulary more rapidly. It can be summarized that students consider the utilization of TikTok can increase their vocabulary. Also, with TikTok, students agree that they have more fun exploring vocabulary both as viewers and content creators.
Foreign Language Anxiety in English Speaking Activities: A Mixed-Methods Study of Rural Indonesian School Students Florentinus Sugandi; Lusi Nurhayati; Yuyun Yulia
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2890

Abstract

Foreign language anxiety significantly impedes English learning, particularly in under-resourced rural schools where students face limited exposure and inadequate learning resources. This study examined the nature and sources of English learning anxiety among junior high school students in a remote Indonesian school. An explanatory sequential mixed-methods design was employed with 36 eighth and ninth-grade students. Quantitative data were collected using the State-Trait Anxiety Inventory (STAI) to measure anxiety levels, while qualitative data from semi-structured interviews with 18 high-anxiety students and two teachers, combined with classroom observations, explored anxiety sources. The mean State Anxiety score of 69.5 indicated moderately high to high anxiety levels, particularly during speaking activities. Strong negative correlations emerged between anxiety and self-confidence (r = -0.866, p < 0.001). Thematic analysis identified three primary anxiety sources: fear of negative peer evaluation, insufficient preparation time, and perceived low ability relative to classmates. Both state and trait anxiety significantly impeded students' English engagement across contexts. Findings support Krashen's Affective Filter Hypothesis while extending it by demonstrating how both state and trait anxiety dimensions contribute to emotional barriers in language acquisition. Contextual factors specific to rural, under-resourced settings amplified anxiety beyond levels observed in advantaged environments. Results suggest anxiety reduction requires supportive classroom atmospheres, cooperative learning with adequate preparation, and explicit peer norms prohibiting ridicule.
Improving Junior High School Students’ Reading Comprehension Skill through Flipbook Wilia Astuti; Lusi Nurhayati; Yuyun Yulia; Pelin Derinalp
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 7 No 2 (2026): April 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v7i2.21678

Abstract

Reading is an essential part of the language learning process that enables students to obtain. information and to expand their language knowledge. In the current era of technology, there is a need for learning media that is interesting and effective to improve students’ reading comprehension. Flipbook as one of digital learning media provides many advantages to implement. This study aimed (1) to explain how the use of Flipbook can improve students’ reading comprehension skills and (2) to analyze the changes in students’ reading comprehension after the implementation of Flipbook. Utilizing a cyclical Classroom Action Research (CAR) model, the research was conducted over two cycles involving planning, acting, observing, and reflecting. The research participants were 31 nineth grade students of junior high school. The data were collected and analysed using both qualitative and quantitative methods. The findings demonstrated positive improvement in students’ reading comprehension and engagement after the implementation of Flipbook. Cycle 1 showed that the students felt easier to understand the text using Flipbook. It helped students to visualize the story. Whereas in cycle 2, the positive aspects were identified. Students had better comprehension in reading text on Flipbook. The implementation in cycle 2 was better because it had well-preparation and the text was adjusted to the students’ need and level. This study concluded that Flipbook is an interactive and effective tool to improve reading comprehension in junior high school.
Empowering translanguaging practices to encourage language preservation and cultural awareness in vocational EFL classrooms Margana Margana; Yuyun Yulia; Lu&#039;luil Maknun; Eko Prasetyo Nugroho Saputro
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.179

Abstract

This study examines the implementation of translanguaging in English as a Foreign Language (EFL) classrooms at vocational high schools in Bantul, Yogyakarta, Indonesia, with an emphasis on its role in supporting students’ comprehension, linguistic sensitivity, and cross-cultural awareness. Recognizing the multilingual reality of Indonesian education, this research specifically explores the students’ perceptions of translanguaging and the impact of its implementation in vocational EFL classrooms. Employing an explanatory sequential mixed methods design, data were collected from 2,171 students and 45 English teachers across ten vocational schools through questionnaires, classroom observations, and semi-structured interviews. This study’s findings revealed that most students perceived translanguaging as beneficial for enhancing confidence, motivation, and classroom participation. Additionally, the impact of translanguaging implementation included facilitating a more profound understanding, strengthening linguistic identities, and promoting cultural reflection. A comparative analysis across schools further demonstrated that flexible bilingual policies encouraged richer interaction and intercultural engagement, whereas monolingual English instructions tended to limit communication and comprehension. The study concludes that translanguaging serves not only as an effective pedagogical strategy but also as a sociocultural practice that supports language preservation and prepares students for multilingual professional environments. The findings further emphasize the importance of institutional support and teacher training in facilitating the effective and appropriate implementation of translanguaging in vocational EFL classrooms.
The Use of Mendeley Application to Avoid Plagiarism: A Case Study in Indonesia’s Tertiary Educatio Sharizan Sharizan; Alissa Rahmasari; Kheisen Eiden; Yuyun Yulia; Rozanah Katrina Herda; Elizaveta Ivashova
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18424

Abstract

The Mendeley and other automatic citation applications are used to help make the writing process more effective and avoid plagiarism. It is used massively in this digital age. Then, this case study aims to explore the motives behind plagiarism and the role of the Mendeley application and other online tools in avoiding plagiarism in Indonesia’s tertiary education. The primary data was gathered by interviewing five master's students from one of the public universities in Indonesia. Then, the data is processed by transcribing, coding, selective, and axial coding. The results show five primary motives for plagiarism based on the interview: the lack of awareness and understanding of plagiarism, negative personal attitude, the ease of internet access, pressure from several aspects, lack of competency, and institutional factors. In terms of the role of Mendeley's application to avoid plagiarism, it is adequate to confirm, justify, and claim the issue conveyed in scientific work, highlight a particular idea, criticize or approve the premise of others, and build the argument. It can be concluded that there are various reasons scholars commit plagiarism, and the Mendeley application, as well as some other artificial intelligence tools, can help to avoid it. However, scholars need to uphold academic integrity and understand the use of the Mendeley application for educational purposes
Pelatihan “Classroom English” Bagi Guru Bahasa Inggris SD di Kabupaten Sleman Yuyun Yulia; Lusi Nurhayati; Emy Nur Rokhani; Bunga Putri Maulia
Abdimas Mandalika Vol 5, No 4 (2026): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/am.v5i4.39377

Abstract

Abstract:  The aim of this Community Service program was to provide elementary school English teachers with knowledge, skills, and practical experience in the use of classroom English to support effective language teaching. The training involved 24 participants, consisting of 16 public school teachers and 8 private school teachers in Sleman Regency. The program was conducted in three stages: preparation and feedback sessions (held online) and the core workshop (held onsite at the Independent Language Learning Center, Universitas Negeri Yogyakarta). The workshop successfully enhanced teachers’ understanding of the concept and importance of classroom English, as well as their ability to use simple and context-appropriate expressions and instructions in the classroom. Through microteaching simulations, role-play, and group discussions, participants gained not only theoretical insights but also practical experiences directly applicable to their teaching practice. The program is expected to foster long-term impact by encouraging consistent use of English as the medium of instruction as well as providing students on their language acquisition, thereby creating a more communicative classroom environment and supporting students’ English language development from the early stages of formal education.Abstrak: Tujuan dari kegiatan Pengabdian kepada Masyarakat ini adalah untuk memberikan pengetahuan, keterampilan, dan pengalaman praktis kepada guru terkait penggunaan classroom English dalam pengajaran Bahasa Inggris di Sekolah Dasar. Peserta pelatihan berjumlah 24 guru SD, yang terdiri dari 16 guru sekolah negeri dan 8 guru sekolah swasta di Kabupaten Sleman. Kegiatan dilaksanakan dalam tiga tahap, yaitu persiapan dan umpan balik (dilaksanakan secara daring) serta pelaksanaan pelatihan (dilaksanakan secara luring di ruang ILLC Unit Layanan Bahasa Universitas Negeri Yogyakarta). Pelatihan ini berhasil meningkatkan pemahaman guru mengenai konsep dan pentingnya classroom English serta keterampilan praktis dalam menggunakan frasa dan instruksi sederhana yang sesuai dengan konteks pembelajaran di kelas. Melalui simulasi mengajar, role-play, dan diskusi kelompok, guru tidak hanya memperoleh wawasan teoretis tetapi juga pengalaman praktik nyata yang aplikatif. Kegiatan ini memiliki dampak jangka panjang dalam mendorong konsistensi penggunaan bahasa Inggris sebagai bahasa pengantar di kelas, sehingga dapat menciptakan lingkungan belajar bagi peserta didik (language acquition) dan pembelajaran menjadi lebih komunikatif serta mendukung peningkatan kompetensi bahasa Inggris bagi peserta didik jenjang pendidikan dasar.
From Planning to Practice: A Qualitative Inquiry into Pre-Service Teachers' Experiences Emy Nur Rokhani; Yuyun Yulia; Lusi Nurhayati; Bunga Putri Maulia; A Nur Inayatul Aini
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp195-210

Abstract

This study examines the experiences of pre-service teachers during their practicum in primary schools, especially how they designed and delivered English for Children (EFC) programs. It focuses on how they planned lessons, organized their classes, reflected on their teaching experiences, and highlighted the challenges and opportunities that arose. Twenty-two students participated, distributed among five different primary schools. The data were collected through Focus Group Discussions and analyzed using a descriptive qualitative approach. The analysis is based on the thematic analysis method of Braun and Clarke (2006). The findings show that many pre-service teachers lack self-confidence, struggle in dealing with young learners, and have problems with effective communication. However, these challenges also offered growth opportunities. Over the course of the practicum, they gradually acquired 21st-century skills such as collaboration, creativity, adaptability, and effective communication. The experience deepened their understanding of teaching English to children and made them realize the importance of reflecting on what they learned in class. In short, although the teaching practice can be challenging, this study shows that it is an important opportunity for future teachers to improve their skills, become flexible, and develop into reflective educators.Keywords: 21st century skills, descriptive qualitative study, English for children, pre-service teachers, thematic analysis
AI-Based Feedback in EFL Speaking: Micro–Macro Skill Asymmetry, Communicative Competence, and Learner Needs — A Systematic Literature Review Ardiana Intan Prawesti; Yuyun Yulia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10851

Abstract

The rapid proliferation of AI-driven language learning tools has transformed the feedback ecology of EFL speaking instruction, yet systematic appraisal of their differential impact across skill levels remains limited. This systematic literature review (SLR) investigates how AI-generated feedback supports and constrains the development of EFL speaking competence, with particular attention to the micro–macro skill distinction and learner needs. Guided by the PRISMA 2020 framework (Page et al., 2021), eighteen peer-reviewed studies published between 2020 and 2025 were identified, screened, and analysed through thematic synthesis following Thomas and Harden's (2008) iterative coding procedures. The principal finding is a consistent and theoretically significant asymmetry: AI-driven systems—particularly those grounded in Automatic Speech Recognition (ASR) and Natural Language Processing (NLP)—demonstrably improve micro-level skills, including pronunciation accuracy, grammatical precision, and lexical control, because these features are discrete, measurable, and amenable to algorithmic evaluation. Macro-skills, by contrast—interactional fluency, discourse organisation, and communicative competence as theorised by Canale and Swain (1980), Hymes (1972), and Brown (2004)—remain substantially underserved by current tools. This asymmetry is not merely technical but conceptual: communicative competence is inherently relational and sociolinguistic, and no reviewed system engaged the conceptualiser stage of Levelt's (1989) speech production model, where pragmatic and sociolinguistic knowledge resides. Learner needs at the macro level—authentic interaction, contextual adaptability, and meaning negotiation as foregrounded by Long's (1996) Interaction Hypothesis—are systematically unaddressed. Grounded in Thornbury's (2005) interactional view of speaking, these findings support a blended pedagogical model in which AI serves as a rehearsal and diagnostic scaffold for micro-skills while human-facilitated interaction remains central to communicative development. The review contributes a dual-lens analytical framework integrating the micro–macro distinction with learner-needs analysis, offering theoretical and methodological direction for future research in AI-assisted EFL speaking.
Co-Authors A Nur Inayatul Aini Alissa Rahmasari Ardiana Intan Prawesti Bunga Putri Maulia Dwi Adinda Puspitasari Eko Prasetyo Nugroho Saputro Elizaveta Ivashova Emy Nur Rokhani Florentinus Sugandi Hillario Satria Kheisen Eiden Leona Patria Devi Lu&#039;luil Maknun Lusi Nurhayati M. Zaenal Abidin Margana Margana Margana Margana Mikhael Parlindungan Hutasoit Pelin Derinalp Rangga Alif Faresta Roi Boy Jon Rozanah Katrina Herda Sharizan Sharizan Siti Hanum Afuwani Soni Ariawan Wilia Astuti