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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Penelitian Pendidikan IPA (JPPIPA) JOLLT Journal of Languages and Language Teaching Tamansiswa International Journal in Education and Science (TIJES) Journal of Innovation and Research in Primary Education Studies in English Language and Education
Yuyun Yulia
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education 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.
Co-Authors Eko Prasetyo Nugroho Saputro Florentinus Sugandi Hillario Satria 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 Siti Hanum Afuwani Soni Ariawan Wilia Astuti