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All Journal Journal of English Education, Linguistic and Literature JURNAL PENA EDUKASI PROJECT (Professional Journal of English Education) Language and Education Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of English Language and Education International Journal of Educational Research Excellence (IJERE) TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat PEDAGOGIC: Indonesian Journal of Science Education and Technology Jurnal Ilmu Sosial dan Budaya Indonesia EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics English Education: English Journal for Teaching and Learning
Wardani, Happy Kusuma
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFL Students' Perceptions towards Lecturer's Corrective Feedback in Speaking Class Wardani, Happy Kusuma; Nisa, Lisma Elizatun; Maciąg, Alina
English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v11i02.10293

Abstract

This article aims to investigate the EFL students’ perceptions and preferences towards the lecturer’s corrective feedback in a speaking class. The method used was descriptive qualitative research design. Twenty-four students from the first semester of English Language Education Program in a private university in Gresik were purposively selected as the participants of this research. They were invited to fill in the questionnaire and participate in the interview session. The findings showed the students’ positive point of view towards the lecturer’s corrective feedback during speaking class. More than 50% students stated that lecturer’s corrective feedback was necessary as the self-reflection to build their self-confidences and to enrich their knowledge in the speaking skill. Most students admitted that lecturer’s corrective feedback brought positive impacts to their speaking performances.
Development of Interactive E-Module to Foster EFL Students’ Critical Thinking in Essay Writing Wardani, Happy Kusuma; Pramartaningthyas, Ellys Kumala; Rohman, Taufiqur; Alimin, Alimin
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 1 (2025): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.13577

Abstract

This study aims to develop an interactive E-Module to enhance creative thinking among EFL students in academic writing, specifically essay writing. This study used research and development (R&D) with the ADDIE model, which encompasses five stages: Analysis, Design, Development, Implementation, and Evaluation. The subject of this study involved 23 students of the English Language Education Study Program from a state university in Gresik, Indonesia. The research instruments included questionnaires and interviews in the need analysis stage, validation forms in the development stage to obtain review and recommendations from the expert validators, and evaluation questionnaires to discover students’ responses towards the implementation of the E-Module. Data were analyzed using mixed methods of descriptive qualitative and quantitative. The results showed that experts validated E-Module’s high quality, with minor revisions. In addition, students’ responses indicated strong effectiveness, with 83% reporting improved understanding and motivation. Furthermore, experts and students confirmed that the E-Module demonstrated practicality through ease of use and structured progression. Overall, experts and students perceive the interactive E-Modul developed in this study as a valuable tool for fostering critical thinking and independent learning.
Transformative Experiences in English Microteaching: Educational Inquiry into Pedagogical Adjustment, Reflection, and Skill Refinement Stevani, Margaret; Martiningsih, Evi; Panduwinata, Tiara; Rais, Rinovian; Wardani, Happy Kusuma; Saragi, Alexander Adrian; Nurmayana, Nurmayana; Dalimunte, Nurul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2046

Abstract

This qualitative study investigated the transformative experiences of pre-service English teachers during microteaching at two private universities in North Sumatra, Indonesia. Involving a purposive sample of 14 Indonesian pre-service teachers, data were collected through teaching journals, classroom observations, audio-visual recordings, and stimulated recall interviews. Thematic analysis was used, guided by Vygotsky’s ZPD, Schon’s reflective practice, and Wenger’s comunicative practices theory. Findings revealed shifts from routine teaching to adaptive, student-centered strategies characterized by pedagogical adjustment, reflective awareness, and instructional skill refinement. Participants showed increased sensitivity to timing, language accuracy, emotional climate, and sociocultural engagement. The study highlighted microteaching as a dynamic platform for identity formation and pedagogical growth. The research offered critical insights into teacher development and suggested future studies with broader contexts to capture sustained transformation in English education.
Digital Literacy in EFL Academic Writing: Students’ Perceptions and Practices Nabila, Sorayya Veny; Wardani, Happy Kusuma
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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

Abstract

Digital literacy has become an essential competence for English as a Foreign Language (EFL) students, particularly in academic writing activities that increasingly rely on digital tools and online resources. This study aims to explore English Department students’ perceptions of digital literacy in academic writing at Universitas Qomaruddin. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected through a questionnaire consisting of 42 items distributed across seven digital literacy indicators. Semi-structured interviews were conducted to support and deepen the questionnaire findings as qualitative data. The participants were 47 English Language Education students aged between 19 and 25 years, drawn from three academic intakes (2022, 2023, and 2024).  They were selected using purposive sampling, as they had either completed or were currently enrolled in the Academic Writing course. The results indicate that students generally perceive digital literacy as beneficial for supporting academic writing, particularly in idea development, information evaluation, collaboration, and communication with peers and instructors. Although students demonstrated awareness of ethical writing practices, limited practical use of plagiarism-detection tools, and uneven confidence in advanced digital tools were evident.
Co-Authors Ahmadin Ahmadin Ainiyah, Maslakhatul Alimin Alimin Alimin, Alimin Baso Intang Sappaile, Baso Intang Ellys Kumala Pramartaningthyas, Ellys Kumala Faizah, Lailatul Fanani, M. Aji Tamam Fanny Maulidatus Syukriyah Hidayah, Bariqotul Lindawati Lindawati Maciąg, Alina Margaret Stevani Martiningsih, Evi Mazidah, Eva Nur Nabila, Sorayya Veny Nisa, Lisma Elizatun Nurmayana, Nurmayana Nurul Dalimunte Nurwijayanti Panduwinata, Tiara Purwanti, Idah Rais, Rinovian Saragi, Alexander Adrian Sari, Dian Ayu Permata Sa’adah, Zaimatus Taufiqur Rohman Wahyudin, Mokhammad