Anik Nunuk Wulyani, Anik Nunuk
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Course Management System In Language Curricula: The Potentials for Indonesian Context Ivone, Francisca Maria; Wulyani, Anik Nunuk
Jurnal Ilmu Pendidikan Vol 14, No 1 (2007)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jip.v14i1.15

Abstract

Course Management System (CMS), which facilitates teachers in managing their courses online, nurtures students and language instructors discipline. This system encourages students to be active and creative with their learning since it is possible to do various language learning activities on a CMS, e.g., chatting, surfing, virtual discussion and lecture. Using CMS, there are potentials that lan­guage practitioners can explore in order to improve the quality of language teaching and learning in Indonesia
AUTONOMOUS LEARNING IN READING CLASS:BUILDING THE STUDENTS INDEPENDENT CHARACTER Rahmawati, Ida Fitri; Wulyani, Anik Nunuk
Bahasa dan Seni : Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 41, No 1 (2013)
Publisher : Fakultas Sastra

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Exploring EFL teachers’ English language proficiency: Lessons from Indonesia Wulyani, Anik Nunuk; Elgort, Irina; Coxhead, Averil
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20217

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This paper reports on a study looking at the reading and writing proficiency and vocabulary knowledge of Indonesian EFL teachers, the relationship between proficiency and years of service, and the teachers’ own perceptions of their proficiency in English. Three proficiency tests (Vocabulary Levels Test/VLT, Reading and Writing Tests), questionnaire, and interview were used to collect data. The results point to mixed levels of English language proficiency, negative correlations between years of service and vocabulary, reading and writing test results, and that teachers themselves had difficulties in judging their own English language proficiency. Factors that inhibit the capacity of teachers to focus on their English proficiency are presented. Limitations of the study as well as implications for EFL teachers’ professional development (PD) and future research are also discussed.