Articles
<![CDATA[ENGLISH FOR ISLAMIC STUDIES IN INDONESIAN ESP CONTEXT ]]>
<![CDATA[Rohmatun Hamidah, Wanda]]>;
<![CDATA[Asmiyah, Siti]]>;
<![CDATA[Yusuf, Arba'iyah]]>
<![CDATA[ International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023) ]]>
Publisher : <![CDATA[University of Darussalam Gontor ]]>
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DOI: 10.21111/ijelal.v4i1.10770
<![CDATA[This quantitative content analysis study explores the diversity of corpora in English for Islamic studies, focusing on three books from different Islamic universities: the State Islamic University of Sunan Ampel Surabaya (UINSA), University of Muhammadiyah Malang (UMM), and IAIN Walisongo. Using Antconc, the study analyzes the language and terminology used in these books. The findings reveal some diversities, including unique topics, different terms with similar meanings, and variations in word frequencies from the same word. The study has implications for ESP in Islamic Studies. It provides reference words for ESP practitioners teaching Islamic knowledge. The corpus can be published for learners interested in English words related to Islamic studies. It offers an overview of how these words are used.]]>
<![CDATA[Madrasah Teachers’ Self Efficacy on Constructing Literacy-Based Teaching Materials ]]>
<![CDATA[Asmiyah, Siti]]>;
<![CDATA[Safriyani, Rizka]]>;
<![CDATA[Muhtarom, Muhtarom]]>
<![CDATA[ Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 16, No 1 (2023): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/mad.v16i1.18019
<![CDATA[One of the most important teaching tasks is designing teaching materials professionally and accordingly constructed to support the teaching and learning process effectively. Thus, teachers need to be aware of selecting the appropriate material and learning resources for their students. This awareness is called self-efficacy which can be described as a person’s belief in their ability to succeed in a particular situation or task including teaching material preparation. Thus, this present research investigated the level of teachers’ self-efficacy in constructing a literacy-based teaching material. It employed mixed-method research, explanatory- sequential research. The respondents were 69 teachers of Madrasah Ibtidaiyah to Madrasah Aliyah in East Java. Surveys, interviews, and focus group discussions were used to collect data that was analyzed using SPSS 25. Further, the data was also described qualitatively based on the theme made. Then, the result shows the teachers’ self-efficacy in constructing literacy-based teaching material is on the intermediate level. Thus, implications and recommendations are given in this study.]]>
<![CDATA[Oral Feedback for English Language Learners Development ]]>
<![CDATA[Nita Yusovi, Vindy]]>;
<![CDATA[Asmiyah, Siti]]>;
<![CDATA[Muhtarom, Muhtarom]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v3i4.119
<![CDATA[In ELT there are many types of oral feedback that can be used by teachers to respond and correct the mistakes of language learners. However, there are still many teachers who have difficulty or less reflection in choosing the appropriate feedback for students. Therefore, this study aimed to identify the important role of the types and ways in giving oral feedback by an English teacher in language learner development. This study uses a content analysis method using secondary data taken from the previous study in the form of journal articles and thesis published in Indonesian and International journal sites in the past two decades. The result of this study revealed that from 2009 to 2021 there were many changes regarding the application of oral feedback. However, it was found that corrective feedback always be used continuously from year to year, while one of the most dominant types of oral feedback used was explicit feedback.]]>
<![CDATA[Are They Doing Enough for Their Goal? Exploration of Students' Readiness in Writing a Thesis ]]>
<![CDATA[Asmiyah, Siti]]>;
<![CDATA[Madjid, Hilda Izzati]]>;
<![CDATA[Safriyani, Rizka]]>
<![CDATA[ IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/ijee.v12i1.41525
<![CDATA[Students often consider writing a thesis project burdensome, resulting in longer completion of the degree. This article reports findings from a qualitative research exploring students' readiness to write bachelor theses. Questionnaires were distributed across different batches of students working on their thesis projects at an Islamic university in East Java. The respondents also participated in a focused discussion group to further explore their readiness. Data from 200 participants highlights that students generally have sufficient cognitive readiness regarding the areas and scopes of topics in ELT research. They have adequate to low academic readiness on aspects related to thesis writing as a form of academic writing. These students, however, have low social readiness. While the responses indicate that the students have high motivation to complete the thesis projects, more than half of the students reflected that they do not have a clear plan for the completion, are not very disciplined in working on their theses, have low reading interest and cannot manage their mood. The findings suggest that there is a gap between expectation and efforts. While they are cognitively ready, they are not socially ready. This implies that when supervising, the department and thesis supervisors need to touch upon psychological aspects of thesis writing intensively]]>
<![CDATA[The Use of Mobile Legends to Facilitate English Narrative Writing Skills Development: Students' Perceptions ]]>
<![CDATA[Qothrunnada, Ahmad Ilham]]>;
<![CDATA[Asmiyah, Siti]]>;
<![CDATA[Siraj, Taufik]]>;
<![CDATA[Hasnawati, Lina]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 1 (2024): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v17i1.21467
<![CDATA[Mobile Legends, has been widely used in teaching and learning English. However, despite that, its impact on English narrative writing skills among students has not yet been explored. Thus, this study aims to explore students' perceptions regarding using Mobile Legends to enhance their English narrative writing skills. Fifteen students from a state Indonesian school in Malaysia participated in a qualitative study using questionnaires and interviews. The participants' responses were analyzed using a descriptive and descriptive approach. The results show that the game's characters and backgrounds provide a wealth of material for graphically illustrating story components and substantially enhance descriptive skills, narrative coherence, and linguistic structures. The positive responses from the participants suggest a burgeoning potential for incorporating mobile gaming into language education, fostering a deeper connection between students and language learning. The study provides valuable insights into the positive impact of gamification on language proficiency, offering educators an exciting avenue to explore in creating dynamic and effective learning environments]]>
<![CDATA[Idiomatic Expression in Poetry as Authentic Materials for Teaching English at Senior High Schools ]]>
<![CDATA[Ramadhani, Amalia Rizki]]>;
<![CDATA[Safriani, Afida]]>;
<![CDATA[Asmiyah, Siti]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2025.14.1.52-62
<![CDATA[Idioms are a component of a word group or a sentence that incorporates two or more words with a meaning that contrasts with their literal meaning. Additionally, idioms are an excellent way to enhance sentences. This study examines types of idiomatic expressions in Emily Dickinson's Selected Poems and their relevance to K-13 basic competence for High School eleventh grade. This study employed qualitative research to examine types of idiomatic expressions in Emily Dickinson’s “Emily Dickinson Selected Poems” using checklist tables as an instrument. The findings revealed that there are 45 Dickinson poems, focusing on life, love, nature, special abilities, and friendship, and identified five poems containing idiomatic expressions. These expressions can be authentic materials for English Language Teaching in Indonesian high schools. This study concludes that Dickinson’s book is authentic material for teaching English in senior high schools. The researcher suggests using the findings for teaching English in senior high schools, improving students’ understanding of idiomatic expressions, and analyzing idiomatic expressions in other authentic materials.]]>
<![CDATA[Inducting Students into Professional Discourse: A Corpus-Based Study in English for Islamic Studies ]]>
<![CDATA[Asmiyah, Siti]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 16 No. 2 (2025): OCTOBER (On Progress) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2025.16.2.160-169
<![CDATA[In the context of teaching English for Islamic studies, English for Specific Purposes (ESP) is the prevalent approach. Students’ needs for their preparation toward their professional practice are central considerations in ESP. Understanding professional practices is, therefore, inevitable. Corpora of academic sources in the discipline can serve as a firm reference for English for Islamic studies. This study explored corpora of English article abstracts from the international journal of Islamic studies and from reference books on English for Islamic studies. The abstracts were collected from international journals in Islamic studies, while the books served as references at three universities in Indonesia. The corpora were analyzed using AntConc. The study further compares the existing corpora from the two sources and evaluates their conformity. The study examines the extent of conformity regarding the adequacy of reference books in preparing students for future professional discourse. The findings of this study are significant not only as a reflection on current practice in English for Islamic studies in the context of Indonesian ESP, but also as a foundation for further improving the course’s teaching to better cater to students’ needs.]]>
<![CDATA[Toonytools in Teaching Narrative Text: Pre Service Teachers' Experience ]]>
<![CDATA[Septiyani, Dinda Nur Hanifah]]>;
<![CDATA[Safriyani, Rizka]]>;
<![CDATA[Asmiyah, Siti]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.2.217-226
<![CDATA[Abstract. Technology has many applications in the field of media for teaching and learning. In private education, teachers have to be creative in creating interactive teaching media. Moreover, teaching media are needed to support the success of teaching and learning processes. Comics is favorable to read because it is fun. Online comics become popular in remote learning because students work a lot with online applications today. Toonytools is one of the favorable online comic creators. This study aims to investigate the use of Toonytools as a teaching medium in teaching Narrative Text. This study uses mix-method. A survey as a quantitative and qualitative interview was done to the students and the English Teacher. Some possible benefits and challenges within the implementation are suggested. The finding of this research is the effectiveness of using the online comic platform Toonytools, a learning media to teach the narrative text. This platform is easy to use and applied to make Toonytools feasible as a favorite online comic platform for teachers to create learning media.]]>
<![CDATA[Is Technology Based Note-Taking More Preferable For Millenial Students? Exploration Of English Students' Note-Taking Habit ]]>
<![CDATA[Murtafi'ah, Muhimatul]]>;
<![CDATA[Asmiyah, Siti]]>;
<![CDATA[Fitriah, Fitriah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.2.207-216
<![CDATA[Note-taking is one of important skills students need to practice in order to understand the content of both printed and unprinted texts effectively. To do note-taking, readers can do either manually or digitally. However, with the advancement of technology nowadays especially in this pandemic era, readers can practice note-taking more easily with the use of technological tools, such as laptop and mobile. This descriptive qualitative research aims to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in English academic writing. This included identifying the strategy they apply in note-taking practices to understand the content of the articles they read and identifying their note-taking. To explore the issue, the researcher collected data through questionnaires and interview with 62 English students taking academic writing who have intense note-taking practices as part of the course activities. The results of this study showed the majority of millennial students prefer using digital note-taking with 66.12% responses. They decided to use it as it is faster and easier in doing note-taking. The digital technology that the students used commonly was mobile phone with 54.84% responses. They chose this tool to practice note-taking as it is handy.]]>
<![CDATA[Self-Efficacy of Lecturers and Students in Academic Writing: Are There any Differences? ]]>
<![CDATA[Safriyani, Rizka]]>;
<![CDATA[Asmiyah, Siti]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2023.12.1.12-26
<![CDATA[Self-efficacy is a critical component of academic article writing. Numerous studies have demonstrated that self-efficacy affects reading comprehension, but few have examined the level of self-efficacy between students and lecturers regarding academic writing. Consequently, this study sought to ascertain students' and lecturers' levels of self-efficacy in academic writing. By administering questionnaires and conducting interviews with students and teachers, this study takes an explanatory mixed-methods approach to the topic. The online survey assesses self-efficacy in academic writing, and students and lecturers complete unstructured interviews. The study enrolled eighty students and eighteen lecturers from the English Department of UIN Sunan Ampel Surabaya. The results indicate that students enrolled in the English Language Education and English Literature Study Programs have a moderate level of self-efficacy. The self-efficacy of lecturers in the English Language Education and English Literature Study Programs demonstrates similar results. Additionally, they are moderate, with a slightly higher average index. This study also discusses the implications of research in the field of education]]>
