Articles
<![CDATA[EFL Reading Materials Revisited: The Role of Teaching Processes, Individual Learning Prerequisites, and Textbook Use ]]>
<![CDATA[Putri, Rr. Aurel Ramadhani]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Suwarso, Pratnyawati Nuridi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v8i4.79327
<![CDATA[The intensive reading module's instruction underscores the need to change based on the new curriculum guidelines, outcome-based education (OBE), which concentrates on student-centered learning. Based on this research’s grand theory, this can be achieved by investigating the teaching activity's process and students’ individual learning beliefs. This research aimed to analyze these factors as a part of need analysis. The study used a mixed-method approach. The data were collected using questionnaires, interviews, and a module analysis checklist based on OBE principles. The respondents comprised 164 third and fourth-year Indonesian students who took an intensive reading class and one lecturer who taught parallel intensive reading classes. The data were analyzed qualitatively and quantitatively. The study results showed that students have sophisticated epistemic beliefs in learning this course, and there is a significant correlation between the proposed reading strategy and students’ epistemic beliefs. Therefore, as the new reading strategy proposed, CSR should be implemented appropriately. Moreover, the findings revealed that the intensive reading classes did not apply the appropriate reading strategy that aligns with students’ learning beliefs and OBE principles in its implementation. In addition, students showed positive attitudes toward the proposed reading strategy. Furthermore, the module analysis indicated several poor indications that should be changed to meet the OBE principles and the student’s learning needs. These findings are the basis for developing the module analysis based on the needs of students. Due to the study’s scope and limitations, further research is recommended.]]>
<![CDATA[Correlation between EFL Students Academic Achievement and Epistemic Beliefs in Relation to Educational Psychology Course ]]>
<![CDATA[Kurniati, Elyisa]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v13i1.12831
<![CDATA[Educational psychology course and the epistemic beliefs of prospective teachers play a role in forming a competent teacher. While there is substantial literature exploring teachers’ epistemic belief, its interplay with course studies by prospective English teacher remains unclear. This research provides a novel understanding on the interplay of epistemic beliefs with educational psychology course, and achievement of prospective English teacher by integrating an explanatory sequential mixed methods design. Using quantitative survey to collect GPA (Grade Average Points), epistemic beliefs and perception of educational psychology, this study involve 102 EFL students at Brawijaya University through convenience sampling. Descriptive statistical and correlation analysis conducted in the first stage reveal their epistemic was moderate and their perception was high, and only between their epistemic beliefs and perception was found a strong correlation. Through confirming or disconfirming sampling, representative from the first stage participated in qualitative phase for semi-structured interview, resulting in justification of their positive perception and confirmation of the interconnection with epistemic beliefs. Findings imply there is a need to comprise aspects of high epistemic beliefs to have a more positive educational psychology course, that encourage adequate developmental feedback, active learning environments, inclusive advocacy, and student self-efficacy.. The high interest in unlisted content in the current module implies the need for material relevance of the course. The implication is for EFL teacher education to reconsider the content in educational psychology with students’ epistemic beliefs in order to equip English education students to become effective teachers.]]>
<![CDATA[Teachers' and students' perceptions towards digital humanities in the English as a foreign language (EFL) teaching and learning ]]>
<![CDATA[Salsabilah, Farah Tasya]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Sutiyarti, Ulfah]]>;
<![CDATA[Setiawati, Eti]]>
<![CDATA[ LITERA Vol. 23 No. 3: LITERA (NOVEMBER 2024) ]]>
Publisher : <![CDATA[Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21831/ltr.v23i3.76585
<![CDATA[Education is starting to move from the conventional to the digital world. One form of this change is the presence of Digital Humanities in the world of education. Digital humanities can provide many benefits, especially in English teaching and learning. This study aims to investigate teachers' and students' perceptions towards digital humanities in the EFL classes. This study was conducted with 103 teachers and students from various schools and universities in Indonesia. In a quantitative phase, a survey questionnaire was distributed to collect the data. The 63 question items are divided into 6 parts: demographics, experiential learning, multimodal communication, digital ethics & critical inquiry, collaborative learning, and AI for language teaching and learning. Moreover, a semi-structured interview was obtained to get details about digital tools and technologies implementation in the EFL teaching and learning. The study revealed that the use of digital humanities effectively enhance EFL teaching and learning. Digital humanities offer a dynamic learning environment for English language learners, providing access to a wealth of resources and tools while streamlining administrative processes for teachers. These findings are align with the intended purpose of digital humanities in classroom, which is to enhance efficiency and accessibility in information retrieval.]]>
<![CDATA[The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration ]]>
<![CDATA[Inayati, Dian]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (422.082 KB)
|
DOI: 10.21093/di.v17i1.664
<![CDATA[This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.]]>
<![CDATA[Jepang Lebih Dekat: Menumbuhkan Minat Bahasa Jepang Melalui Budaya ]]>
<![CDATA[Husna, M.Pd, Lailatul]]>;
<![CDATA[Sutiyarti, Ulfah]]>;
<![CDATA[Dewandono, Wiranto Aji]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Faculty of Cultural Studies, Universitas Brawijaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21776/ub.gramaswara.2025.005.02.06
<![CDATA[This Community Service aims to introduce the language and culture of Japan to the students of SMA Negeri 1 Kepanjen and SMK PGRI Wlingi. After the implementation of the Independent Curriculum as a replacement for the 2013 Curriculum, Japan language teachers faced a new challenge, namely the reduction of Japan language lesson hours in schools. This service activity began with a discussion with teachers at SMA Negeri 1 Kepanjen and SMK PGRI Wlingi and to achieve this goal, the team will make students at the school the target of their activities. It is hoped that later the specialization of foreign languages, namely Japan as one of the subjects to be studied, will increase. In addition, this Community Service intends to promote the Japan Language Education Study Program of the Department of Language Education FCS UB to the wider community. The method of implementing this Community Service is by using knowledge transfer from lecturers and students to the target. This Community Service activity was carried out on June 7, 2024 at the multimedia room of SMK PGRI Wlingi and on July 26, 2024 at the Hall of SMAN 1 Kepanjen. The form of PenMas activities this time is 1) Introduction to the Japan Language Education Study Program at Brawijaya University 2) Introduction to Japan Culture 3) Introduction to college scholarships 4) Tutorial on using chopsticks 5) Introduction to Karaoke Culture in Japan. Based on the results of the questionnaire that has been distributed to students and has been analyzed based on a definite formula, it can be concluded that this service activity is considered quite effective to increase students' motivation to learn Japan. ]]>
<![CDATA[Exploring a web-based interactive writing assessment WISSE: User experiences ]]>
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Hamamah, Hamamah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Fadillah, Alifa Camilia]]>
<![CDATA[ Englisia Journal Vol 11 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v11i2.20386
<![CDATA[This paper aims to investigate the user experiences of Web-based Integrated Writing Assessment (WISSE) developed to help lecturers and learners provide and navigate feedback for academic writing in English. User experience is one of the crucial elements for product success and reception in Research and Development (R & D). Aspects of user experience highlighted in this study are web features, ease of use, and design. The participants involved were two lecturers and twenty-eight learners from the English Language Education and the English Literature study program at one of the prominent universities in Malang. At first, both learners and lecturers created a temporary account on the web prototype, and they were assigned two different roles: learners wrote and submitted a short argumentative essay on the application, and lecturers provided feedback on the essays through a personal comment box. At the end of the trial, both groups revealed their experience and inputs on the features, operation accessibility, and web design through questionnaires. To a large extent, both lecturers and learners were satisfied with the goal of the application to provide easy accessibility to assessing academic text. However, both groups agreed that more distinctive features should be added, along with a manual book and language switch feature, as it is attainable that the future users of WISSE will not be limited to EFL learners. The user trial results illustrate that while WISSE needs further development and revision, it exhibits proper performance and is prepared for large-scale use.]]>
<![CDATA[PEMETAAN PELATIHAN PENULISAN ARTIKEL ILMIAH UNTUK MENDUKUNG PROFESIONALISME GURU ]]>
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2021) ]]>
Publisher : <![CDATA[Faculty of Cultural Studies, Universitas Brawijaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21776/ub.gramaswara.2021.001.02.03
<![CDATA[In addition to teaching, teachers are expected to have the ability to write scientific papers as part of their professional development. The challenges teachers face in writing scientific papers are largely due to limited time for research and a lack of understanding of the rules for writing scientific papers. The aim of this community service program is to map the needs of English teachers in improving their professionalism through scientific writing. The method used to achieve this objective is to conduct research and article writing mentoring for journals, totaling at least 30 hours of face-to-face or online sessions. This community service is a replication of last year's initiative, which was implemented in collaboration with the English Language Teachers' Association (MGMP) of Senior High Schools and Vocational Schools across Malang City. This previous initiative proved effective and successfully assisted six teachers in publishing journal articles. This community service initiative is being implemented for English teachers in the districts of Malang and Batu City. Through this activity, it is hoped that the challenges and obstacles faced by English teachers in writing scientific papers to enhance professionalism will be identified.]]>
<![CDATA[Are Pre-Service EFL Teachers Ready for AI-Assisted Assessment? The Role of Assessment Literacy in the Digital Era ]]>
<![CDATA[Ayuningtryas, Vina]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.19105/panyonara.v7i2.21416
<![CDATA[Artificial Intelligence (AI) is transforming educational assessment, particularly in English as a Foreign Language (EFL) settings. As the use of AI is becoming increasingly rapid, pre-service teachers must become proficient with both Language Assessment Literacy (LAL) and preparation to utilize AI tools. Therefore, this study explored the relationship between LAL and AI-based assessment readiness among Indonesian EFL pre-service teachers. Adopting a mixed-method explanatory sequential research design, 200 respondents across 60 universities in Indonesia participated through a questionnaire survey followed by interviews with the highest and lowest AI readiness scores. The quantitative data found a significant moderate positive correlation, implying that higher LAL is associated with greater readiness to use AI-based assessment. Moreover, the descriptive data indicated that while most participants demonstrated high LAL, their AI readiness was only moderately high. Qualitative data revealed that the respondents with better LAL have critical views about practices when it comes to assessment. The research concluded that to effectively integrate AI into assessment practices, pre-service teachers not only need technology skills training but also a solid assessment knowledge. These results have implications for the curriculum in teacher education, for which there is demand for integrated frameworks that link assessment theory with ethical AI implementation.]]>
<![CDATA[EFL STUDENTS' ANXIETY IN WRITING AND THEIR CORRELATION WITH EPISTEMIC BELIEFS ]]>
<![CDATA[Hardini, Khoirun Nisa' Nur]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15408/ijee.v11i2.41726
<![CDATA[In general, most people know and are familiar with speaking anxiety. However, there is also writing anxiety which is also a phenomenon that occurs among university students. This study aimed to examine the levels and types of writing anxiety, the level of students' epistemic beliefs, and the correlation between epistemic beliefs and writing anxiety. A total of 92 students from the English Language Education program became respondents in this study. This study used quantitative methodology by using descriptive research design. The instruments of this research were questionnaires including Second Language Writing Anxiety Inventory (SLWAI) and epistemic beliefs. The collected data were analyzed using descriptive and inferential statistics through SPSS Version 29. The results of this study found that the EFL students in this study had moderate levels of writing anxiety, with 42 participants having high anxiety, 35 having moderate anxiety, and 15 having low anxiety in writing. In addition, this study indicated that cognitive anxiety was the predominant type of writing anxiety, succeeded by somatic anxiety and avoidant behavioral anxiety. The second finding was that 29 out of 92 participants had sophisticated epistemic views (higher achievers), while 63 participants had simple epistemic beliefs (lower achievers). The third finding was that this study showed epistemic beliefs and writing anxiety had a significant relationship, although the relationship had a weak correlation. ]]>
<![CDATA[The influence of English phonemic awareness to reading comprehension: A study on Indonesian EFL learners ]]>
<![CDATA[Listyarini, Almaviana Ayu]]>;
<![CDATA[Lintangsari, Alies Poetri]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21070/jees.v7i1.1287
<![CDATA[Phonemic Awareness has been reported to be one of the predictors to reading comprehension in English as a first language. However, it also comprises the second language reading comprehension. Various studies have reported the effects of English phonemic awareness to reading comprehension in English as a second or foreign language, but less similar research has been reported involving Indonesian EFL learners. Indonesia and English share different phonemes that affect learners' comprehension on English. This study aims to investigate the correlation between EFL learners’ phonemic awareness and reading comprehension. The subjects selected were 100 students from the 3rd semester majoring in English Language Education Program, in one of Indonesian university. There are two test obtained during this research, the first is phonemic identification test in order to measure the level of phonemic awareness, and the second is reading comprehension test to measure students’ reading comprehension skill. Simple linear regression was applied to validate the influence of English Phonemic Awareness to English Reading Comprehension. The result revealed that the correlation coefficient (r) value between the two variables shows .352 degrees with the significance level .000, while the coefficient of determination (r2) shows . HIGHLIGHTS: The importance of phonemic awareness in English reading comprehension The ability to identify English phoneme in isolation supports learners to link its letter sound which help them to develop their recognition on alphabetic code. Phonemic identification contributes to phoneme segmenting and blending knowledge that further support learners in word recognition and processing acquisition as the components of reading comprehension skill.]]>
