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All Journal International Journal of Evaluation and Research in Education (IJERE) Litera Jurnal Pendidikan Indonesia Jurnal Ilmiah Bahasa dan Sastra IJEE (Indonesian Journal of English Education) Indonesian Journal of Disability Studies Journal of Innovation and Applied Technology Erudio: Journal of Educational Innovation Jurnal VOK@SINDO EDUCAFL : E-Journal of Education of English as a Foreign Language Englisia Journal JURNAL SOSIAL HUMANIORA (JSH) English Review: Journal of English Education OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature E-Dimas: Jurnal Pengabdian kepada Masyarakat International Journal of Humanity Studies (IJHS) Script Journal: Journal of Linguistic and English Teaching Dinamika Ilmu JPM (Jurnal Pemberdayaan Masyarakat) JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Dinamisia: Jurnal Pengabdian Kepada Masyarakat JET (Journal of English Teaching) Adi Buana Journal of Educational Research and Evaluation English Language Teaching Educational Journal Scope: Journal of English Language Teaching PANYONARA: Journal of English Education ELTR Journal JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics UC Journal: ELT, Linguistics and Literature Journal DINAMIKA ILMU: Jurnal Pendidikan Indonesian Journal of English Teaching Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Journal of Pedagogy and Education Science Studies in English Language and Education Jurnal Pendidikan Progresif
Ive Emaliana
Universitas Brawijaya
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration Inayati, Dian; Emaliana, Ive
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017
Publisher : 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

Abstract

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.
Jepang Lebih Dekat: Menumbuhkan Minat Bahasa Jepang Melalui Budaya Husna, M.Pd, Lailatul; Sutiyarti, Ulfah; Dewandono, Wiranto Aji; Emaliana, Ive
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat
Publisher : 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

Abstract

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. 
Exploring a web-based interactive writing assessment WISSE: User experiences Degeng, Putu Dian Danayanti; Hamamah, Hamamah; Emaliana, Ive; Hapsari, Yulia; Fadillah, Alifa Camilia
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20386

Abstract

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.
PEMETAAN PELATIHAN PENULISAN ARTIKEL ILMIAH UNTUK MENDUKUNG PROFESIONALISME GURU Emaliana, Ive
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2021)
Publisher : 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

Abstract

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.
Are Pre-Service EFL Teachers Ready for AI-Assisted Assessment? The Role of Assessment Literacy in the Digital Era Ayuningtryas, Vina; Emaliana, Ive
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21416

Abstract

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.
EFL STUDENTS' ANXIETY IN WRITING AND THEIR CORRELATION WITH EPISTEMIC BELIEFS Hardini, Khoirun Nisa' Nur; Emaliana, Ive
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.41726

Abstract

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.  
The influence of English phonemic awareness to reading comprehension: A study on Indonesian EFL learners Listyarini, Almaviana Ayu; Lintangsari, Alies Poetri; Emaliana, Ive
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1287

Abstract

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.
EFL students' epistemic beliefs and their relations to critical thinking and reading achievement Amatullah, Aidha Azizah; Emaliana, Ive; Junining, Esti
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1367

Abstract

One of the key points of reading comprehension is epistemic beliefs. Epistemic beliefs can be explained as students’ determination of way of learning. Epistemic beliefs’ relation with critical thinking and reading achievement has not yet been clarified. The study has the aim to explore the relationship between the epistemic beliefs’ of students to their critical thinking and reading achievement. The method of the study is correlational. The participant of the research is 102 students from the 2019 batch of the English Language Education Program of reading comprehension class, A-E class in Universitas Brawijaya. The participants helped to fill the questionnaire. The researcher used SPSS to analyst the questionnaire that has been filled by the participants to know the result of the research. The result of SPSS’s analysis showed that between epistemic beliefs and critical thinking, there is a very strong correlation and between epistemic beliefs and reading achievement, there is a strong correlation. Based on the result of the correlation from SPSS’S analysis, it can be known that there is a close relation between epistemic beliefs, critical thinking, and reading achievement. If the students have high epistemic beliefs, they will have high critical thinking and reading achievement HIGHLISGHTS: Epistemic beliefs are very related to the critical thinking and readingachievement of students. The higher the level of epistemic beliefs, the better the critical thinking ofstudents. The higher the level of epistemic beliefs, the better the reading achievement ofstudents.
Students’ Achievements and Learning Strategies across Gender Differences Kartika, Tyas Willy; Emaliana, Ive
JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 2 (2016): JEELS November 2016
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v3i2.209

Abstract

This case study is intended to investigate students’ achievement and learning strategies employed by high achievers in English learning process at a singlegender private Islamic high school in East Java, Indonesia, in which male and female students are put in separated groups. Instruments used in this study are document analysis and interview guidelines. It reveals that the stereotype which is told us female learners tend to outperform male learners in language learning is not applicable in this study. Another conclusion that can be inferred is that all high achievers from both schools employ all learning strategy types which are proposed by Oxford (1990) namely; direct strategies and indirect strategies.
Preparing EFL pre service teachers for inclusive teaching: The students' perception on the outcome-based evaluation of the introduction to inclusive education course Kirana, Novera Putri; Lintangsari, Alies Poetri; Emaliana, Ive
English Language Teaching Educational Journal Vol. 7 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i1.10280

Abstract

Inclusive Education has been an emerging initiative in Indonesia, yet, the implementation of it in English Language Teaching is less explored. English Language Education Department, Faculty of Cultural Studies, Universitas Brawijaya has initiated a course called Introduction to Inclusive Education to prepare students with inclusive teaching competencies. This course has been implemented for 2 years, a course evaluation needs to be carried out to evaluate and improve the course quality. This present study reports the evaluation of the aforementioned course with the Framework of Outcome Based Education from the students’ perspective. Inviting 129 students enrolled in the course, this research revealed that most of students agreed that this course has met their expectation toward the offered competencies (M=3,25), positive perception toward course activities (M=3,12), positive perception toward the benefits of course materials (M=3,19), and positive perception toward tutor performance (M=3.2). Surprisingly, despite the students' agreement on the usefulness of the courses, they also acknowledged that the course materials are pretty difficult (M=3,15). The result of this course evaluation shed a light on the importance of adjusting the materials to be more achievable by the students so they have confidence in implementing inclusive teaching practices.
Co-Authors Agustina Shinta Hartati W. Alies Lintangsari Alies Poetri Lintangsari Alies Poetri Lintangsari Amatullah, Aidha Azizah Anggit Suko Rahajeng Ayuningtryas, Vina Bihan Firmansyah Cahyaning Imani Degeng, Putu Dian Danayanti Dewandono, Wiranto Aji Dian Novita Dewi Dias Fatatin Birrina Dimas Mulia Dimas Rizki Mulia Edy Putra, Edy Emy Sudarwati Esti Junining Eti Setiawati, Eti Fadillah, Alifa Camilia fatimah Fatimah Firmansyah, Bihan Frida Unsiah G. Gunawan Gayatri, Putri Hamamah Hamamah Ph.D, Hamamah Hamamah, Hamamah HAMAMAH, M.Pd. Hardini, Khoirun Nisa' Nur Hikmiah, Ziadatul - Hilda Triyaswati Husna, M.Pd, Lailatul Ida Bagus Surya Manuaba Ida Puji Lestari Inayati, Dian Inayati, Dian Indah Winarni Injiya, Rida Rohmata Ismarita Ida Rahmiati Iswahyuni Kartika, Tyas Willy Kartika, Tyas Willy Khairil Azwar Razali Kholifatur Rohmah Kirana, Novera Putri Kurniati, Elyisa Kusumawardani, Irene Nany Lailatul Husna Laksono Trisnantoro Leoni Damayanti Lintangsari, Alies Poetri Listyarini, Almaviana Ayu Lulud Oktaviani Margareta Lisa Merrynda Mulia, Dimas Rizki Nabawiyah, Nadiya Shulhi Ni Wayan Surya Wardhani Ni'matul Lailiyah Nur Lathifah, Egi Pratnyawati Nuridi Suwarso Pratnyawati Nuridi Suwarso, Pratnyawati Nuridi Putri, Rr. Aurel Ramadhani Rafidah Sahar Rafidah Sahar Ressi Delijar Rohmah, Kholifatur Sahar, Rafidah Sahiruddin Salsabilah, Farah Tasya Shafira Stasya Siti Aminatuz Zahro Sitorus, Iriyanti Elphintina Sumyarto Sumyarto Tania Wahyuvi Amaranggani Tyara Muffidah Listyadi Tyas Willy Kartika Ulfah Sutiyarti Utami, Alvi Raihan W., Agustina Shinta Hartati Wan Nurul Elia Haslee Sharil Widya Caterine Perdhani Yulia Hapsari Yulia Hapsari Yusron Sugiarto