Article Per Year (5 Year)
p-Index From 2021 - 2026
6.434
P-Index
This Author published in this journals
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 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 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 Public Health Social Sciences Other

Published : 61 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 61 Documents
Search

 3   4   5   6   7 
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.
Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects Hamamah; Sahar, Rafidah; Emaliana, Ive; Hapsari, Yulia; Degeng, Putu Dian Danayanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1093

Abstract

This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.
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.
RELATIONSHIP BETWEEN EFL PRE-SERVICE TEACHERS’ SELF-EFFICACY AND THEIR EPISTEMIC BELIEFS Injiya, Rida Rohmata; Emaliana, Ive
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9237

Abstract

Nowadays, English is an essential language that must be mastered and has been studied for many years as a foreign language in many countries in the world. Specifically, English pre-service teachers' ability to teach students English as a foreign language requires self-efficacy and epistemic beliefs that can support students’ 21st century skills. Self-efficacy and epistemic beliefs are related to individual differences in psychological domains that can affect learning achievement. An investigation of the relationship between self-efficacy and epistemic beliefs of pre-service teachers in a reputable university in Malang, East Java was conducted in this study. This study examined the relationship between pre-service teachers' self-efficacy and epistemic beliefs. The method of this research is correlational study. A total of 85 pre-service teachers completed the self-efficacy and epistemic beliefs questionnaires. SPSS was used to analyze the questionnaire filled out by the participants and determine the results. As a result of SPSS's analysis, self-efficacy is positively correlated with epistemic beliefs, which implies a correlation in both areas. The findings of the correlation coefficient is -0.528, the correlation between self-efficacy and epistemic beliefs is negative and it means that the higher EFL self-efficacy the simpler their epistemic beliefs.  A correlation from SPSS's analysis indicates that self-efficacy and epistemic beliefs have a medium relationship.
Recent Students' Motivation Toward Learning English After the COVID-19 Post-Pandemic Firmansyah, Bihan; Hamamah, Hamamah; Emaliana, Ive
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6635

Abstract

The COVID-19 pandemic has compelled EFL teachers to adapt their instruction online. Evidence shows how protracted school closures affect students' ability to learn EFL. The development of techniques to aid students in making up for lost learning would require this knowledge for EFL learning. For this reason, it is necessary to know in greater detail students' motivation to learn EFL in the post-pandemic era. It is vital to have a clear plan for individualized diagnoses and to put remedial programs into place. 100 senior high school students from a private school participated. Data for this study were gathered using an online self-reported questionnaire measuring intrinsic and extrinsic motivation which can encourage students’ EFL learning. The results of the study showed a variety of learners’ internal and external factors of motivation such as students‘ desire to learn a language to improve their skills, learn about diverse cultures, beliefs, and viewpoints, and simply to pass their exam. Thus,  acting as either pulling or dragging forces of learning English. Besides the limitations, these research results would impact teachers’ teaching strategies, materials, and media selections to reduce students’ learning loss.
Correlation between EFL Students Academic Achievement and Epistemic Beliefs in Relation to Educational Psychology Course Kurniati, Elyisa; Emaliana, Ive
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12831

Abstract

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.
EFL Students’ Speaking Achievement And Its Relationship With Epistemic Beliefs Emaliana, Ive; Rohmah, Kholifatur
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2020.9.2.131-140

Abstract

The purpose of the present research is to uncover relationship between English as a Foreign Language (EFL) students' speaking score achievement and their epistemic beliefs. To this end, 63 Indonesian EFL students completed two different instruments, namely EFL epistemic beliefs questionnaire and final test of Intensive Speaking course. The results of Pearson Product Moment Correlation demonstrated that speaking achievement is significantly correlated with epistemic beliefs adapted from Emaliana (2017), consisting seven sub dimensions, namely, fix ability, certain knowledge, simple knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. Likewise, the findings manifested that sophisticated students who are indicated by high level of epistemic beliefs outperform simple students, who are otherwise having low level of epistemic beliefs. This research holds significant implications for curriculum, teaching and learning materials and instructional media developers, as well as teachers to afford students with personal beliefs about knowledge and knowing EFL to enhance the students' speaking skill.
Toward a Tripartite Model of EFL Students’ Learning Strategies, Epistemic Beliefs, and Their Online Learning Engagement Emaliana, Ive; Lintangsari, Alies Poetri; Mulia, Dimas Rizki
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Toward a Tripartite Model of EFL Students’ Learning Strategies, Epistemic Beliefs, and Their Online Learning Engagement. Objectives: The main objective of this study is to understand the link between these factors. This research explored the link among EFL students’ learning, beliefs about learning, learning strategies, and learning engagement since they are key factors in influencing them to learn English. Methods: This research applied quantitative research, notably correlational design among EFL epistemic belief, learning strategies which later is consisted of reading, speaking, and writing, and online learning engagement. Findings: The findings of structural equation modeling showed that EFL epistemic beliefs are associated with learning strategies and online learning engagement in a significant and positive way. Conclusion: Theoretical and methodological implications for studies of epistemic beliefs, learning strategies, and online learning engagement are explored. Keywords: tripartite model, EFL students, epistemic belief, learning strategies, online learning engagement.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202215
In-Service Training and Support for Teachers to Prepare for the Creative Economic Zone in Singosari Emaliana, Ive; Wardhani, Ni Wayan Surya; Sugiarto, Yusron; Hikmiah, Ziadatul -
Journal of Innovation and Applied Technology Vol 11, No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.jiat.2025.011.02.05

Abstract

Ideally, teachers should be able to publish the results of classroom action research as a reflection of teacher professional competence as well as an evaluation of teaching practices. Therefore, systematic and sustainable training and mentoring programs are needed to allow them to maximize their potential. This community service program aims to provide solutions to these problems through policy recommendations through the initiation of the 'Teacher Writing' task force. This initiative is projected to be a systematic and sustainable program that allows teachers to maximize their professional competence as dictated in one of the 4 pillars of teacher competence set by the government. This program was conducted for teachers in Malang Regency, especially Singosari, with consideration that recently Singosari was declared as a Creative Economic Zone (KEK). 
Gamification in Language Assessment: Challenges and Pedagogical Strategies Across Three Assessment Types in EFL Contexts Ayuningtryas, Vina; Emaliana, Ive
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sfczrj36

Abstract

Gamification has become a popular learning strategy that incorporates game elements such as points, levels, and badges into learning activities to enhance learners' participation and motivation. It has recently been extended beyond instruction to the field of assessment, where it transforms traditional testing into more interactive and engaging experiences. However, integrating gamification into assessment presents unique challenges that differ from its use in teaching. This narrative review aims to examine the challenges in integrating gamification elements into Assessment for Learning (AfL), Assessment of Learning (AoL), and Assessment as Learning (AaL), and to explore pedagogical strategies for addressing these challenges in EFL contexts. The study analyzed ten peer-reviewed journal articles published from 2014 to 2024 from ScienceDirect and Taylor & Francis, selected based on their relevance to gamification in language assessment. Each study was reviewed to identify recurring challenges and pedagogical strategies for language assessment practices. The results reveal that while gamification can foster learner engagement, challenges remain in aligning game elements with learning objectives, adapting materials to learners’ proficiency levels, and ensuring content validity. Reported pedagogical strategies for improvement include ensuring the contextual relevance of game elements and assessment purposes, aligning gamification with instructional goals, combining traditional and gamified components, providing transparent feedback systems, and integrating teacher guidance in reflective tasks. The study suggests that effective implementation of gamified assessment requires teachers’ strong language assessment literacy and continuous reflection. These insights offer practical implications for EFL educators in designing assessments that are not only engaging but also pedagogically sound and valid.
Co-Authors Agustina Shinta Hartati W. Alies Lintangsari Alies Poetri Lintangsari Alies Poetri Lintangsari Alvi Raihan Utami 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 Firmansyah, Bihan Hamamah Hamamah, Hamamah HAMAMAH, M.Pd. Hardini, Khoirun Nisa' Nur Hikmiah, Ziadatul - Hilda Triyaswati Husna, M.Pd, Lailatul Ida Bagus Surya Manuaba Inayati, Dian Inayati, Dian Indah Winarni Injiya, Rida Rohmata Ismarita Ida Rahmiati Iswahyuni Kartika, Tyas Willy Kartika, Tyas Willy Kholifatur Rohmah Kirana, Novera Putri Kurniati, Elyisa Kusumawardani, Irene Nany Lailatul Husna Laksono Trisnantoro Leoni Damayanti Lestari, Ida Puji 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 Ressi Delijar Rohmah, Kholifatur Sahar, Rafidah Salsabilah, Farah Tasya Shafira Stasya Sumyarto Sumyarto Tania Wahyuvi Amaranggani Tyara Muffidah Listyadi Tyas Willy Kartika Ulfah Sutiyarti Utami, Alvi Raihan W., Agustina Shinta Hartati Widya Caterine Perdhani Yulia Hapsari Yulia Hapsari Yusron Sugiarto