Article Per Year (5 Year)
p-Index From 2021 - 2026
5.677
P-Index
This Author published in this journals
All Journal Lingua Scientia IJEE (Indonesian Journal of English Education) Ahmad Dahlan Journal of English Studies Englisia Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature SASINDO Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya Ranah: Jurnal Kajian Bahasa EDUVELOP (Journal of English Education and Development) Jurnal Bahasa Lingua Scientia Indonesian Journal of English Language Teaching and Applied Linguistics Adabiyyat: Jurnal Bahasa dan Sastra QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT JOURNAL OF APPLIED LINGUISTICS AND LITERATURE ESTETIK : Jurnal Bahasa Indonesia English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching Journal Corner of Education, Linguistics, and Literature Kibas Cenderawasih : Jurnal Ilmiah Kebahasaan dan Kesastraan Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Indonesian Journal of EFL and Linguistics Studies in English Language and Education Sasindo : Jurnal Pendidikan Bahasa dan Sastra Indonesia ADJES (Ahmad Dahlan Journal of English Studies) Indonesian Journal of English Language Teaching and Applied Linguistics Englisia Ranah: Jurnal Kajian Bahasa
Ikmi Nur Oktavianti
Universitas Ahmad Dahlan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 59 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 59 Documents
Search

 2   3   4   5   6 
Investigating Problems of Inductive Approach in ELT During Early Career of Indonesian EFL Teachers Leky, Abdul Majid S; Pratolo, Bambang Widi; Oktavianti, Ikmi Nur
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.33871

Abstract

The controversy of whether the English language should be taught inductively or deductively, implicitly or explicitly, consciously or subconsciously does not seem to arrive at its compromises yet. In the meantime, the methodology for English language teaching in the Indonesian EFL context has been ascribed to the inductive teaching paradigm. However, practical demands seem to have forced the teachers to develop their own teaching strategies. It is a serious problem for English teachers, especially during their early-career teaching. The current study aims to investigate problems in the implementation of inductive approaches along with some key strategies to cope with the problems. The data were obtained through a semi-structured interview involving two EFL teachers. The data was sourced from the participants' stated experiences and documents of their recorded classroom practice. The results yielded numerous contextual problems using an inductive approach, including students' capability, grammar complexity, achievement, and time insufficiency. The study also revealed key strategies teachers take, including re-adjusting their instruction procedures when an inductive approach is applied. The study implies that teachers and educational practitioners should be aware of redesigning existing learning methodologies that can be more contextualized and meet the learners' needs.
Modal Verbs of Prediction and Volition in Indonesian EFL Junior High School Textbooks: A Corpus-Based Study Wardah, Wulan Setia; Oktavianti, Ikmi Nur
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.1422

Abstract

This study investigates the representation of modal verbs expressing prediction and volition in Indonesian EFL textbooks for junior high schools aligned with the Kurikulum Merdeka. Employing a corpus-based methodology, the analysis compares modal usage in textbooks against two prominent native corpora: the Corpus of Contemporary American English (COCA) and the British National Corpus (BNC). The findings highlight the dominant use of the modal verb "will" and underrepresentation of "would" and "shall," suggesting a limited semantic range presented to learners. This research provides pedagogical insights into improving the authenticity and effectiveness of EFL materials by aligning them more closely with authentic language usage. The study contributes to the growing body of corpus-based linguistic research and proposes practical measures to align language instruction with real-world communication demands. Through detailed linguistic comparison and discussion of pedagogical implications, this article aims to enhance textbook quality and language instruction for Indonesian EFL learners.
Pengenalan Media Pembelajara Interaktif untuk Meningkatkan Kreativitas Guru di Songserm Sasana Vitaya School, Thailand Surono; Triyoga, Arilia; Oktavianti, Ikmi Nur; Irawan, Azzam Firdausi; Astari, Melya Putri; Al Faridhi, Dio Fahmi
Qardhul Hasan: Media Pengabdian kepada Masyarakat Vol. 11 No. 1 (2025): Qardhul Hasan: Media Pengabdian kepada Masyarakat
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/qh.v11i1.18566

Abstract

Media pembelajaran interaktif dinilai dapat membantu guru dan siswa untuk terlibat aktif dalam kegiatan pembelajaran di era digital seperti sekarang ini. Penggunaan media pembelajaran interaktif sudah banyak diterapkan di Indonesia, dan seharusnya juga dapat diterapkan di negara lain seperti di sekolah-sekolah di Thailand termasuk sekolah Songserm Sasana Vitaya School di Hat Yai, Thailand. Tujuan pelatihan ini adalah meningkatkan kreativitas guru di Songserm Sasana Vitaya School melalui pelatihan pengenalan media pembelajaran interaktif. Metode yang digunakan adalah workshop atau pelatihan yang didahului dengan pre-test untuk mengukur tingkat pengetahuan guru akan media pembelajaran interaktif, kegiatan pelatihan online, dan diakhiri dengan post-test. Peserta pelatihan ini adalah guru-guru SMP Songserm Sasana Vitaya School Hat Yai Thailand sebanyak 28 peserta. Dari pelatihan ini menunjukkan adanya peningkatan pengetahuan guru akan media pembelajaran interaktif. Hasil dari pre-test menunjukkan sebanyak 75,6% peserta menjawab soal-soal pre-tes sebanyak 15 soal dengan benar. Dari hasil post-test, sebanyak 90,9% peserta menjawab dengan benar. Ini berarti terjadi kenaikan jumlah peserta yang menjawab dengan benar setelah pelatihan.
Investigating Problems of Inductive Approach in ELT During Early Career of Indonesian EFL Teachers Leky, Abdul Majid S; Pratolo, Bambang Widi; Oktavianti, Ikmi Nur
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.33871

Abstract

The controversy of whether the English language should be taught inductively or deductively, implicitly or explicitly, consciously or subconsciously does not seem to arrive at its compromises yet. In the meantime, the methodology for English language teaching in the Indonesian EFL context has been ascribed to the inductive teaching paradigm. However, practical demands seem to have forced the teachers to develop their own teaching strategies. It is a serious problem for English teachers, especially during their early-career teaching. The current study aims to investigate problems in the implementation of inductive approaches along with some key strategies to cope with the problems. The data were obtained through a semi-structured interview involving two EFL teachers. The data was sourced from the participants' stated experiences and documents of their recorded classroom practice. The results yielded numerous contextual problems using an inductive approach, including students' capability, grammar complexity, achievement, and time insufficiency. The study also revealed key strategies teachers take, including re-adjusting their instruction procedures when an inductive approach is applied. The study implies that teachers and educational practitioners should be aware of redesigning existing learning methodologies that can be more contextualized and meet the learners' needs.
Gender Representation in Indonesian ELT Textbooks of Junior High School: A Corpus-Assisted Critical Discourse Analysis Fidyaningsih, Adhes; Oktavianti, Ikmi Nur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5561

Abstract

This study explores gender representation in Indonesian English Language Teaching (ELT) textbooks for Junior High School under the Merdeka Curriculum, employing a corpus-assisted Critical Discourse Analysis (CDA) approach. The research identifies gender-related references and analyzes positive and negative character constructions. The findings indicate a persistent gender imbalance, with male references appearing more frequently than female references in categories such as famous names, fictional names, ordinary names, and pronouns. Male characters are often portrayed with a mix of positive and negative traits, while female characters are predominantly depicted in a positive light. The study concludes that while progress has been made, there is still a significant need for more balanced and inclusive gender representation in educational materials. Addressing these imbalances is crucial for creating an equitable learning environment that reflects and promotes gender equality.
KATA MAHA DALAM TIGA KARYA SASTRA: BUSTAN AL-SALATIN (1640), HIKAYAT RAJA BIKRAMA SAKTI (1830), DAN NEGERI 5 MENARA (2009) Suswandi, Irwan; Oktavianti, Ikmi Nur; Atmantika, Zanuwar Hakim
Lingua Franca:Jurnal Bahasa, Sastra, dan Pengajarannya Vol 8 No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Surabaya

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

Abstract

The use of the word “maha” in the social media era is interesting to discuss. The word “maha”, for some people, is regarding to the divine. This research aims to determine the use and meaning of the word “maha” in three literature manuscripts, namely Bustan al-Salatin (1640), Hikayat Raja Bikrama Sakti (1830) and Negeri 5 Menara (2009). This research is included as qualitative research with a descriptive-analytical design. The data collection method chosen was the note-taking method. The theories used in this research were the collocation theory from Halliday and Hasan (1976) and the meaning component theory from Nida (1975). The data sources for this research were three manuscripts from different periods, namely Bustan al-Salatin (1640), Hikayat Raja Bikrama Sakti (1830), and Negeri 5 Menara (2009). This research involved a corpus approach regarding research data sources. From the results of the analysis, the word “maha” does not only refer to God or divine. In the Bustan al-Salatin manuscript, the word “maha” can refer to God, king, places, activities, animals, and objects; in the Hikayat Raja Bikrama Sakti manuscript, it refers to God and king; and in the Negeri 5 Menara manuscript, it refers to God and objects.
Investigating the Use of Corpus-Informed Grammar Materials in Indonesian EFL Classrooms Oktavianti, Ikmi Nur; Eriani, Efit; Rolyna, Ifa; Prayogi, Icuk
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1415

Abstract

Despite the growing recognition of corpus in language teaching and learning, the importance of teaching materials informed by corpus investigation has not been widely acknowledged, especially in the EFL context. In teaching grammar, it is essential to provide authentic materials for the learners indicating both grammaticality and appropriateness. This study investigates students’ perceptions of the use of corpus-informed grammar materials and the strengths and drawbacks of these materials. The participants were 40 Basic Structure students at their first-year university level. The data were collected using questionnaires and interviews after the participants attended seven meetings with Real Grammar as the book used in the classroom. The data were then coded, categorized, and analyzed to describe how the students perceived the materials. The present study showed that most students have a positive attitude toward the corpus-informed grammar book since it enables them to know the appropriate context of use related to the register (spoken or written). Corpus-informed materials have several strengths, such as describing the register-specific and frequency information, improving language learning awareness, learning motivation, critical thinking, and many more. However, corpus-informed materials should not be the only thing to rely on, so lecturers or instructors should provide adequate explanations for the materials and corpus research. These results show that it is necessary to promote the use of corpus-informed materials in EFL classrooms, including grammar classes. However, the teachers should also be trained on how corpus works, and corpus-related terms and the use of corpus-informed materials should be reconsidered for the lower level of learners.
Necessity and Obligation Modals in English Academic Discourse: A Corpus-Based Analysis Oktavianti, Ikmi Nur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i1.312

Abstract

Modals are linguistic units that seem to be ubiquitous in nearly all genres and text categories. However, there are some tendencies in which some modals are more likely to occur in a particular text category than the others. It is said that modals are less frequent in academic texts compared to fiction and news. This paper then aims at describing the modals, focusing to those expressing necessity/obligation, by using corpus-based analysis. This study uses a general reference corpus, Corpus of Contemporary American English, and compiled the data from the academic subcorpus. The results show that statistically the usage frequency of necessity and obligation modals is negligible; however, no matter how small it is, it still purports to mark something. Among the modals in the same category there are some tendencies, e.g. modal should is the most frequent of all, followed by must, have to, shall, be supposed to, and have got to. The collocate analysis focuses on should and must and found out that the most frequent verb type following these two modals belong to thinking verbs (e.g., consider, learn, understand). However the most frequent modal constructions are should have and must have enabling a slightly different interpretation. Besides, due to the nature of language in an academic setting, it is thus predictable that the use of the core modals (e.g., should, must) is more frequent than the quasi-modals (e.g., have to).
Digital Game-Based Language Learning in EFL Context: An Analysis of Genshin Impact in Indonesian Classrooms Astuti, Winda Astrid Puji; Oktavianti, Ikmi Nur
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2126

Abstract

Recent technological advances have transformed approaches to language learning, with Digital Game-Based Language Learning emerging as a promising field of study. While many studies have examined quiz-based or language-learning-specific applications, limited research has explored the potential of popular open-world games such as Genshin Impact for structured EFL learning. This study aims to (1) identify English language skills that can be developed through Genshin Impact, and (2) analyze the pedagogical applicability of game elements within a DGBLL framework. A qualitative, descriptive-analytic design was employed, involving classroom observations, interviews with students and teachers, and questionnaire data collection. The study was conducted at a public senior high school in Berau with 10th grade students and English teachers as participants. Data were analyzed through content analysis, including reduction, display, and interpretation of emerging themes. The analysis revealed that Genshin Impact supports the development of vocabulary enrichment, reading comprehension, listening comprehension, and discourse/pragmatic skills. Beyond language outcomes, the game fosters motivation, engagement, and authentic exposure to English. Teachers and students perceived both opportunities and challenges in integrating the game into formal classroom contexts. The findings contribute to expanding the scope of Digital Game-Based Language Learning research by highlighting the pedagogical potential of a widely played entertainment game. For practice, the study provides insights for EFL teachers and curriculum developers in Indonesia, particularly in rural and remote regions, to harness students’ gaming interests for language learning.
Shaping professional identity across borders: Indonesian pre-service EFL teachers in Philippine classroom   Arilia Triyoga; Ikmi Nur Oktavianti; Muhamad Argi Afriandi
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.64

Abstract

The professional identity of prospective English teachers plays a pivotal role in enhancing the quality of educators in Indonesia, which in turn exerts a significant influence on the nation's overall educational outcomes. This study aims to (1) explore the teaching experiences of prospective English teachers from Muhammadiyah universities (EFL pre-service teachers) during their teaching practicum in the Philippines, and (2) describe how this transnational teaching experience contributes to the development and transformation of their professional identity. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, document analysis (including teaching practicum reports and reflective journals), and reflection journal entries maintained throughout the program. Participants were Muhammadiyah University students who completed a one-month teaching practicum in schools in the Philippines. Data analysis was conducted using thematic techniques, guided by the theoretical framework of teacher professional identity, enabling the mapping of students' experiences into key themes relevant to identity formation. The findings reveal that pre-service teachers encountered linguistic and cultural differences, novel pedagogical practices, pedagogical challenges accompanied by coping strategies, as well as emotional and professional adjustments during the SEA-Teacher program in the Philippines. Furthermore, this transnational exposure contributed to their professional identity development through shifts in their perception of the teaching profession, enhanced pedagogical confidence, and identity negotiation within a global context.      
Co-Authors Abd. Rasyid Syamsuri Adityas, M Tolkhah Adnan, Asmad Akhofullah Al Faridhi, Dio Fahmi Ani Susanti Anis Etikasari Arilia Triyoga Astari, Melya Putri Astuti, Winda Astrid Puji Atmantika, Zanuwar Hakim Aziz, Roslina Abdul Badli Esham Ahmad Bambang Widi Pratolo Dwi Apcita Estorina Efit Eriani Enggar Bagas Dewantara Enung Hasanah Eriani, Efit Fidyaningsih, Adhes Garini, Selza Azzahra Icuk Prayogi Ifa Rolyna Irawan, Azzam Firdausi Irfan Suryana irwan suswandi Japen Sarage Khairunnisah Khairunnisah Leky, Abdul Majid S Lestari, Esti Sapta Muhamad Argi Afriandi Muzni Muslim Nariza Ayu Pasha Noor Raha Mohd Radzuan Novi Retno Ardianti Nurul Rofiyatul Latifah Puguh Wahyu Prasetyo, Puguh Rolyna, Ifa Shifak Aisyah Subangun, Rohmat Surono Surono Surono Suswandi, Irwan Tri Rina Budiwati Triyoga, Arilia Vicky Hidantikarnillah Wan Jumani Binti Fauzi Wardah, Wulan Setia Zanuar Anggun Pramesti Zanuwar Hakim Atmantika