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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Visi Ilmu Pendidikan Jurnal Pendidikan Bahasa Inggris Beyond Words : a journal on language education, applied linguistics and curriculum & instructions TEFLIN Journal: A publication on the teaching and learning of English JEES (Journal of English Educators Society) LLT Journal: A Journal on Language and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society Jurnal Onoma: Pendidikan, Bahasa, dan Sastra English Language Teaching Educational Journal Jurnal Karinov Jurnal Graha Pengabdian Borneo Educational Journal (Borju) Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Francisca Maria Ivone
Universitas Negeri Malang
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners Anisatul Faizah; Bambang Yudi Cahyono; Francisca Maria Ivone
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3049

Abstract

In an era characterized by a symbiotic relationship between the rapid growth of technology and extensive use of English, English as a Foreign Language (EFL) learners are tremendously exposed to digital forms of the language. Digital writing, consequently, has become a fundamental EFL skill to master. Ironically, it has not proliferated in ways that give access to all, notably for most upper-secondary school learners in Malang, Indonesia, where one might expect that technology is widely accessible. To address such an adverse situation and to support learners in enjoying EFL writing activities, a research and development (R&D) design was carried out to develop a prototype web-based supplementary writing materials that incorporate instructional strategies and learning approaches that enhance EFL writing skills and develop effective writing strategies in an authentic setting. The R&D process implemented Dick and Carrey’s instructional design framework (2001) which was integrated with Lee and Owen's instructional multimedia design framework (2004). The study resulted in the development of an E-Writing Site (EWS) to which the target users are encouraged to enjoy writing texts of their own choice at their own pace, as they engage in free voluntary writing within a social constructivist atmosphere. Experts and target users involved in the formative evaluation of the prototype perceived it to be useful and educative as it provides EFL learners with holistic, authentic, and meaningful writing practice. Moreover, some aspects of the prototype and its principles that require enhancement are addressed.
Code Switching and Code Mixing: An Analysis in Boy William’s Reality Show ‘The Family’ Sinamo, Callista Buena; Astuti, Utari Praba; Ivone, Francisca Maria
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3504

Abstract

This study aims to identify and analyze the types of code switching and code mixing between Indonesian and English in Boy William’s speech. The analysis utilizes Macswan's code switching and Musyken's code mixing theories to examine two episodes of 'The Family' reality show on the BW YouTube channel. Direct observation involving transcribing and taking notes on videotaped utterances was applied to analyze code switching and code mixing. The research findings indicated that Intra-sentential code switching was the predominant form of code switching observed in Boy William's speech. He regularly switched languages from English to Indonesian in one sentence to another, and vice versa. Nonetheless, alternation was the predominant form of code mixing that appeared. The phenomena of Indonesian-English in Boy William's speech is recognised as a consequence of conscious choice to embrace a bilingual identity in contemporary life. This study presents an analysis of code switching and code mixing in an Indonesian influencer who comes from a multicultural family. This study is limited to an oriental bilingual participant. Further studies with local Indonesian individuals are necessary to provide a more comprehensive understanding of how the influence of Indonesian-English mixed language impacts the younger generation in Indonesia.
Technology use in secondary level of English language teaching: A Literature Review Luthfiyyah, Roghibatul; Hafifah, Gusti Nur; Ivone, Francisca Maria; Tresnadewi, Sintha
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1020

Abstract

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
EFL POSTGRADUATE STUDENTS’ ADOPTION AND PERCEPTIONS OF CHATBOT-ASSISTED ACADEMIC WRITING: - Rahmayanti, Septi; Ivone, Francisca Maria; Tresnadewi, Sintha; Nomnian, Singhanat
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1894

Abstract

Recently, chatbots have undoubtedly become valuable tools for foreign language learning, particularly in the context of academic writing. They influence the writing process, writing output, and language acquisition; however, their use also raises significant ethical and pedagogical concerns. This qualitative study employs the Technology Acceptance Model (TAM) framework to investigate the adoption andperceptions of chatbot-assisted academic writing among English as a Foreign Language (EFL) learners. Data were collected from 25 EFL learners enrolled in an English Language Education (ELE) postgraduate program through surveys and interviews. The study examines the use of chatbots across all phases of academic writing and explores the characteristics that contribute to their efficacy. The data was analyzed following the three stages of qualitative analysis by Miles et al. (2014), i.e., data condensation, data display, and drawing and verifying conclusions. Specifically, the study examines EFL learners' adoption and perceptions of chatbot - assisted writing based on perceived ease of use, perceived usefulness, attitudes toward usage, intention to use, actual use, and external variables. By investigating the experiences and attitudes of postgraduate EFL learners, the study aims to provide insights into the extent to which chatbots facilitate or potentially hinder the development of academic writing skills. The findings indicate that postgraduate students generally hold positive perceptions of chatbots, considering them useful tools for enhancing writing quality and efficiency. Future research could explore the long-term effects of chatbot- assisted writing and the complexities of studentengagement and interaction with chatbot technology in various academic writing contexts.HIGHLIGHTS: Positive Adoption of Chatbots in Academic Writing: Postgraduate EFL students generally perceive chatbots as useful, accessible, and efficient tools that help them improve the quality, organization, and speed of their academic writing, especially during planning, drafting, revising, and editing stages. Challenges and Ethical Concerns Remain: Despite the benefits, students show caution regarding overreliance on chatbots, particularly for formatting, citing, and referencing, due to concerns about accuracy, reliability, and maintaining academic integrity. Technology Acceptance Model (TAM) Validation: The study confirms that perceived ease of use, perceived usefulness, positive attitudes, and intention to use are strong factors driving chatbot adoption, supporting the applicability of the TAM framework in EFL academic writing contexts.
DEVELOPING A GENRE-BASED ACADEMIC WRITING MODULE FOR ENGLISH DEPARTMENT STUDENTS Sitompul, Siti Kholija; Mukminatien, Nur; Ivone, Francisca Maria
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.5385

Abstract

English department students studying English as a Foreign Language (EFL) in Indonesia often struggle to build some core academic writing skills, notably their ability to generate ideas and to think critically. Motivated by this, the study attempted to develop an academic writing module for English department students based on the Genre-Based Approach (GBA) that can assist them in focusing on the process of developing ideas for academic writing as well as applying critical thinking when writing academic essays. Borg and Gall’s (1983) six-stage Research and Development (RD) model was employed. The developed module, which adhered to the GBA framework, includes four learning stages, i.e., (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, and (4) Independent Construction of the Text, as well as various tasks that allow language learners to generate ideas and construct sentences appropriate for academic writing. In addition, the module contains writing theories, tasks, and strategies for building some core academic writing skills. During its development, the module was refined based on recommendations from academic writing and Systemic Functional Linguistics (SFL) experts. Following that, a small-scale try-out was conducted with eleven English department students. The trial revealed that the target users perceived the module as beneficial for developing basic academic writing skills, as it systematically guided them through the writing process with the support of tasks, lecturers, and peers.
The The Implementation of Digital Multimodal Composing for Speaking and 21st-Century Skills in Vocational High School Rizka Fahma Sabila Haque; Francisca Maria Ivone; Nanang Zubaidi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 4 (2025): Penulis dari 3 negara (Indonesia, Jerman dan Turki)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i4.6772

Abstract

English speaking skills and 21st-century competencies are crucial for vocational high school graduates, yet they remain low in Indonesia. Digital Multimodal Composing (DMC) strategies, especially when combined with a task-based approach, offer the potential to enhance both skills. Unfortunately, the implementation of DMC in this context remains rarely explored. This research aimed to explore the implementation of DMC on English-speaking and 21st-century skills in vocational high school. This is a qualitative case study, using observation and interview as data collection techniques. This study involved a class with 17 students majoring in Visual Communication Design and an English teacher. The finding revealed that the implementation of DMC followed the steps of Willis (1996) and had a great potential in developing speaking and 21st-century skills. However, the post-task stage was absent, which caused the learners to lose the opportunity to engage in linguistic review and language focus.
Boosting EFL Speaking Skills Through Think Pair Share Strategy in The Digital Era: Integrating the Reallife App for Eleventh Grade Students Nabila Humaira; Francisca Maria Ivone; Nanang Zubaidi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 4 (2025): Penulis dari 3 negara (Indonesia, Jerman dan Turki)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i4.6776

Abstract

In an era where English proficiency opens global doors, speaking fluency remains the Achilles' heel for many language learners. Initial observations at a senior high school in Kota Malang Grade XI students struggled with speaking, lacked confidence, and had low motivation to improve their speaking ability. Teachers also faced constraints in applying effective speaking strategies due to limited instructional time. To address these issues, this study integrated the Think-Pair-Share (TPS) strategy with the RealLife English application, focusing on the “Pair” phase to maximize interaction and authentic communication. This Classroom Action Research (CAR), following Kemmis & McTaggart’s model, involved 36 eleventh-grade students over eight meetings. Data were collected through speaking tests, questionnaires, classroom observations, and interviews. Students’ speaking performance was assessed using an analytical scoring rubric covering fluency, lexical resource, grammar, and pronunciation. Findings indicate a significant improvement in speaking fluency, supported by notable gains in other criteria. Students reported enhanced vocabulary, greater confidence, and deeper cultural awareness through interactions with international peers on RealLife. Analysis of perceptions revealed three key outcomes: meaningful learning through cultural exchange, effective synergy between a classical cooperative strategy and digital tools, and improved learning efficiency when integrating flipped learning with TPS. This research demonstrates that TPS combined with RealLife offers a powerful, innovative approach to fostering speaking proficiency in EFL contexts. However, there are some shortcomings that should be noted, including the connection issue during the action phase. Some suggestion is also taken into this study.
Extensive Reading Principles Implementation: Pleasure vs Pressure Savitri, Wiwiet Eva; Widiati, Utami; Suryati, Nunung; Ivone, Francisca Maria
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10928

Abstract

Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.
Exploring Informal Digital Language Learning: How Learning Frequency Counts Indrayani, Ninuk; Cahyono, Bambang Yudi; Mukminatien, Nur; Ivone, Francisca Maria
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11366

Abstract

Facing globalization era, students tend to learn English informally. However, among the enormous studies on the use of informal learning, it was still inconclusive whether the time spent students dealt with their gadget really connected to English proficiency. This paper examines informal learning frequency in the area of English as a Foreign Language (EFL), particularly its contribution to students’ English proficiency. The study focuses on the discussions of time spent that students engage through English learning by the navigation of the digital application as part of informal learning. Correlation study was employed as the research design by collecting the data from 302 Indonesian university students through a survey. The findings showed positive yet low level of correlation, but reflect a description that students who preserve more time in the informal learning engagements made better improvement to English proficiency. The results of the study convinced that the frequent engagement with high agency of learning goal commitment is essential for achieving better English proficiency. Additionally, it adds an insight into how informal learning high frequency can make a unique contribution to EFL learners’ overall English outcomes and determine how teachers can provide necessary support to acknowledge the emerging progress of technology in education and modify their classroom practice through technology-enhanced language teaching with the intention of encouraging students’ autonomous learning with technology into language learning opportunities outside the classroom in order to enrich pedagogical insight of how informal digital learning can complement in-class and out-of-class learning.
Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing Hanifiyah, Lina; Ivone, Francisca Maria; Rachmajanti, Sri
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11628

Abstract

A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited.  Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.
Co-Authors , Nunung Suryati Ali Saukah Ana Ahsana El Sulukiyyah Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Bambang Yudi Cahyono Beduya, Lorna Callista Buena Sinamo Dedi Heryadi Dedi Heryadi, Dedi Dhela Fika Nuzula Firdausi Dhimas Onny Permadi Ekaning Dewanti Laksmi El Khoiri, Niamika Elih Sutisna Yanto Enny Irawati Furaidah George M Jacobs George M Jacobs Gusti Nur Hafifah Jenett C. Flores Johanes L. Taloko Johannes Ananto Prayogo Lestari R, Kenny Shania Lina Hanifiyah Lorna Beduya Luis Luigi Eugenio A. Valencia Luthfi Retriansyah Machtowil, Putro Bagus Wahida Made Hery Santosa Maman Asrobi Marko Wibisono Merliyani Putri Anggraini Mirjam Anugerahwati Much Deiniatur Nabila Humaira Nanang Zubaidi Narendra Dyah Inggita Ninuk Indrayani Nomnian, Singhanat Nunung Suryati Nur Mukminatien Pahlevi, Muhammad Reza Prasodjo, Pandu Primardiana Hermilia Wijayati Purba, Hilarius Raditya Priambada Rahma Vindyasari Rahmayanti, Septi Rahmi, Dery Singkawati Ratri Handayani Rhima Holida Nurmala Rizka Fahma Sabila Haque Roghibatul Luthfiyyah Saputra, Eko Restu Setyawan, Dimas Sharmini Abdullah Sinamo, Callista Buena Sintha Tresnadewi Siswanjaya Siswanjaya Siti Fadhilah Sitompul, Siti Kholija Siusana Kweldju Sri Rachmajanti Supriyono, Yusup Surianti Surianti Taloko, Johanes L. Utami Widiati Utari Praba Astuti Valencia, Luis Luigi Eugenio A. Wahyu Wienanda Wihda Nadia Silcha Wiwiet Eva Savitri Wiwiet Eva Savitri Yusup Supriyono