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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Visi Ilmu Pendidikan Jurnal Pendidikan Humaniora 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) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan LLT Journal: A Journal on Language and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Karinov Jurnal Graha Pengabdian 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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What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Asrobi, Maman; Suryati, Nunung; Ivone, Francisca Maria; El Khoiri, Niamika
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41340

Abstract

This systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia.
Parental Motivation and the Use of Technology in Children’s English Language Learning Saputra, Eko Restu; Suryati, Nunung; Francisca Maria Ivone
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26814

Abstract

Parents’ involvement in children’s English learning is vital. Moreover, nowadays, the ubiquity of technology-integrated learning materials is unavoidable. In the absence of updated research on the topic, the present descriptive qualitative study aims to scrutinize parents’ motivation and practices in helping their children’s English learning by using technology. The participants of this study were four parents. The data obtained from the semi-structured interview were analyzed by employing the interactive model of qualitative data analysis: data condensation, data display, and drawing conclusions and verifying. The result showed that the participants were driven to participate in their children's English learning process because they believed that English would benefit their children’s future existence while also allowing them to interact with society. Thus, it is important to escalate their English ability. It was undergone by providing their children with adequate English exposure, such as through daily interactions in English, English books, and even using technology with a screen-time agreement. Despite facing difficulty in utilizing technology, they managed it by establishing materials selection criteria, setting a screen-time limit, preparing back-up offline materials, also monitoring their children’ learning progress and outcome. The parents utilized technology by providing their children with relevant educational contents and platforms, which can be accessed by gadget. The findings of this study serve as references for parents to help their children learn English. Ultimately, future research is recommended to include a significant number of parents as participants in the study to gain deeper and more comprehensive findings.
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.
Predicting EFL Learners’ Self-Regulated Learning through Technology Acceptance Model: - Supriyono, Yusup; Ivone, Francisca Maria; Heryadi, Dedi; Beduya, Lorna; Valencia, Luis Luigi Eugenio A.
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2701

Abstract

The purpose of this study is to assess the perceived usefulness of technology (PUT), internet self-efficacy (ISE), and perceived ease of use of technology (PEUT), and self-regulated learning (SRL) of EFL student teachers who participated in technology-mediated English learning environment. After obtaining and validating the questionnaire adapted from several relevant sources, an online survey was conducted to 363 third- and fourth-year student teachers of the English education department in Indonesian universities who met the required criteria. SEM was performed to test three hypotheses about the causal relationship between variables. Due to the hypotheses tested, it is revealed that ISE and PEUT have a partially positive and significant effect on SRL, while PUT has a positive but insignificant effect on SRL. Additionally, it is determined that the exogenous variables (PEUT) is the most influential variable on the endogenous variables (SRL). These findings are expected to add to a body of knowledge, particularly in the development of learning autonomy in teacher education, and that ISE and PEUT, in particular, should be considered as important predictors of SRL in technological English learning setting.
Co-Authors , Nunung Suryati Abdullah, Sharmini Ali Saukah Ana Ahsana El Sulukiyyah Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Bambang Yudi Cahyono Beduya, Lorna Callista Buena Sinamo Dedi Heryadi, Dedi Dhela Fika Nuzula Firdausi Dhimas Onny Permadi Ekaning Dewanti Laksmi El Khoiri, Niamika Enny Irawati Furaidah George M Jacobs George M Jacobs Gusti Nur Hafifah Jenett C. Flores Johannes Ananto Prayogo Lestari R, Kenny Shania Lina Hanifiyah 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 Primardiana Hermilia Wijayati Rahma Vindyasari Rahmayanti, Septi Rahmi, Dery Singkawati Ratri Handayani Rhima Holida Nurmala Rizka Fahma Sabila Haque Roghibatul Luthfiyyah Roghibatul Luthfiyyah, Roghibatul Saputra, Eko Restu Setyawan, Dimas Sinamo, Callista Buena Sintha Tresnadewi Siswanjaya Siswanjaya Siti Fadhilah Sitompul, Siti Kholija Siusana Kweldju Sri Rachmajanti Supriyono, Yusup Taloko, Johanes L. Utami Widiati Utari Praba Astuti Valencia, Luis Luigi Eugenio A. Wahyu Wienanda Wihda Nadia Silcha Wiwiet Eva Savitri Wiwiet Eva Savitri