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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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Animation Videos as a Pre-writing Stimulus: A Quasi-Experimental Study on Secondary School Students in Medan-Indonesia Sinamo, Callista Buena; Astuti, Utari Praba; Ivone, Francisca Maria
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: Animation Videos as a Pre-writing Stimulus: A Quasi-Experimental Study on Secondary School Students in Medan-Indonesia. Objectives: This study aims to reassess the effectiveness of  animation videos as a stimulus during pre-writing phase on tenth graders’ writing skills. Methods: Employing a quasi-experimental research design, the study applied t-test and effect size analysis within a quantitative approach. Through non-random sampling, two intact classess of 30 tenth graders each were assigned to the control and experimental groups. Pre- and post-tests, focusing on the ability to write a procedure text in the tips genre, were conducted to collect data. Findings: The research findings indicated a significant difference in the writing scores of tenth graders who underwent process writing with animation videos during pre-writing, compared to those without such intervention. Particularly noteworthy were substantial differences observed in the organization aspect, while the least difference was noted in language aspect. Conclusion: This study suggests the essential role of  animation videos as a brainstorming stimulus in retrieving linguistic and topic knowledge for the students to effectively organize  and communicate  their ideas. Implications of these results for the involvement of animation videos during pre-writing in EFL settings are discussed. Keywords: EFL writing; secondary Indonesian students; writing skillsDOI: http://dx.doi.org/10.23960/jpp.v14.i1.202449
Critical Digital Pedagogy’s Framework: Lecturer’s Voices to Analysis the Incorporation of Discord Tool in Higher Education Lestari R, Kenny Shania; Widiati, Utami; Maria Ivone, francisca
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.353

Abstract

Critical pedagogy can be reflected in the situation when the learners become social transformers of their community and world, and when they critically construct knowledge. The prior researchers s only evaluated discrepancies in gender and age. Freire and Brown's framework also verified the feasibility and reliability of implementing CDP.  However, general skills and unspecific digital tools drove the reader's bias and ambiguity. Consequently, the purposes of the study aim to connect previous topics in different contexts, addressing the gap and providing a critical analysis. Especially, English lectures in certain skills and specific digital tools would be needed to know critical pedagogy's intentional implementation or unintentional presence in the ELT realm. Three concerns were highlighted to guide the researchers to do the research; the essential aspect of pedagogy that has and has not been involved yet in online learning and the factors of age and gender that might influence the learning. Th researchers s used qualitative method, especially observation and questionnaire instruments to get the data of the incorporation of the Discord tool of critical pedagogy in the higher education domain. The findings reveals that the implementation a critical pedagogy of Discord tool and the discrepancies of age and gender that influence the online meeting.
Fresh Voices on Extensive Reading: A Narrative Study of Indonesian University Students Wahyu Wienanda; Anik Nunuk Wulyani; Francisca Maria Ivone
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3219

Abstract

Extensive reading (ER) is an instructional approach to reading pedagogy that helps to encourage students to engage in a large amount of reading without being burdened by the concept of being assessed. The purpose of this study is to investigate university-level students’ perceptions of how the implementation of extensive reading inside their classroom and their suggestions about the implementation of extensive reading inside their classroom. Qualitative research was used as the design of this study, consisting of 3 freshman students of one University in Malang, East Java, Indonesia, as the participants. The research data was collected through interviews of those students, and the interview was recorded and transcribed by the researcher. The data was analyzed using narrative analysis based on the data collected from the interview conducted before. The analyses revealed that students’ perceptions towards the implementation of extensive reading are mostly positive, and students suggested that the task should be changed or removed. The study provides implications for the lecturer to carefully implement extensive reading as an approach to help students learn to read and build their reading habits. The lecturers should also sufficiently analyze and implement the characteristics of extensive reading in order to fully optimize the implementation of extensive reading in the classroom.
What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Maman Asrobi; Nunung Suryati; Francisca Maria Ivone; Niamika El Khoiri
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.
EFL First-Year Students’ Writing Challenges and Strategies in the Transition from High School to University Writing Ana Ahsana El Sulukiyyah; Utami Widiati; Francisca Maria Ivone; Sharmini Abdullah
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.44209

Abstract

Writing at the university level presents significant challenges for EFL students. Although many studies have investigated EFL students’ academic writing challenges, few have focused specifically on paragraph writing, the foundational stage of academic writing development among first-year university students, particularly those transitioning from high school to university writing. Addressing this gap, this present study investigates students’ writing challenges, strategies, and their perceptions of differences and feedback. A total of 315 first-year Indonesian EFL students enrolled in the English study programs were selected through convenience sampling to complete a Likert-scale questionnaire adapted from the ESLP 82 Questionnaire. The findings reveal idea organization as the most prominent difficulty (M = 4.4; 83.5% agree), followed by issues of grammar and sentence structures (M = 4.3; 78.9% agree). Whereas, 85,7% students answered that university writing is more complex than high school writing activities, because it is needed a higher level of critical thinking, as 88,2% students acknowledged. As many as 80.8% students like to discuss with their teachers about their writing difficulties, and 89.5% prefer to use digital tools such as Grammarly and ChatGPT. At about 89,4% students stated that teacher feedback on grammar was considered helpful, but students rarely got peer feedback. These findings emphasize the urgent need for structured writing support that focuses on idea organization, grammar, vocabulary enhancement, and opportunities for peer interaction. To explore effective pedagogical interventions and the evolving role of digital tools in supporting academic writing development, further studies are highly recommended.
The Dynamics of Student-Centered Learning: Experiences from English Teachers in Situbondo Senior High Schools Dhela Fika Nuzula Firdausi; Francisca Maria Ivone; Ekaning Dewanti Laksmi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7537

Abstract

This study aims to explore in depth the experiences of English teachers at Situbondo High School in implementing Student-Centered Learning (SCL). The focus covers three things: (1) the extent to which SCL principles are applied, (2) the benefits and challenges experienced by teachers during the implementation process, and (3) teacher strategies to maximize the benefits and overcome these challengesEmploying a sequential explanatory mixed-method design, quantitative data were collected from 33 English teachers through questionnaires, while qualitative data were gathered through classroom observations and semi-structured interviews with six teachers selected based on their implementation levels. The results indicate that the overall implementation of SCL was moderate to high level, reflecting teachers’ growing adaptation to student-centered practices. Among the seven principles, Teacher as Facilitator (M = 3.58) gained the highest scores, while Collaborative Learning (M = 2.99) and Balance of Power (M = 3.01) remained the lowest score but still in the high category. Some benefits were mentioned by teachers, including increased student motivation, confidence, involvement, and teamwork. However, a number of issues surfaced, such as time constraints, inadequate student preparation for independent learning, and a lack of media. To address these problems, teachers used a variety of strategies, including encouraging intrinsic motivation, providing students autonomy, integrating project-based and peer-tutoring activities, and utilizing technology to enhance instruction. This research contributes to the growing body of literature on SCL pedagogy in Asian EFL contexts and provides practical insights into effective strategies for optimizing SCL in secondary education.
Predicting EFL Learners’ Self-Regulated Learning through Technology Acceptance Model: - Yusup Supriyono; Francisca Maria Ivone; Dedi Heryadi; Lorna Beduya; Luis Luigi Eugenio A. Valencia
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.
Learners Engagement in Online Teacher Professional Development: Scale Development and Validation Johanes L. Taloko; Sri Rachmajanti; Francisca Maria Ivone
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2966

Abstract

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method,   involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.
Google Gemini-assisted writing and lexical appropriateness in EFL Paragraph Writing: Evidence of stability across tasks Pandu Prasodjo; Siusana Kweldju; Nur Mukminatien; Francisca Maria Ivone; Hilarius Raditya Priambada Purba
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15214

Abstract

This study examined the influence of Google Gemini, a generative artificial-intelligence (AI) tool, on the lexical appropriateness of Indonesian EFL students’ paragraph writing. Drawing on theories of lexical richness and appropriateness, the study employed an exploratory quasi-experimental design involving three writing conditions: a baseline task, an AI-assisted revision task, and a delayed post-test without AI support. Fourteen second-year English Language Teaching students (A2–B1 CEFR) participated in the study. Lexical appropriateness was measured using Type-Token Ratio (TTR) and Measure of Textual Lexical Diversity (MTLD), and the data were analyzed using repeated-measures ANOVA to examine differences across tasks. The results revealed no statistically significant differences in lexical diversity across the three conditions, suggesting that short-term interaction with Google Gemini did not lead to measurable improvement in lexical appropriateness. Qualitative observations further indicated that limited vocabulary depth and low metalinguistic awareness constrained students’ ability to evaluate and apply AI-generated lexical suggestions. These findings suggest that lexical appropriateness is reflective, and instruction-dependent process, and that AI tools such as Google Gemini function more as a potential scaffolding partner rather than autonomous enhancers of lexical development.
Enhancing EFL Students' Reading Motivation through Digital Extensive Reading: Evidence from Let's Read Asia in a Rural Indonesian Junior High School Surianti Surianti; Anik Nunuk Wulyani; Francisca Maria Ivone
Borneo Educational Journal (Borju) Vol. 8 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i2.2498

Abstract

Reading motivation plays a crucial role in fostering students' engagement in reading activities and supporting long-term literacy development. However, some Indonesian junior high school students may experience low motivation to read in English because they have limited access to engaging materials and the predominance of intensive reading activities in class. This study examined changes in students’ reading motivation following a Digital Extensive Reading (DER) intervention using Let's Read Asia. The research used a one-group pretest-posttest design with 28 seventh-grade students from a rural public junior high school in North Kalimantan, Indonesia. Motivation was measured using an adapted Motivation for Reading Questionnaire (MRQ) with 12 items across four areas: Reading Efficacy, Curiosity, Involvement, and Persistence. The data were analyzed using descriptive statistics, a paired-samples t-test, and effect size calculations. The results showed a significant increase in students' reading motivation after the intervention. The average score rose from 35.61 (SD = 8.74) before the intervention to 40.64 (SD = 6.43) after the intervention. Statistical tests confirmed a significant difference between the two sets of scores (t = 10.41, p < .001).The intervention was also associated with a very large effect size (d = 1.97). All areas of motivation showed increases, with Reading Efficacy showing the largest increase. These preliminary findings suggest that using Digital Extensive Reading with Let's Read Asia may be associated with increased reading motivation for EFL students, especially in rural areas where English reading materials are limited. However, given the one-group pretest-posttest design without a control group, these results should be interpreted with caution, and further research with more rigorous designs is needed to confirm these preliminary findings.
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