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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN IJELR: International Journal of Education, Language, and Religion Journal Informatic, Education and Management (JIEM) Nusantara Hasana Journal Journal of Research in Instructional Jurnal Basicedu JURNAL MUARA PENDIDIKAN
Sukri Adani
STKIP Muhammadiyah Aceh Barat Daya
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Journal : Journal Informatic, Education and Management (JIEM)

 1 
Parental Involvement in Enhancing Intrinsic Motivation in EFL Learning in Indonesia Muetia Maulisa; Sukri Adani
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.162

Abstract

Parental involvement is a critical driver of student motivation and achievement worldwide, yet its specific role in fostering intrinsic motivation among Indonesian learners of English as a Foreign Language (EFL) remains underexplored. This systematic review examines 13 empirical studies published between 2019 and 2024, identifying five principal themes of parental engagement: academic support and resource provision, emotional and motivational involvement, parental beliefs and expectations, home environment and external influences, and learner autonomy with motivational outcomes. The analysis shows that parents who actively participate, providing resources, encouragement, and positive beliefs, significantly strengthen their children’s self-driven interest and persistence in English learning. Moreover, a supportive and stimulating home environment, alongside opportunities for autonomy, are found to be decisive factors in sustaining intrinsic motivation. The findings highlight the multifaceted mechanisms through which parental behaviors enable Indonesian EFL learners to internalize the value of English proficiency, emphasizing the necessity for educational policies and parental engagement programs that strategically cultivate these motivational pathways. Ultimately, leveraging these insights can enhance both instructional practices and learners’ long-term language outcomes.
Linguistic Errors and Descriptive Writing Proficiency in Indonesian EFL Secondary Students Zuhri Efendi; Sukri Adani
Journal Informatic, Education and Management (JIEM) Vol 8 No 1 (2026): FEBRUARY (CALL FOR PAPERS)
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v8i1.213

Abstract

This study examined linguistic error patterns in the descriptive writing of 50 second language learners, using a mixed-methods approach that combined quantitative error counts with qualitative analysis of coherence and clarity. A total of 253 errors were identified across student responses to prompts such as “banana,” “cat,” and “tiger.” Grammar errors were the most frequent (57 cases, 22.5%), particularly subject–verb agreement and tense misuse, followed by sentence structure (51 cases, 20.2%) and spelling errors (51 cases, 20.2%), with punctuation (50 cases, 19.8%) and capitalization (44 cases, 17.4%) somewhat less common. Correlation analysis revealed grammar (r = –.70), punctuation (r = –.65), and sentence structure (r = –.63) as the strongest predictors of diminished writing quality, while spelling and capitalization played secondary roles. Qualitative evidence confirmed that grammar, punctuation, and structure errors disrupted logical flow and obscured meaning, whereas spelling and capitalization mainly reduced surface polish. These findings, consistent with L2 writing scholarship (Bitchener, 2012; Ellis, 2016), underscore the centrality of grammatical and structural accuracy for coherence in descriptive texts. Pedagogically, the study recommends targeted grammar instruction, punctuation and sentence boundary practice, and genre-based scaffolding, complemented by digital feedback tools and peer review, to enhance students’ ability to produce coherent and reader-friendly descriptive writing.
Co-Authors Afnida, Liza Ayuni, Audi Fonna, Febiza Hamdiyati Ida Ayu Putu Sri Widnyani Jannatunnura Julia Lukman B Miftah Rizkina Moetia, Meristika Muetia Maulisa Munawarah Nurul Maulida Risma Anggraini Suci Hastuti Tajriani, Ainain Yayang Fazila. R Yusmanita Zuhri Efendi Zuhri Efendi