cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bogor,
Jawa barat
INDONESIA
ENGLISH JOURNAL
Published by Universitas Ibn Khaldun Bogor
ISSN : 18583490     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 44 Documents
 1   2   3   4   5 
UNIVERSITY STUDENTS' PERCEPTIONS OF INSTAGRAM-BASED ENGLISH EDUCATIONAL ACCOUNTS FOR VOCABULARY LEARNING Emiliana, Veril; Fitriati, Sri Wuli; Yuliati
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23097

Abstract

This study aims to explore university students' perceptions of Instagram-based English educational accounts for vocabulary learning and their role in the depth of students’ vocabulary knowledge. The topic is crucial because vocabulary mastery is still a major problem for EFL students in Indonesia. Social media can be utilized as an innovative learning platform, especially Instagram, which offers English educational accounts. Despite its potential, studies on perceptions of educational Instagram accounts and their impact on students’ vocabulary depth require further research. This study employed a qualitative descriptive design. Data were collected from 30 English major students through closed-ended questionnaires and from five selected students through semi-structured interviews. The data was analyzed using thematic analysis to identify patterns and themes in the students’ perceptions. The findings of the study indicate that most students found the English educational Instagram accounts easy to use, engaging, accessible, and useful for vocabulary learning. It also supported learning pronunciation and spelling. However, the findings revealed varied perceptions of the role of these accounts in understanding word formation. In conclusion, English educational Instagram accounts can effectively support students’ vocabulary learning, including vocabulary depth. Content related to word formation should be provided more frequently. This study contributes to the existing literature by integrating the Technology Acceptance Model with the concept of vocabulary depth. It extends the theoretical understanding of social media use in language learning. Practically, these findings can guide educators and educational content creators in designing more effective Instagram-based materials to support students’ vocabulary development.
INTEGRATING LEXICAL AND GRAMMATICAL KNOWLEDGE THROUGH CARD GAMES Hairil Yakin; Ridha Fadillah
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

The integration of lexical and grammatical knowledge remains a persistent challenge for learners of English as a Foreign Language (EFL). While previous studies have explored the use of card games to enhance discrete language skills, limited qualitative attention has been given to students’ internal strategies and perceived challenges when integrating vocabulary and grammar simultaneously, particularly in Islamic secondary school contexts. This qualitative case study investigates students’ strategies and challenges in integrating lexical and grammatical knowledge through card game media at MTs Noor Aini Banjarmasin. Data were collected through semi-structured interviews with four ninth-grade students and classroom observations conducted across three instructional sessions. Thematic analysis revealed two dominant strategies: Lexical-Led Construction, in which learners prioritize word meaning before grammatical arrangement, and Structural Patterning, in which learners employ sentence frameworks prior to lexical insertion. Major challenges included grammatical complexity, unfamiliar vocabulary, and time pressure. Peer collaboration emerged as the primary coping mechanism, facilitating scaffolding and reducing language anxiety. The findings suggest that card games function not merely as motivational tools but as pedagogical mediators that foster lexicogrammatical integration through collaborative learning. This study contributes qualitative evidence to game-based language learning and offers pedagogical implications for EFL classrooms.
THINKING ABOUT THINKING: SHIFTING THE CONVERSATION ABOUT GENERATIVE AI Leslie, Christopher
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This article proposes a conceptual shift about generative AI (genAI) in language teaching and research. There are very real concerns about potential harms from genAI, including invasion of privacy, erosion of creativity, theft of intellectual property, cheating on assignments, and degradation of the environment. However, genAI is here to stay, and educators should shift their attention to helping students and colleagues use genAI tools productively in a way that affirms our common humanity. The history of technology has already long demonstrated that devices do not invariably cause an inevitable and uniform transformation of the social world; indeed, human values and aspirations have often shaped the use of technology. GenAI is no different. Reviving the concept of metacognition, which has already been shown to help improve computer-based instruction, this paper demonstrates practical ways that English language educators can promote uses of genAI that foster critical thinking and innovation.
INTEGRATING ISLAMIC VALUES INTO ENGLISH LEARNING: PERSPECTIVES AND PRACTICES AT MA DARUL ILMI BANJARBARU Maulydia R, Shania; Maulidiyah, Noor
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23131

Abstract

The importance of considering English language teaching (ELT) strategies in Islamic schools (Madrasah) is crucial for integrating Islamic values ​​and religious identity amidst the dynamics of global education. However, there is often a gap between the ideal theory of value integration and the practice of daily implementation in the classroom, where value integration is often considered an additional burden, rather than an integral part of the language acquisition process. This study aims to describe the practice of integrating Islamic values ​​into English teaching in a Madrasah through a qualitative approach with a case study design, involving the principal, vice-principal, two English teachers, and three students. Data were collected through observation, documentation, and interviews to ensure validity. The results show that Islamic values ​​are systematically integrated in the planning, implementation, and evaluation stages of learning, including through the selection of materials, text contexts, and classroom activities containing moral and religious values. However, this study also found several challenges, such as limited integrated teaching materials and teacher preparation time. In conclusion, the integration of Islamic values ​​in ELT not only strengthens English language learning but also strengthens students' Islamic identity, providing a foundation for the development of contextual and character-oriented English language learning strategies in Madrasah.

Page 5 of 5 | Total Record : 44

 1   2   3   4   5 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol 20 No 1 (2026) Vol 19 No 2 (2025) Vol 19 No 1 (2025) Vol 18 No 2 (2024) Vol 18 No 1 (2024) Vol 15 No 1 (2021)