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Rafika Rabba Farah
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Postgraduate Program Masters in English Education GKB IV, Campus III, Universitas Muhammadiyah Malang, Jalan Raya Tlogomas No. 246 Malang
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English Learning Innovation (englie)
Published by Universitas Muhammadiyah Malang
ISSN : 27237400     EISSN : 27237419     DOI : https://doi.org/10.22219/englie
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
English Learning Innovation (englie) is a refereed publication devoted to research articles concerned with the teaching and learning of English. It also publishes multi-disciplinary research and critical review of issues on applied linguistics, English language teaching and English literature in the context of English as a Foreign Language (EFL). This journal particularly highlights such themes as: 1. ELT in EFL and ESL context. 2. Curriculum and Material Development in ELT. 3. Language Assessment. 4. Computer-Assisted Language Learning (CALL). 5. International and Intercultural Communication. 6. English for Young Learners (EYL).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2022): February" : 6 Documents clear
A Social Semiotic Analysis of Register Variables in the Indonesian Government-Distributed English Textbook Elih Sutisna Yanto; Hikmah Pravitasari
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19288

Abstract

While the inclusion of Genre-Based Approach (GBA) as language pedagogy globally has received extensive attention in recent years, research on evaluating ELT textbooks focusing on the register representation remains relatively scarce. Drawing on the framework of social semiotic text analysis as the functional variety of language and register theory: field, mode and tenor, the present study aimed to explore Indonesian Ministry of Education and Culture-endorsed secondary school English textbook from the perspective of textbooks as “a resource for making meanings—language as a social semiotic.” The findings revealed that language textbooks should be viewed as sociocultural artifacts that feature register or the context of situation representation. This article examines the research question in what ways register variables are portrayed in one Indonesian Ministry of National Education-approved secondary school English textbook, which deploys various genres and discursive resources. This critical analysis reveals that verbal texts with different genres in the textbook represent a myriad of contexts of which both teachers and students need to become aware. The implication of this study suggests that both teachers and students need to equip with skills in analyzing and reading as well as in critical language awareness analysis. Both teachers and students should have the opportunity to engage critically with textbooks as a socio-semiotic agent, for instance.
Pre-Service English Teachers’ Pedagogical Competence in Teaching English: A Case of Teaching Internship Program (TIP) M. Ali Ghufron; Ahmad Taufiq; Muhammad Riskiyanto
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19382

Abstract

Pre-service English teachers (here: PETs) play a critical role in the development of students’ academic knowledge, technical skills, social values, and individual personalities, as well as their ability to digest teaching materials properly. Considering what is known as the pedagogical competence of pre-service English teachers is an important part of this process. This study aimed at evaluating the pre-service English teachers’ pedagogical competence in the classroom while instructing pupils in the English language. This study employed a qualitative research approach, especially a case study method with five Indonesian pre-service English teachers who participated in a teaching internship program (TIP) to collect information. The researchers used a range of approaches to acquire information from the perspectives of the student-teachers. These methods included questionnaires, observations, and observation notes. During the data analysis phase, the researchers used data reduction, data visualization, conclusion writing, and verification to help them make sense of their findings. In addition, the triangulation procedure was used to examine and validate the information gathered from the participants throughout the research phase of the investigation. According to the results of this research, pre-service English teachers' pedagogical competence was good, with an average score of 3.33 out of 5 on the pedagogical competence score (67 percent). Pre-service English teachers will benefit from reflection-based instruction and extended teaching practice under the supervision of experienced instructors in English Language Teaching (ELT) practices.
Path Analysis on Writing Anxiety, Writing Attitude, Language Awareness, and Writing Achievement of University Students Dhena Usthiana Haryanti; Fathor Rasyid; Sri Wahyuni
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19657

Abstract

During the teaching and learning process in writing context, EFL learners have their own intrinsic problems. They tend to experience some psychological tensions such as writing anxiety, writing attitude and language awareness. In line, some academical issues they need to handle in writing context are text organization, grammar, spelling, punctuation and ideas development. The aim was to find out the direct and indirect contribution among the variables. Thus, writing anxiety and writing attitude were the exogenous variable, then language awareness as mediated variable, while the writing achievement as the endogenous variable. This study applied the combination of multiple regression and mediated model as a part of Path Analysis. There were four instruments used, namely SLWAI, ATWQ, LALQ, and TOEFL Independent Writing Test. These instruments were fulfilled by 100 participants of fourth semester English Department students. The data was collected online through Google Form, Google Meet and personal chat on WhatsApp. The result shows that there was low significant direct contribution of writing anxiety toward writing achievement. Meanwhile, there was no significant direct contribution of writing attitude toward writing achievement. In addition, there was a significant direct contribution of language awareness toward writing achievement. Besides, the result of indirect contribution revealed, there was no indirect contribution of writing anxiety through writing attitude toward writing achievement. Then, the indirect contribution of writing attitude through language awareness toward writing achievement was found out significant. Lastly, it was revealed that there was no indirect contribution of writing anxiety through language awareness toward writing achievement.
The Secondary Education Students’ and Teachers’ Perspectives on EMI Dian Asmi Setoningsih
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19793

Abstract

English-medium instruction (EMI) has become popular and developed as a growing global phenomenon nowadays in International secondary education in Indonesia. By comparison to this phenomenon's rapid growth, the EMI has not indicated immediate effectiveness in its application, in particular. The purpose of this research was to investigate the perspectives of students and teachers of the implementation of EMI at an Indonesian International school called Thursina IIBS Malang and to suggest ways to maximize the advantages of the policy while decreasing its disadvantages. To examine in-depth views and experience of the policy, structured interviews were conducted with 8th graders and academic teachers who were chosen purposively. Focus group discussion (FGD) was then employed to triangulate the data. The interview and FGD results showed that both students and teachers demonstrated strong acceptance of the policy because EMI could facilitate the teaching and learning process better and improve their English skills. However, in the EFL context, it was inevitably difficult to use English fully in the classroom where EMI naturally should be implemented fully in no other languages than English. Therefore, this study is expected to provide suggestions from the perspectives of EFL practitioners to maximize the benefit of the EMI policy in an EFL context.
“Your Next Stay Will Be on Us”: Genre Analysis of Hotel Responses to Negative Reviews Cita Nuary Ishak
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19795

Abstract

The purpose of the present paper is to identify the typical moves, steps, and common expressions in hotels’ responses to negative reviews (RNRs) posted on TripAdvisor. A specialized corpus comprising authentic 29 responses, written by top seven 4- and 5-star hotels in Malang was explored by following Swales’ notion of move analysis. Corpus-assisted analysis was also applied to identify some frequent expressions typical to major moves. The findings revealed that the generic structure of RNRs written by top hotels in Malang contain six moves and 23 steps. Unique to this finding are four additional steps that were distinct from previous studies, but appeared in the corpus: appreciating the stay, promoting hotel’s facility, clarifying misunderstanding, and making amends. ‘Thank you for’ (appearing 30 times in 22 responses) were among the most frequent expressions in major moves such as appreciating the stay and expressing gratitude. Other common expressions were also identified from the corpus and used as the basis of proposing a brief guideline for composing RNRs, which can be useful for teaching business English, or English for Specific Purposes. Overall, these findings outline a generic pattern through which representatives of top hotels in Malang manage customers’ dissatisfactions and complaints. Since these findings were derived from natural-occurring data, they can also be useful to classroom instructions, especially in providing authentic materials.
Concept Mapping Strategy through Hybrid Flexible Course: Its Significance toward Student Achievement K Kiswati; Rosi Anjarwati
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19797

Abstract

The pandemic era pushed teachers to switch their teaching methods into online learning. The concept mapping strategy was one of the most effective  teaching  strategies  for  teaching English in face-o face mode .  Is  the concept  mapping  strategy  still  effective  in  online  learning mode?  This  study  utilized  a  quantitative  approach  to  compare  the  use  of   concept  mapping  strategy  and  conventional  strategy.  Both  classes  did  the  instruction  through  hybrid  flexible  course. To obtain the data, test and observation were used. ANCOVA  was  performed  to   analyze  the  data  to  get  the  specific  data  concern  to  the  effect  of  the  strategy  to  the  student  grade.  The  findings  showed  that  in  the  hybrid  flexible  course,  concept  mapping  strategy  did not impact the  students’  achievement,  but  from the observation, it  did  impact  the  students’  motivation  and  activity  during  the  instruction. It can be concluded that there is no significant difference of using concept mapping strategy and conventional strategy through hybrid flexible course

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