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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 7 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2023): August" : 7 Documents clear
The Impact Of Blogging On Efl Students’ Writing Development Muhi, Zubair Hamad
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.25509

Abstract

Weblogs, often known as "blogs" or "web logs," are currently among the most popular Internet apps. The current paper concerns the impact of blogging on the writing development of EFL students. This article also sought to understand the views of tertiary-level English language learners and examine the effects of blogging on academic writing The questionnaire survey was sent to five tertiary education universities in Iran. The data has been taken from 43 participants Six open-ended questionnaire items were measured. The method used was descriptive statistics and percentages gleaned from the data. The findings showed that students who utilized blogging in their academic writing saw a significant improvement in success scores, demonstrating that blogging helps students become better writers. Students also reported good views toward using blogs in their writing assignments, which, coupled with the results from the study, may suggest that students who have positive attitudes toward blogging are likely to develop into better writers.
World Englishes Representation in English Textbooks of Indonesian Elementary Schools Annisa, Rifka Nida; Gusdian, Rosalin Ismayoeng
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.25646

Abstract

This study aimed at investigating the representation of World Englishes (WE) in English textbooks used in elementary schools in Indonesia. Two English books for a sixth-graders were used as the data sources. This study used qualitative approach and document analysis as the method to gather the data. The collected data were then analyzed based on Braj Kachru's theory of World Englishes comprising inner, outer, and expanding circles. The analyzed data were eventually validated by the experts in the field of applied linguistics. The findings show that the inner circle and expanding circle representations are found in these two books. The representation of both circles was reflected from pictures and reading texts. Meanwhile, the outer circle did not acquire ample depiction in both books. In conclusion, the effort of introducing WE to elementary school students has been presented in the text books that were dominated by expanding circles based on the research in this study case.
The Role of Peer Support in Promoting EFL Achievement: Academic Self-Concept as the Mediator Wu, Yajun; Kang, Xia
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.26036

Abstract

For secondary school students, peer support is an essential component of social support, which might significantly influence their academic achievement. However, the mediating mechanism between peer support and academic achievement needs to be further explored, especially in teaching English as a foreign language (EFL). The present study explored the relationship between peer support, foreign language (FL) self-concept, and EFL achievement based on the data of 499 Chinese secondary EFL learners. Structural equation modelling (SEM) and mediation analysis results demonstrated that peer support positively affected EFL achievement. FL self-concept fully mediated the relationship between peer support and EFL achievement after controlling for gender and age. The direction and strength of the mediating effect of FL self-concept between peer support and EFL achievement clarify the complex relationship between peer support and EFL achievement and helps EFL teachers and educators take intervention measures. Implications, limitations and directions for future research are discussed.
Exploring Teachers’ Instructional Strategies to Facilitate the Oral Fluency of EFL Beginner Level Students Rizqiyanti, Riza
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.26785

Abstract

Speaking is a crucial skill in everyday life, encompassing various sub-skills such as oral fluency. However, teaching speaking effectively is a challenging endeavor, as developing good oral fluency requires time and effort. To enhance students' oral fluency, English teachers employ various instructional strategies. To investigate these strategies, the researcher conducted a descriptive study utilizing interviews and observations. The study focused on two English teachers instructing speaking classes at an Islamic private school in Sidoarjo, which offers an International Class program called M-ICO (Muhammadiyah International Class Orientation). The findings revealed that teachers employed student-led activities such as presentations, discussions, and game-based learning to facilitate students' oral fluency; choosing learning materials that can boost students’ oral fluency; using questioning frequently. Additionally, the study identified several speaking difficulties faced by students, such as classroom management issues, linguistic challenges, inhibition, and reliance on their mother tongue. To address these issues, teachers employed strategies such as providing challenges or games, encouraging the use of dictionaries for pronunciation learning, normalizing mistakes, and motivating students during the learning process. In conclusion, teachers adapt their instructional strategies and address concerns based on the unique conditions of their classes. These findings have implications for educators to improve students' oral fluency through strategic approaches. Furthermore, future research should explore the relationship between Islamic values or materials and oral fluency in the context of Islamic school environments.
Emerging TPACK & Digitalization in Education for Sustainable Development: Voices of Secondary Education Teachers Setoningsih, Dian Asmi
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.27112

Abstract

One of the frameworks used nowadays to incorporate technology into the teaching and learning process is technological pedagogical and content knowledge (TPACK). The investigation of teachers' TPACK, specifically their comprehension, process, and obstacles in a classroom context, has not received much research, though. In order to better understand TPACK and digitalization in the secondary education classroom, this study will examine it from the viewpoints of teachers. The information was gathered from three teachers who were at Thursina IIBS Malang, East Java, Indonesia. The study's methodology included a qualitative study. The researchers used a triangulation of data sources, including interviews, observations, and documents, to collect their responses. The verbatim transcriptions of the interviews data were followed by a thematic analysis. The results of the current study reveal four key issues, including teachers' understanding of TPACK, the acquisition of TPACK, teacher perceived level of digital literacy and teachers' challenges with TPACK. The teachers utilized a variety of ways to acquire TPACK, and they had different perspectives on TPACK. However, applying TPACK presented many benefits for the teachers. The results of this study may have an impact on how teachers should proceed with their professional development.
The Highlighting Students’ Voices of Learning English Through Project-Based Learning During Covid-19 Pandemic: A Case Study Rahmania, Vina Kautsar; Suharjito, Bambang; Hudori, Rizki Febri Andika
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.27136

Abstract

All the students need to adapt to the new version of the learning and teaching process. The use of project-based learning in the COVID-19 pandemic can help students who struggle to make an interaction with other students. This approach can help vocational high school students more easily understand the topic by using projects that relate to their workplace. This project aimed to explore the students’ voices using Project-based learning in English learning in the pandemic era. This case study used semi-structured interviews to interview five students from one of the vocational high schools in Jember that had already used the project-based learning method during a pandemic. This research results show that project-based learning was one method teachers might employ to help students learn English. The student’s English abilities and creativity could be enhanced while developing the project.
Fostering Students’ Creativity in English Writing Class: Investigating The Impact of Project-Based Learning in Bridging Ideas and Words Kurniawati, Farida Nova
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.30611

Abstract

The lack of stimulation for students' creativity in English language learning at schools, stemming from a conventional approach that overly focuses on information transfer and offers limited scope for creativity, can be effectively addressed through the implementation of Project-Based Learning as an innovative approach. Therefore, the aim of this study is to analyze project-based learning as a means to enhance creativity skills in the English writing process of junior high school students. This study adopts a qualitative approach, where data were collected through student and teacher speeches or conversations recorded on video and noted in field journals during observations from the first to the third sessions. The qualitative data analysis follows the structured approach as per the model by Miles et al., (2018). The findings indicate that the application of Project-Based Learning in an Islamic State Junior High School in Kediri is effective in enhancing students' creativity skills in English writing, as reflected in the fulfillment of creativity indicators such as motivation, self-confidence, resilience to mistakes, initiative, humor, and critique. This research offers an innovative solution to overcome challenges in English language learning.

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