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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 27 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): February" : 27 Documents clear
A discourse analysis of cohesive devices in human and AI-produced personal statements Faridha, Haidir Algi Gaffar; Khoirunnisaa, Syifaa; Maharani, Nurlina; Nurjanah, Lailatul
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.41321

Abstract

This research paper investigates the significant differences and similarities in cohesion devices between personal statements created by AI and those written by humans for Masters of TESOL applications. Using qualitative methods, this study applies Halliday and Hasan's Cohesion Model to analyse six personal statements: three created by AI and three created by humans. The focus is on reference, substitution, conjunction, and lexical cohesion. The findings revealed that the human-generated texts used richer and more varied cohesion devices, including personal and demonstrative references, substitutions, and diverse conjunctions, which enhanced readability and engagement. In contrast, while efficient and coherent, AI-generated texts often lack personal touch and variety, resulting in a more segmented narrative. In addition, AI-generated texts exhibited a higher level of text difficulty and could be detected by AI tools at a rate of 8.05%, compared to 0% for texts written by humans. This study highlights the need for balanced, cohesive elements in AI-generated texts to ensure authenticity and readability, emphasizing the importance of sophisticated detection tools to distinguish between human writing and AI writing. These insights contribute to the EAP understanding of human–AI collaboration in academic writing and inform writing pedagogy and curriculum design by highlighting ways to incorporate AI awareness and critical engagement into instructional practices.
AI Chatbots in ELT: A systematic review of pedagogical use and challenges in higher education Fachriyah, Eva; Fauzi, Rizal; Badriyah, Ratu Dea Mada; Perwitasari, Erma
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.41639

Abstract

The advancement of artificial intelligence (AI) technology has significantly impacted the field of education, particularly in English Language Teaching (ELT) at the higher education level. One prominent innovation is the use of AI-based chatbots as interactive learning partners. This study aims to systematically examine the pedagogical roles, potentials, and implementation challenges of AI chatbots in the context of ELT in Indonesian higher education institutions. Employing a Systematic Literature Review (SLR) approach, this study analyzes 56 articles published in nationally indexed journals (SINTA 1 to 6) between 2020 and 2025. The analysis is grounded in the Technological Pedagogical Content Knowledge (TPACK) and Second Language Acquisition (SLA) frameworks, focusing on three main domains of challenges: technical, pedagogical, and affective. Findings indicate that AI chatbots such as ChatGPT, ELSA Speak, and Gemini play pivotal roles as writing assistants, intelligent tutors, and automated evaluation tools in English language instruction. The use of chatbots has been shown to improve students' writing and speaking skills, support autonomous learning, and enhance motivation and engagement. However, implementation still faces significant challenges, including infrastructure limitations, low digital literacy among instructors, risks of plagiarism, and cultural resistance to technology. The study recommends continuous technical and pedagogical training, strategic integration of AI into the curriculum, and the development of ethical and regulatory policies to ensure the effective and responsible use of AI in higher education.
Project-Based Learning (PjBL) in teaching writing and presentation skills: An analysis within the Kurikulum Merdeka Ummah, Hoirul; Priyana, Joko; Nadhiroh, Ilma Zahriyatun; Hamida, Wanda; Handayani, Handayani; Fitriyah, Diana Indah
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.41681

Abstract

Project-Based Learning (PjBL) has gained growing recognition as an effective approach in language teaching and learning. However, its application in developing students’ writing and presentation skills remains underexplored, particularly within the implementation of Kurikulum Merdeka in Indonesia, which emphasizes 21st-century skills. This research aims to explore the stages in implementing PjBL to teach writing and presentation skills in K-12 learners in Indonesia. This study employed a qualitative descriptive design. The participant of this research is an English teacher who actively implemented PjBL in the classroom. In collecting data, researchers used observation, in-depth interviews, and document review, including lesson plans, modules, and syllabi. Then, the data were analyzed using thematic analysis to clarify detailed information, and the technique of triangulation was employed as a means of ensuring the trustworthiness of the data. The findings revealed three primary stages of PjBL implementation in teaching writing and presentation skills: planning, implementation, and reporting stages. Planning stages include determining the project topic, conducting preliminary activities, formulating key questions, drafting project plans, and creating a project timeline. Then, the implementation stages included finishing the project. Lastly, the reporting stages were completed, which included assessing the project’s results and evaluating its progress. These findings highlight how PjBL can be systematically structured to address practical challenges in teaching writing and presentation skills, while supporting the broader objective of Kurikulum Merdeka.
The PBL materials integrated with critical thinking skills in improving EFL learners’ reading comprehension and linguistic awareness Pujayanti, Ketut Anom; Haerazi, Haerazi; Rahman, Arif
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42110

Abstract

This study investigates the effectiveness of problem-based learning (PBL) materials integrated with critical thinking skills in enhancing English as a Foreign Language (EFL) learners’ reading comprehension and linguistic awareness. Employing a mixed-method concurrent embedded design, the research involved 75 senior high school students in Central Lombok, Indonesia, divided into experimental and control groups. The experimental group received PBL-based instruction, while the control group was taught using non PBL instruction. Quantitative data were collected through pre- and post-tests on reading comprehension and linguistic awareness, complemented by a critical thinking assessment. Qualitative data were obtained from learner interviews to capture perceptions and experiences. The results revealed that the experimental group demonstrated significant improvements in both reading comprehension and linguistic awareness compared to the control group. Statistical analyses, including t-tests and ANOVA, confirmed the positive impact of integrating PBL with critical thinking, with reading comprehension showing greater gains than linguistic awareness. Qualitative findings further highlighted that students valued the collaborative, problem-solving nature of PBL, which fostered deeper engagement with texts and encouraged reflection. However, while improvements in critical thinking were evident, they were relatively modest, suggesting the need for explicit scaffolding of higher-order reasoning within the PBL framework. The findings confirm that PBL integrated with critical thinking constitutes an effective instructional model for promoting EFL learners’ linguistic and cognitive development, offering valuable implications for teachers, curriculum designers, and policymakers seeking to foster meaningful, student-centered language learning.
Comparing teachers’ grit in teaching four English skills in Islamic high schools Fakhruddin, Zulfah; Afiah, Nur
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42271

Abstract

This study aims to describe and to compare teachers’ grit level in teaching four English skills (listening, speaking, reading, and writing skills) within Islamic high schools in Parepare, South Sulawesi, Indonesia. Using a quantitative survey design, data were collected from 24 English teachers through a questionnaire adapted from Duckworth and Quinn's Scale, which measured two dimensions of grit (perseverance of effort and consistency of interest) The data analyzed descriptively and inferentially using the Friedman test to determine differences among the four skills. Findings revealed that teachers generally demonstrated a high level of grit in teaching all English skills. However, significant differences were observed among the skills, with reading showing the highest level of grit, followed by writing, speaking, reading, and listening. Listening showed the most uniform grit distribution, while writing revealed the widest variability. These differences indicate that the instructional and emotional demands of each skills affect teachers' perseverance and consistency in teaching. The study concludes that grit plays a vital role in sustaining teachers' motivation and resilience across diverse teaching contexts. The Implication suggest the need for targeted professional development programs to enhance teachers' grit, particularly in teaching productive skills by fostering adaptive instructional strategies, emotional resilience, and pedagogical self-efficacy to ensure effective English language instruction and improved students' outcome.
Podcast-based instruction with Banggai culture: Enhancing EFL students’ communicative grammar Sabbu, Sukma Widya Sasmi; Epa, Srilidiawati
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42329

Abstract

Grammar instruction in EFL contexts has often been criticized for being overly structural and disconnected from authentic communication, leaving students with difficulties in applying grammar during speaking. To address this issue, this study aimed to enhance EFL students’ communicative grammar competence through podcast-based instruction integrated with Banggai cultural narratives. The research employed an Educational Design Research (EDR) framework using a mixed-method sequential explanatory design, conducted with second-semester students of the English Language and Culture Study Program at Universitas Tompotika Luwuk. Data were collected from 41 students through test, questionnaires, interviews, and observation, then analyzed using descriptive statistics (SPSS 25) and thematic coding (NVivo 10). The findings revealed significant improvement in students’ grammar performance, with mean scores rising from 54.41 in the pre-test to 80.24 in the post-test. The questionnaire results further indicated that the majority of students strongly agreed or agreed that podcasts made grammar learning clearer, increased their confidence in speaking, and fostered a greater appreciation of Banggai culture. Thematic analysis of interviews confirmed these perceptions, highlighting motivation, engagement, and cultural relevance as key factors in learning success. This study concludes that integrating local culture into podcast-based instruction offers both pedagogical and cultural benefits, making grammar learning more meaningful, communicative, and contextually grounded. The model not only improves linguistic competence but also promotes cultural awareness, offering a sustainable and innovative direction for EFL grammar instruction in culturally diverse contexts.
Merdeka curriculum and English language learning: A qualitative exploration in a secondary school Nurlaily, Nurlaily; Marsevani, Maya; Tetti, Tetti; Raswita, Raswita; Christ, Hardy
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42493

Abstract

This study explores the implementation of the merdeka curriculum in English language teaching at a senior high school in Batam, with particular attention to teaching strategies, classroom management practices, and challenges experienced by both teachers and students. Employing a descriptive qualitative research design, data were collected through classroom observations and semi-structured interviews involving two English teachers and three students who actively participated in the learning process under the merdeka curriculum framework. The data were analyzed using thematic analysis to identify recurring patterns and key themes. The findings reveal that teachers employed various student-centered strategies, including language games, group discussions, presentations, and the integration of digital tools such as Kahoot and Liveworksheet to enhance student engagement. However, the effectiveness of these strategies was constrained by several factors, including diverse student proficiency levels, limited access to digital devices, unstable internet connectivity, and students’ insufficient readiness for independent learning. Classroom management also emerged as a challenge, particularly in maintaining student focus during group activities and ensuring smooth transitions between learning tasks. The study concludes that while the merdeka curriculum provides flexibility and opportunities for innovative teaching practices, its successful implementation depends on adequate teacher training, strong institutional support, and sufficient technological infrastructure. The findings imply that schools should strengthen professional development programs focusing on differentiated instruction and independent learning skills to optimize the effectiveness of the merdeka curriculum in English language learning contexts.
From awareness to adoption: English teachers’ artificial intelligence acceptance in junior high schools Faisal, Faisal; Harningsih, Nirma Oktaviana; Razali, Razlina
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42559

Abstract

This study investigates the level of artificial intelligence acceptance (AIA) among 35 English teachers from junior high schools in a regency in Central Java Indonesia. Using a descriptive quantitative design, data were collected through a closed-ended questionnaire, which measured six indicators: perceived usefulness, perceived ease of use, self-efficacy, anxiety, attitude toward use, and behavioral intention. The results revealed a high overall level of AIA, with a mean score of 3.86. The highest mean scores were observed in perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention, suggesting that teachers recognize the relevance and benefits of artificial intelligence in supporting instructional activities. Conversely, self-efficacy and anxiety were at moderate levels, indicating a critical gap: while teachers accept AI, they still experience limited confidence and psychological barriers to independent adoption. This study contributes to the field by providing a baseline descriptive analysis of the readiness of in-service English teachers. It confirms the centrality of perceived usefulness but also underscores that self-efficacy and anxiety function as critical limiting factors in implementation readiness. The findings highlight the need for targeted professional development and institutional support that emphasizes hands-on training to strengthen competence and reduce anxiety.
Speech act analysis of oral presentation of thesis abstracts by Undergraduate EFL thesis defence Kamlasi, Imanuel; Pratama, Hendi; Wahyuni, Sri; Bahri, Seful
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42562

Abstract

Speech acts directly influence institutional power in high-stakes academic communication, such as thesis defence. This study explored the types and functions of speech acts in oral presentations during the EFL thesis defence in the setting of Indonesian higher education. It employed a qualitative descriptive approach and a pragmatic analysis framework to investigate the speech acts in the oral presentation using Searle’s (1969) framework. The participants were eight EFL undergraduates of Timor University. Data were collected through observation and recording. The findings showed that candidates strategically used assertive, directive, commissive, and expressive utterances to navigate academic defences. These acts establish epistemic authority, highlight the significance of research, provide recommendations, structure discourse, and emphasise the ceremonial aspect of defences. These results are useful for understanding academic discourse, speech act realisation, and pragmatic competence in EFL academic settings.
Subtitling cultural-specific items (CSIs): Strategies and quality in Induk Gajah Tsani, Alfi Rianis; Hariyanto, Sugeng; Junining, Esti
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42609

Abstract

In the era of globalization, films served as influential audiovisual media for representing cultural values. However, subtitling Cultural-Specific Items (CSIs) presents linguistic and cultural challenges that affect meaning accuracy and audience acceptability. This study examined how CSIs are represented in the English subtitles of the Indonesian series Induk Gajah, with the aims of classifying the types of CSIs, identifying the subtitling strategies used, and assessing subtitle quality. A descriptive qualitative design with content analysis was employed, drawing on Newmark’s (2010) CSI categories, Pedersen’s (2011) subtitling strategies, and Pedersen’s (2017) FAR model. The analysis identified 149 CSIs across six categories, with personal life (67) and social life (50) being the most frequent, particularly kinship terms, food references, and social expressions rooted in Batak culture. Substitution was the most common strategy (66), followed by retention (25), direct translation (18), omission (17), generalization (14), and specification (9). The findings suggest a dominance of target-language-oriented strategies, prioritizing audience comprehension. Regarding quality, 85 subtitles showed no penalties, while 57 revealed issues with functional equivalence, particularly in culturally dense expressions.

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