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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
Subtitling strategies in audiovisual translation: A case study of Cultural-Specific Items in Ngeri-Ngeri Sedap Tsani, Alfi Rianis; Junining, Esti; Hariyanto, Sugeng
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.v7i1.42612

Abstract

Audiovisual translation (AVT) plays a crucial role in addressing the challenges of translating Cultural-Specific Items (CSIs) within film subtitles. This study, therefore, aims to analyse the translation procedures employed to render CSIs in the Indonesian film Ngeri-Ngeri Sedap. Using a qualitative descriptive approach, 150 CSIs were extracted from the film’s Indonesian-English subtitles. Each item was analysed using Vinay and Darbelnet’s (1995) classification of translation procedures and evaluated through Pedersen’s (2017) FAR model to assess subtitle quality in terms of functional equivalence, acceptability, and readability. The results show that seven procedures were applied: equivalence, borrowing, transposition, adaptation, calque, modulation, and literal translation. Equivalence was the most dominant strategy, reflecting the subtitler’s effort to convey culturally embedded meanings in a manner that remains accessible to global audiences. Borrowing frequently occurred when referring to Batak culture-specific expressions that had no direct English equivalents, helping to preserve authenticity despite potential reductions in acceptability. Transposition and adaptation supported grammatical clarity and functional meaning, while calque, modulation, and literal translation appeared infrequently due to their tendency to affect naturalness and readability. The study offers practical insights into how translation procedures affect subtitle quality and highlights the importance of culturally informed decision-making in AVT. The results contribute to a deeper understanding of subtitling strategies in Indonesian regional cinema and provide a foundation for further research on cultural mediation in multilingual audiovisual contexts.
Repositioning AI in ELT: Supporting teachers in transforming English language evaluation Lapele, Fitria; Romrome, Abel Yohanis; Prihono, Eko Wahyunanto
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.v7i1.42623

Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed pedagogical and evaluative practices in higher education, yet its role in English language evaluation remains relatively underexplored. Previous studies predominantly examine general classroom applications or student perspectives, providing limited insight into how English teachers employ AI within evaluation practices. This study addresses this gap by investigating teachers’ perceptions of AI as a teaching assistant in English language evaluation. Employing a qualitative design, data were gathered through semi-structured interviews with seven English teachers, which were then analyzed thematically. The findings reveal four interrelated dimensions of AI-supported evaluation: (1) efficiency in evaluation design, (2) empowerment in formative and reflective practices, (3) ethical and valid use of AI, and (4) institutional readiness for sustainable integration. The study contributes new empirical evidence by showing how teachers actively negotiate the pedagogical, ethical, and policy-related challenges of integrating AI, an aspect often overlooked in earlier research. These insights highlight that AI functions most effectively as a collaborative partner that augments, rather than replaces, human evaluative judgment. The study offers both theoretical implications for AI-mediated evaluation literature and practical guidance for institutions seeking responsible and sustainable AI integration.
Exploring speech acts in Instagram reels: An implication for English language learning Swarnadani, Nur; Sofiana, Nina
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.v7i1.42650

Abstract

Social media has increasingly become an informal platform for English learning, with Instagram Reels emerging as an engaging medium for short-form educational content. While previous studies have focused on linguistic outcomes such as vocabulary and speaking skills, the pragmatic dimension of learning through short videos remains underexplored. This study aims to classify the types of speech acts used in educational Instagram Reels created by @englishwithlucy and explain how these acts contribute to English learning in digital contexts. This research employed a qualitative descriptive design, with fifteen Reels uploaded between January and May 2025 selected through purposive sampling. A total of 170 instructional utterances were transcribed and analyzed using Searle’s (1976) Speech Act Theory. Data were examined through content-based pragmatic coding and frequency calculation, followed by category validation to ensure coding consistency. The findings show that assertive acts (58.82%) are the most frequently used, followed by directive acts (35.29%), while expressive and commissive acts occur minimally, and declarative acts are absent. These results suggest that the videos emphasize explanation and interactive guidance to support micro-learning and develop communicative competence. The study provides implications for teachers and content creators in designing concise and engaging English learning materials on digital platforms.
EFL students’ use of AI as collaborative learning tools: Practices and perspectives Putri, Sefti Novalia; Jaya, Sinarman
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.v7i1.42663

Abstract

Artificial intelligence is becoming widely used by students in their learning. However, limited research has examined how Indonesian EFL students perceive and use AI as collaborative partners in their academic tasks. This study investigated students’ digital mindsets, practices, and reflections on the pedagogical and ethical dimensions of AI use. It was conducted in four universities in Bengkulu, Indonesia, with 160 student participants enrolled in EFL programs. A mixed-methods design was employed by combining survey data with semi-structured interviews, which allowed the study to capture both the breadth of students’ digital engagement and the depth of their individual experiences. Descriptive statistics and thematic analysis were applied to examine the quantitative and qualitative data sets, enabling triangulation of findings. The results reveal moderately positive digital mindsets, as reflected in the mean scores indicating openness and perceived usefulness of AI tools for idea generation, text drafting, and linguistic enhancement. Qualitative data revealed that students viewed AI as a supportive partner that develops creativity, peer-like feedback, and collaborative problem-solving. At the same time, concerns about accuracy, ethical responsibility, and dependency highlighted the need for careful and responsible integration. AI tools function not only as supplementary aids but as collaborative agents that mediate cognitive and social dimensions of learning. The findings extend current discussions in the Technology Acceptance Model, socio-cultural theory, and self-regulated learning by demonstrating that AI can enhance individual reasoning and facilitate students' learning more effectively.  
Integrating the Acehnese folklore and augmented reality to enhance EFL speaking Nurjannah, Nurjannah; Zuhra , Intan; Darwis, Muhammad; Maulina, Suci; Salat, Junaidi; Khairuddaraini, Khairuddaraini
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.v7i1.42785

Abstract

This study investigated the effectiveness of integrating Acehnese folklore Amat Rahmanyang into an Augmented Reality (AR) based learning environment to enhance English as a foreign language (EFL) learners’ speaking skills. Despite growing evidence supporting AR in language learning, Indonesia has explored the pedagogical integration of culturally grounded content, particularly local folklore from underrepresented communities like Aceh. This mixed methods study involved 25 first-grade students at SMA IT Al-Uswah, Sigli, Indonesia. It employed a one-group quasi-experimental design, combining pre-test and post-test assessments with thematic analysis of student interviews. The intervention utilized an AR application featuring the Acehnese tale of Amat Rahmanyang, delivered through interactive 3D animations, audio narration, and visual storytelling tasks. Speaking performance was evaluated using a CEFR-based analytic rubric. Quantitative findings indicated a significant improvement in students’ speaking scores, with mean scores rising from 10.24 (A2 level) to 17.00 (B1 level), confirmed by a paired sample t-test (t = 15.89, p < 0.001). Qualitative data revealed increased learner confidence, enhanced cultural engagement, and greater awareness of pronunciation and vocabulary use. Students expressed that familiarity with the folklore made speaking tasks more meaningful and reduced anxiety. The study concludes that integrating culturally familiar stories within AR-enhanced instruction provides not only linguistic benefits but also emotional and cultural relevance, fostering a more engaging and effective learning environment.
Comparing lecturer and AI-based assessment in EFL academic writing: Hybrid framework implications Khartha, Aqzhariady; Husanah, Uswatun; Mukarrama, Wahdaniatul
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.v7i1.42798

Abstract

Effective assessment of EFL academic writing in Indonesian universities is still difficult because lecturers have heavy workloads and provide inconsistent feedback. While AI tools like Grammarly, ChatGPT, and Gemini promise to improve efficiency, most research focuses on single platforms or Western contexts. This leaves a significant gap in understanding how different AI systems compare with human assessment across various writing aspects in Indonesia's specific EFL environment. This mixed methods study addresses this gap by comparing lecturer assessments with three AI platforms in five writing areas: grammar, coherence, organization, vocabulary, and mechanics. It also explores stakeholder perceptions. A quantitative analysis of 30 students' essays showed that AI consistently gave higher scores in technical aspects, such as grammar and mechanics (p<0.05), but lower scores in holistic dimensions like coherence and organization. There were strong correlations in grammar (r=0.85) and weak correlations in coherence (r=0.38). Qualitative findings revealed that 70.0% of participants felt lecturer assessments were fairer because of their understanding of cultural context. Although AI showed efficiency, it lacked sensitivity to Indonesian rhetorical norms. The study suggests a culturally responsive hybrid assessment model where AI handles initial technical screening, and lecturers focus on contextual evaluation. This approach balances AI's efficiency, which could reduce workloads by 60%, with human expertise in culturally relevant feedback, providing a practical framework for Indonesian EFL institutions undergoing digital transformation while maintaining educational integrity.
Student satisfaction and intention to recommend a TESOL program in a Global South context: Evidence from Indonesian English language education students Widiatmoko, Paulus; Ermerawati, Anesti Budi; Endarto, Ignatius Tri
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.v7i1.42807

Abstract

As part of the Global South, Indonesia has long integrated TESOL program into its education to prepare English language teachers that are competent. Despite the huge number of TESOL programs currently offered by Indonesian universities, research on service quality evaluation models for pre-service English teacher education in Indonesia is still quite limited. For that reason, this study examines how perceived service quality shapes student satisfaction and intention to recommend an English Language Education program within a Global South TESOL context in Indonesia. The objectives of this are: (1) to assess the validity and reliability of the student service quality assessment model; (2) to evaluate the association between service quality factors and student satisfaction; and (3) to determine the connection between satisfaction and students' intention to endorse the English teacher education program. Using an exploratory sequential mixed-method design, the research first generated qualitative insights to construct context-appropriate indicators of students’ quality perceptions and to inform survey instrument development. The validated questionnaire was distributed to 92 Indonesian undergraduate students, and data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results demonstrated satisfactory validity, reliability, and model fit. Path analysis revealed significant positive effects of facility quality and interpersonal relationships on student satisfaction and their willingness to recommend the program. These findings highlight the importance of strengthening student experience in Indonesian English teacher education, offering empirical evidence relevant to quality enhancement efforts across Global South TESOL programs.
Islam and Professional Identity; Exploring the Influence of Religion in Shaping the English Teacher Professional Identities in Indonesia and Thailand Andriani, Zulfi Zumala Dwi; Mubarokah, Naza Ilil; Luemea, Siti Hawa
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.v7i1.42811

Abstract

This study explores the influence of Islamic values on the professional identity of muslim english teachers in indonesia and thailand. while existing literature on teacher identity often emphasizes gender, race, and christian contexts, the role of islam remains underexamined. employing a narrative inquiry approach, this research draws on in-depth interviews and classroom observations of two english teachers—one from a pesantren in Indonesia and another from an islamic private school in southern Thailand. Thematic analysis reveals three key dimensions through which islam shapes teacher identity: as a motivational force in choosing the profession, as integrated content within english teaching materials, and as a guiding framework for upholding students’ religious values. The findings suggest that religious identity significantly informs pedagogical practices and teacher-student interactions. However, the prioritization of moral and religious instruction may at times overshadow the development of students’ English language proficiency. The study recommends that school stakeholders critically evaluate curriculum design to ensure a balanced integration of religious values and language competency.
Exploring the needs of TPACK-based learning activity types website analysis for the seventh graders Amelia, Pratiwi; Handayani, Rindu
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.v7i1.42941

Abstract

This study investigates the requirements of seventh-grade students and English teachers in Bangka Belitung for a TPACK-based Learning Activity Types (LATs) website to enhance English language acquisition. The research utilised a concurrent triangulation mixed-methods approach to reconcile student learning preferences with available instructional materials. Data were gathered from 99 seventh-grade students using a needs analysis questionnaire and from four English teachers through semi-structured interviews at SMP Negeri 5 Pangkalpinang. Quantitative data demonstrate that whereas students exhibit robust basic communication abilities (93% accuracy in welcomes), substantial deficiencies are seen in morphosyntax and tense construction (55% accuracy). Students demonstrated a strong inclination for interactive, audiovisual learning (92%) on subjects including Family (85%) and Environment (82%). Qualitative findings from teacher interviews indicate a "Infrastructure Paradox": although there is complete computer access in schools, bureaucratic obstacles and insufficient teacher confidence hinder successful utilisation. Educators recognised an urgent requirement for a "ready-to-use," offline-capable toolbox to address these logistical challenges and conform to the Kurikulum Merdeka. The triangulated findings highlight the urgent need for a contextually relevant, mobile-responsive digital platform designed according to TPACK principles to enhance student engagement and assist instructors in addressing particular pedagogical and infrastructural challenges.
New soft masculinity discourse in era digital: A critical analysis of Zayn Malik’s Instagram posts Tibefrilia, Jessica Debora; Meinawati, Euis
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.v7i1.43178

Abstract

This research explores how soft masculinity is portrayed in seven Instagram posts by Zayn Malik from 2024 to 2025, using Norman Fairclough's three-dimensional Critical Discourse Analysis (CDA) model. The analysis occurred between April and October 2025. Employing a qualitative method, the study used Critical Discourse Analysis (CDA) grounded in Fairclough's model. Data gathering involved recording posts, encompassing images, text, and user engagements. Analytical methods encompassed textual and multimodal scrutiny across micro, meso, and macro scales, along with an assessment of discursive and broader social practices. Findings reveal that Zayn primarily embodies soft masculinity through casual and personal visual stances, affectionate and exposed facial cues, and language conveying appreciation, emotional honesty, modesty, and interpersonal compassion. These traits blend with lingering traditional masculine symbols (such as leather jackets, tattoos, and beards), resulting in a blended yet clearly soft form of masculinity that opposes dominant norms of control, emotional restraint, and detachment. The study argues that Zayn Malik's recent Instagram content represents a sincere challenge to traditional masculine ideals, rather than superficial or profit-oriented weakness, thus enriching modern perspectives on inclusive masculinity within online celebrity spheres.

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