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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
Multimodal scaffolding in enhancing EFL writing: Integrating TikTok videos and text outlines Anggreni, Afrillia; Rofiqoh, Rofiqoh; Patmasari, Andi; Agussatriana, Agussatriana; Maf'ulah, Maf'ulah; Nirwana, Nirwana
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.v7i1.43212

Abstract

The rapid growth of digital media in education has placed TikTok as a potential multimodal platform to support writing instruction. This study examined the integration of TikTok videos with narrative text outlines in enhancing EFL students’ writing skills and their perception of this instructional framework. A pre-experimental design involving a one-group pre-test, post-test, and a descriptive survey was employed, involving 32 students of the English Education Program who programmed a Text Type Writing Course. Writing narrative tests and a Likert scale questionnaire were the instruments of this research. The test data were analysed using the non-parametric Wilcoxon, and questionnaire data using descriptive statistical analysis. The statistical results showed that the mean score of the post-test (77.29) was higher than the pre-test (45.22). A Wilcoxon Signed-Rank Test further demonstrated a statistically significant increase in students’ writing skill, which an Asymp. Sig. (2-tailed) is less than the 0.05 significance level, confirming the effectiveness of the instructional intervention. These were also reinforced by survey findings that the instruction framework enabled the students to generate and organise their ideas grammatically, chronologically, and also stimulated their creativity in composing narrative texts. In addition, the survey also revealed that the students experienced positive emotions, increased motivation, and gained meaningful learning experiences. Overall, this pedagogical integration enhanced writing achievement, affective engagement, and simultaneously elevated students’ digital literacy and 21st century skills. This study contributes to a practical and innovative framework for English as a foreign language (EFL) writing pedagogy and develops a theoretical perspective on multimodal literacy.
From learners to creators: Empowering English education through AI-generated digital storytelling Novita, Pipit
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.v7i1.43254

Abstract

The integration of artificial intelligence (AI) has transformed education by offering new possibilities for personalised, creative, and technology-enhanced learning. In English language education, AI opens opportunities to reimagine learning approaches and materials, enabling more diverse, interactive, and student-centred experiences. While AI integration often focuses on supporting learning tasks, less attention has been paid to empowering students as creators of learning materials. This paper reports a qualitative study exploring university students’ experiences of creating English storybooks enhanced with AI-generated illustrations for primary learners. Forty-five pre-service teachers created original narratives, embedded moral values, adapted language for young readers, and designed visuals using AI tools, supported by teacher feedback. The completed storybooks were then presented in real classroom settings. Data from structured reflection reports were analysed using thematic analysis. The findings reveal hybrid creativity through human–AI collaboration and pedagogical agency, as participants critically evaluated and adapted AI outputs to meet pedagogical goals and learner needs. These findings challenge views of AI as merely an efficiency tool, demonstrating that, within a carefully designed pedagogical project, AI can support a shift in pre-service teachers’ roles from learners to creators through human-led decision-making. The study highlights the importance of student-led content creation supported by AI and guided by ethical and pedagogical responsibility, with human judgment remaining central in English language education.
Reducing morphosyntactic errors of students’ English writing through AIpowered language learning tools Siregar, Fitri Rayani; Harida, Eka Sustri; Najiah, Nurun
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.v7i1.43264

Abstract

Morphosyntactic errors persist as a challenge for English as a Foreign Language (EFL) students, particularly in academic writing purposes in the English Department of UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan or called also known as UIN SYAHADA Padangsidimpuan. The errors are including incorrect verb tense usage, subject–verb disagreement, and misapplication of word order, can significantly hinder clarity and communicative effectiveness. This study aims to investigate the effectiveness of AI-powered language learning tools in reducing morphosyntactic errors in English writing. The research applies a quasi-experimental design involving Indonesian university students enrolled in an advanced writing course of Semester VII. Participants in the experimental group received targeted feedback generated by AI tools integrated with morphosyntactic analysis, while the control group received conventional teacher feedback. Pre-test and post-test writing tasks were analysed using a morphosyntactic error taxonomy to measure improvement. Results indicate that AI-assisted feedback not only reduces the frequency of morphosyntactic errors but also develops students’ awareness of grammatical accuracy. The researcher got the findings, which suggest that integrating AI-powered tools into EFL writing instruction can serve as an effective supplement to traditional feedback methods, offering personalized, immediate, and consistent error correction. Implications for language pedagogy and further research are discussed.
Pronunciation instruction in digital EFL programs at Indonesian university: Pedagogical challenges and opportunities Sabat, Yuliyanto; Syakur, Abd.; Musyarofah, 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.v7i1.43307

Abstract

The use of digital technology has significantly transformed traditional pedagogical practice for pronunciation instruction. Numerous studies have explored the positive and negative impact of digital tools in pronunciation instruction, yet only a limited number of studies emphasize the pedagogical challenges and opportunities of digital devices in pronunciation instruction, particularly within Indonesian higher education level. To fill this gap, this qualitative study investigates the pedagogical challenges and opportunities of pronunciation instruction in digital EFL programs at Indonesian university. Data collection was conducted through semi-structured interviews and class observations involving 29 participants, including 2 EFL lecturers and 27 university students. Findings reveal that while digital platforms such as mobile apps, websites, YouTube, LMS, and AI-powered platforms facilitate increased learner autonomy and provide authentic pronunciation models, barriers persist in the form of limited digital literacy among lecturers, inadequate institutional support, and infrastructural constraints. Despite these challenges, lecturers and students generally hold positive attitudes toward technology integration, recognizing its potential to enhance the process of pronunciation teaching and learning. The study underscores the need for targeted professional development and greater institutional investment to fully leverage digital technologies in pronunciation instruction. Implications for policy and pedagogy in similar developing contexts are discussed.
The role of peer tutoring and authentic assessment in developing junior high school students’ English-speaking skills Sintawati, Fairus; Rosnaningsih, Asih
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.v7i1.43461

Abstract

The primary issue in this study is junior high school students’ low English-speaking skills, which are brought on by a lack of vocabulary, communication anxiety, and conventional teacher-centered learning methods that only concentrate on grammar. This study investigated into how students' speaking skills was influenced by combining peer tutoring and authentic assessment techniques. In order to get a comprehensive picture of effectiveness, a mixed method was employed, which blends qualitative and quantitative methodologies using correlational study. As many of 178 students of seventh graders of Junior High School in Serang District as the research population with sample of 69 students (grades VII-A and VII-C) was chosen by simple random sampling. A Questionnaires, interviews, observations, and speaking performance evaluation rubrics with both linguistic and non-linguistic components were used as data gathering tools. The research results show that the integration of peer tutoring and authentic assessment has a positive and significant effect on students' speaking skills (F-count= 35.953; Sig.<0.05) with an R Square value of 0.521 or 52.1%. The implications of this research provide pedagogical alternatives for teachers to create participatory, communicative, and student-centered learning to prepare practical competencies in the real world.
Beyond uniformity: Enhancing students’ writing performance through differentiated instructions integrated with gallery photos Mafulah, Siti; Istayani, Yeni; Jawas, Umiati; Wahyuningsih, Yulia
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.v7i1.43467

Abstract

In teaching Writing, usually teachers give the same instructions to all students, that caused the students’ low motivation and generic written output. Therefore, this study aims to explore the implementation of integration between differentiated Instructions (DI) and gallery photos (GP) on students' writing performance. Mixed methods used in this study with descriptive qualitative was used to find out how the implementation of integrated DI and GP as well as the teacher’s reflection, while to find out the effect on students’ writing, experimental design was used. This study was conducted in SMPN 1 Dampit, Indonesia, with 64 students of Eighth-grade students focused on recount text. The instruments used were tests, observation, interview, and the teacher’s journal reflection. Observation was done to find out how the implementation of the integration of DI and GP, and an interview was conducted with six students from different readiness groups. Besides, to see the significant effect of DI and GP on students’ writing performance, a t-test was calculated. The findings show that the integration of DI and GP effectively improve students’ writing performance and raise students’ engagement in the writing process. These findings can be applied to diverse students in a class that needs special treatment for each student without ignoring their proficiency levels, interests, and learning styles.  It is suggested to future researchers to explore the effectiveness of this treatment to know further the effect of the integration of DI and Gallery Photo on different levels of the students.
A systematic literature review on the challenges of conducting reading comprehension assessment in senior high school Cita, Adi; Hartiningsih, Sri; Widodo, Estu
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.v7i1.43503

Abstract

Mastering reading skills is really important to gain knowledge or to discover information from written text. In the classroom setting, the teacher needs to conduct an assessment to measure students' comprehension of reading. Assessment of reading comprehension includes methods and techniques intended to show how effectively students can read, understand, interpret, and analyze a variety of texts. The purpose of the study is to reveal the challenges faced by teachers in conducting reading comprehension assessments, both in online and face-to-face assessments. The research design of this study is a systematic literature review which applied PRISMA method. The sources of the data were taken from the articles published in journals that are indexed in SINTA. Several criteria of inclusion to the related topic of study are the relevant papers of reading assessment, papers published in 2020-2025, articles only without books or proceedings, and the content of the articles. Furthermore, the researchers analyzed the data using the cluster method, where the classification of the challenges is based on the principles in conducting assessment; validity, reliability, practicality, authenticity, and washback effect. As the result, many teachers design tests without aligning them with the course objectives. Construct validity is further undermined by unsuitable tests, which include activities that do not evaluate comprehension, unclear instructions, and an insufficient difficulty level. Reliability issues also arise due to weak item discrimination, inconsistent scoring rubrics, subjective teacher judgement, and environmental distractions that affect students’ performance. Practicality becomes another major concern as teachers face large class sizes, limited preparation time, administrative burdens, and difficulties in administering the score. Authenticity and the washback effect also contribute to assessment problems. Many reading tests failed to reflect real-world tasks or specific language used for vocational students. Teachers struggle to design authentic materials connected to students’ majors, reducing the meaningfulness of the assessment tasks. Negative washback effect occurs when outdated test formats provide little support for comprehension and skill improvement, demotivate learners, and limit opportunities for personalized feedback, especially in online classes. However, this study provided a brief view for the test makers to avoid the same challenges in developing the similar assessment.

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