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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 135 Documents
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From page to playground: Implanting empathy through physical storytelling for kindergarten students Hertiki Hertiki; Rahmat Setiawan; Lubna Iasya
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.39409

Abstract

Empathy is a crucial component of early childhood education, fostering moral and emotional development. Storytelling, particularly physical storytelling, serves as an effective medium for instilling ethical values in young learners. This study explores kindergarten teachers’ perceptions of physical storytelling as a tool to teach empathy. It focuses on teachers' observations after students performed self-composed stories, including The Lion and the Mouse, The Dog and His Shadow, and The Elephant and His Friends, all of which convey empathy as a moral lesson. Using a qualitative case study approach, data were collected through participatory observation and in-depth interviews with two kindergarten teachers. Thematic analysis was applied to identify key findings. The results indicate that: (1) physical storytelling enhances children's ability to understand and express empathy effectively; (2) teachers anticipate behavioral changes in children, expecting them to exhibit empathetic actions such as sharing, helping, and recognizing their peers' emotions; and (3) storyteller figures, including teachers and peers, play a significant role in shaping children's moral development, as children tend to admire and imitate those who model positive behavior. These findings highlight the importance of interactive storytelling in strengthening children's social-emotional skills. By integrating physical storytelling into early education, teachers can create a more engaging and impactful learning experience, fostering empathy and moral growth in young learners.
Assessing the role of digital platforms in enhancing English proficiency among beginner-level Indonesian learners Rusmiati Rusmiati; Delfia Herwanis; Rahmanita Zakaria; Hijjatul Qamariah
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.39568

Abstract

This study explores the role of digital platforms in enhancing English proficiency among Indonesian learners. With the increasing demand for English language skills and the limitations of traditional classroom instruction, many learners have turned to online tools such as YouTube, Duolingo, and grammar websites to supplement their language learning. The study involved three female participants aged 18-24 from Indonesia, all of whom were beginner-level English learners. Data was collected through a questionnaire focusing on the participants’ use of online learning tools, the skills they prioritized, their satisfaction with the tools, and the challenges they encountered. The findings revealed that YouTube and Duolingo were the most popular tools, particularly for improving listening and speaking skills. The flexibility and accessibility of these platforms were highlighted as key advantages, although participants noted challenges such as a lack of real-time interaction with native speakers and difficulties maintaining motivation. Despite these challenges, the participants expressed general satisfaction with the tools and reported improvements in their English proficiency. This study concludes that while digital platforms are effective in developing receptive language skills, there is a need for improvements, particularly in fostering interaction with native speakers and addressing motivational barriers. The paper recommends incorporating real-time conversational features and more personalized content to further enhance the learning experience for Indonesian learners.
The role of reading logs in shaping students' reading habits on extensive reading Sarjaniah Zur; La Sunra; Syarifuddin Dollah
English Learning Innovation Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.39677

Abstract

The role of reading logs as an approach in extensive reading has many benefits and has been widely proven as a tool that can improve students' academic competence and promote literacy development. This study aims to explore the role of reading logs in extensive classes in forming reading habits and developing academic skills. The present study employed a qualitative descriptive approach. Thematic analysis was employed to identify the opinions of 49 undergraduate students regarding their experiences in the extensive reading class that incorporated reading logs. The thematic analysis of the students' reflections yielded three overarching themes: Students' perspectives on the role of reading logs in extensive reading, concerning the development of critical thinking and personal growth of students; The development of reading habits and student interest; and the skills of applying knowledge. The three themes illustrate how the role of reading logs in extensive reading helps to build their reading habits and improve their academic competence. This approach not only enhances reading comprehension but also provides reading experiences and engages students in meaningful reading activities that promote critical thinking. Moreover, reading log facilitate the implementation of academic knowledge, support students’ literacy, build students’ lifelong learning habits, and develop their educational experiences.
Weaving Central Java’s folktales into a digital fairytale storybook: A creative approach to teaching reading Maria Dimitrij Angie Pavita; Aziza Restu Febrianto; Allvian Ika Fiki Susanto
English Learning Innovation Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.39763

Abstract

This research aims to find out the design a digital fairy tale story book based on Central Java Folktales. In this research, the method was developmental research that used Research and Development (R&D) model proposed by Borg and Gall. R&D instructional design was implemented as the phase in developing the materials. The R&D model consists of ten systematic stages that guide the development process in a structured manner. However, for this study, the researcher selects five of the ten stages based on their relevance to the research objectives. To collect the data, the researcher used questionnaire to get a validation by the expert. Moreover, teachers believe the storybook fits well with what kids need to learn reading.  It's not meant to replace regular reading materials, but it can be a great way to make learning more fun and engaging. The storybook gives teachers a tool they can easily use to make reading more exciting for their students and help them become better readers. It is a practical and ready-to-use resource that can make a real difference in early reading instruction. Because it's digital, it's also easy to share and access, making it even more useful for teachers and students.
Lingo Learn application as students' learning tool to enrich vocabulary: Students’ perspectives Ramadhan Solin; Maryati Salmiah
English Learning Innovation Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.39937

Abstract

Lingo Learn is an English learning application that is free to use, easy to access. It offers an interactive language learning experience that can improve English skills and expand the vocabulary of its users. The main purpose of this study is to find out students' perceptions of the "Lingo Learn" application as a learning tool to enrich students' vocabulary mastery. This research used qualitative methods with phenomenological study. The subjects of this study were 11th-grade students at SMAS Budi Agung Medan. The number of participants was 29 people, 21 female students and 8 male students. The selection of participants was carried out using a purposive sampling approach. Data were collected from questionnaire data, interviews, and direct observations. The findings of this study showed that the Lingo Learn application can enhance students' vocabulary. The researcher found five student perspectives on Lingo Learn application: Lingo Learn as an adaptable learning tool, effectiveness, efficiency, affordability, and interactivity, so that overall, Lingo Learn application can be used as a learning tool to enrich students' vocabulary acquisition. This study implies that incorporating technology into language teaching can improve accessibility and learning outcomes for diverse students.
Well-designed teaching strategies in involving the students in learning English Santi Prastiyowati; Sri Hartiningsih; Riza Elfana; Miftahul Hamim
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40062

Abstract

Students’ involvement is essential in learning, as it fosters active participation and serves as a key indicator of success in classroom learning. This study aimed to explore the strategies applied by an experienced English teacher and identify the most effective approaches for enhancing student engagement in a private senior high school in Malang. A qualitative case study approach was employed, applying Miles and Huberman’s data analysis model. Data were collected through non-participative observation, structured interviews, and field notes. The findings revealed that the teacher implemented five main strategies: Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), pronunciation practice within a modified CLT approach, cross-linguistic transfer and language games. It was recognized that these strategies fostered interaction, collaboration, and engagement, effectively increasing student involvement—especially among students with lower proficiency or special needs. However, interview data highlighted cross-linguistic transfer and language games as the most effective strategies from the teacher’s perspective. These findings suggest that while classroom dynamics support student engagement through structured activities, the teacher perceives linguistic transfer and interactive games as more impactful for student participation. This study underscores the importance of combining multiple instructional strategies to enhance student involvement in English language learning and highlights the value of using multiple data sources to gain a more comprehensive understanding of teaching effectiveness.
The Effectiveness of English Enrichment Program in Odd Semester on Improving English Language Skills to UIB Students Leil Badrah Zaki; Vanesse Goh; Hendra Nugraha
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40767

Abstract

This study aims to analyze the effectiveness of the program run by A university Language Center, namely the English Enrichment Program (EEP) in improving the English language skills of the students. The effectiveness can be seen through the teaching methods applied by lecturers which are proven to be effective in helping students and the effect of EEP classes on improving students' English language skills. The participants in this study were 2 lecturers and 49 students who participated in EEP classes in the odd semester 2023/2024. This research applied mixed methods, with questionnaires and semi-structured interviews to collect research data adapted from Hoffmann (2019) research. The results showed that the teaching methods applied, namely the Grammar-Translation method and also by giving tips and trick to answer the question, successfully developed students' abilities in reading and listening sessions. The results also proved that although the implementation of EEP classes still found some weaknesses such as internet connection problem due to online learning which causes lack of understanding and interaction between teacher and students, and several meetings which is not enough time for TOEIC preparation. However, the majority of students thought that the effectiveness of EEP still helped them in developing English language skills. Therefore, the results of this study highlight indicate that structured enrichment programs, such as the English Enrichment Program (EEP), can effectively complement formal English instruction, especially when they utilize well-designed and pedagogically sound teaching strategies.
Unveiling EFL teacher’s voices on PKGBI professional development: A narrative inquiry Rizal Wahid Permana Putra; Amaria Fajar Nurrakhma; Dwi Fita Heriyawati
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40769

Abstract

As education practices in 21st century has grown rapidly, it grows a wide agreement that English teachers must improve their practical and pedagogical skills through continuous professional development program. This study aimed to investigate EFL teachers’ voices towards PKGBI professional development program. Further, this study employed qualitative study with a narrative inquiry approach. This study employed semi-structured interviews and thematic analysis regarding teachers’ voices on PKGBI professional development. Based on the results of data analysis, the findings suggested that most EFL teachers showed positive voices and perceptions towards PKGBI program. PKGBI professional development program was said to be an effective program in improving EFL teachers’ pedagogical and professional competencies. This study also highlighted the challenges faced by the EFL teachers during the professional development program such as ICT integration, excessive workload as a teacher, and time management. This study underscores the importance professional development program for English teachers dealing with the rapid changes in educational issues in the next fifteen years ahead. To sum up, this study suggested that undertaking PKGBI professional development program has been an alternative-continuous professional development program for English teachers, and it has profoundly increased EFL teachers’ pedagogical and professional competencies in addressing to 21st century learning.
Revealing lexical bundles of non-native English essay at a private Islamic university: A corpus-based evaluation Fauzul Etfita; Sri Wahyuni; Arimuliani Ahmad; Wasana Saranga Sudusinghe; Chandima Kumara Walpita Gamage
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40821

Abstract

Lexical bundles are a crucial element for Foreign Language Learners (FLL) as they facilitate the acquisition of new vocabulary and enhance fluency. Such multi-word statements confer a natural structure to language and enhance successful communication in both spoken and written forms. Although numerous studies address lexical bundles, research on their application in English writing or inside Indonesian EFL classes is notably scarce. The study employed a corpus methodology, utilizing AntConc software version 3.5.9 to categorize lexical bundles from student essays. The output comprised 17,100 varieties of N-gram lexical bundles, specifically three, four, five, and six-word bundles. The study revealed regular use of formulaic and repetitious bundles, including "at least one foreign language," "a foreign language," and "violent video games." Students' writing was dominated by these sentences, which suggested a reliance on memorized forms and a small range of scholarly discourse markers. Although three- and four-word bundles were most popular, longer five- and six-word bundles, though less common, showered better meanings and more formulaicity. These results imply that although students have come across lexical bundles, their usage is limited to known themes and lacks a more general academic background. To improve EFL students' academic writing abilities, the study underlines the requirement of explicit instruction on lexical bundles, especially those fulfilling argumentative and coherent purposes. The findings provide pedagogical ideas for including corpus-based tactics into writing education to support fluency, coherence, and lexical variation
Integrating Augmented Reality (AR) in higher education: A breakthrough in EFL reading instruction Mustakim Sagita; Issy Yuliasri; Abdurrahman Faridi; Hendi Pratama
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40839

Abstract

Despite growing interest in Augmented Reality (AR) in language education, few studies have systematically evaluated its impact on EFL reading comprehension or examined instructors’ perspectives, particularly in Indonesian contexts. This study employed a quasi-experimental mixed-methods design to investigate the effectiveness of Assemblr EDU, an AR-based application, in enhancing reading comprehension among 104 B1-level Indonesian EFL undergraduates. Using the Dialang test and one-way ANCOVA, results showed a significant improvement in the experimental group’s posttest scores (M = 15.61) compared to the control group (M = 12.43), with a large effect size (partial η² = .919, p < .001). The mean difference of -2.808 (p = .000) confirms the substantial advantage of AR integration. Qualitative data from semi-structured interviews with six experienced lecturers, thematically analyzed, revealed that AR fostered student motivation, vocabulary retention, and conceptual understanding through multimodal interaction. However, technical limitations and access issues were identified as persistent challenges. The findings support AR’s pedagogical relevance in EFL reading instruction, though successful implementation demands infrastructural readiness and teacher training.

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