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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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Analysis of the B2 first reading and use of English section about accessibility, cultural bias, and feedback Haidir Algi Gaffar Faridha; Meylisa Hadi Yanti; Rafi Pramana Putra
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.v6i2.40889

Abstract

The B2 First, formerly known as the First Certificate in English (FCE), is an English test for non-native speakers to study and/or work in an English-speaking environment. The Reading and Use of English (RUE) section has high cognitive demands and is commonly used in academic and professional settings. The analysis evaluates the Cognitive Framework and Messick’s theory of validity (Messick, 1995). The limited accessibility for Specific Learning Differences (SpLDs) candidates, the culturally biased content, and the lack of explanation in the feedback are the key areas. The study examines task format, linguistic demands, and cognitive load to understand how these factors may impact different groups of test takers. By identifying these challenges, the research aims to support the development of more inclusive and equitable practices in advanced English language assessment. This study applied Messick’s theory of validity (1995) and Weir’s Socio-Cognitive Framework to a qualitative analysis of the 2022 RUE sample paper and official preparation resources. Findings indicate that limited accommodations exist for SpLD candidates, such as minimal adjustments in computer-based formats, but these remain insufficient. The content often reflects Western cultural contexts, potentially disadvantaging learners from different backgrounds. In addition, the lack of explanatory feedback in official materials restricts the test’s learning value and reduces positive washback, particularly for SpLD learners who benefit from explicit guidance. The study concludes that while the B2 First remains a valuable global certification, it requires more inclusive accommodations, culturally varied texts, and integrated feedback systems to ensure fairness and validity.
The influence of learning motivation, exposure to English, and learning strategies on English proficiency of Muslim students in Indonesia Eva Fatimah; Nanang Nurcholis; Khoiriyatun Widyastuti; Anisya Maulidia; Luluk Nur Mufidah
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.v6i2.40894

Abstract

This study identifies the influence of various factors on students' English language skills.  This study aims to investigate the extent to which Learning Motivation, English Exposure, and Learning Strategies, influence English Language Proficiency among Universitas Wahid Hasyim Pesantren Students at the Faculty of Economics and Business. This research would use quantitative research that has results that can be calculated to provide data. data analysis using (Sturctural Equation Modeling) SEM-PLS to determine the effect of Learning Motivation, English Exposure, and Learning Strategy on English Proficiency. The results showed that direct exposure to English, such as listening, speaking, and active use of the language, had thse most significant positive influence on English language proficiency. Learning motivation contributes positively, but the impact tends to be weak if it is not followed by real actions. Meanwhile, the learning strategies applied in this context show a negative influence, likely due to the incompatibility or ineffectiveness of the strategies used. These findings emphasize the importance of hands-on experience with the language.
A critical review of post-pandemic ELT intersections: Language, identity, and sustainability Jenny Ngo
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.v6i2.40901

Abstract

The intricate relationship between language and identity holds profound implications for English Language Teaching (ELT), particularly in light of recent global transformations. This critical review systematically synthesizes literature from 2020 to 2025 to examine how identities are constructed, negotiated, and performed by key ELT stakeholders—teachers, learners, curriculum, and media—and how these dynamics intersect with the growing imperative of sustainability education. Focusing on the post-COVID-19 period, the review highlights accelerated shifts in pedagogical practices and research priorities. Drawing on sociolinguistic and poststructuralist theories, this paper critically examines the multifaceted ways in which English, as a global language, interacts with the diverse linguistic and cultural identities of those involved in its teaching and learning within this new landscape. The review employs a systematic methodology, including comprehensive database searches, rigorous study selection, and thematic data synthesis to identify key trends, persistent challenges such as native-speakerism and greenwashing, and innovative pedagogical implications shaped by this transformative period emerging from this transformative era. It argues that a critical awareness of these evolving identity dynamics, paired with the explicit integration of sustainability principles, is essential for fostering inclusive, equitable, and future-oriented ELT practices. The discussion outlines practical implications for pedagogy, including strategies that validate learner identities, promote intercultural competence, challenge linguistic hegemonies, and cultivate global citizenship and environmental responsibility. Ultimately, this paper advocates for a transformative paradigm shift in ELT that transcends a purely instrumental view of language learning to embrace its role in shaping identities and fostering the ecological consciousness required for a sustainable future.
The translingual practices in the Indonesian-Spanish family’s communication showcased at a digital platform TikTok Rachmi Rachmi; Maya Rohimah Atmawinata; Arjulayana Arjulayana
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.v6i2.40940

Abstract

This research studies the translingual practices enacted by an Indonesian-Spanish family within their daily communication, as demonstrated on the digital platform TikTok. Anchored in sociolinguistic theories of translanguaging, it explores the ways in which family members adeptly navigate and negotiate meaning across different languages, drawing upon their comprehensive linguistic and semiotic repertoires. Employing a qualitative methodological framework, the study scrutinizes conversational excerpts to elucidate how translingual practices such as envoicing, recontextualization, interactional negotiation, and entextualization operate as dynamic resources for the construction of identity, cultural expression, and the creation of relational meaning. The findings illuminate the family’s innovative and context-sensitive application of language, which surpasses conventional linguistic boundaries and contests monolingual frameworks. This research significantly enriches the understanding of bilingual speech production within intimate familial environments and underscores the importance of digital platforms as arenas where translingual communication is both enacted and disseminated. Furthermore, the study provides theoretical contributions by integrating the concepts of translanguaging space and spatial repertoires, thereby accentuating the ecological and mediated characteristics of language practices in contemporary multilingual contexts.
Exploring EFL pre-service teachers’ perceptions of loving pedagogy in the teaching practicum Gabriella Nur Shafa; Hamamah Hamamah; Roosi Rusmawati; Putu Dian Danayanti Degeng
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.v6i2.40944

Abstract

This research aims to explore how EFL pre-service teachers apply loving pedagogy during their teaching practicum to build emotional connections with students and support their learning. Loving pedagogy is a teaching approach based on care, empathy, and strong teacher-student relationships. It creates a classroom environment where students feel respected, safe, and motivated. In the Indonesian context, where bullying remains a concern in many schools, the use of loving pedagogy can help reduce negative behavior and promote student well-being. This research used a quantitative case study design allowed for an investigation of a specific group within educational context. This study employed purposive sampling, with 112 EFL pre-service teachers selected through a questionnaire adapted from the Loving Pedagogy Scale. The scale includes four main aspects: kindness and empathy, intimacy and bonding, sacrifice and forgiveness, and community and acceptance. The results among the aspects of loving pedagogy showed that the highest score was in the community and acceptance aspect, with accepting diversity receiving a mean of 3.89, reflecting a strong commitment by EFL pre-service teachers to inclusivity. Another high score aspect was kindness and empathy, where classroom rule adherence appreciation had a mean of 3.64, indicating that teachers highly value student effort and achievement in class. This research recommends applying loving pedagogy to improve student-teacher interactions and create a better learning environment. It also encourages EFL pre-service teachers to reflect on their teaching style and develop it to be more caring and thoughtful educators.
Integrating critical thinking into language learning: A DDL and TBLT-based syllabus for Indonesian schools Erlangga Erlangga; Haidir Algi Ghaffar Faridha; Muhammad Fahresy Alfariz; Radhiyatul Jamilah
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.v6i2.40949

Abstract

This study aims to analyze possible challenges and benefits of combining critical thinking guidance toward teaching and language learning by combining Task-Based Language Teaching (TBLT) and Data-Driven Learning (DDL) systems to create a syllabus which could be utilized in an Indonesian language school setting. The study utilized a qualitative research synthesis (QRS) approach by using a dynamic framework by Chong & Reinders (2020), The study reviewed 25 studies on Critical Thinking, DDL, and TBLT published within the past five years, using backward and forward snowballing techniques and inclusion criteria. The result concludes beneficial effects from both DDL and TBLT on the subject of language learning understanding in the context of EFL/ESL, the integration does not only enhance language proficiency but also equip learners with valuable cognitive skills that extend beyond language learning, such as computer literacy and learner autonomy. DDL has enhanced student’s metalinguistic awareness, allowing them to critically examine the structure of language. Furthermore, focusing on form tasks in DDL enhances comprehension of language usage, while engaging with authentic materials increases computer literacy as well as motivation. On the other hand, use of TBLT’s technological and authentic subject matters resulted in enhanced linguistics abilities, comprising listening, writing, speaking, and reading. The indications of this paper are immense for the academic area of ELT and future studies. Linguistic instructors may modify and utilize this paper’s final syllabus design to encourage critical thinking and language proficiency, and future studies might focus on critical thinking's long-term impacts.
From cultural exchange to identity formation: Intercultural experiences of Indonesian pre-service English teachers in the Philippines Indawan Syahri; Rini Susanti; Nadya Rezkhita Dwiana
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.v6i2.40964

Abstract

In today's global educational landscape, pre-service teachers must be equipped to teach in culturally diverse classrooms. This research examines three Indonesian pre-service English teachers undertaking teaching practicum in the Philippines as part of the South East Asia-Teacher (SEA-Teacher) program. The objective is to understand their intercultural learning experiences during the practicum and their impact on their identities as educators. This study employs a narrative inquiry methodology, with data collected through in-depth interviews, journal writing, and focus group discussions. The theoretical framework is derived from Byram's (1997) concepts of intercultural communicative competence, Mezirow's (2000) theory of transformative learning, and Norton's (2013) perspectives on identity. The results indicate several key factors that shape the participants’ experiences, including exposure to new educational methods, engagement with diverse cultural norms, and encounters with unfamiliar religious practices. Valuable experiences include acquiring new educational methodologies and embracing diverse cultures. Challenges sometimes arise, such as confusion around religious practices and novel educational methodologies. This significantly influences their self-perception as educators and their confidence in teaching in multicultural classrooms. This research proposes that teacher programs incorporate more foreign practicums to better prepare students for global teaching opportunities
The diversity of Profil Pelajar Pancasila's concept in English textbook: A linguistic evidence Purnama Rika Perdana; Putri Oktaviani; Najmi Hillalliyati; Siti Sadiah
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.v6i2.40965

Abstract

The study investigates integrating the Profil Pelajar Pancasila values in English textbooks within Indonesia's Merdeka Curriculum framework. The research focuses on diversity, a key element in the Profil Pelajar Pancasila, and how it is reflected in the textbooks designed for primary school students. Using a qualitative approach through a literature review and content analysis of My Next Words English Textbooks for third-grade students, this study evaluates the extent to which the values of global diversity, tolerance, and cultural representation are embedded in the materials. The result of this study found that global diversity is the most frequently found in English textbooks for third-grade students. Global diversity creates a sense of mutual knowledge and appreciation of intercultural communication skills with others and reflects responsibility for diverse experiences. The themes and content in the English textbook align with the purpose of Profil Pelajar Pancasila's students, which is to make students aware of global diversity, respect cultural differences, and be able to interact globally
Contributing traditional class communication culture of Arabic language teaching at Pesantren to higher English education classroom in Indonesian contexts Endah Nur Tjendani; Imam Ghozali; Mohammad Iqbal Muhajir
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.v6i2.40968

Abstract

Classroom communication has a prominent role in teaching learning in traditional and modern class, so this research aimed to explore the contribution of Arabic traditional class communication culture to higher English education in Indonesian contexts. This research applied qualitative method with data collection using in-depth observation, interview, and document to the cultural dynamics within university and Pesantren classrooms. All data had been analyzed using themes, namely teachers’ notion, student’s activities, and classroom organization pattern. The findings shown that 1) teacher contributed to the knowledge symbol, to have moral character as a model, and to be strict and fair, and donated to class activities, like reading aloud, memorizing, formal examination, giving speech, mush explanations, and teacher-centered; 2) students came up with a knowledge receiver, depend on teachers’ instruction,  strong memorization, exam performance, but a little critical thinking shown by written task/project, and 3) class organization provided by Sorogan, Setoran, Muhādaṡah Yaumiyyah, Muhāḍarah/Dakwah, and dialogue in Muadakaroh/Bathsul Masa'il, like reading aloud individual or together with good or proper pronunciation on every phrase, explaining or memorizing grammatical and vocabulary with its detailed meanings, and apply hundreds words and grammatical in various exercises, rearranging jumbled sentences, memorizing, and the other technique, translating on word to word, sentence to sentence, texts to texts, and texts to contexts reported in written or oral, and speaking in form of speech, preach, discussion, monolog, and conversation. But, the similar findings existed in memorization and speech carried out both in Islamic boarding school classes and higher education. So, it is recommended for further research how the pesantren method is applied to further improve critical thinking
The effect of utilising magic box to improve students’ motivation in learning English: Deep learning practices Lina Dwi Lestari; Waris Waris; Fauzan Adhim
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.v6i2.40996

Abstract

These days, the government has dealt with the new curriculum, called deep learning approach. Still, during the implementation deep learning approach in teaching-learning English at Vocational school, it showed that most students struggle with learning enthusiasm and motivation. Further, this research aimed at investigating the use of Magic Box to improve students’ learning motivation in learning English at SMK Negeri 1 Tempeh during deep learning. This research used explanatory mixed methods. A purposive sampling was used to select the sample. In addition, the research sampling was class X TKJ 1 consisting of 27 students was used as the control class, and class X TKJ 2 consisting of 25 students was used as the experimental class. In collecting the data, the researcher used observation and questionnaire, and semi-structured interviews. The results showed that the use of Magic Box media in deep learning was able to significantly increase students' learning motivation. This can be seen from the students’ enthusiasm and engagement during the learning process, where students became more interested, engaged and involved in classroom learning activity. In short, using Magic Box in teaching-learning English during deep learning process, is expected to promote students’ involvement and engagement, and increase self-confidence and learning outcomes.

Page 13 of 14 | Total Record : 135

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