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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 141 Documents
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A bibliometric analysis of trends, challenges, and innovations in English teaching materials: A global review Harni Jusuf; Hasan Ayuba; Alvons Habibie; Della Rachma Citra Prakasita
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.v6i2.41008

Abstract

The rapid digital transformation in education has fundamentally altered the development of English Teaching Materials (ETM), especially in professional domains like tourism, healthcare, and hospitality, where context-specific language skills are crucial for effective global communication.  This study aims to analyze principal trends in ETM development over the last two decades, identify challenges encountered by researchers worldwide, examine the impact of technology and digitalization on ETM evolution, and assess the contribution of global ETM research to enhancing the quality of English language teaching in professional and specialized contexts.  A bibliometric study was conducted utilizing VOSviewer software to examine 204 publications from the Scopus database from 2000 to 2025, adhering to an adapted PRISMA methodology for bibliometric studies.  The data analysis encompassed co-occurrence terminology analysis, overlay visualization, and network mapping to discern thematic clusters, collaboration patterns, and temporal evolution dynamics.  The findings identify eight essential thematic clusters that reflect various research orientations: curricular architecture and education (notably in medical education), autonomous learning strategies, technology implementation, fundamental dimensions of English Language Teaching (ELT), English for Specific Purposes (ESP), holistic linguistic competence, research publication and quantitative investigation, and core thematic nexus.  The research reveals a significant publication increase, particularly intensifying around 2020, a geographic concentration with the Russian Federation as the dominant contributor, likely reflecting national investment in English for professional purposes, such as medical and tourism education and Tatarinova as the most prolific author, exemplifying institutional specialization and leadership in context-specific ETM research.  The temporal evolution indicates a distinct shift from curriculum-centric research (2016–2019) to technology-enhanced methodologies (2021–2024), likely accelerated by the COVID-19 pandemic and the global push toward digital transformation in education.  The study offers an extensive mapping of the ETM research landscape, focusing on professional applications, and gives strategic direction for creating successful, context-sensitive teaching materials that meet both global standardized requirements and local cultural contexts
Integrating mobile-assisted language learning (MALL) in teaching EFL: A study on senior high school teachers in Indonesia Erfan Sabani; Fardini Sabilah; Rina Wahyu Setyaningrum
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.v6i2.41682

Abstract

The use of technology, particularly mobile devices, has revolutionized learning by providing access to diverse digital materials, promoting lifelong learning, and facilitating cooperative knowledge exchange. Teachers' lack of digital skills and students' excessive mobile phone use pose obstacles to effective technology integration, leading to distractions and poor academic performance. Despite these challenges, Mobile Assisted Language Learning (MALL) has shown promise in promoting interactive English language exercises and improving language proficiency by offering flexible learning environments. This study employed a multiple case study approach to identify the digital learning platforms used by 5 teachers in teaching English from 5 different senior high schools in eastern part of East Java province. The interview data was analyzed using thematic analysis and member checking was employed to ensure data credibility. From the findings, some of the digital platforms that can be used in learning teaching receptive skills and productive skills. Despite the availability of digital tools, several challenges were identified include teachers' unfamiliarity with digital platforms, big size class, and limited supporting equipment. To address the challenges, teachers adopted strategies such as participating in MGMP activities, seminars, webinars and implementing collaborative/group learning and using multimedia laboratories, free platforms and the internet (hotspots). The findings suggest that with proper support and training, the integration of digital platforms can enhance engagement and improve English language outcomes.
Language styles variation in an Islamic boarding school: Sociolinguistic study and EFL implications Rizki Ba’da Mauludiyah; Dhea Syahzana Sahreebanu; Mirjam Anugerahwati; Evynurul Laily Zen
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.v6i2.41724

Abstract

The present study examines the use of language styles among santri (students studying and living in an Islamic boarding school) in one of Islamic boarding schools located in East Java, Indonesia. Referring to Joos’ (1967) five language styles and Allan Bell’s Audience Design Theory (2014), this study explores how santri adjust their speech styles based on social context and interlocutors, particularly when interacting with peers, seniors, and ustadzah (female teachers who teach Islamic studies). Using semi-structured interviews and direct observation involving nine participants from grades seven to nine, thematic analysis revealed six main themes, notably adaptation to hierarchical relationship and strategic code-switching between Indonesian and Javanese to manage formality. Findings indicate that casual style dominates peer interactions, while consultative and formal styles are often used to communicate with seniors and ustadzah, often incorporating Javanese and Indonesian polite forms. Emotional and situational factors, such as when managing conflict and showing empathy also influence language choice. This study highlights santri’s strong sociolinguistic awareness and suggests their ability to adapt speech in L1 can be utilized to enhance sociolinguistic competence in EFL (English as a foreign language) context.
Indonesian teachers’ senses of humor in teaching EFL classes: Students’ perceptions Vico Taufiqul Huda; Hartono Hartono; Fardini Sabilah
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.v6i2.41756

Abstract

The absence of good classroom climate sometimes makes students feel bored or even terrified with English lesson. Not only the students, but also teachers feel bored in teaching English in EFL classroom caused by the less ability in conducting interactive and positive classroom atmosphere. The goal of the current study is to examine the kinds of humor utilized by EFL teachers in East Java and the students’ perceptions toward them. This current study is a qualitative study and utilizes phenomenological research with descriptive questionnaires analysis. It is done in two Islamic Junior High schools in Jombang with two English teachers.  The data are collected through classroom observation, interview, and Questionnaire. The findings showed that the teachers utilized verbal/word-based humor, slapstick/physical humor, related humor, self-disparaging humor, unrelated humor, unplanned humor, riddle, and spontaneous humor. Meanwhile the total mean from the questionnaire analysis result is 41.377 that indicates students’ perceptions toward teachers’ utilization of humor as positive. By knowing the kinds of humor utilized as strategy of teaching EFL classes and students’ perceptions toward them, it is expected that EFL teachers can create positive classroom climate by delivering humor that can be appropriate for students and supporting them in learning.
Comparative effectiveness of Quizlet-based SDCL and Duolingo-based direct instruction on vocabulary mastery Sutraeni Sutraeni; Sitti Asriati; Nur Qalby
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.v6i2.41931

Abstract

This quasi-experimental study aimed to examine the effectiveness of technology-integrated instructional methods—Quizlet-based Self-Directed Collaborative Learning (SDCL) and Duolingo-based Direct Instruction (DI)—in enhancing vocabulary mastery among senior high school students in Indonesia. Twenty-seven students from SMA Muhammadiyah 6 Makassar were divided into two groups: an experimental group (n = 14) taught using SDCL and a control group (n = 13) taught using DI. Both groups completed vocabulary pre- and post-tests. Statistical analyses included normality testing, descriptive statistics, N-Gain Score analysis, and an independent samples t-test. The results showed that both instructional approaches improved vocabulary mastery, with mean post-test scores rising from 42.4 to 71.2 in the experimental group and from 32.1 to 65.4 in the control group. N-Gain analysis revealed slightly higher gains in the control group (M = 0.4839) compared to the experimental group (M = 0.4481). However, the independent samples t-test (p = 0.645) indicated no statistically significant difference in vocabulary improvement between the two groups. These findings suggest that both methods are effective and may be employed complementarily to support vocabulary learning in secondary education.
Exploring how teachers construct their professional identity through a grounded theory approach: Insights from a systematic literature review Benny Dele Bintang Ananta; Rey Ardella Rahmadhany; Andi Nur Hafidzah Alfiyah Qashas; Adinna Silky Nuriyah; Siti Muniroh
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.43407

Abstract

This study explores the development of teacher professional identity (TPI) by integrating a 2020 PRISMA-based Systematic Literature Review (SLR) with Straussian Grounded Theory (GT) analysis to produce a multilevel conceptual model. Using a qualitative integrating with systematic review design, studies were identified, screened, and analyzed following PRISMA procedures, and subsequently coded through open, axial, and selective coding based on the Straussian GT approach. The SLR identified fifteen robust GT studies from ten countries, demonstrating a clear increase in TPI research using GT, especially after 2020. The Straussian GT tradition dominated (60.0%), and manual coding (53%) was the most common analysis technique, followed by NVivo and MAXQDA. The studies included diverse samples, ranging from four to over two hundred participants. ​The GT analysis conceptualized Teacher Professional Identity Formation as the central phenomenon. This process was shaped by a coding process that included 673 items and then categorized into sixty-four subcategories, and by causal factors (personal history, motivation, and policies), contextual factors (institutional and cultural norms), and influencing factors (mentorship and emotions). Teachers adopted action strategies such as adaptive coping and reflective practice to manage identity tensions. The consequences include both positive (practice excellence, autonomy, and inclusiveness) and negative (burnout and identity destabilization) outcomes. The resulting model provides an integrated framework that explains the negotiation of TPI in an evolving sociocultural environment.
Comprehensive English learning model: Integrating digital storytelling for vocabulary and communication enhancement Lia Agustina; Fitrotul Maulidiyah; Veri Hardinansyah Dja’far
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44430

Abstract

Storytelling has emerged as an effective instructional strategy that enhances students’ oral proficiency, vocabulary knowledge, comprehension, and overall literacy skills. By integrating imagination and emotional engagement, it promotes reading fluency, enriches vocabulary acquisition, and encourages the use of language in meaningful contexts. The study aims to investigate the influence of storytelling on students’ communicative competence and to evaluate its contribution to the improvement of their language abilities. The researchers used Classroom Action Research with 28 students from the Financial Accounting Program at the State Polytechnic of Malang, reveals that storytelling not only strengthens communicative competence but also increases learners’ motivation by linking personal experiences to classroom learning. Moreover, this approach fosters clarity in expression, improves both written and spoken communication, and cultivates digital literacy skills, all of which contribute to students’ academic advancement. Findings demonstrate that storytelling positively impacts oral communication by helping learners connect vocabulary with meaning and emotion. It also supports vocabulary expansion and deepens understanding of contextually appropriate language use. The quantitative results further confirm notable progress, as evidenced by an increase in the students’ pre-test scores—from 65 to 70 in the post-test—reflecting significant improvement in both oral communication proficiency and vocabulary development. The conclusion revealed that the model was implemented successfully, demonstrating its effectiveness in achieving the intended outcomes.
AI-enhanced peer collaboration in the digital writing classroom: A case from Indonesia Ratnawati Ratnawati; Fitriyah Fitriyah; Juitania Juitania; Moh. Thoyib Syafi’i
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44766

Abstract

Despite growing interest in peer collaboration and AI-assisted language learning, existing studies often examine these approaches in separate ways. This study responds to this gap by investigating the effectiveness of AI integration into peer collaborative practices in influencing students’ writing and their experiences in authentic digital writing classrooms. Students’ writing performance was examined after AI-enhanced peer collaboration, along with their experiences during the implementation of the digital writing classroom. Comparisons between utilisation in pair-structured writing collaboration and unstructured AI-enhanced peer collaboration practices were also measured. A mixed-methods study was employed, involving 30 undergraduate EFL students who participated in AI-structured peer collaboration throughout one semester, while another 30 students were assigned to unstructured strategy implementation. The quantitative data collected were analysed using the SPSS parametric test, and the qualitative data were analysed using thematic analysis. The results of the independent t-test and effect size tests revealed that students’ writing performance has notably improved (p<.005, d=2.27; large effect size). Students also expressed positive perspectives on AI-enhanced peer collaboration, indicating support from SEL, interactional process, and ecological perspectives. This study highlights the pedagogical value of integrating AI into EFL writing instruction to enhance students’ writing performance and collaborative skills.
The effect of video clips and role play on students’ listening and speaking skills Diana Rizky Amalia; Ririn Ambarini; Sri Wahyuni
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.44960

Abstract

Developing listening and speaking skills is essential in English as a Foreign Language (EFL) education. However, a significant gap persists between formal classroom instruction and real-life oral interaction due to limited exposure to authentic language environments. This study examined the empirical effectiveness of integrating authentic video clips into structured role-play activities to enhance students’ speaking and listening skills concurrently. Using a quasi-experimental non-equivalent control group design, the investigation involved two intact eighth-grade classes at SMPN 8 Semarang. The experimental group received integrated video modeling and role-play simulations, while the control group followed traditional, teacher-centred instruction. Data from standardised pre-tests and post-tests were analyzed using Multivariate Analysis of Covariance (MANCOVA). The multivariate omnibus analysis revealed a statistically significant simultaneous effect of the dual-strategy intervention on the dependent variables (p=.007). Follow-up univariate analyses indicated that the treatment had a highly significant independent effect on students’ speaking achievements (p=.002) with a substantial effect size. Conversely, performance gains in listening did not differ significantly from the control condition (p=.472). These findings imply that while integrated multimedia and interactive simulations are highly effective for accelerating active oral production, developing receptive auditory decoding faculties requires more prolonged instructional exposure.
Exploring students’ challenges in using AI to complete their intensive reading projects Susanti Malasari; Paulina Besty Fortinasari; Bintang Nugroho; Nurul Hidayati
English Learning Innovation Vol. 7 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i2.45005

Abstract

In the context of Intensive Reading class, AI can help students look for reading texts, giving information about pronunciation and intonation when reading texts, determining main idea and understanding the content of texts. Besides, AI can also help students finish Intensive Reading task-based projects that require creative ideas and in-depth analysis. However, the use of AI to finish task-based projects in Intensive Reading class can cause various challenges for students. Therefore, this research explores the students’ challenges in using AI to complete their intensive reading projects. This research is qualitative in nature. It employed 25 students from intensive Reading Class. The results reveal that in completing project-based assignments in the Intensive Reading class, students use AI to get detailed explanation related to the topic, paraphrase sentences that they cited, summarize long texts, find relevant information to the assignment given by the lecturer, build frameworks, develop ideas, and improve grammar in elaborating the intensive reading projects. The study also reveals the challenges faced by students when using AI to complete their projects. These challenges include the occasional irrelevance of AI generated information, students’ dependence on AI, a decline on critical thinking skill, and the potential for plagiarism. The findings highlight the need to create clear guidelines of using AI in Intensive Reading Class. In addition, lecturers need to provide class activities that can boost students’ critical thinking to ensure that AI is only used as a supporting tool in the teaching and learning process.

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