cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rafika Rabba Farah
Contact Email
englie@umm.ac.id
Phone
+6285855571719
Journal Mail Official
englie@umm.ac.id
Editorial Address
Postgraduate Program Masters in English Education GKB IV, Campus III, Universitas Muhammadiyah Malang, Jalan Raya Tlogomas No. 246 Malang
Location
Kota malang,
Jawa timur
INDONESIA
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
 10   11   12   13   14 
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.

Page 14 of 14 | Total Record : 135

 10   11   12   13   14 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): February Vol. 6 No. 2 (2025): August Vol. 6 No. 1 (2025): February Vol. 5 No. 2 (2024): August Vol. 5 No. 1 (2024): February Vol. 4 No. 2 (2023): August Vol. 4 No. 1 (2023): February Vol. 3 No. 2 (2022): August Vol. 3 No. 1 (2022): February Vol. 2 No. 2 (2021): August Vol. 2 No. 1 (2021): February Vol. 1 No. 1 (2020): August More Issue