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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 80 Documents
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Emerging TPACK & Digitalization in Education for Sustainable Development: Voices of Secondary Education Teachers Setoningsih, Dian Asmi
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.27112

Abstract

One of the frameworks used nowadays to incorporate technology into the teaching and learning process is technological pedagogical and content knowledge (TPACK). The investigation of teachers' TPACK, specifically their comprehension, process, and obstacles in a classroom context, has not received much research, though. In order to better understand TPACK and digitalization in the secondary education classroom, this study will examine it from the viewpoints of teachers. The information was gathered from three teachers who were at Thursina IIBS Malang, East Java, Indonesia. The study's methodology included a qualitative study. The researchers used a triangulation of data sources, including interviews, observations, and documents, to collect their responses. The verbatim transcriptions of the interviews data were followed by a thematic analysis. The results of the current study reveal four key issues, including teachers' understanding of TPACK, the acquisition of TPACK, teacher perceived level of digital literacy and teachers' challenges with TPACK. The teachers utilized a variety of ways to acquire TPACK, and they had different perspectives on TPACK. However, applying TPACK presented many benefits for the teachers. The results of this study may have an impact on how teachers should proceed with their professional development.
The Highlighting Students’ Voices of Learning English Through Project-Based Learning During Covid-19 Pandemic: A Case Study Rahmania, Vina Kautsar; Suharjito, Bambang; Hudori, Rizki Febri Andika
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.27136

Abstract

All the students need to adapt to the new version of the learning and teaching process. The use of project-based learning in the COVID-19 pandemic can help students who struggle to make an interaction with other students. This approach can help vocational high school students more easily understand the topic by using projects that relate to their workplace. This project aimed to explore the students’ voices using Project-based learning in English learning in the pandemic era. This case study used semi-structured interviews to interview five students from one of the vocational high schools in Jember that had already used the project-based learning method during a pandemic. This research results show that project-based learning was one method teachers might employ to help students learn English. The student’s English abilities and creativity could be enhanced while developing the project.
Investigating the influence of ambiguity tolerance and resilience on student engagement: A literature review Kianinezhad, Neda
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.28210

Abstract

The field of education has experienced a profound impact with the emergence of positive psychology (PP), leading to a heightened emphasis on engagement as a crucial construct. Simultaneously, individual differences, particularly ambiguity tolerance, have gained recognition for their pivotal role in the learning process and their influence on learners' engagement. In contrast, resilience has emerged as a potent tool for engaging English as a foreign language (EFL) learners, empowering them to adeptly navigate and overcome challenging circumstances and setbacks. However, despite the acknowledged significance of ambiguity tolerance and resilience in educational contexts, their roles within the domain of foreign language learning remain underexplored. This review sets out to investigate the influence of ambiguity tolerance and resilience on EFL learners' engagement. The study presents compelling evidence, underscoring the substantial roles that ambiguity tolerance and resilience play in fostering learners' engagement. The major finding of this research is the identification of ambiguity tolerance and resilience as crucial factors in enhancing EFL learners' engagement. Following that, building upon these findings, the paper offers practical implications and suggestions for effectively integrating these constructs into foreign language education. Finally, the ultimate goal is to enhance students' overall engagement and enrich their learning experiences.
Flipped classroom strategy and Saudi secondary students' grammar proficiency AlQout, Abeer Mohammed; Alhamami, Munassir
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.29409

Abstract

This study investigated the impact of FC on Saudi secondary school students' grammar proficiency. The participants in this study were 61 Saudi female students from the second level of secondary school. The participants were divided into two groups: the control group consisted of 30 students, and the experimental group consisted of 31 students. The control group was taught using the traditional method of instruction, while the experimental group was taught using FC. The data collection instrument was a pretest and posttest that were designed by the researchers. The pretest was administered at the beginning of the intervention, and the posttest was administered after a period of four weeks. The data from the pretest and posttest were analyzed quantitatively. The findings of the study revealed that FC did not have a significant impact on students' performance in grammar. There was no statistical difference between the scores of the students in both groups in the posttest. This study contributes to the existing literature on FC by providing evidence that FC does not have a significant impact on students' performance in grammar. One explanation is the potential mismatch between the self-directed nature of online education and the level of maturity and discipline typically expected from high school students. Also, other factors, such as the quality of the instructional materials and the teacher's pedagogical skills, may be more important than FC in improving students' grammar proficiency.
The use of artificial intelligence to improve EFL students' writing skill Pratama, Rizky Mirani Desi; Hastuti, Dwi Puji
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30212

Abstract

This research aims to analyze the use of artificial intelligence platforms that can be used to convey writing subjects. This research used a mixed-method design that combines quantitative and qualitative approaches. This research aims to test the effectiveness of AI in teaching writing involving 30 high school students around the Kalideres RPTRA as samples. Quantitative data is obtained through pre-tests and, post-tests and surveys to measure English writing skills and students' perceptions of using AI in learning writing. Qualitative data was obtained through interviews. The findings of this research show that Artificial Intelligence technology can used as a medium in developing English language learning for students, especially writing skills. This research applies AI platforms, namely Gencraft and ChatGPT. The research results show an increase in writing skills after using AI. These findings support that using AI is effective in learning English, especially writing skills. The data analysis results show that the output Sig = 0.00 means that the pre-test and post-test averages differ. The application of Gencraft and ChatGPT media is effective in improving student's writing skills. Learning effectiveness with Gencraft and ChatGPT media can also be seen from the average pre-test score of 71,47 and post-test of 46,81, which shows that learning outcomes have increased. Observations made during the learning process using Gencraft and ChatGPT media revealed that the average student's writing ability was in a good category and was improving, as evidenced by the students' work in writing descriptive texts.
Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution Hidayat, Muhammad; Umalihayati, Umalihayati; Hilman, Hilman; Rachman, Aditya
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30295

Abstract

Feedback has a crucial position in supporting the success of teaching and learning processes in English as Foreign Language (EFL) classroom setting. In addition, research in this essential topic should be conducted continuously. Most research on topic have been done at schools or even universities. Only few studies concentrate in non- formal education institution such as English courses. Therefore, it is reasonable to conduct this study. Employing qualitative research, this study invited eight English teachers at non-formal education institution. The study used interview as the instrument to collect data and thematic content analysis to analyze the data. The findings displayed that the participants faced challenges and having strategies in providing feedback for students. The result revealed that teachers find challenges like inappropriate response from the students and insufficient time to make it happen fully. Then, the strategies implemented to fulfill these challenges are sharing appreciation towards students’ work at the beginning, making a clear follow-up session as well as having a clear information to students, and creating a direct comment to students’ work and also adding some notes. This study will contribute more not only for non-formal education institution but also for formal education in general. Furthermore, other aspects, such as teaching approach as well as the method used may be considered as important to adjust with these findings.
An investigation of the use of information and communication technology in secondary schools: Teachers’ voices Saputra, Dwi Bayu; Puspa, Adelia; Haryana, Lia; Muswari, Reci
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30357

Abstract

Despite the fact that there has been a lot of research on online learning and the use of technology, researchers have paid very little attention to the use of information and communication technology after the COVID-19 pandemic, particularly on the perceptions of teachers who teach at the middle and high school levels. As a result, this study aims to analyze teacher perspectives on the use of technology, information, and communication, particularly in English subjects. A mixed methods technique will be applied in this investigation. To acquire a deeper understanding of middle and high school teachers' impressions of using ICT in English language learning, researchers utilize quantitative data from surveys and qualitative data from free-form writing. First, the questionnaire will be distributed to teachers using the Snowball method. After all the data from the questionnaire is received, the researcher will distribute some questions concerning the challenges, suggestions, and teachers' opinions on using ICT in English classes to obtain more in-depth information. The findings of this study show that teachers have a positive attitude toward using ICT, particularly in the teaching and learning process. One of the most important considerations is that incorporating technology into the teaching and learning process may improve the classroom atmosphere and engage students in the teaching and learning process. Future studies can explore teachers' perceptions using qualitative methods so that the data obtained will be deeper and can enrich the knowledge related to ICT use after the COVID-19 pandemic.
Improving high school students’ speaking skill through role play strategy: A classroom action research Sayow, Eiren Lady Marchela; Marsevani, Maya
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30366

Abstract

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.
Analysis of the hidden meaning of “Stopping by Woods on a Snowy Evening” poem through figurative languages Wiranota, Hesti; Arifin, Muhammad Nur
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30374

Abstract

Stopping by Woods on a Snowy Evening is a popular poem written by Robert Frost in the 20th century, which reflected the social aspects of human existence. The researchers used the library research to analyze the figurative languages, the hidden meaning, and their correlation in poetry. The authors considered the hidden meanings in the poetry studied, namely that people should not be lulled by the promise or beauty of the surrounding environment; instead, they must complete their tasks before their lives end. The hidden meaning could be seen in the following stanzas: the stanza 1 depicted somebody stopping in a snowy forest, the stanza 2 revealed the small horse questioning a stop in a forest far from the farmhouse, the stanza 3 described the small horse shaking its harness bell as a warning, and the stanza 4 showed the speaker's determination to continue his journey and fulfill his duties before the end of his life. The correlation between the hidden meaning of "the long journey of a human life" and the figurative language in the last two lines of the fourth stanza, an "allegory" that reads " and miles to go before I sleep " outlined the idea of ​​a lifelong journey to complete one's task before the rest eternal.
Exploring student perspectives in amplifying students' speaking skills on English for hospitality internship Ananta, Benny Dele Bintang; Sholahuddin, Muhammad Firza Thoriq; Waloyo, Alimin Adi
English Learning Innovation Vol. 5 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i1.30537

Abstract

This research focuses on the experiences of hospitality internships in amplifying speaking skills. In particular, the objective of this research is to examine the students’ perspectives in the hospitality program on enhancing speaking skills as well as the challenges they face and their solutions to these challenges. Qualitative research methods, including questionnaires and observations, were used to gather data from students in the English Language Education Department at the University of Muhammadiyah Malang, Indonesia. There were 28 students enrolled in COE English for Hospitality Program, who participated in the study. The results showed that students' opinions about their experiences with speaking education during their hospitality internships varied. Additionally, challenges in hospitality internships encompass three main areas: delivery, language, and interaction. Some strategies were also provided to assist in overcoming the difficulties identified. It is accordingly advocated that teachers and students need to prepare better in terms of delivery, language, and interaction. hospitality internships can be implemented in the class and Internship programs.

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