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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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Fostering Students’ Creativity in English Writing Class: Investigating The Impact of Project-Based Learning in Bridging Ideas and Words Kurniawati, Farida Nova
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.v4i2.30611

Abstract

The lack of stimulation for students' creativity in English language learning at schools, stemming from a conventional approach that overly focuses on information transfer and offers limited scope for creativity, can be effectively addressed through the implementation of Project-Based Learning as an innovative approach. Therefore, the aim of this study is to analyze project-based learning as a means to enhance creativity skills in the English writing process of junior high school students. This study adopts a qualitative approach, where data were collected through student and teacher speeches or conversations recorded on video and noted in field journals during observations from the first to the third sessions. The qualitative data analysis follows the structured approach as per the model by Miles et al., (2018). The findings indicate that the application of Project-Based Learning in an Islamic State Junior High School in Kediri is effective in enhancing students' creativity skills in English writing, as reflected in the fulfillment of creativity indicators such as motivation, self-confidence, resilience to mistakes, initiative, humor, and critique. This research offers an innovative solution to overcome challenges in English language learning.
“Shang Chi And the Legend of The Ten Rings": Tense and Perspective Rakhmyta, Yunie Amalia; Rusmiati, Rusmiati
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.v5i1.30956

Abstract

Due to English's global significance, it indirectly affects Indonesia's education system. In this area of study, most scholarly publications speak English. All Indonesian nationals are required by law to take English classes. Many students have trouble understanding the grammatical rules of English because they are so different from those of their native language, Indonesian. The most important distinctions are those of tense and aspect. Many students struggle with grammar because of this. This analysis aims to determine which tenses and aspects are used in the script for "Shang Chi and the Legend of the Ten Rings," and which are employed most often. This research makes use of content analysis and qualitative descriptive methods. Data collection made use of record-keeping. The data was examined using the Miles and Huberman dynamic model. After the data has been compiled and presented, inferences can be made. The data shows that there are nine distinct permutations of tense and aspect. There are 33 current tenses, 37 past tenses, 6 future tenses, 35 progressive tenses, 3 past progressive tenses, 3 perfect tenses, 1 perfect tenses, 2 future perfect tenses, and 2 present perfect tenses. The present progressive is only represented by 35 occurrences, while the plain past tense is represented by 37. There are twelve permutations of tense and aspect, nine of which are used here. There is no distinction between past and future occurrences in the progressive tenses (future, past, and future perfect).
The effectiveness of using Wattpad to teach narrative text writing Gustiani, Rayna Elisya; Bunau, Eusabinus; Rahmani, Eka Fajar
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.v5i1.31236

Abstract

This study aimed to examine the effectiveness of Wattpad as a medium to teach narrative text writing to the tenth-grade students of SMK Negeri 5 Pontianak.  This study was carried out using a pre-experimental study with one group pre and post-test design. The sample of this research was a cluster involving 30 students from Class X Tata Kecantikan I taken from a population of 334 students. The results indicated that the t-test was 12.489. The analysis of the pre-post-test scores indicated that the pre-test was lower than the post-test (71.5<88.3). The t-test analysis showed a greater value compared with the t-table (12.489>2.045) with the degree of freedom 29 and ???? = 0.05. The analysis revealed that the null hypothesis was rejected while the alternative hypothesis is accepted. In addition, the effect size was categorized as a strong effect with the value (2.28>1.00). Therefore, the research referred that the use of Wattpad as a medium to teach students narrative text writing was effective with a strong effect. Despite its initial purpose, Wattpad can be a recommended media to teach tenth-grade students.
Grammatical cohesion found in undergraduate student’s thesis writing: A case study at one private university in Indonesia Ulfa, Risma Liyana; Ramadhani, Reski
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.v5i1.31406

Abstract

Writing an excellent and comprehensive text depends on applying appropriate grammatical cohesive devices. This study aims to investigate the types and errors of the grammatical cohesive devices found in the undergraduate student's thesis. The analysis used in the present study applied the framework of Systemic Functional Linguistics (SFL) proposed by Halliday and Hasan (2014). Through the qualitative design with content analysis, this study examines two undergraduate students' theses, focusing on finding and discussing sections at one private university in Jakarta. The analysis revealed that grammatical cohesive devices in the thesis are not diverse. The data's most dominant grammatical cohesive devices are references and conjunctions—no elliptical and substitution devices are found in the data. Besides, errors in applying grammatical cohesion in the undergraduate students' writing were found, especially in using personal and demonstrative references and extension conjunctions. It indicates that the students still lack understanding in applying the knowledge of grammatical cohesion in their writing, influencing the readers' understanding in capturing information from the thesis. It implies that the knowledge of appropriate grammatical cohesion is essential for students in academic writing, predominantly undergraduate thesis, to convey the ideas and information properly and coherently.
Analyzing grammar errors among Hellotalk users and proposing effective correction strategies Arifin, Muhammad Nur; Heriyanto, Eko; Kurniadi, Didit; Arvianti, Indah
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.v5i1.31569

Abstract

HelloTalk is a popular social media platform where users from diverse linguistic backgrounds converge to communicate and improve their second language (L2) skills. This study focuses on grammatical errors made by users on the HelloTalk app during English interactions. Employing the observation method. Employing a qualitative approach, the study conducted a comprehensive analysis of 357 instances across 280 posts, showcasing a nuanced understanding of the challenges faced by users in their language learning journey. The identified strategies for addressing these errors encompasses several ways such as providing corrective feedback (CF), categorizing errors, utilizing language learning apps for English, and implementing a systematic approach to monitoring and tracking progress. The study's findings provided valuable insights for educators, language learners, and app developers, offering a basis for targeted interventions. Additionally, future research may explore integrating emerging technologies like artificial intelligence and natural language processing to enhance error correction efficiency and personalized feedback on language learning platforms.
Saudi K-12 teachers' views on English teaching using technology Al-alami, Aisha 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.v5i1.31613

Abstract

Teachers play a vital role as key stakeholders in the educational process. They have comprehensive insights into specific challenges that schools encounter, and their perspectives can provide in-depth presentations on particular issues faced within schools. This study investigated the perceptions of Saudi K-12 teachers on the use of technologies in teaching English as a foreign language (EFL). A mixed-method study was conducted in 13 K-12 schools in the southern part of Saudi Arabia to investigate teachers' perceptions of using technologies in teaching and learning EFL. The study involved 35 teachers, both male and female, who teach English at different levels in K-12 education. Quantitative data were collected through questionnaires (n = 30) and analyzed quantitatively. Qualitative data were collected through interviews (n = 5) and analyzed thematically. The study found that Saudi K-12 teachers generally have positive perceptions of the use of technologies to teach English in their classrooms. They believe that technologies can improve student motivation, engagement, and achievement. They also believe that technologies can give students access to a wider range of resources and help them develop 21st-century skills. The study also identified some challenges to the use of technologies in Saudi K-12 education, such as lack of teacher training, limited access to technology, and cultural factors. However, the study also provided valuable insights into the criteria that teachers use to choose technologies to teach English in Saudi Arabia. The findings of this study have implications for the development of technology policies and practices in K-12 schools. The findings also provide valuable insights for teachers and researchers who are interested in the use of technologies in EFL in general and K-12 education in particular.
Investigating best practices for teaching reading recount text in the context of ESP Rohman, Sandhi Fattahul; Hartiningsih, Sri; Gusdian, Rosalin Ismayoeng
English Learning Innovation Vol. 5 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i2.31726

Abstract

This research investigates the implementation of best practices in teaching reading recount texts within the context of Social Care education at a vocational high school. Recognizing the challenges in conventional learning materials for English for Specific Purposes (ESP) students, this research aims to explore how an English teacher's innovative approach to teaching reading recount text in the field of Social Care. A descriptive qualitative design was employed to describe how the teacher implemented the best practice in teaching reading recount text in the Social Care major. Data collection involved observation and interviews with the English teacher responsible for the Social Care major. The study was conducted at SMK Roudhatul Jannah, chosen for its newly introduced Social Care major in the Indonesian vocational education system. The analysis of the data collected revealed that the teacher's best practice involved focusing on biographies of notable figures in Social Care. The manual creation of biographies allowed the teacher to address the specific needs of the students, fostering engagement and practical application of knowledge. The research concludes that the teacher's proactive approach in manually creating biographies of notable figures not only addresses the limitations of conventional learning materials but also demonstrates a commitment to providing relevant content aligned with the student's major. The findings underscore the importance of ESP teachers adopting innovative teaching methods that resonate with students' specific needs, so it can be beneficial for their future careers.
Increasing the motivation of madrasah Aliyah students to learn cross-interest English subject by applying the game “relay race” Annafiah, Afiya Ulin Nuha
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.v5i1.31965

Abstract

Cross-interest subjects are programs and policies from the government that aim to provide opportunities for students to choose and study subjects that are not in the specialization program so that they will add insight, experience, and knowledge that they have later. In theory, students should have a high motivation or enthusiasm for learning to study the cross-interest subjects they have chosen. However, the facts in the classroom show the opposite. This study aims to increase student learning motivation in English Cross Interest subjects in class XI MIPA Madrasah Aliyah Negeri Kota Batu through the application of a "relay race" or relay game. This research is a class action research with the research subject of XI MIPA 2 class with 36 students. The research was conducted with two cycles on simple past-tense material. Data collection techniques were carried out by observation through daily notes filled by both the teacher and students, and questionnaires filled by students to determine the level of student learning motivation. The results showed increased student learning motivation in cross-interest English subjects, with an average percentage in the first cycle of 81% and increased by 1% to 82% in the second cycle. Thus, it can be concluded that applying the "relay race" game can increase students' learning motivation while still paying attention to the teacher’s pedagogical skills during the learning process.
Leveraging chatbot applications to enhance English language learning in Nigerian secondary schools Jegede, Olusegun Oladele
English Learning Innovation Vol. 5 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i2.32802

Abstract

This study explores the potential of chatbot applications to enhance English language learning in Nigerian secondary schools, motivated by the ongoing challenges in achieving high English proficiency using traditional methods. The purpose of the study was to assess the current level of English proficiency among students, evaluate the effectiveness of chatbot applications, understand user perceptions, and identify implementation challenges. A quantitative research design was employed, involving 150 students from three international schools, selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics, along with thematic analysis for qualitative insights. The study revealed varied levels of English proficiency among students’ general positive perceptions of chatbot applications as effective tools for learning English; significant technical and accessibility challenges, such as poor internet connectivity and limited device availability; and the necessity of comprehensive training for both students and teachers to maximize the benefits of chatbot applications. The study concludes that while chatbot applications have considerable potential to improve English language skills, addressing the identified challenges is crucial. Recommendations included enhancing infrastructure, providing comprehensive training, and improving the software and user interface of chatbot applications to maximize their educational benefits. These insights aim to inform educators, policymakers, and technology developers on optimizing the use of chatbot applications in language education.
Competency-based English language teaching through Microsoft teams: A framework for adaptation and integration Prasetya, Rizky Eka
English Learning Innovation Vol. 5 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i2.33323

Abstract

This paper addresses the challenge of implementing Competency-Based English Language Teaching (CBELT) within the digital realm, specifically through the utilization of the Microsoft Teams platform. The methodology employed Mix-method with incorporating exploratory sequential design. Qualitative data from the interviews will be analyzed using thematic analysis to identify recurring patterns, themes, and key considerations for implementing CBELT in Microsoft Teams. Surveys assessed pedagogical and technical efficacy in descriptive statistics and correlation analysis in the quantitative phase. The finding of the research exposed that Educators emphasized leveraging Microsoft Teams' features like chat, video conferencing, and file sharing to deliver CBE content effectively.  With a mean score of 4.49, most respondents were satisfied with CBE integration with Microsoft Teams. This suggests the platform's CBE integration is well-received. Respondents reported a mean score of 6.23 for language proficiency development with Microsoft Teams CBE. Microsoft Teams is simple to use, according to respondents, with a mean score of 6.62. A moderate positive association exists between project-based learning intensity and competence development results (r = 0.664, p < 0.05). This shows that increasing project-based learning intensity improves student proficiency. A moderate positive association exists between integrating collaborative activities and engagement indicators (r = 0.657, p < 0.05). This suggests that Microsoft Teams collaborative activities boost student engagement during Competency-Based English Language Teaching (CBELT). Project-based learning, collaborative activities, and customised teaching help CBE succeed. These tactics allow students to actively learn, contribute, and get individualised teaching.

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