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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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Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes Khoiriyah, Khoiriyah; Sholahuddin, Muhammad Firza Thoriq; Bintang, Ananta Benny Dele
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.37256

Abstract

This research explores the factors contributing to students' satisfaction in online learning, particularly in Content and Language Integrated Learning (CLIL) classes. Through a literature review, three primary factors were identified as crucial determinants of student satisfaction: online self-efficacy, self-regulated learning, and online interaction. Online self-efficacy encompasses students' confidence in their abilities to complete online courses, communicate with peers and instructors, and manage course technologies. Self-regulated learning strategies, such as strategic planning, time management, and help-seeking, positively influence both student satisfaction and academic achievement. The quality and type of online interactions, including teacher-student, student-student, and student-content interactions, significantly impact satisfaction levels. The findings suggest that effective online learning environments should foster student engagement through quality interactions, provide adequate technological support, and promote self-directed learning strategies. The research also highlights the importance of classroom climate and online learning in enhancing student satisfaction. Educational institutions should prioritize enhancing the quality of online interactions, training educators in effective online teaching practices, and expanding technological resources to better meet student needs. Future research should employ mixed methods to gain deeper insights into student experiences and satisfaction, contributing to a comprehensive understanding of online learning dynamics.
The Implementation of Cake English Learning Appplication in Teaching Pronunciation for EFL Secondary School Graders Arif, Ummi Qalsum; Kleden, Emilia Triaryeti
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.37524

Abstract

This study explores the implementation of the Cake English Learning App as a tool to enhance pronunciation skills among eighth-grade students at SMPN 1 Larantuka. Employing a qualitative approach, data were gathered through classroom observations and interviews with students and teachers to assess the app’s effectiveness and identify its strengths and weaknesses. The results show that the app’s interactive features, such as gamified quizzes, video lessons, and speech recognition, significantly improved student engagement, motivation, and pronunciation accuracy. Students particularly appreciated activities like quizzes and short educational films, which provided an immersive and enjoyable learning experience. However, several challenges emerged, including the app’s reliance on a stable internet connection, the need for adequate device storage, and access to premium features requiring additional payments. Furthermore, some students noted limitations, such as a lack of translations in certain video tutorials and interruptions caused by advertisements. Despite these drawbacks, students expressed positive reactions, citing the app’s user-friendly interface and the ability to practice independently at their own pace as key benefits. To address these issues, solutions such as expanding offline access, offering more instructional videos, and reducing dependency on ads were proposed. This study underscores the potential of mobile-assisted language learning tools, particularly in rural or resource-limited settings, as an effective supplement to traditional teaching methods. By integrating technology like the Cake App, educators can enhance pronunciation instruction, foster student confidence, and create a more engaging classroom environment. The findings contribute to the growing discourse on leveraging digital tools in language education, offering practical recommendations for their integration into curricula to support learners’ linguistic development and address contextual challenges.
EFL pre-service teachers’ challenges in teaching English to young learners during Kampus Mengajar program in rural areas Hikmah, Wahidah Nurul; Astuti, Irma Windy
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.38340

Abstract

In recent time, several studies have discussed the challenges frequently faced by pre-service EFL teachers (PSEFLTs) while conducting their teaching practice in rural areas. However, studies about the challenges faced by PSEFLTs in Indonesian primary education context, especially under the Kampus Mengajar program is still lacking. The main objective of this study is to describe the challenges experienced by PSEFLTs during their teaching practicum at the primary-levels under the Kampus Mengajar program which took place in schools with limited facilities in remote areas. This study used qualitative research design, and involved two PSEFLTs from a private Islamic University in Yogyakarta participating in the Kampus Mengajar program for one semester. To gather the data, this study employed interviews as its primary data collection technique, complemented by documents as the secondary means. The study finding identified four challenges relating to three major themes, namely: 1). Pre-service teachers’ pedagogical competencies and 2). The development of learning materials and media, and 3) an emergent finding which revealed the institutional-related challenges. In reference to the findings, this study subsequently suggests the importance of providing additional and more contextualized training for pre-service teachers prior to their teaching practicum to orient and prepare them in dealing with the dynamic of teaching and learning in remote schools with limited facilities to perform more effectively and contribute meaningfully to the program
Exploring students’ narratives: Understanding self-efficacy in vocabulary mastery Muftia, Ina; Sumardiyani, Listyaning; Nur'Aini, Siti
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.38718

Abstract

This study aims to illustrate how students perceive their confidence level in their ability to learn the English language. One important factor in the learning process is self-efficacy, the belief that one can learn. This study aims to find out which vocabulary teaching strategies work best and to get students feedback on their preferred approach. This qualitative study uses pretest-post-test evaluation, questionnaire completion, and interviews with eighth-grade students at SMPN 24 Semarang. The results indicate that the majority of students have high self-efficacy and prefer the gamified online tool Duolingo for learning English vocabulary. Students also choose songs, dictionaries, peer group discussions, and mixed methods. The study's findings showed that the widespread use of Internet tools for vocabulary acquisition gives credence to their classroom use. This research is anticipated to shed further light on the connection between student language competence and self-efficacy.
Contrastive analysis of politeness strategies in refusal speech acts: A study of Sundanese and Batak language Rosyidah , Rossy Halimatun
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.39040

Abstract

This research examines politeness strategies in refusal speech acts used by Sundanese andBatak speakers. The purpose of this research is to test the truth of the stereotype which statesthat Batak people tend to be loud or rude, while Sundanese people are considered smoothand polite in communicating. This research used a qualitative methodology and a contrastiveanalysis approach. A total of ten informants participated in this research, consisting of fivenative Toba Batak speakers and five native Sundanese speakers who were around fifty yearsold. Data were collected through the Discourse Completion Task (DCT). Data analysis usesMiles et al., (2014) interactive model, which involves three stages: data condensation, datapresentation, and verification. Data validity uses triangulation. The findings show that Batakand Sundanese speakers both use negative politeness strategies, while Sundanese speakersalso use positive politeness strategies. Negative politeness is used to maintain relationshipswhile respecting the rights of the interlocutor, for example by expressing regret, giving clearreasons, or emphasizing personal inability to fulfil requests and positive politeness strategiesare used to maintain harmony and show attention to the feelings of the interlocutor. Theyavoid using the bald-on-record strategy (direct rejection without further ado). These findingsshow that the stereotypes that exist in society are not true, both Batak and Sundanesespeakers prioritize respect and harmony in communication
Effective practices in enhancing autonomous English language learning through YouTube Daeli, Ritueli; Santosa, Santosa
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.37940

Abstract

This study investigates the potential of YouTube as a tool for autonomous English language learning, focusing on its effectiveness, learner engagement strategies, and associated challenges. By analyzing data from in-depth interviews with ten intermediate-level English learners, the research explores the impact of diverse YouTube content, including instructional videos, vlogs, and conversational media, on language acquisition. Findings highlight the platform’s capacity to provide authentic language exposure, foster learner motivation, and cater to varying proficiency levels and interests. Strategies such as note-taking, pausing, and the use of subtitles enhance engagement and comprehension, while interactive features like comments promote active language practice. However, the study identifies significant challenges, including the overwhelming quantity and variable quality of available content, which may hinder learners’ ability to find reliable sources. The platform’s algorithm-driven design can also distract learners, reducing their focus and productivity. Additionally, the absence of structured guidance requires learners to exhibit high levels of self-discipline and motivation, often challenging for autonomous learners. Despite these limitations, YouTube emerges as a valuable supplementary tool, offering flexibility, accessibility, and a personalized learning experience that complements formal language instruction. The study underscores the need for curating high-quality educational content and developing tools to support self-regulation among learners. Future research should explore integrating YouTube with traditional pedagogical methods and leveraging its interactive features to enhance learner outcomes. This research contributes to understanding the role of digital platforms in language education, offering insights into optimizing their use for autonomous learning.
The FAR Model: Evaluating the Quality of English Subtitling in Minion 2 The Rise of GRU Trailer Movie Khusnia, Aulia Nisa; Widagsa2, Ruda
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.31402

Abstract

The FAR method rates subtitle quality in three categories: functional equivalency (do the subtitles accurately reflect the speaker's meaning), acceptability (do the subtitles sound natural and correct in the target language), and readability (can the subtitles be read smoothly and without interruption). The FAR model is error-based and contains a penalty score system that allows the examiner to indicate which areas won't work, making it effective for instruction and criticism.  The information is taken from the subtitles of an English-Indonesian Minion 2 thriller film. The film has a running time of 3 minutes and 19 seconds and was released on July 1, 2022. It was discovered that functional equivalence, acceptability, and readability were all present. Semantic and stylistic faults are subcategories of functional equivalencies.
The effectiveness of using Quantum Thinker Teaching Model in reading comprehension achievement Romaniah, Yuniarsi; Angraini, Nike; Permana, Dio Resta
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.37466

Abstract

Reading is very prominent to obtain information and influence the learning success. Based on survey results from the last five years, Indonesia has a low level of reading interest. Therefore, the aims of this study were to find out the use of Quantum Thinker Teaching Model in reading comprehension achievement for seventh grade students at SMP Negeri 22 Palembang and the experimental group students’ perception of the use Quantum Thinker Teaching Model. This study used quasi experimental design with the sample were class of VII.2 and VII.6 that consisted of 33 students in each class, and divided into the experimental and control groups. Therefore, the data were collected by using pre-test, and post-test, that analyzed by using paired sample t-test and independent sample t-test with help of SPSS version 27 program. Based on the results of this study, (1) there was significant improvement on students’ reading level category, (2) there was significant improvement in students’ reading comprehension achievement, (3) there was significant improvement in students’ reading aspects, (4) and there was significant mean difference between experimental and control groups. (5) Moreover, the experimental students gave positive perception toward the use of Quantum Thinker Teaching Model in teaching process. In conclusion, the use of Quantum Thinker Teaching Model was improved students’ reading comprehension achievement for seventh grade students.
Need analysis of English for Specific Purposes (ESP) in Psychology: Identifying linguistics demands for academic and professional success Ananta, Benny Dele Bintang; Sholahuddin, Muhammad Firza Thoriq; Khotib, Dede Akmal; Farah, Rafika Rabba
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.37743

Abstract

ESP or English for Specific Purposes is an instructional approach centered on addressing learners' specific goals and requirements. The ESP approach is particularly suited for students in Indonesia who are learning English, especially those studying in institutions where English is not the primary language. This study seeks to explore the needs of students who are currently registered in the ESP program at the University of Muhammadiyah Malang, Especially in Psychology faculties. A mixed-methods approach was employed, involving a sample of sixty-four participants (N=64). Data was collected through an online survey using closed-ended questionnaires for quantitative insights, and qualitative data was gathered through Semi-structured Interviews to explore learners' perceived needs. Data analysis using IBM SPSS 25 software revealed the importance of integrating effective language strategies into ESP courses to enhance students' communication skills with lecturers, peers, professionals, and clients. The findings emphasize the need for authentic activities and real-world scenarios to develop proficiency in speaking, listening, reading, and writing within the psychology context. Students highlighted the significance of engaging in meaningful interactions, attending conferences and presentations, reading specialized materials, and practicing academic writing tasks. However, the study has limitations, including relying on student perspectives and self-reported data. Further research is needed to validate the findings and consider the long-term impact of implementing the proposed changes to the ESP program. This study underscores the relevance of ESP methodologies in tailoring English education to the specific needs of Indonesian psychology students, contributing to their language development and preparedness for academic and professional success
The application of flipped classroom in foreign language education at Pesantren-based school Mubarok, Moh. Najib
English Learning Innovation (englie) Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.39566

Abstract

This study examines the implementation of the flipped classroom model in foreign language instruction at SMP Islam Ulul Albab, an Islamic boarding school, focusing on the challenges faced by teachers in its application in English language classes and students' attitudes towards the method. A qualitative case study approach was employed, involving semi-structured interviews, classroom observations, and asynchronous media reviews, with each participant interviewed twice, complemented by document analysis for triangulation. The study revealed three main findings: first, the flipped classroom model utilized the DDFE (Divide, Differentiate, Facilitate, Evaluate) framework and integrated project-based learning strategies, aligning with the pedagogical principles of Pesantren schools; second, teachers faced challenges such as students' lack of motivation for pre-class activities, time constraints, and limited internet access; and third, students’ attitudes towards the model were shaped by personal, educational, and social factors. Observations indicated varying student engagement, with some participating actively in collaborative discussions and project-based activities, while others struggled with self-directed learning, particularly in the context of unreliable internet access, which hindered their participation in pre-class activities. The findings highlight the need for targeted strategies to enhance student motivation for pre-class preparation and to explore alternative technological solutions in settings with limited internet resources. Additionally, understanding the complex factors influencing students' attitudes is crucial for optimizing the effectiveness of flipped classroom approaches. This study contributes to the literature on flipped learning, offering insights into its application in non-traditional educational contexts and providing practical recommendations for educators and policymakers aiming to improve foreign language instruction in similar settings.

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