cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Albadri Albadri
Contact Email
badriabladri@gmail.com
Phone
+6281331514515
Journal Mail Official
joeypbi.fishum@gmail.com
Editorial Address
Kantor Fakultas Tabiyah Universitas Ibrahimy Situbondo Jl. KHR. Syamsul Arifin, Sukorejo, Situbondo, Jawa Timur 68374
Location
Kab. situbondo,
Jawa timur
INDONESIA
JOEY : Journal of English Ibrahimy
Published by Universitas Ibrahimy
ISSN : 28282388     EISSN : 28282078     DOI : https://doi.org/10.35316/joey
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences
JOEY: Journal of English Ibrahimy is a Journal of English language and learning education published by Study Program of English Department and managed by the Faculty of Social Sciences and Humanities, University of Ibrahimy. In this journal, more emphasis is placed on aspects of teaching, learning, and the development of information and communication technology (ICT) which often find problems in the learning process in terms of methods, strategies, techniques, media and technology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 82 Documents
 5   6   7   8   9 
The Role of Artificial Intelligence in Learning English for Business material: Challenges and Ethical Considerations: English Syamsinar; Marwah Juwita Yusuf; Kapriani; Indrayani Simpuruh; Ray Suryadi; Khaerati; Muh. Amir
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.94-107

Abstract

This study investigated the role of AI tools in English for Business learning, identifies the challenges students face when using these tools, and proposes ethical considerations for their academic use. The researcher employed a descriptive qualitative research design and used purposive sampling to select the participants. The participants consisted of 104 students from STIE Tri Dharma Nusantara. The additional participants were four English lecturers, who discussed the challenges of students’ use of AI from their perspectives and offered consideration for ethical AI use in academic contexts. Data were collected through classroom observations, questionnaires, and semi-structured interviews with 6 students. The findings revealed that AI tools play four major roles in English for Business learning: facilitating effective and efficient learning processes, enhancing business communication competencies, serving as references and models, and acting as catalysts for learning rather than substitutes for educators. Survey results indicate moderate to high levels of AI usage among students. However, several challenges were identified, including unnatural or overly general language output, limited contextual and cultural understanding, reduced critical thinking, increased risk of plagiarism, diminished learning motivation, and lower self-confidence. Lecturers highlighted issues related to the similarity of students’ work and the difficulty in assessing genuine understanding. In response, this study emphasizes the importance of ethical AI integration through effective prompt design and positioning AI as a supportive learning assistant grounded in students’ prior knowledge.
Reconceptualizing the Validity of Cross-Paradigm Research through a Critical Review of Reliability, Credibility, and Trustworthiness Mohamad Yunus Laia; Rahmah Fithriani; Amirul Mukminin; Saiful Anwar Matondang
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.67-80

Abstract

The This study aims to reconceptualize the validity of cross-paradigm research through a critical examination of the evolution of the meaning and function of reliability, credibility, and trustworthiness in the methodological literature. This study departs from the problem of conceptual fragmentation and epistemological tension that arise due to the application of validity criteria ahistorically and procedurally in various research paradigms. The method used is a non-systematic literature review of conceptually relevant Scopus indexed journal articles, with a thematic-conceptual analysis approach and cross-paradigm critical synthesis. The results of the study show that validity has shifted from technical-instrumental attributes to epistemic justification processes that are contextual, reflective, and paradigmatic. Reliability no longer serves as a universal prerequisite for validity, but rather as a technical mechanism whose relevance depends on certain epistemological assumptions. Credibility develops as an interpretive justification mechanism in qualitative research, while trustworthiness serves as a reflective evaluative framework that emphasizes transparency and accountability. This study also found epistemological tensions, conceptual inconsistencies, and theoretical limitations in the use of these three concepts across paradigms. In conclusion, the validity of research needs to be understood as a dynamic practice of epistemic justification and not reduced to a methodological checklist. This research contributes to the development of research methodology by offering a conceptual synthesis that goes beyond the classical dichotomy of validity–reliability and trustworthiness–credibility.
Need Analysis on English as Professional Skills for Students of Islamic Elementary School Teacher Education: English Zakaria Bintang Pamungkas Pamungkas
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.108-120

Abstract

This study seeks to analyze the professional English skill requirements of third-semester students in the Islamic Elementary Teacher Education program at the Islamic Institute of Riyadlotul Mujahidin Ngabar Ponorogo and to design an effective English learning framework that is suitable for their professional preparation. The research specifically addresses the linguistic competencies needed by future Islamic elementary teachers in their workplace contexts. A qualitative descriptive design was applied, involving questionnaires, interviews, and document reviews to collect data from students, lecturers, and relevant stakeholders. The results demonstrate that English proficiency plays a vital role in preparing students to teach English for young learners (TEYL). Students are required to enhance their communicative abilities, particularly in classroom interaction, academic writing, and accessing English-based TEYL resources. Furthermore, the study reveals a noticeable gap between the existing curriculum and the actual linguistic demands in educational practice. The learning situation analysis emphasizes the importance of developing all English language skills for professional readiness. Therefore, the proposed English learning model integrates mastery of language components with communicative learning strategies through authentic audio-visual materials. Activities such as listening, vocabulary enrichment, dialogue practice, peer learning, and role play are essential to encourage active use of English and foster students’ teaching competence.
Needs Analysis of English Language Competencies for Prospective Islamic Religious Education (PAI) Teachers in Islamic Higher Education: English Moh. Zainol Kamal; Ukhtul Iffah; Ahmad Effendi; Moh. Wardi; Hodairiyah; Nufil Indriyani
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.58-69

Abstract

This study analyzed the English language competency needs of prospective Islamic Religious Education (PAI) teachers in Islamic higher education institutions. The study was conducted at STIT Aqidah Usymuni Sumenep as the research site, and the informants included lecturers, students, and alumni. This study employed a qualitative approach with a case study design to describe the English language competency needs of prospective PAI teachers in Islamic higher education institutions. The study highlighted two main aspects of needs: objective needs and learning needs. Objectively, the findings indicated that students needed reading, writing, speaking, and listening skills to understand academic texts and communicate in scholarly contexts. From a learning perspective, the findings showed that English instruction needed to be relevant to Islamic studies through an English for Specific Purposes (ESP) approach. The findings suggested that Islamic higher education institutions needed to design contextual and systematic English programs to support the professional development and global competitiveness of prospective PAI teachers.
The Effect of Project-Based Method on Improving the English-Speaking Skills: English Nuris Akhmad; Dwi Nur Hadiyansa
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.40-57

Abstract

In this era, Madrasah Aliyah students must have skills to compete with others. One of them is English speaking skill. Madrasah Aliyah students must have the English-speaking skills necessary to face challenges worldwide. However, due to the lack of learning strategies that support activeness and communication skills, these skills are still underdeveloped. This study aims to evaluate the effect of implementing a project-based method on the English-speaking skills of Madrasah Aliyah students in Lumajang Regency. A quantitative approach with a quasi-experimental design was used in this study with a pretest-post-test and control group design. An English-speaking ability test was conducted to collect data, and the pretest and post-test results of the experimental and control groups were the data sources. English speaking ability between the two groups differed on average, and a t-test at a significance level of 0.05 was conducted for data analysis. Madrasah Aliyah students throughout Lumajang Regency were the subjects of this study, who were selected purposively based on the characteristics of the study. In this study, the tentative assumption is that, compared to conventional learning approaches, the project-based method has a significant effect on students' English-speaking ability. The findings are used for students, teachers, researchers and others to use and improve the method in the process of teaching and learning, & for further research.
The Effect of Using Song Vocabulary to Students’ Retention Rifka Nurin Nafisah; Albadri Albadri; Musdalifah Musdalifah
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.30-39

Abstract

This study determines the effect of using song vocabulary to students’ retention. This research was conducted at the grade Intermediate in Syu’batul Lugha Al-Khairiyah, Ma’hadul Qur’an, Sukorejo, Situbondo. This research used a quantitative method by using Pre-Experimental research type one group pretest posttest design. This research used saturated sampling technique, which a whole of population which consists 19 students are sample. The instrument data collection used test. Data analysis technique using analysis of t-test by paired sample t-test. It was gotten t0 = (-19.396) > tt = (2,861) with sig. (2-tailed) value was 0,000. So, it meant that H0 is refused and Ha is accepted.
The The Role of Drama in Improving Students' comprehension of Reported Speech Rawend Sitorus; Chairuddin; Baihaqi
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.18-29

Abstract

This study aims to examine the role of drama scripts implemented through role-play activities in improving students’ comprehension of reported speech at SMK Negeri 2 Langsa. This research employed a quantitative approach using a one-group pre-test and post-test design. The population of this study consisted of all eleventh-grade students of SMK Negeri 2 Langsa, while the sample was class XI RPL comprising 25 students selected through purposive sampling. The instrument used to collect the data was a grammar test in the form of 25 multiple-choice questions focusing on reported speech. The research procedure involved administering a pre-test to measure students’ initial comprehension, followed by teaching reported speech using drama scripts through role-play activities, and finally conducting a post-test to measure students’ improvement after the treatment. The results revealed a significant improvement in students’ comprehension of reported speech. The mean score increased from 37.52 in the pre-test to 82.24 in the post-test. Furthermore, the result of the paired sample t-test showed that the significance value (Sig. 2-tailed) was 0.000, which was lower than 0.05. This indicates that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Therefore, it can be concluded that the use of drama scripts through role-play activities effectively improves students’ comprehension of reported speech. The findings imply that drama-based learning activities can be an engaging and effective strategy for teaching grammar in EFL classrooms.
The Effectiveness of Kumon Learning Method Toward Student’s Reading Comprehension Skill: English Diska Virgiyanti; Alianda Luthfan Dzaki; Aries Fachriza; Annisa Kurnia Asri
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.119-133

Abstract

English proficiency has become increasingly important in supporting students’ academic and future professional success, encouraging parents to seek additional English learning opportunities outside formal education. One of the widely adopted institutions is Kumon, which applies an individualized and self-paced learning approach. However, studies discussing the effectiveness of the method in Kumon course in improving reading comprehension skills in English as a Foreign Language (EFL) classes remain limited, particularly in the Indonesian students. Therefore, this study aims to examine the effectiveness of the Kumon Learning Method toward students’ reading comprehension skills at Kumon course that is located in Ahmad Yani street, Purwokerto, East Java, Indonesia. This research employed a descriptive qualitative design involving six students aged 11–12 years old enrolled in the EFL Class. Data were collected through interviews, observations, questionnaires, and documentation. The findings reveal that the Kumon Learning Method effectively enhances students’ reading comprehension through individualized learning, leveled worksheets, repetitive practice, and Oral Reading Check (ORC) activities. Students demonstrated improvements in vocabulary acquisition, reading fluency, comprehension ability, confidence, and learning independence. In conclusion, the Kumon Learning Method provides an effective supplementary approach for improving reading comprehension skills in EFL learning and may serve as an alternative model for supporting English language development among young learners.
The Effectiveness of ZEP Quiz Game-Based Learning on Descriptive Text Comprehension Savira Najwa Awwala Arkham; Olyvia Revalita Candraloka
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.1-17

Abstract

EFL reading comprehension of descriptive texts is frequently a considerable issue for secondary students. This study used constructivism to assess the effectiveness of ZEP Quiz, a digital game-based learning platform, in improving descriptive text comprehension. SMAN 1 Mayong used a quantitative method with a quasi-experimental, non-equivalent control group design. The active sample included 67 tenth-grade students, split into two groups: an experimental group (N = 33) that used ZEP Quiz and a control group (N = 34) that received traditional teaching. Data from a validated 22-item reading test were evaluated using the non-parametric Mann-Whitney U test on N-Gain scores. The research found a significant difference in learning improvement (Z = -2.230, p = 0.026 < 0.05). However, unexpected trends showed that the control group achieved a higher progression (Mean Rank = 37.81) than the experimental group (Mean Rank = 27.52). This indicates that ZEP Quiz did not outperform conventional text-based instruction, as gaming mechanics likely imposed an excessive cognitive load that distracted learners from deeper text processing. Therefore, EFL practitioners must carefully balance gamified media with strategic teacher scaffolding to maximize reading outcomes.
Bilingual Curriculum in EFL Speaking: Teachers' Strategies at Islamic Boarding School: English Silmi Kaffah; Wahed Hasim; Anne Ratna Suminar
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.109-118

Abstract

English proficiency is one of the most important skills in education, leading many schools to implement a bilingual curriculum to improve students' English language skills, particularly their speaking ability. Although the implementation of the bilingual curriculum continues to develop, understanding of the strategies teachers use to apply it in English as a Foreign Language (EFL) Speaking classes, particularly in Islamic boarding school settings, remains limited. This study aims to explore teachers' strategies in implementing a bilingual curriculum in EFL Speaking classes. This study employed a qualitative approach with a case study design involving three English teachers at an Islamic boarding school in Garut Regency, West Java. Research data were collected through semi-structured interviews and non-participant observation. The data were then analyzed using the interactive analysis model proposed by Miles et al. (2014), which includes data condensation, data display, and conclusion drawing and verification. The results showed that teachers applied three main strategies in implementing the bilingual curriculum, namely learning strategies, motivational strategies, and classroom management strategies. These three strategies were used to build students' confidence in speaking English and to create a supportive bilingual learning environment. These findings provide a more comprehensive understanding of teachers' strategies in implementing a bilingual curriculum in EFL Speaking instruction within an Islamic boarding school setting.

Page 8 of 9 | Total Record : 82

 5   6   7   8   9 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy Vol. 4 No. 1 (2025): JOEY : Journal of English Ibrahimy Vol. 3 No. 2 (2024): JOEY : Journal of English Ibrahimy Vol. 3 No. 1 (2024): JOEY : Journal of English Ibrahimy Vol. 2 No. 2 (2023): JOEY : Journal of English Ibrahimy Vol. 2 No. 1 (2023): JOEY : Journal of English Ibrahimy Vol. 1 No. 2 (2022): JOEY: Journal of English Ibrahimy Vol. 1 No. 1 (2022): JOEY : Journal of English Ibrahimy