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Albadri Albadri
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badriabladri@gmail.com
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Kantor Fakultas Tabiyah Universitas Ibrahimy Situbondo Jl. KHR. Syamsul Arifin, Sukorejo, Situbondo, Jawa Timur 68374
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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
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Relationship between Vocabulary Knowledge and Inferential Reading Comprehension in Junior High Students: English Tarisya Zulfa; Eva Rahmawati
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.v5i2.70-90

Abstract

Vocabulary knowledge is an essential component of reading comprehension, particularly inferential comprehension, which requires readers to interpret implicit meaning rather than relying solely on explicitly stated information. For many EFL learners, an insufficient vocabulary base makes inferential comprehension difficult to achieve. Although previous studies have widely confirmed the importance of vocabulary for reading comprehension, limited research has specifically examined how vocabulary knowledge across different word-frequency levels relates to inferential reading comprehension at the junior high school students’ vocabulary knowledge and their inferential reading comprehension using a quantitative correlational design involving 53 eighth-grade students. Vocabulary knowledge was measured using the Updated Vocabulary Levels Test (1000-5000 levels), while inferential reading comprehension was assessed through an inference-based reading test adapted from TOEFL Junior materials. Data were analyzed using descriptive statistics and Spearman’s rho correlation. The results showed that students achieved strong mastery at the 1000-word level (92.5%), with mastery declining and becoming more varied at the 2000-word (62.3%) through 5000-word levels. Inferential reading comprehension yielded a mean score of 57.83, falling into the sufficient category. Spearman’s rho analysis revealed a significant moderate positive correlation between vocabulary knowledge and inferential reading comprehension (r = .488, p = .000), particularly strong at the 1000-word (r = .513) and 2000-word (r = .541) levels. These findings indicate that vocabulary mastery at basic and intermediate levels serves as a primary predictor of inferential reading performance, suggesting that teachers should prioritize structured vocabulary instruction to facilitate students’ transition toward higher-order reading skills.
Unveiling the Macro-Micro Paradox: A Hermeneutic Phenomenology of Pre-Service English Teacher’s Digital Praxis in a Micro-Class of a Rural Indonesian Islamic College Ayu Meiratnasari; Ema Wilianti Dewi
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.v5i2.90-108

Abstract

The rapid growth of Generative Artificial Intelligence (GenAI) has changed how English as a Foreign Language (EFL) is taught. However, there is still little research on how pre-service teachers use digital tools when facing serious material and geographic challenges. This study looks at the real experiences of pre-service English teachers at a rural private Islamic college in South Sumatra, Indonesia, as they used GenAI tools during their micro learning and teaching practicum. Using a hermeneutic phenomenological approach based on van Manen’s framework, data were gathered from structured, open-ended written reflections by all four students in the specialized track. The analysis found four main themes: (1) a shift in teaching beliefs from grammar-focused methods to Communicative Language Teaching (CLT); (2) the use of GenAI as a support tool alongside hands-on, non-digital adaptations, showing a digital divide within the group; (3) the Macro-Micro Paradox, where technical lesson planning with GenAI made classroom challenges more visible, especially due to teacher anxiety and student passivity; and (4) a change in professional identity from strict knowledge transmitters to flexible, empathetic facilitators. The study introduces the Macro-Micro Paradox, showing that while GenAI helps with lesson planning, it cannot solve the social and emotional challenges of real classroom engagements. These results indicate that teacher education programs should be re-examined to include digital empathic and technical skills, and that policy support is needed for underfunded faith-based institutions in the Global South.

Page 9 of 9 | Total Record : 82

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