JIEELT
Journal of Innovation in English Education and Language Teaching is a peer-reviewed, on-line academic journal devoted to research in the field of Education, Teaching, and Teacher Training. The journal is published twice a year in April and October. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be REJECTED. Please submit your article through the online submission of this journal. Submitted writing should normally range from 4,000 to 6,000 words, although up to 7,000 words will be accepted under exceptional circumstances. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission
Articles
10 Documents
<![CDATA[Exploring Students’ Academic Procrastination at Indonesian Senior High School in Indonesia ]]>
<![CDATA[Siti Faradilla]]>;
<![CDATA[Safrul Muluk]]>;
<![CDATA[Rahmi Rahmi]]>;
<![CDATA[Fatayatul Hahani]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/wn8txy24
<![CDATA[Academic procrastination has been considered one of the most prevalent issues hampering students’ academic achievement. It is the intentional postponement of academics and activities, despite the procrastinator’s awareness that this is detrimental to the learning process. To delve into this particular issue, the researchers examined the causes of academic procrastination and the strategies provided by teachers to deal with students’ academic procrastination. A qualitative approach was utilized to investigate the issue by using an interview data collection technique. The investigation was conducted at Senior High School 7 Banda Aceh, Indonesia. Three teachers and 5 students were involved in this qualitative research. Findings indicated that two factors caused students’ procrastination, internal and external factors, are poor time management, students’ health condition, social media addiction, and task aversiveness. Teachers implement several strategies to deal with these conditions, including giving motivation, setting up a better schedule or time management, and collaboration between teachers and parents]]>
<![CDATA[The Impact of Reflective Practice on Developing Pedagogical Skills for Future Islamic Education Teachers in Islamic Higher Education ]]>
<![CDATA[Maskur]]>;
<![CDATA[Mashuri]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/h0hn7536
<![CDATA[Reflective practice has become more and more important in the professional development of lecturers especially in Islamic education. This study aims to look into how Islamic education lecturers engage with reflective practices and how these practices contribute to their professional expertise and spiritual growth. Using mixed-methods approach, the research combines quantitative data from 100 Islamic education students with qualitative insights from lecturers. The findings show that reflective practices such as journaling, self-assessment and peer discussion are widely seen as useful tools to improve teaching effectiveness. However, practical challenges such as heavy workloads and lack of institutional support impede the implementation of these practices. The study also highlights the duality of reflection in Islamic education context where professional growth is intertwined with spiritual values. Practices rooted in ilm (knowledge) and tazkiyah (self-purification) not only enhance pedagogical skills but also deepen sense of purpose in teaching. To address these challenges, the study suggests the Holistic Reflective Integration Model (HRIM). This framework encompasses professional, ethical and spiritual dimensions of reflective practice. HRIM stresses the need for strong institutional support to make reflective practices effective and sustainable. By using this model, Islamic education institutions can create an environment that fosters both professional and spiritual growth of lecturers.]]>
<![CDATA[Digitalizing makhārij al-ḥurūf: Leveraging Praat for English Pronunciation Improvement in Islamic Education ]]>
<![CDATA[Maskur]]>;
<![CDATA[Azizah]]>;
<![CDATA[Fithriyah]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/xg74jc84
<![CDATA[This research investigates the integration of Praat technology with makhārij al-ḥurūf to enhance English pronunciation skills among students of Islamic education. The primary objective is to assist students in differentiating between long and short vowels in English through acoustic analysis using Praat, with a particular focus on duration and formant visualization. By addressing nuanced phonemic distinctions, such as the contrasts between "sheep" and "ship," the study also explores students' perceptions and challenges associated with adopting digital pronunciation techniques, including the application of Praat and digitalized makhārij al-ḥurūf. The study employed a quasi-experimental design in which one group was taught via traditional methods (control group) and the other experimental group was taught using methods that integrated Praat into instruction (experimental group). Statistical analysis indicated substantial differences between the two groups, the experimental one showed similar trends for increased scores in accuracy (80%), fluency (85%), and clarity (75%); all higher than the control group. The Likert-scale survey further indicated that experimental students perceived greater comfort and motivation when learning pronunciation with technological means. The proposed Digital-Articulatory Alignment (DAA) theory is a sequel to the traditional articulatory knowledge of Makhārij al ḥurūf but conveyed through the modern understanding of acoustic toolkits such as that of Praat. Through this novel framework, we bridged traditional practices with technology to deliver pronunciation instruction in a more engaging and impactful manner. Specifically, the results cannot be generalised to non-Islamic educational or cultural environments. Future research might adapt this method to wider locations, investigate the creation of AI-based solutions that combine articulatory and acoustic analysis, and study the residual effects on pronunciation abilities and motivation for learning. This is a new perspective on combining the traditional pronunciation teaching context in Islamic education with technology]]>
<![CDATA[STEAM Approach: A Classroom Action Research as an Effort to Increase Early Childhood Creativity ]]>
<![CDATA[Syabudin Gade]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/gb11sy17
<![CDATA[Every early childhood has different development. This development can be given intervention in several aspects. One aspect of development that can be intervened in the development of early childhood is the aspect of creativity. This study aims to improve the creativity of early childhood by implementing the STEAM approach. This study is a classroom action research with the Kemmis & Mc Taggart design using four steps, namely planning, action, observation and reflection. The subjects of this study were kindergarten students. Data were obtained using observation and test techniques. The data obtained were then analyzed using descriptive statistical techniques. The results of the study indicate that the STEAM approach can improve the creativity of kindergarten students]]>
<![CDATA[The Use Of Web 2.0 Application In Learning: Investigating The Use Of Chatgpt In Improving Students’ Work ]]>
<![CDATA[Dwirahma Fadhlika Anjani]]>;
<![CDATA[Fatayatul Hanani Safrul]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/dbx4a227
<![CDATA[This study examines the perceptions of students regarding the use of ChatGPT to enhance their homework performance and explores strategies for its optimal application. The integration of artificial intelligence (AI) in education, particularly ChatGPT, has provided students with tools to overcome common academic challenges, such as difficulty understanding instructions and managing time effectively. Despite its potential, the ethical and practical implications of its usage remain underexplored. The study addresses two key questions: (1) What are students' perceptions of using ChatGPT for completing their homework? (2) How does the use of ChatGPT affect students' homework performance? A qualitative approach was adopted, utilizing semi-structured interviews with eight students from Ar-Raniry State Islamic University who had experience using ChatGPT for academic purposes. Students perceive ChatGPT as a valuable tool for generating ideas, improving writing quality, and breaking down complex concepts into simpler terms. It enhances efficiency, allowing faster task completion and better comprehension of study materials. However, concerns about the reliability of responses and overreliance on AI, which could undermine critical thinking and creativity, were raised. ChatGPT contributes positively to academic performance when used as a supplementary tool rather than a replacement for independent learning. Students emphasize the importance of ethical usage to maintain academic integrity and ensure meaningful learning. These findings suggest that ChatGPT has the potential to support education when integrated responsibly, offering valuable insights for educators and institutions seeking to optimize AI tools in academic contexts]]>
<![CDATA[Investigating The Elements Contributing To Self-Confidence Development In Efl Students During English Speaking ]]>
<![CDATA[Ulthary]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 2 (2025): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/rmav1123
<![CDATA[This research seeks to examine the determinants of English learners' deficiency in confidence when speaking English. It also seeks to outline the measures that may be employed to address English learners' deficiency in speaking confidence. This research is qualitative in nature. This research was undertaken at Ar-Raniry State Islamic University. This study concentrated on collecting data from sixth-semester students of the English Education Department as research participants. Researchers employed interviews to gather data. The data analysis methodology has three phases: data reduction, data presentation, and conclusion formulation. The research findings indicate that the reasons contributing to pupils' lack of self-confidence include insufficient vocabulary, inadequate pronunciation, limited grammatical understanding, and a deficiency in self-belief. Potential techniques to address students' lack of confidence in speaking English include self-talk, engagement in English-speaking communities, utilization of speaking applications, and constant, focused practice]]>
<![CDATA[Analyzing Non-Verbal Communication In Instructors' Classroom Demonstration ]]>
<![CDATA[Wilda Asrina]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 1 No. 2 (2025): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/5x2hrq19
<![CDATA[This study analyzes the role of non-verbal communication in instructors’ classroom demonstrations, focusing on how gestures, facial expressions, body movement, eye contact, and spatial behavior influence students’ understanding and engagement. Using a qualitative descriptive method, the research observes several classroom sessions across different disciplines to identify patterns of non-verbal behavior and their pedagogical effects. Findings reveal that instructors who effectively integrate non-verbal cues tend to enhance clarity, motivation, and interaction among students. Conversely, lack of non-verbal awareness may lead to confusion and reduced attentiveness. The study concludes that non-verbal communication serves as a powerful tool in teaching, complementing verbal instruction and reinforcing learning outcomes.]]>
<![CDATA[Employing Wordvice Artificial Intelligence To Instruct On English Subject-Verb Agreement ]]>
<![CDATA[Jundy Mardhatillah]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/ht7g9p80
<![CDATA[Subject-Verb Agreement in English is a fundamental aspect of grammar that must be learned in the English Department at UIN Ar-Raniry Banda Aceh. One of the media that can be used as an assistant to instruct on English subject-verb agreement is using artificial intelligence. The objective of this study is to ascertain if it can influence students' learning results. This research employed a quantitative approach utilizing a pre-experimental design. The sample comprised 22 students from an intermediate grammar class, from a total population of 183 in batch 23. Data gathering employed pre- and post-assessments. The researcher utilized SPSS Version 27.0 for data processing. The findings indicated that the use of Wordvice artificial intelligence influenced grammar instruction and students' learning outcomes. The students' pre-test mean score was 33.64, with a standard deviation of 15.975, whereas the post-test mean score was 53.41, accompanied by a standard deviation of 17.48]]>
<![CDATA[Pre-Service Teachers' Experience In Thai Efl Classrooms ]]>
<![CDATA[Denny Maschuri]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/t6bkhc68
<![CDATA[This study investigates the experiences of Indonesian pre-service teachers in implementing Task-Based Language Teaching (TBLT) and Communicative Language Teaching (CLT) in Thai EFL classrooms. Using a qualitative descriptive method, data were obtained through semi-structured interviews with six purposively selected participants. The findings reveal that participants applied TBLT by designing authentic tasks such as role-plays and problem-solving activities, while CLT was implemented through interactive group discussions and communicative games to enhance students’ communicative competence. Challenges encountered included students’ low English proficiency, cultural norms discouraging public speaking, and limited teaching resources. Participants addressed these issues by simplifying instructions, incorporating visual aids, and adapting activities to available resources. The study concludes that TBLT and CLT can be effectively adapted in under-resourced Thai EFL contexts when supported by scaffolding, cultural sensitivity, and context-responsive pedagogy, contributing to the participants’ professional growth in adaptability, intercultural communication, and classroom management]]>
<![CDATA[Investigating The Impacts Of Youtube Educational Vlogs On Efl Students’ Speaking Motivation ]]>
<![CDATA[Raihan Fhonna]]>
<![CDATA[ Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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DOI: 10.63228/hs5xxc68
<![CDATA[This study investigates the impact of YouTube educational vlogs on the English-speaking motivation of students at UIN Ar-Raniry. Recognizing that many students struggle with speaking fluency and confidence due to limited practice and high anxiety, this research aims to explore whether digital tools, particularly educational vlogs, can serve as effective supplementary learning resources. The study applied a qualitative method, involving a questionnaire distributed to all 187 students of the batch of 2022 in the English Education Department to identify vlog users. From the respondents, five participants who regularly engaged with English educational vlogs and expressed motivation to improve their speaking skills were selected for in-depth interviews through purposive sampling. The findings reveal that educational vlogs significantly enhance students’ speaking motivation by providing consistent exposure to natural language, reducing speaking anxiety, and presenting language in a more engaging and relatable manner. Key features such as clear pronunciation, grammar explanations, real-life examples, and engaging visuals contribute to improved confidence and willingness to speak. The study concludes that YouTube educational vlogs are a valuable tool to support English-speaking development among students and recommends their integration into both independent learning and classroom]]>
