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Nurdin Amin
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Jl. Bintara Pineung, No 27. Desa/ Kelurahan Pineung, Kecamatan Syiah Kuala, Kota Banda Aceh,
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INDONESIA
JIEELT
Published by Barkah Publishing
ISSN : 30902894     EISSN : 30902894     DOI : 10.63228
Core Subject : Education,
Education
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
Arjuna Subject : Umum - Umum
Articles 4 Documents
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Search results for , issue "Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching" : 4 Documents clear
Employing Wordvice Artificial Intelligence To Instruct On English Subject-Verb Agreement Jundy Mardhatillah
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/ht7g9p80

Abstract

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
Pre-Service Teachers' Experience In Thai Efl Classrooms Denny Maschuri
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/t6bkhc68

Abstract

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
Investigating The Impacts Of Youtube Educational Vlogs On Efl Students’ Speaking Motivation Raihan Fhonna
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/hs5xxc68

Abstract

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
Social Enclosure And L2 English Attrition In Acehnese Returnees Fatayatul Hanani Safrul; Safrul Muluk
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/65fzpg74

Abstract

This study examines the phenomenon of social enclosure and its relationship with second language (L2) English attrition among Acehnese returnees. Social enclosure refers to the limited interaction within close-knit local communities, which may reduce opportunities for sustained use of English after returning from abroad or other English-speaking environments. The research aims to analyze how reduced exposure, shifting social networks, and reintegration into local linguistic contexts contribute to the decline of English proficiency. A qualitative approach was employed, involving in-depth interviews and language use observations among Acehnese individuals who had previously acquired English as a second language. The findings reveal that strong reliance on the local language, minimal communicative need for English, and sociocultural adaptation significantly accelerate language attrition. Additionally, identity realignment and community expectations further discourage the active use of English in daily interactions. The study highlights the importance of maintaining language practice environments and supportive communities to mitigate L2 attrition. These findings contribute to broader discussions on language maintenance, sociolinguistics, and post-mobility language dynamics in multilingual societies

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