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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 236 Documents
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EXPLORATION OF STUDENTS' SPEAKING ANXIETY REGARDING FOREIGN LANGUAGE PARTICIPATION IN THE CLASSROOM Fadia Nuralika; Kustiwan Syarief; Viviana Lisma Lestari
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.35974

Abstract

ABSTRACTSpeaking is one of the most crucial skills to cultivate and strengthen communication skills. Speaking proficiency is one of the most difficult components of language learning, particularly for those learning a foreign language. Many language learners have difficulty expressing themselves verbally. They frequently struggle with successfully expressing themselves in a new language. They cease communicating due to psychological hurdles or a lack of acceptable words and expressions. The purpose of this study is to investigate students' worries regarding the types of speaking anxiety experiences they have in the classroom. This research employs descriptive qualitative as a research design. Ten EFL students participated as participants, and the researcher used thematic analysis techniques to analyze the data. The findings of this study reveal that ten EFL students can be said to be anxious about speaking English. Some of them are classified as facilitative anxiety and debilitative anxiety. This study is intended to assist EFL students in considering the speaking demands of their language learners in the context of English language teaching and learning. ABSTRAKBerbicara adalah salah satu keterampilan yang paling penting untuk mengembangkan dan memperkuat kemampuan komunikasi. Kemahiran berbicara adalah salah satu komponen pembelajaran bahasa yang paling sulit, terutama bagi mereka yang belajar bahasa asing. Banyak pelajar bahasa yang mengalami kesulitan dalam mengekspresikan diri mereka secara lisan. Mereka sering kali kesulitan untuk berhasil mengekspresikan diri mereka dalam bahasa baru. Mereka berhenti berkomunikasi karena rintangan psikologis atau kurangnya kata-kata dan ekspresi yang dapat diterima. Tujuan dari penelitian ini adalah untuk menyelidiki kekhawatiran siswa mengenai jenis pengalaman kecemasan berbicara yang mereka alami di kelas. Penelitian ini menggunakan deskriptif kualitatif sebagai desain penelitian. Sepuluh siswa EFL berpartisipasi sebagai partisipan dan peneliti menggunakan teknik analisis tematik untuk menganalisis data. Temuan dari penelitian ini mengungkapkan bahwa sepuluh siswa EFL dapat dikatakan cemas dalam berbicara bahasa Inggris. Beberapa di antaranya diklasifikasikan sebagai kecemasan fasilitatif dan kecemasan debilitatif. Penelitian ini dimaksudkan untuk membantu siswa EFL dalam mempertimbangkan tuntutan berbicara dari pembelajar bahasa mereka dalam konteks pengajaran dan pembelajaran bahasa Inggris. 
Investigation of English Language Needs for Oil and Gas Workers Nugraha, Hendra; Zaki, Leil Badrah
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.37488

Abstract

The study highlights the importance of English proficiency, using English skills in specific situations, and the difficulties in using language skills in the oil and gas industry working environment. The quantitative method in the form of a survey is used to unearth the study's objectives, which are the language skills needed and difficulty in using English in the working environment. There were 125 participants involved in the survey, and they were chosen purposively based on interviews with HR staff. The study emphasizes that the most essential English skill in the oil and gas industry is listening, followed by speaking, reading, and writing. Listening is primarily needed for meetings, speaking for explaining work progress Selain pilihan permainan yang beragam, Asiahoki77 juga dikenal karena layanannya yang responsif dan profesional. Tim dukungan pelanggan yang tersedia 24/7 siap membantu pengguna dalam mengatasi berbagai masalah teknis maupun non-teknis , reading emails, and writing for composing emails. The most challenging situations for using English are listening in meetings, speaking to provide information or during phone conversations, reading emails, and writing emails. The findings suggest a focused approach to English learning, addressing specific challenges such as enhancing listening and speaking skills and improving tasks like explaining work outcomes and writing emails.
A MULTIFACETED FRAMEWORK FOR CRITICAL DIGITAL LITERACY IN TRANSFORMING HUMAN RESOURCES Eka Fadilah
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.34208

Abstract

ABSTRACTThis study endeavors to reinvigorate the concept of critical digital literacy within the framework of English language teaching in Indonesia. Employing a desk study methodology, a nexus analysis was conducted, encompassing theoretical frameworks, empirical research, political-ideological considerations, governmental and global institutional policies, and pedagogical possibilities related to the integration of critical digital literacy with digital technology in education. The data analysis involves the systematic deconstruction and synthesis of existing literature frameworks to establish emergent categories. These categories were subsequently thematized into a model, serving as a heuristic framework that spans the multifaceted domains of digital text, digital reader, digital task, and digital values. The framework underscores the imperative to prioritize human transformation and empowerment over a sole focus on digital technology utilization. It emphasizes the collaborative efforts required among stakeholders in English language teaching practices.ABSTRAKPenelitian ini berupaya untuk menyegarkan kembali konsep literasi digital kritis dalam kerangka pengajaran bahasa Inggris di Indonesia. Dengan menerapkan metodologi desk study, analisis nexus diterapkan dengan menggabungkan kerangka teoritis, penelitian empiris, pertimbangan politik-ideologis, kebijakan pemerintah dan lembaga global, serta peluang-peluang pedagogis terkait integrasi literasi digital kritis dengan teknologi digital dalam pendidikan. Analisis data melibatkan dekonstruksi sistematis dan sintesis terkait dengan kerangka literatur yang ada untuk membentuk kategori-kategori yang muncul. Dari kategori-kategori tersebut kemudian di bentuk menjadi tema yang kemudian dikembangkan sebuah model yang berfungsi sebagai kerangka heuristik yang mencakup domain-domain beraneka bentuk, seperti teks digital, pembaca digital, tugas digital, dan nilai-nilai digital. Kerangka ini menekankan pentingnya untuk memberikan prioritas pada transformasi dan pemberdayaan manusia dibandingkan dengan fokus semata-mata pada pemanfaatan teknologi digital. Penekanan diberikan pada upaya kolaboratif yang diperlukan di antara para pemangku kepentingan dalam praktik pengajaran bahasa Inggris.How to Cite: Fadilah, E. (2023). A Multifaceted Framework for Critical Digital literacy in Transforming Human Resources. IJEE (Indonesian Journal of English Education), 10(2), 463-486. doi:10.15408/ijee.v10i2.32036.
IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING: KEY CONCEPTS AND STAGES Irpan Apandi Batubara; Bachrudin Musthafa; Wawan Gunawan
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.32452

Abstract

ABSTRACTProject-Based Learning (PjBL) has gained popularity as an approach to language teaching over the recent decade. However, previous studies have highlighted that PjBL is often applied in diverse contexts. This study aims to identify the key concepts and stages of PjBL implementation in teaching writing within the context of higher education in Indonesia. The research approach was a case study that utilized observation and interviews. The participant was a lecturer who actively incorporated PjBL into their teaching. The data were analyzed using content analysis. The findings reveal several stages of PjBL in teaching writing, including posing essential questions, planning and scheduling, outlining, developing the outline into a draft, monitoring progress, presenting the first draft, reviewing and editing, finishing, and publishing, and evaluating and reflecting. Furthermore, the study identifies key concepts of PjBL in teaching writing, such as driving questions, process and product orientation, student ownership, extended project duration, natural integration of skills, dual commitment to language and learning, group work obligation, student responsibility for information gathering, processing, and reporting, assumed new roles and responsibilities for students and teachers, collaboration, and reflection. This study also sheds light on how PjBL can be applicable in teaching writing.ABSTRAKPembelajaran Berbasis Proyek (PjBL) telah menjadi metode pengajaran bahasa yang populer dalam dekade terakhir. Studi sebelumnya menunjukkan bahwa PjBL sering diterapkan dalam berbagai konteks. Penelitian ini bertujuan mengidentifikasi konsep dan tahapan PjBL dalam mengajar menulis di perguruan tinggi di Indonesia. Penelitian ini menggunakan pendekatan studi kasus dengan observasi dan wawancara pada seorang dosen yang aktif menerapkan PjBL. Analisis konten digunakan untuk menganalisis data. Temuan penelitian menunjukkan beberapa tahapan PjBL dalam mengajar menulis, seperti merumuskan pertanyaan esensial, perencanaan, pembuatan kerangka, pengembangan draf, pemantauan kemajuan, presentasi draf pertama, peninjauan dan pengeditan, penyelesaian dan publikasi, serta evaluasi dan refleksi. Studi ini juga mengidentifikasi konsep-konsep kunci PjBL, seperti pertanyaan pokok, orientasi pada proses dan produk, kepemilikan siswa, durasi proyek yang diperpanjang, integrasi alami keterampilan, komitmen ganda terhadap bahasa dan pembelajaran, kewajiban kerja kelompok, tanggung jawab siswa dalam pengumpulan, pengolahan, dan pelaporan informasi, peran baru siswa dan guru, kolaborasi, dan refleksi. Penelitian ini memberikan wawasan tentang penerapan PjBL dalam mengajar menulis.How to Cite: Batubara, I. A., Musthafa, B., & Gunawan , W. (2023). Implementation of Project-Based Learning in Teaching Writing: Key Concepts and Stages. IJEE (Indonesian Journal of English Education), 10(2), 301-322. doi:10.15408/ijee.v10i2.32452.
Supervisors’ Written Feedback and Students’ Responses Towards Feedback on Undergraduate Research Proposals Aridah, Aridah; Hambali, Muhamad; Ping, Maria Teodora; Setiawan, Iwan; Limbong, Effendi
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.38427

Abstract

This study explores the types of feedback given by supervisors on undergraduate thesis proposals and investigates how the students respond to the feedback. The data were collected from research proposal pages containing feedback and interview transcripts through a mixed method with a case study design. Four supervised students of the English Department at one university in Samarinda, whose graduation was delayed due to incompletion of their theses, participated in this study. The quantitative data covered the total feedback occurrences and were analyzed using frequency and percentage. The qualitative data were taken from the interview transcript and were analyzed using a coding scheme based on feedback typologies by Ellis (2009), Cárcamo (2020), and Pearson (2022). The findings revealed that from a number of feedback types expected in this study, only 8 were identified, with implicit feedback being the most common. The students perceived supervisors' feedback as helpful and useful for revising their proposals, but they preferred explicit feedback because of its direct error corrections. Some supervisors' comments were unclear, making it difficult for the students to understand and do revisions. Yet, they hesitated to communicate with their supervisors because they were afraid and concerned about politeness. The study highlights the importance of aligning supervisor feedback practices with students' expectations and emphasizes the need for effective communication and good relationships to prevent delays in thesis completion.
Designing EFL Virtual Learning: The Challenges and The Best Practices Muliyah, Pipit; Aminatun, Dyah; Hakim, Lystiana Nurhayat
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.32007

Abstract

The field of education has experienced significant changes due to technological advancements. In response to these changes, online learning has become a popular teaching mode. The COVID-19 pandemic has made online learning a mandatory approach to education. Therefore, a variety of online learning tools have been developed for use. The primary goal of this research was to explore the viewpoints of educators regarding the implementation of digital media for English language teaching amid the pandemic. This research focused on investigating the challenges and the best practices experienced by Junior High School teachers when designing EFL online learning. Three English teachers were taken as participants. Moreover, a qualitative research method was utilized. Semi-structured interviews and observation were used to collect the data, and descriptive analysis was chosen as the data analysis technique. The findings revealed that the challenges faced by teachers were their difficulties in designing effective online teaching and learning plans. In addition, the best practices experienced by the teachers and students when running virtual learning were using digital media, such as Google Classroom, Instagram, and WhatsApp. Since they were readily available, digital media facilitated students' participation in learning the English language.
DEVELOPING TEACHING MATERIALS FOR LISTENING FOR GENERAL PURPOSES SUBJECT Hustarna Hustarna; Masbirorotni Masbirorotni
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.32202

Abstract

ABSTRACTListening for General Purposes is one of the compulsory subjects in the English study program at one of the public universities in Indonesia. In the teaching and learning process, the lecturers often find difficulties in finding appropriate materials that fit the curriculum and students' interests. This research aimed to develop teaching materials for the Listening for general Purposes subject. The developed teaching materials were in the form of a textbook with attractive videos. The topics were selected based on the characteristics of the students and the result of the needs analysis questionnaire. This research employed a Research and Development design based on the theory developed by Borg and Gall (1983). The result of the research is a listening textbook with attractive videos. With such a textbook, it is hoped that the lecturers teaching Listening for General Purposes will no longer find it difficult to teach this subject. Besides, videos are hoped to encourage students to be more active in the teaching and learning process. The developed product is expected to also be used by other lecturers teaching listening in other universities when the result of the implementation of the product yields positive results in further research. ABSTRAKListening for General Purposes adalah salah satu mata kuliah wajib yang dicantumkan dalam kurikulum program studi Bahasa Inggris di salah satu universitas negeri di Indonesia. Dalam proses pembelajaran, dosen sering menemukan kesulitan dalam mendapatkan bahan ajar yang menarik dan sesuai dengan kurikulum. Penelitian ini bertujuan untuk mengembangkan bahan ajar untuk mata kuliah Listening for General Purposes. Bahan ajar yang dikembangkan berupa buku teks yang dilengkapi dengan video-video menarik. Pilihan topik pembelajaran disesuaikan dengan karakteristik mahasiswa dan berdasarkan hasil angket analisis kebutuhan yang diberikan ke partisipan mahasiswa. Penelitian ini menggunakan rancangan penelitian Riset dan Pengembangan berdasarkan teori Borg dan Gall (1983). Hasil dari penelitian ini adalah buku listening yang dilengkapi dengan video. Dengan adanya buku teks tersebut diharapkan dosen yang mengajar Listening for General Purposes tidak lagi menemui kesulitan dalam menentukan bahan ajar yang akan digunakan. Di samping itu, video-video yang digunakan diharapkan bisa mendorong mahasiswa untuk lebih aktif dalam proses pembelajaran listening tersebut.How to Cite: Hustarna, Masbirorotni. (2023). Developing Teaching Materials for Listening for General Purposes Subject. IJEE (Indonesian Journal of English Education), 10(2), 389-408. doi:10.15408/ijee.v10i2.32202.
Reflection on Students' Competence and Challenges in Achieving Digital Media Literacy in English Learning Menggo, Sebastianus
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.34851

Abstract

This study aims to investigate and disclose the students' profiles and the obstacles that stand in the way of obtaining digital media literacy in English instruction for high school students in Ruteng City, Indonesia. This study surveyed 595 students from six Senior High Schools in Ruteng City, Indonesia. The questionnaire served as the primary instrument for data collection, followed by quantitative and qualitative analysis of the findings. The study results indicated that the level of media literacy competence among students falls into the low category (2,84). This category was indicated by eight statements of media digital literacy competence. Moreover, five factors challenged the respondents' digital media literacy achievement, namely lack of students' enthusiasm and initiative in regards to digital media literacy (61,59%), lack of cost for purchasing internet data packages (71,20%), insufficient time allocated for the use of specific English learning software (59,48%), unstable internet network connectivity (58,27%), and lack of available ICT infrastructure in schools (58,33%). Various issues hinder the level at which students might acquire digital media literacy skills, and stakeholders are encouraged to address or overcome these obstacles.
WORD-TARGET AND PLEASURE READING: EXPLORING EXTERNAL MOTIVATION IN L2 READING Lanoke Intan Paradita; Nurul Hunafa; Dita Surwanti; Mariska Intan Sari; Puthut Ardianto
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.35426

Abstract

ABSTRACTThis preliminary study explores external motivation in L2 extensive reading regarding word-target and pleasure reading. In contrast to the extensive reading principle which discourages the use of assessment to promote pleasure in reading, this study aims to explore how reading targets as one form of assessment is potential to maintain pleasure in reading. This qualitative study was conducted in the Department of Arabic Education at an Islamic private university in Yogyakarta, Indonesia. Two reading classes for first-year students were observed. The data were collected from observation, interviews, and students’ reading profiles as recorded in XReading, a learning management system supporting students’ reading practice. The results show that the students use the reading target as an external drive to read and XReading allows students to choose the texts according to their preference and within their linguistic capacity, which instills pleasure in reading. The findings also suggest that a periodical goal and regular teacher monitoring will motivate students to sustain their reading progress. ABSTRAKStudi pendahuluan ini mengeksplorasi motivasi eksternal dalam membaca ekstensif dalam bahasa asing, terutama terkait dengan target kata dan kesenangan membaca. Berbeda dengan prinsip membaca ekstensif yang secara umum tidak menyarankan adanya asesmen untuk mendorong kesenangan membaca, penelitian ini bertujuan untuk mengeksplorasi bagaimana target membaca justru menjadi salah satu asesmen yang berpotensi untuk menjaga kesenangan membaca. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan di Prodi Pendidikan Bahasa Arab di salah satu universitas swasta di Yogyakarta, Indonesia. Observasi dilakukan di dua kelas mahasiswa tahun pertama. Data yang dikumpulkan berupa data observasi, interview, profil membaca mahasiswa yang terekam dalam XReading, sebuah learning management system yang digunakan mahasiswa untuk mendukung praktek membaca ekstensif mereka. Hasil dari penelitian menunjukkan bahwa mahasiswa menggunakan target membaca sebagai dorongan eksternal untuk membaca dan XReading memberikan ruang pada mahasiswa untuk memilih bacaan sesuai dengan pilihan dan kemampuan linguistik mereka, yang menguatkan kesenangan mereka dalam membaca. Temuan dalam penelitian ini juga menyarankan adanya gol bacaan dan monitoring dosen secara berkala untuk memotivasi mahasiswa dalam mempertahankan progres membacanya.How to Cite:  Paradita, L.I, Surwanti, D., Hunafa, N.. Sari, M.I., & Ardianto, P. (2023). Word-target and Pleasure Reading: Exploring External Motivation in L2 Reading. IJEE (Indonesian Journal of English Education), 10(2), 487-502. doi:10.15408/ijee.v10i2.35426.
ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY Dira, Benito; Kuswandono, Paulus
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40961

Abstract

This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.

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