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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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EXAMINING LOGICO-SEMANTIC RELATION IN INDONESIAN EFL STUDENTS’ WRITING IN SCHOOLING GENRES: SFL PERSPECTIVE Lestari, Rina
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.v11i2.36728

Abstract

Writing as a meaning-making is considered as a challenging task both for students and teachers, specifically related to the logical connection between clauses. Adopting Systemic Functional Linguistics (SFL) initiated by Halliday (1994) as framework, this qualitative study examined logical relations constructed in EFL students’ writings across four schooling genres; descriptive, argumentative, recount, and narrative texts to provide writing models for the EFL students and teachers in Indonesian context. The data comprised four high-achieving texts written by four ten graders of senior high school in West Java, Indonesia which were collected purposively based on their genre assessment conducted by the teacher. The collected data were sorted and categorized based on type and relation of the clauses. This textual analysis revealed that the four students employ complex clauses with different types of connections to express their ideas in a coherent and logical manner. The study also identified some weaknesses in the students’ writing that an SFL genre-based pedagogy could address. The study contributes to the understanding of the logico-semantic features of various academic genres in the Indonesian context and offers implications for EFL writing practitioners and scholars.
TECHNOLOGY AND WELL-BEING: VOICES FROM ESP TEACHERS Iswati, Luluk; Hastuti, Saptin Dwi Setyo
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.v11i2.40624

Abstract

Although research in the use of technology for teaching ESP has increased, there is still inadequate empirical evidence that informs us on how technology affects ESP teachers’ well-being. Therefore, the purpose of this study was to investigate the impact of technology on ESP teachers’ well-being. This qualitative study collected data through semi in-depth interviews to six ESP teachers from different fields and institutions. To overcome geographical constraints, the interviews were conducted online through Zoom video conferencing. Thematic analysis was conducted based on which data were categorized and coded. The findings suggest that the use of technology in teaching has affected teachers’ well-being both positively and negatively regarding work-life balance, the changing role, workload and task efficiency. Furthermore, the overuse of technology contributes to ESP teachers’ level of stress as they encounter some challenges (digital fatigue, time management issue, scepticism about students’ work authenticity, and overwhelmed feeling), and students’ negative behaviours. Some strategies were employed to deal with the challenges. This study implies the need for strategic institutional support and adaptation to maximize its benefit and minimize negative impacts.
EVALUATING UPTAKE TOWARDS WRITTEN CORRECTIVE FEEDBACK TO IMPROVE WRITING SKILLS Maureen, Jessica Febrianti; Syamsi, Vera
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.v11i2.40309

Abstract

This study evaluates the effectiveness of written corrective feedback (WCF) in higher education, specifically within a Composition II course. It aims to identify the most commonly used types of WCF, their acceptance by students, and their impact on writing improvement. Using content analysis, 88 instances of WCF from the first and second essay drafts of 18 students were categorized into four types according to Hattie and Timperley framework: feeding up at the task level, feeding back at the task level, feeding back at the process level, and feeding forward at the process level. Feeding forward at the process level was most prevalent (51%), followed by feeding up and feeding back at the process level (20.5% each), and feeding back at the task level (8%). Feeding up at the task level had the highest acceptance rate (89%). Conversely, feeding back at the task level and feeding back at the process level had moderate reception (57% and 56%), while feeding forward at the process level had a substantial acceptance rate (67%). The findings emphasize that clear, varied, and goal-oriented feedback enhances students’ engagement, self-regulation, and writing proficiency by addressing specific areas for improvement and guiding future development, ultimately fostering sustained academic growth.
Bridging Challenges and Expectations: Effective Strategies for Teaching English Speaking Skills to Slow Learners Rahayuni, Dwi Nurhayati; Karimullah, Imam Wahyudi; Elfiyanto, Sonny
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.44545

Abstract

Every child born regardless of physical and mental condition has the right to receive a proper education. The right to education is a basic right that must be obtained by all children, including children with special needs. Recently, special need students can not only receive education through special schools but they can attend public schools side by side with regular students. The teacher's treatment in delivering material to special need students is certainly not the same as the treatment to regular students. Special assistant teachers have a very important role in assisting material to special need students. This research aims to examine the strategies used by teachers in delivering material, as well as the challenges and expectations in learning English for students with special needs. The research method used was direct interviews and surveys. The respondents are special assistant teachers and special need students. The results show that special assistant teachers have several teaching strategies. Although they face many challenges in applying the strategies, they can achieve the desired expectations. The strategies used show their effectiveness. It can be proven by the ability of special need students to apply the material received and put it into practice.
Character Education on E-Books Through Literature Circles: Practices and Experiences Sa'adah, Lailatus
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.39351

Abstract

Understanding and reflecting on character education is more than just knowledge; it is also awareness and action to carry out which can be done while being a teacher. A qualitative study was conducted to collect data from 27 pre-service teachers who participated in the Extensive Reading Course in order to understand how reading e-books and having discussions through Literature Circles have consequences for their character education. Several instruments, including recorded class discussions, questionnaires, and interviews, used to learn how Literature Circles in Extensive Reading classes can provide pre-service teachers with an entry point into conversations about character education, help pre-service teachers better understand themselves and their students, and serve as a first step in a learning environment. The findings of this study give pre-service teachers with an overview of how Literature Circles might provide critical implications for character education as a provision for establishing character education. Literature Circles are instructional activity that aspiring pre-service teachers can utilize to provide a safe environment to participate in conversations and to support pre-service teachers as they work on developing positive classroom character.
Using EFL Teachers’ Questioning Techniques with High School Students to Promote Learning Puspitasari, Evi; Nabila, Aufa Nafiatun; Putri, Anisa Wahyu Dwi
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.41800

Abstract

In the classroom, it is normal for teachers to deliver questions to specific students or the entire class. To encourage classroom interaction, various question types are employed to help students develop their critical thinking skills and communicate effectively in real-world situations. This study analyzed teaching question strategies applied by EFL teachers and how they employed the strategies in their classrooms. The descriptive qualitative method was selected, involving three female English as a Foreign Language (EFL) teachers in one high school in Indonesia. Observations in different classes and interviews were conducted to gain the data. The results revealed nine types of questioning techniques according to Bloom taxonomy that the teachers actively implemented: 1) knowledge questioning technique, 2) comprehension questioning technique, 3) application questioning technique, 4) analysis questioning technique, 5) synthesis questioning technique, 6) evaluation questioning technique, 7) convergent questioning technique, 8) divergent questioning technique, and 9) procedural questioning technique. The teachers' application of questioning techniques was also discussed, according to the function of each strategy. EFL teachers can employ various questioning techniques to effectively manage classrooms and establish and sustain efficient teaching and learning processes. Questioning techniques positively impact students’ learning outcomes by encouraging students to engage actively, so they understand and retain the material well.
Ambivalent Deconstructions of Gendered Use of Hedges in Conversational Text Included in English Textbook for Junior High School in Indonesia Hutapea, Jesica Vanessa; Suwastini, Ni Komang Arie; Blangsinga, Gede Wisma Krisna Ari Aditya; Adnyani, Ni Luh Putu Sri; Hadisaputra, I Nyoman Pasek; Jayantini, I Gusti Agung Sri Rwa
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.40021

Abstract

Hedges have been attributed as stereotypical women’s language, marking them as indirect, doubtful, and sensitive communicators. This study traces the effort to deconstruct this gendered use of hedges in conversational texts included in the ninth grade Junior High School EFL textbook. Following the model of interactive qualitative data analysis by Miles, Huberman, and Saldana (2014) with Coates's perspective on women and language, the study reveals that the book has shown deconstructive efforts in the stereotypical use of hedges as women’s language by assigning male characters uttered hedges in the conversational texts. However, this effort is weakened by the significantly higer frequency hedges used by female characters as compared to those by male characters. Besides, the assigning of masculine topics for male speakers and feminine topics for semale speaker cast ambivalence in this effort. These results call for more persistent and concious efforts to include more consistent deconstructions of gendered language in future English textbooks. 
Leveraging AI to Enhance Representation of Marginalized Voices in English Poetry Curricula in Indonesia Mendrofa, Melania Priska
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.46066

Abstract

This study investigates how Artificial Intelligence (AI) can enhance the representation of marginalized voices in English poetry curricula at Indonesian universities. The objective is to explore AI's potential to diversify the selection of poets, shifting away from the traditional dominance of Western literary figures. Using AI-based tools to analyze large-scale poetry collections, the study identifies both prominent and lesser-known poets from underrepresented communities. The findings reveal that AI can significantly increase inclusivity by broadening the range of poetic voices featured in the curriculum, thereby contributing to the decolonization of literary studies. These results suggest that AI has the capacity to transform English poetry education in Indonesia, promoting a more equitable and globally relevant literary experience.
Implementation of Direct and Indirect Learning Strategies in English Vocabulary Learning at Pittayaphat Suksa School, Thailand Sya, Mega Febriani; Ridwan, Muhammad; Kholik, Abdul; MIRKH, Abdul Meatam
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.38653

Abstract

Good vocabulary mastery can be achieved by applying the right strategy in the learning process. An effective strategy will help students in improving their ability to master English vocabulary well and quickly. The purpose of this study is to find out the English vocabulary learning strategies and teaching materials used by teachers in learning English vocabulary at Pittayaphat Suksa School. The research approach is qualitative with case study research type. The case study was conducted to conduct intensive, detailed and in-depth study of learning strategies at Pittayapaht Suksa School to understand a learning culture that occurs at Pittayaphat Suksa School. The data collection techniques used were observation, interview and documentation obtained from the community at Pittayaphat Suksa School. Data were analyzed by reducing relevant data, presenting data, and drawing conclusions. The results of this study show that in learning English vocabulary teachers use direct learning strategies to enrich vocabulary and improve students' English pronunciation and indirect learning strategies to improve students' mastery of English vocabulary and grammar.
Intercultural Competence and Language Mastery: Indonesian EFL Teachers' Beliefs and Practices in an International Baccalaureate Framework Chaerunnisa, Alifia; Bachtiar, Bachtiar
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v12i1.42126

Abstract

The transformative potential of the International Baccalaureate (IB) framework in English as a Foreign Language (EFL) education emphasizes inquiry-based learning, global awareness, and intercultural competence, positioning it as a pivotal model for educational reform. This study aims to explore the beliefs and practices of Indonesian EFL teachers within the IB framework, focusing on how these educators perceive and enact their roles in fostering holistic student development. Utilizing a qualitative narrative inquiry approach, the research was conducted at a primary school in Tangerang, Indonesia, involving six EFL teachers categorized by their teaching experience. Data was collected through semi-structured interviews, classroom observations, and document analysis and were subsequently examined using thematic analysis to identify key patterns and themes. The findings reveal that EFL teachers perceive their roles as multifaceted, requiring continuous professional development, cultural integration, and creating engaging, student-centered learning environments. The teachers emphasized the importance of inquiry-based learning and critical thinking, which they see as essential for preparing students for future challenges. The study's implications underscore the need for educational policies that support ongoing teacher development and the integration of holistic, inquiry-driven curricula in EFL education. These findings contribute to the broader discourse on educational reform in Indonesia, highlighting the critical role of teacher beliefs in shaping effective pedagogical practices within the IB framework

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