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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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The Contribution of Students' Language Attitude toward The Success of English Learning in An Indonesian Islamic Boarding School Nafisah, Nahdia Ilma; Anugerahwati, Mirjam; Karmina, Sari
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.v12i1.42329

Abstract

Students’ language attitude is one aspect that contributes to the output of learning (Garret,  2010). The study aims to investigate the contribution of students' language attitudes towards the success of English learning. The research setting is in an Islamic boarding school in Indonesia. Under a qualitative research method and a case study design, students' interviews are conducted to collect the data. The data are descriptively analyzed using thematic analysis. The finding reveals that students with a positive attitude towards English have high motivation for learning English and vice versa. The success of learning English is indicated by the higher English scores and academic achievements, like winning English competitions. Therefore, the study suggests that teachers build the students' positive attitude towards English to acquire successful English learning.
Are They Doing Enough for Their Goal? Exploration of Students' Readiness in Writing a Thesis Asmiyah, Siti; Madjid, Hilda Izzati; Safriyani, Rizka
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.v12i1.41525

Abstract

Students often consider writing a thesis project burdensome, resulting in longer completion of the degree. This article reports findings from a qualitative research exploring students' readiness to write bachelor theses. Questionnaires were distributed across different batches of students working on their thesis projects at an Islamic university in East Java. The respondents also participated in a focused discussion group to further explore their readiness. Data from 200 participants highlights that students generally have sufficient cognitive readiness regarding the areas and scopes of topics in ELT research. They have adequate to low academic readiness on aspects related to thesis writing as a form of academic writing. These students, however, have low social readiness. While the responses indicate that the students have high motivation to complete the thesis projects, more than half of the students reflected that they do not have a clear plan for the completion, are not very disciplined in working on their theses, have low reading interest and cannot manage their mood. The findings suggest that there is a gap between expectation and efforts. While they are cognitively ready, they are not socially ready. This implies that when supervising, the department and thesis supervisors need to touch upon psychological aspects of thesis writing intensively
EFL STUDENTS’ EFFORTS FOR ENGLISH PROFICIENCY IMPROVEMENT Abargiel, Kauna Bismie; Rosyidah, Umniyah Juman
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.v11i2.36660

Abstract

Pursuing an English major requires students to master English. However, some variations of English proficiency levels are found. Recognizing how students behave to improve their English as an English department student is needed to profoundly appropriate treatment for students. Therefore, this research aims to explore the EFL students’ efforts to enhance their English proficiency and the differences that may occur between cohorts using mixed methods. The subject of this research is English department students in Malang with 35 students. With survey and interview, this research found that the levels of students’ efforts are: (1) Seldom (Non-compliance level); (2) Often (Procedural effort level); (3) Sometimes (Substantive effort level); and (4) Often (Focal effort level). In addition, the mean effort level of the 2020 cohort is 48, the 2021 cohort is 49.3, the 2022 cohort is 50.17, and the 2023 cohort is 52.75. It can be concluded that the younger their cohort, the higher their effort to improve their English proficiency. Due to the limitation of this study, further studies need to explore the students’ effort in each English skill: speaking, reading, listening, and writing.
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.
VALIDITY, RELIABILITY, AND PRACTICALITY OF TEST ITEMS IN AN INTERNET-BASED ENGLISH PROFICIENCY TEST FOR ENGLISH LABORATORY Emmiyati, Nuri; Asnur, Sardian Maharani; Ahmad, Ahmad
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.v11i2.37276

Abstract

One way to evaluate English language skills is through the English Proficiency Test (EPT). This research aimed to develop the Internet-Based English Proficiency Test (IB-EPT) by evaluating its test items' validity, reliability, and practicality. The study followed a research and development approach incorporating qualitative and quantitative methods. The sample consisted of 24 students from UIN Alauddin Makassar. The developed English language test media received positive feedback from the expert validation and field trials. The results revealed that the validity of test items was confirmed, with a coefficient of 0.462 (r table = 0.44). Similarly, using Spearman-Brown product-moment correlation, the test items were reliable, with an index of 0.632, exceeding the critical value of the product-moment table (r table = 0.44). In addition, the students' evaluation of the product’s practicality yielded a score of 83.26%, categorized as “very good,” indicating the product was feasible. It is recommended that higher education policymakers should prioritize equipping campuses with comprehensive facilities, particularly information and communication technology, and provide specialized training for lecturers to develop effective computer-based and online assessments.
TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE LEARNING BASED ON THE TPACK-SAMR FRAMEWORK AT THREE INDONESIAN UNIVERSITIES Ahmada, Adib; Rizkiyah, Faiqotur
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.v11i2.37996

Abstract

Technology plays a crucial role in various aspects of human life, especially in education, making the integration of technology in English language learning at the university level essential. This study aims to: 1) analyze how lecturers integrate technology; 2) Evaluate the proficiency of English language lecturers in incorporating technology using the TPACK-SAMR framework; 3) investigate the implications of technology integration based on TPACK-SAMR in English Language Teaching (ELT). This research employed mixed method approach which involved six lecturers from three Indonesian universities. Interviews and questionnaires were administered to obtain the data. Furthermore, the data was analyzed both qualitative involving data reduction, data display, and conclusion drawing or verification and statistical analysis using SPSS 25..  . The results show that the six lecturers at the universities have integrated technology into their teaching, including preparation, implementation, and assessment. In terms of integration level based on TPACK-SAMR, the lecturers are well-qualified in the aspects of pedagogy, content, and technology. For SAMR levels, the amount of technology integration in learning has reached the point where substitution and augmentation are widespread practices among lecturers. However, the application of technology at the modification and redefinition levels remains limited. Moreover, technology has the results revealed six noteworthy aspects of implication technology in English classroom, namely enrichment of learning material, enhanced learning, accessibility, a broader range of assessment, provide direct feedback and enhanced productivity and efficacy. therefore, lecturers' TPACK-SAMR competency in the practice of using technology is very important as a basis for the application of technology in higher education in the future.
AUTHENTIC-BASED ASSESSMENT IN ENGLISH LANGUAGE LEARNING: A STUDY ON NON-ENGLISH MAJOR STUDENTS' DESCRIPTIONS OF DAILY ACTIVITIES Muhsin, Muh arief
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.v11i2.38750

Abstract

This study investigates the quality of language use among non-English major students in Indonesia through authentic assessment of English language learning. Five students from diverse majors were selected as subjects, and their written descriptions of daily activities during the holiday were analyzed. The assessment criteria included grammar and syntax, vocabulary, clarity and precision, organization and cohesion, conventions and mechanics, audience and purpose alignment, as well as creativity and style. Data analysis followed the framework proposed by Miles and Huberman, involving data collection, sorting, coding, pattern identification, interpretation, and verification. The findings revealed varied levels of language proficiency among the students. Some essays exhibited accurate grammar and sentence structure, while others contained recurring errors, particularly in subject-verb agreement and sentence construction. Vocabulary usage ranged from adequate to descriptive, though specific essays required more precise word choices. Clarity and precision were generally observed, though transitions between paragraphs often needed improvement. Organization and cohesion were inconsistent, with some essays lacking clear structure and logical flow. While most students adhered to writing conventions, minor errors in spelling and punctuation were noted. Audience and purpose alignment were generally effective, and creativity was evident, although some essays displayed underdeveloped stylistic expression. Overall, this research offers valuable insights into the language proficiency of non-English major students and provides recommendations for improving writing skills through authentic assessment methods. Future studies could focus on implementing the feedback from these assessments to enhance the quality of students' written descriptions.  
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.
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.
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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