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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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A PARAPHRASING STRATEGY INSTRUCTION MODEL TO HELP UNIVERSITY STUDENTS AVOID PLAGIARISM IN ACADEMIC WRITING Thohir, Lalu; Nurtaat, Lalu; Udin, Udin; Isnaini, Mh.
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.v10i2.34750

Abstract

ABSTRACTA paraphrasing strategy instruction model has been developed through a research and development method. The developed model is called the 3RI (Read, Rewrite, Revise, Integrate) paraphrasing strategy instruction model. This is a part of the research and development, which is aimed at evaluating the effectiveness of the developed model. For evaluation, the field testing was carried out in the English study program at the University of Mataram. Seventy-five students who were taking academic writing courses were involved in this study. To evaluate the effectiveness of the developed model, the students self-assessed before and after having been treated using the 3RI paraphrasing strategy instruction model. After the treatment, the students were asked to fill in the questionnaire, which covered statements about the students' responses toward the instruction with the developed model. The results indicated a significant difference between the student's scores in the self-assessment before and after the treatment. Further, the students generally responded positively to the treatment with the developed model. The 3RI paraphrasing strategy instruction model can be one of the ways to help students avoid plagiarism and develop their creativity and critical thinking skills. ABSTRAKSebuah model instruksi strategi perparafiran telah dikembangkan melalui metode penelitian dan pengembangan. Model yang dikembangkan disebut sebagai model instruksi strategi perparafiran 3RI (Read, Rewrite, Revise, Integrate). Ini merupakan bagian dari penelitian dan pengembangan yang bertujuan untuk mengevaluasi efektivitas model yang dikembangkan. Untuk evaluasi, uji lapangan dilakukan di program studi bahasa Inggris di Universitas Mataram. Tujuh puluh lima mahasiswa yang mengikuti mata kuliah penulisan akademis terlibat dalam penelitian ini. Untuk mengevaluasi efektivitas model yang dikembangkan, mahasiswa melakukan penilaian diri sebelum dan setelah menerima perlakuan menggunakan model instruksi strategi perparafiran 3RI. Setelah perlakuan, mahasiswa diminta untuk mengisi kuesioner yang mencakup pernyataan tentang tanggapan mahasiswa terhadap instruksi dengan model yang dikembangkan. Hasilnya menunjukkan perbedaan signifikan antara skor penilaian diri mahasiswa sebelum dan setelah perlakuan. Selanjutnya, mahasiswa umumnya memberikan tanggapan positif terhadap perlakuan dengan model yang dikembangkan. Model instruksi strategi perparafiran 3RI dapat menjadi salah satu cara untuk membantu mahasiswa menghindari plagiarisme dan mengembangkan kreativitas serta keterampilan berpikir kritis mereka.How to Cite: Thohir, L., Nurtaat, L., Udin, & Insaini, M. (2023). A paraphrasing strategy instruction model to help university students avoid plagiarism in academic writing. IJEE (Indonesian Journal of English Education), 10(2), 340-354. https://doi.org/10.15408/ijee.v10i2.34750    
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.
Oral Peer Feedback in Online Speaking Class: Implementation, Students’ Attitudes, Preferences, and Usefulness Anjarani, Shelia; Alvianingrum, Yupitasari
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.v11i1.34995

Abstract

This study examines the views of students studying English in one of the English Language Education Study Programmes on the oral peer feedback they gave and received in an online English-speaking class. The online speaking class was observed to know the implementation of oral peer feedback. Thirty-eight students who were enrolled in the course completed a questionnaire, and afterward, four of these students participated in a semi-structured interview. The results obtained from the questionnaire indicated that students derived satisfaction from both giving and receiving oral feedback. Students also preferred to give and receive positive feedback. The students found that providing and receiving oral feedback benefited their learning process. In contrast, it was found that students indicated a stronger preference for providing affective feedback than cognitive and constructive feedback. The interview responses shed light on the reasons underlying these perceptions. The study also offers pedagogical insights related to implementing oral peer feedback in online speaking classes.
Peer Tutoring to Improve the Speaking Proficiency of Multiage EFL Students Ariesinta, Dimiar; Widyantoro, Agus
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.v11i1.35087

Abstract

Previously, educators created a multiage classroom to address the growing age gap within a class and the unresolved issue of teacher shortage. However, some schools in specific countries currently use this system, which provides significant benefits and positive developments to their fall-behind students or classes. This study conducted peer tutoring to address speaking issues in the classroom and bridge the gap in students' basic English knowledge. Besides, it is eager to improve students' speaking skills in a multiage EFL classroom and enrich literature in non-formal education. This study used McNiff and Whitehead's (2006) theory cycle for classroom action research: observation, reflection, action, evaluation, and modification. Data were collected through tests and interviews, and then the questionnaire was added and analysed using the NVivo 12 Pro application. The finding revealed that peer tutoring improved the multiage students' speaking proficiency in their fluency, vocabulary, and comprehension. In a non-academic setting, peer tutoring effectively boosted the students' self-confidence and collaboration and demonstrated grade-level skills or accelerated learning in the class. 
DISCOVERING ELT LECTURERS' READINESS IN APPLYING ONLINE LEARNING IN THE POST-PANDEMIC ERA Defianty, Maya; Winarti, Destina; Zulfa, Siti; Hidayat, Didin Nuruddin; Mulyati, Yatni Fatwa; Kultsum, Ummi
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.v10i2.35205

Abstract

ABSTRACT This research aims to identify ELT lecturers' readiness to implement online learning. This research involved 30 ELT lecturers from three different time zones in Indonesia: the western, middle, and eastern parts of Indonesia. The study employed an explanatory mixed method in which the quantitative stage was conducted prior to the qualitative stage. Drawing on data from questionnaires and Focus Group Discussions (FGD), the study found that regardless of the learning mode, lecturers' instruction remains similar except for the assessment process. However, this research also found that geographical location, learning materials, internet connection, and affordability contribute to lecturers' preference in selecting learning modes. This research implies that lecturers are ready to embrace the most of online learning; however, the utmost benefit from online learning can only be attained if the supporting systems are available for both lecturers and students. ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi kesiapan dosen ELT dalam melaksanakan pembelajaran online. Penelitian ini melibatkan 30 dosen ELT dari tiga zona waktu yang berbeda di Indonesia. Berdasarkan data dari kuesioner dan Diskusi Kelompok Fokus (FGD), penelitian ini menemukan bahwa tidak peduli mode pembelajarannya, instruksi dosen tetap sama kecuali dalam proses penilaian. Namun, penelitian ini juga menemukan bahwa lokasi geografis, materi pembelajaran, serta koneksi internet dan ketersediaan anggaran mempengaruhi preferensi dosen dalam memilih mode pembelajaran. Penelitian ini menyiratkan bahwa dosen siap untuk mengadopsi sebagian besar pembelajaran online; namun, manfaat maksimal dari pembelajaran online hanya dapat dicapai jika sistem pendukung tersedia baik untuk dosen maupun mahasiswa. How to Cite: Defianty, M., Winarti, D., Zulfa, S., Hidayat, D.N., Mulyati, Y.F. & kultsum U. (2023). Discovering ELT Lecturers' Readiness in Applying Online Learning in the Post-Pandemic Era. IJEE (Indonesian Journal of English Education), 10(2), 355-373. doi:10.15408/ijee.v10i2.35205.
WORD-TARGET AND PLEASURE READING: EXPLORING EXTERNAL MOTIVATION IN L2 READING Paradita, Lanoke Intan; Hunafa, Nurul; Surwanti, Dita; Sari, Mariska Intan; Ardianto, Puthut
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.
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.
Uncovering Social Media Preference of Non-EFL/ESL Students in English Learning at Higher Education Yani, Muhammad; Palanee, Matthuri; Subramaniam, Barathimani; Wathoni, Nur Ilmi; Aiza, Izatul
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.v11i1.37865

Abstract

Social media, an Internet-based technology, enables students to receive and share information, leading to an upsurge in English learning. Facebook, Instagram, TikTok, and YouTube are some of the most popular social networking apps for students. Thus, the present research was conducted to expose non-EFL/ESL university students' preferences in learning English. A mixed-method research design was used to process the research, and an open-ended questionnaire (Quanti) and semi-structured interview (Quali) were employed. Using purposive sampling, 77 students participated voluntarily, and the data were analyzed using descriptive statistics and thematic analysis. The finding revealed that YouTube was the most preferred among other platforms, TikTok was the second most favourable, followed by Instagram, and Facebook was the least. The preferences were determined according to the enjoyment, system quality, information quality, interactivity, perceived usefulness and satisfaction with the applications. The present research is beneficial as evidence for an upcoming study comparing the effectiveness of these social media platforms for future English education, especially the features and exploring the users' belief in utilizing the devices. 
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.
Barriers and Strategies in Implementing Innovative and Collaborative Learning: A Case of Indonesian English Language Teaching Bachtiar, Bachtiar; Puspitasari, Maya
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.v11i1.38434

Abstract

Current educational theories and studies emphasize the need to use innovative and collaborative approaches to improve student’s learning experience, especially in the field of English Language Teaching (ELT). This study explores the obstacles and strategies for using these teaching approaches in the Indonesian ELT context. The research used mixed methods with a convergent parallel design. The questionnaires were used to gather data from 42 English as a Foreign Language (EFL) teachers, while semi-structured interviews were done with 6 teachers to explore their perspectives and experiences. The research was conducted in one district in West Sulawesi, Indonesia. The significant findings emphasize the critical impact of innovative and collaborative learning on improving students’ learning outcomes. The results also found obstacles that impede innovative and collaborative actual use, such as inadequate resources, teacher reluctance, and lack of appropriate teacher professional development. This research has potential implications beyond Indonesia and provides significant insights and suggestions for educators, policymakers, and stakeholders in comparable EFL situations globally to promote creative and collaborative learning environments.

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