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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 250 Documents
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TIKTOK EXPOSURE AND INDONESIAN HIGH SCHOOL GEN Z’S INFORMAL ENGLISH ACQUISITION: LINKS TO INFORMAL VOCABULARY AND SLANG/PRAGMATIC COMPREHENSION Della Isa Fadillah; Mochlis Ekowijayanto
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50401

Abstract

TikTok has become a prominent source of informal English exposure among Indonesian Gen Z learners, particularly through short, multimodal, and interactive videos. This study investigated the relationship between English language TikTok exposure and informal English language acquisition among Indonesian high school learners. Informal English language acquisition was measured through informal vocabulary knowledge and slang/pragmatic comprehension. Employing a cross-sectional quantitative correlational design, the study involved 240 students from Grades 10–12. Data were collected using the English TikTok Exposure Scale (ETES), an Informal Vocabulary Test (IVT), and a Slang/Pragmatic Comprehension Test (SPCT). Pearson correlations, partial correlations, and hierarchical multiple regression were used to analyse the data while controlling for general English proficiency. The findings showed that overall TikTok exposure was positively correlated with informal vocabulary knowledge and slang/pragmatic comprehension. Regression results indicated that TikTok exposure indicators explained additional variance beyond general English proficiency.Caption use significantly predicted informal vocabulary knowledge, while caption use and comment reading predicted slang/pragmatic comprehension. These findings suggest that meaningful engagement with English TikTok content, rather than exposure duration alone, contributes to informal English language acquisition among Indonesian Gen Z high school learners.
INDONESIAN UNIVERSITY PILOT TOEFL PREP COURSE: STUDENTS’ SUCCESSES AND INSTRUCTORS’ INSIGHTS Shirley Baker; Topan Rahmatul Iman; Liska Novianti Paramitaswari; Fahmi Dwilaksono; Maya Fitriana; Wiren Wirentake; Riri Rimbun Anggih Chaidir; Sherry Camden-Anders
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50465

Abstract

This research examined the impact of an Indonesian university Pilot TOEFL Prep Course created to address the test taking strategies content and Communicative Language Teaching (CLT) methods research gaps.  Existing literature focuses on specific test-taking techniques, rather than specifically using CLT methods for teaching inclusive listening, structure, and reading test-taking strategies.  Thirteen randomly selected students participated in the Prep Course.  Nine lecturers collaboratively designed and taught  test-taking strategies using lectures, vocabulary knowledge, small group sessions, practice materials, and motivational activities.  A qualitative action research design integrated thematic analysis of Student and Lecturer Survey responses, and lecturer Daily Notations, with quantitative pre-and posttest data. Research questions sought to determine if the course: 1) recognizably developed student English skills, 2) improved student test scores, and 3) contributed to the lecturers’ expanded teaching methods.  The triangulated data showed that students (69%) improved their posttest scores and increased their English competencies.  Lecturers reported that the course design positively influenced their future pedagogical approaches.  Recommendations included developing two skill level classes, and longer courses with extended class times for all university students. The research offered data that contributes valuable insights for the TESOL/TOEFL fields and provides reasoning for future university English course options.
ASSESSING BUSINESS ENGLISH COMMUNICATION SKILLS THROUGH DIGITAL TASKS Sunoko Setyawan; Rizqi Febrian Pramudita; Vigo Dewangga
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50509

Abstract

The increasing demand for workplace English communication has also increased the need for an evaluation method which is reflective of real professional communication. This research explored the use of digital task-based assessment (DTBA) to assess Business English (BE) communication competence in tertiary education. Based on a convergent mixed-method design, the research participants of the study consisted of 72 undergraduate students of a Business English class at an Indonesian university. Participants completed three digitally mediated assessment tasks: online business presentations, business email writing simulations and virtual meeting role-plays. Quantitative data was obtained by analytic performance rubrics, qualitative data from semi-structured interviews with 15 students. The results showed that students were best at performingtask completion (M = 4.21) and message clarity (M = 4.12), and that fluency (M = 3.88) and virtual meeting role-play performance (M = 3.87) were the most challenging aspects of communication. The results offer initial classroom-based indication that digital TBA (DTBA) can be used to evaluate Business English communication via work-related digital tasks. Indeed, students’ overall impressions of the tasks were that they were real, fun and something they would do in professional communication in the future. However, these results should be interpreted with caution, as the study was not designed to determine full assessment validity. Additional research with larger samples, multiple raters and further validation procedures is required to consolidate theevidence base.
THE EFFECT OF INTERACTIVE DIGITAL STORYTELLING THROUGH PICTURE SERIES ON STUDENTS’ SPEAKING SKILLS Galuh Rofanda; Bradiansyah T Suryanto
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50672

Abstract

Speaking plays a crucial role in English language acquisition as it allows students to express meaning in real-life situations. Despite its significance, many junior high school students struggle to develop speaking proficiency due to restricted vocabulary, limited self-assurance, feelings of anxiety, and lack of opportunities for authentic communication. This research sought to investigate how interactive digital storytelling combined with picture sequences affects students' speaking abilities. The study employed a quasi-experimental approach utilizing pre-test and post-test assessments with both experimental and control groups. A total of sixty Grade 8 students from a public junior high school in East Java took part, randomly assigned to two groups. The experimental group was taught using interactive digital storytelling supplemented with picture series across six sessions, whereas the control group received traditional classroom instruction. Data gathering involved speaking performance evaluations measuring four criteria: fluency, vocabulary, pronunciation, and content organization. Two separate raters scored the students' performances, and inter-rater reliability calculated through Cohen's Kappa reached 0.87, demonstrating strong consistency between evaluators. Statistical analysis using independent-sample t-test revealed a statistically significant difference between the groups (t(58) = 14.57, p < 0.001), with the experimental group exhibiting notably greater progress. The effect size (Cohen's d = 3.76) reflects an extremely substantial influence. The results indicate that combining narrative elements, visual support, and digital interactive features can notably enhance speaking competence and increase student involvement in EFL learning environments.
MAPPING DEEP LEARNING TRAJECTORIES THROUGH CHILDREN'S LITERATURE IN CAMBRIDGE TEXTBOOKS Lubna Iasya; Rahmat Setiawan; Eliasanti Agustina
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50679

Abstract

In many English classrooms, textbook-based instruction prioritizes vocabulary retention and grammatical accuracy, often limiting opportunities for deeper cognitive engagement. Although children’s literature is increasingly integrated into English language textbooks, limited research has systematically examined how such materials facilitate the deep learning process, particularly within the framework of deep learning approaches proposed by Ference Marton and Roger Saljo (1976). This qualitative case study investigates how children’s literary texts and accompanying instructional tasks in twelve Cambridge English textbooks support deep learning in the Indonesian EFL context. Data were collected through document analysis of seventy literary texts and their instructional sequences, complemented by semi-structured interviews with teachers. The findings reveal a four-stage pedagogical trajectory consisting of contextual meaning-making, interpretative analysis, language application, and creative transfer. Teachers also perceived literature as an effective resource for supporting higher-order thinking and contextualized learning. By conceptualizing deep learning as a structured pedagogy trajectory rather than a static outcome, this study contributes to literature-based pedagogy research and offers implications for textbook design and instructional practice. 
ENGLISH-MEDIUM INSTRUCTION AND MULTILINGUAL REALITIES: INTERNATIONAL STUDENTS’ VOICES FROM EMI CLASSROOMS IN INDONESIA Sabiru Salihu; Zuliati Rohmah; Syariful Muttaqin; Siti Maftuhah Damio
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50706

Abstract

English-medium instruction is expanding in Indonesian universities to support internationalization and global partnerships, yet classroom communication often remains multilingual. These multilingual realities matter because they shape how international students access disciplinary content, join discussion, and build a sense of belonging. This study examined how lecturers’ language practices and peer language choices shape international students’ participation and inclusion across EMI programs in Indonesia. Using a qualitative descriptive design, nine international students from Africa, Asia, and Europe at a university in East Java were purposely sampled; all had completed at least one semester of EMI experience. Semi-structured interviews were conducted and data were analyzed thematically following Braun and Clarke’s (2006) six-phase approach. Participants reported variability in lecturers’ English proficiency and intelligibility, especially early on when accents felt unfamiliar. They described routine code-switching between English and Bahasa Indonesia and mixed-language slides and handouts, which added translation work and sometimes obscured instructions. Peer talks frequently shifted to Bahasa Indonesia during group tasks and informal interaction, producing moments of micro-exclusion whereby some students remained silent or required translation. Students also relied on peers and digital translation tools, though these were limited by rapid speech and local abbreviations. Overall, EMI in this setting functioned as a hybrid language space rather than a stable English-only environment. Universities can respond by strengthening lecturer development for clear, accessible English, aligning materials with the stated medium, and providing structured peer support and guided digital language assistance to reduce routine barriers for international students and provide early orientation to local academic languages.
ENGLISH-MEDIUM INSTRUCTION IN ASIAN EFL HIGHER EDUCATION: A SYSTEMATIC REVIEW OF POLICY TRENDS, IMPLEMENTATION CHALLENGES, AND ADAPTIVE STRATEGIES Ahmad Saifulloh; Muhammad Arif Al Hakim
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50814

Abstract

The expansion of English Medium Instruction (EMI) across Asian higher education has intensified post-pandemic, yet a comprehensive understanding of its implementation landscape remains limited. Following PRISMA 2020 guidelines, this systematic review synthesizes 15 empirical studies (2015–2025) from four academic databases to explore implementation trends, stakeholder challenges, and adaptation strategies in Asian EFL contexts. Frequency analysis revealed that linguistic difficulties were a primary barrier in 87% of the studies, pedagogical inconsistency in 60%, and language anxiety affected 53% of the combined participants. Thematic synthesis identified three core dimensions: top-down policies generating macro-micro gaps and institutional stratification; multidimensional linguistic and psychological barriers impacting engagement; and emergent adaptive strategies, including translanguaging, bilingual professional learning communities, and learner metacognition. These findings highlight that EMI is a complex educational ecosystem rather than a mere linguistic shift. This review offers a structured, geographically scoped framework for policymakers, institutions, and future researchers to improve EMI quality and equity in the region.
A CONTENT ANALYSIS OF DIGITAL REPRESENTATION IN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS Fathur Rahman; Dewi Sri Wahyuni
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.51590

Abstract

This study examines how digital representations are incorporated into the English textbook for senior high school students in Indonesia titled Life Today (2022), published by the Ministry of Education, Culture, Research, and Technology. Given rapid technological advancements, English language curricula should reflect how digital technologies are integrated into learning and support the development of students’ digital literacy. It remains unclear how much digital content is covered in the book. This study employs qualitative content analysis of the book’s 24 sections, highlighting three main aspects: digital devices, digital activities, and digital culture. Findings indicate the presence of digital elements, though they are not evenly distributed across all chapters and sections. Digital activities appear with increasing frequency, while digital devices and cultural elements are not always presented consistently. Furthermore, digital elements mostly appear through tasks requiring responses, which tend to hinder students’ active participation. The absence of interactive digital features indicates that the textbook emphasizes conceptual understanding over engaging students in digital activities. These results underscore the need for a more structured and balanced approach to integrating digital practices into the curriculum, so that students can improve their digital literacy more effectively.
TEACHING ENGLISH IN EARLY CHILDHOOD EDUCATION IN INDONESIA: WHAT’S MISSING AND HOW TO FIX IT Widya Rizky Pratiwi; Juhana; Nazirah Md Yusof; Joanne Echalico Bermillo; Maulina
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.52576

Abstract

Early childhood education lays the foundation for lifelong learning by fostering essential competencies such as language acquisition, which is critical for cognitive, linguistic, and socio-emotional development. This study explores the constraints teachers face in implementing English language education in Early Childhood Education Institutions (ECE) across Indonesia and the support systems that can help bridge existing resource gaps. The research employs a qualitative case study design involving 17 institutions selected through purposive sampling. Data were collected through questionnaires, semi-structured interviews, and document analysis, focusing on the challenges, teaching practices, and institutional support systems. The study revealed that teachers faced significant barriers, including limited resources, insufficient training, and lack of institutional support, which hindered effective English language instruction. However, positive influences from professional development opportunities, government policies, and collaborative efforts were identified as key factors in overcoming these challenges. The study recommends enhancing teacher training programs, improving resource allocation, and strengthening institutional policies to support English language education in early childhood settings in Indonesia.
ONE DAY ONE MINUTE VLOG TRENDS’ TIKTOK VIDEO PRODUCTION: ENHANCING STUDENTS’ SPEAKING MOTIVATION Soraya Aisyah; Bambang Yudi Cahyono
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.52616

Abstract

Social media has been widely utilized by students as a digital tool for learning English, specifically in a context where they might engage as active viewers and content creators rather than formal learners. This study aims to examine the motivational factors driving students’ English-speaking practices through the experiences of “One Day One Minute Vlog” (ODOMV) on the TikTok application. It employed a qualitative method using a narrative inquiry to explore video creators’ motivation in participating in the ODOMV trends. It involved six TikTok users who were purposively selected TikTok users who had actively experienced ODOMV as the current trend of TikTok video production. The personal insights into this trend were gathered by a narrative story framework for the data collection.  The data were collected after the participants completed the ODOMV video trends. The data were analyzed by referring to the basic motivational model theory, which explored the students’ emotions and experiences during the ODOMV journey. The data were analyzed through the process of coding, category development, and theme generation grounded in five emotional themes. The results of this study showed that students were motivated to join the ODOMV video trend based on their confidence, experience, satisfaction, social and cultural motivations, as well as personally and practically motivated reasons. This implies that this video trend creation has motivated the creators to foster their speaking performance. Thus, this study contributes to the development of speaking skills in terms of speaking motivation that serves as an authentic self-directed speaking practice medium, which provides practical implications for English teachers to integrate digital content creation tasks as an English-speaking instruction for out-of-classroom learning activities, as well as supporting the academic achievement from the development of speaking performance through the ODOMV trends.

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