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All Journal Jurnal Pendidikan Guru Sekolah Dasar Journal of Social and Scientific Education
Zuraida Zuraida
STIT Misbahudin Ahmad Blitar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing English Micro Habits to Support English Language Acquisition in a Pesantren-Based Elementary School MI Unggulan Mambaus Sholihin Blitar Zuraida Zuraida; Intan Susana; Dyah Ayu Soffiya Zein
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 2 (2026): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i2.2459

Abstract

English is not just a language for international communication, but a key tool that connects people, knowledge and opportunities in our interconnected world. Many Indonesians, including students in early education stage, are now faced with the need to master English language for the demands of the realization of Golden Indonesia 2045. Elementary school age is considered a critical period for acquiring a second or foreign language. Framed within a descriptive qualitative method, this research investigated how small but consistent English language practices are developed in students’ daily routine recognized with their unique religious and cultural environment in a pesantren setting to enhance their English proficiency. The data of the study were collected through certain ways including classroom instructions observations, in-depth interviews with the teachers, and documentation of the students learning activities. The analysis focused on describing the implementation strategies and contextual factors that influence the success of micro habit development in an Islamic elementary boarding school. Findings indicates that micro habits-such as greetings, classroom instruction, simple conversations, vocabulary repetition- within a pesantren based elementary school contributes to students’ engagement, vocabulary acquisition, students’ motivation and confidence in using English in simple but authentic context. The integration of pesantren culture and discipline embedded in students’ daily routine also donates valuable implication in promoting early English language acquisition. This research highlights the significant role of fostering micro habits in the development of language proficiency, emphasizing how such habits can serve as a crucial educational strategy for bridging the existing gaps in students' language skills. By integrating these small, consistent practices into their routines, educators can enhance the language acquisition process, ultimately improving the overall language skills of young learners, especially in culturally diverse environments like those found in pesantren schools.
Exploring Generative AI Assisted Thesis Writing Behaviors Among EFL Students in Pesantren-Based Higher Education Zuraida Zuraida; Intan Susana
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.675

Abstract

This study aims to investigate undergraduate EFL students’ writing behaviors and ethical considerations in using Generative Artificial Intelligence (GenAI) during undergraduate thesis writing. The study focuses on how students use GenAI as an assistive tool in planning, drafting, and revising their theses, as well as how they maintain academic integrity in processing AI-generated outputs. This research employed a qualitative multiple case study design involving three undergraduate students at STIT Misbahudin Ahmad Blitar, a pesantren-based Islamic higher education institution in East Java, Indonesia. Data were collected through semi-structured interviews, observation, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, conclusion drawing, and verification. The findings show that students used GenAI to explore topics, refine research titles, identify research gaps, formulate research questions, transform ideas into academic text, improve sentence clarity, correct grammar, and revise paragraph organization. However, they did not use GenAI passively. Students verified information, checked citations, paraphrased AI-generated text, compared suggestions with supervisor feedback, and adjusted outputs based on their research context. Ethical awareness also shaped their AI use, as students viewed GenAI as a supportive tool rather than a replacement for their own academic work. The study implies that GenAI can support thesis writing when guided by critical awareness, academic responsibility, and Islamic values. Therefore, institutions and supervisors should provide clear guidelines for ethical and responsible GenAI-assisted academic writing.
Co-Authors Dyah Ayu Soffiya Zein Intan Susana Intan Susana