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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Syntax Literate: Jurnal Ilmiah Indonesia Journal of General Education and Humanities UNNES International Conference on ELTLT Foreign Language Instruction Probe ELT Echo: The Journal of English Language Teaching in Foreign Language Context
zakky yavani
UIN Siber Syekh Nurjati Cirebon
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Developing Lesson Plan For Blended Interactive Teaching Descriptive Text at Seventh Graders Fahmi Al Fiqri; Farouk Imam Arrasyid; Zakky Yavani
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v7i9.13426

Abstract

This article examined the lesson plan's poor quality, which hinders language learning because it's only an administrative necessity. The study team set goals. Recognising and designing a lesson plan. This study used the three-stage R&D model of feasibility (need analysis), product development, and validation. Qualitative data analysis improves comprehension, comparison, and interpretation. Comparing questionnaire results led to study conclusions.The study found that students' learning styles have never been used to build effective teaching and learning tactics. Researchers use project-based, social-family, and student-centered learning. The results show that the researchers only employ 16 of the 20 characteristics to develop the lesson plan. Facilitators should also promote student-centered and project-based learning.
DIGITAL LITERACY IN 21ST CENTURY: A PORTRAYAL OF an ONLINE EFL CLASS in INDONESIA yavani, zakky; nurmala, Mela; arrasyid, Farouk imam
Foreign Language Instruction Probe Vol. 1 No. 1 (2022): TEFL in Indonesia
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v1i1.125

Abstract

Abstract ___________________________________________________________________ The dominance of technology in everyday life emphasizes the importance of digital literacy for people all over the world. Demand for digital literacy integration penetrates all aspects, including the teaching and learning process in Indonesia. Many researchers have already explored digital literacy in the classroom and observed it in English classroom-based learning. However, to depict more what factors are needed to develop digital literacy in online EFL classes are not many, mainly in the Indonesian context. To investigate the case, this study employed a qualitative case study approach using the following instruments; a semi-structured interview with a knowledgeable English teacher in utilizing technology, online classroom observation, and documentation. The data were then analyzed, interpreted, and presented using descriptive explanation. First, it was found that students used various digital tools and performed several digital literacy elements (cultural, cognitive, communicative, and critical) in English online learning. Nevertheless, the lack of technology sources and students' readiness in utilizing technology are regarded as barriers to implement digital literacy in practice. Second, to develop digital literacy in English online learning, students are required to use various digital tools and to recognize a variety of features across digital tools, communicate appropriately with teachers and classmates through digital tools, as well as use technology to evaluate information. So, the guidance from the teacher regarding aspects of digital literacy, and students' involvement in multiple digital environments are considered as the needs of students to develop digital literacy in the 21st century.
Exploring the Use of Mobile-Assisted Language Learning (Mall) for EFL Learning at A Junior High School in Cirebon shofwaturrahmah, shofwaturrahmah; Rohadi, Tedi; Yavani, Zakky
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.307

Abstract

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.
The Effectiveness of Poster Vs Video in Speaking Skill of EFL Learners Yavani, Zakky; Anani, Nur
English Education: Jurnal Tadris Bahasa Inggris Vol 11 No 1 (2018): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v11i1.2673

Abstract

EFL Learners’ difficulties in speaking are complex. Often times, the problems are on what to speak which leads the EFL learners hesitate and become not confidence when speaking. This study aims to know the effectiveness of poster and video in assisting students when speaking. Using quasi experimental method by setting X AK2 class as an experimental (using poster) and PM2 class as control group (using video), Independent sample t-test was used to test the hyphothesis in this study. the finding shows that using poster significantly gives affects more on students’ speaking performance. This conclusion is based on the significance value calculation of 0.000 which is smaller than 0.05. while, t-count (4.870) is higher than t-table (1.994). Therefore, the hypothesis of this study is accepted. It means that the using poster significantly improves the students’ speaking ability in the English teaching.
EXPLORING ISLAMIC UNIVERSITY STUDENTS’ ACCEPTANCE OF AI INTEGRATION IN ENGLISH SPEAKING PRACTICE: A TAM-BASED STUDY Yavani, Zakky; Hartono, Rudi; Haryanti, Rahayu Puji; Fitriati, Sri Wuli
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of artificial intelligence (AI) into language education has created new opportunities for English as a Foreign Language (EFL) learners, especially in speaking practice, where traditional classrooms often provide limited opportunities, delayed feedback, and high-anxiety conditions. Yet, few studies have examined AI acceptance within Muslim-majority higher education contexts where cultural and institutional factors may influence adoption. Guided by the Technology Acceptance Model (TAM), this study investigated English Language Teaching (ELT) students’ perceptions of usefulness (PU), ease of use (PEOU), attitude (ATT), and intention to use (ITU) AI tools for speaking practice at an Islamic university in Indonesia. A quantitative descriptive survey design was employed with 110 third-semester students, using a TAM-based questionnaire, analyzed through descriptive statistics . Findings indicated consistently high PU, particularly in enhancing confidence, fluency, vocabulary, and grammar, as well as high PEOU, reflecting the intuitive nature of AI tools. Attitudes were uniformly favorable, while ITU, though high, was slightly lower and more varied, suggesting that external factors such as affordability, infrastructure, and cultural concerns may limit adoption. The study affirms TAM’s explanatory power while underscoring its limits in fully capturing contextual influences. Its novelty lies in applying TAM within an Islamic higher education setting, contributing theoretical, pedagogical, and policy insights. Limitations include the single-site scope, reliance on self-reported data, and cross-sectional design, indicating the need for multi-institutional, longitudinal, and extended-TAM research.
AUTHENTIC MATERIALS: TEACHERS’ PERCEPTIONS AND WHY THEY MATTER zakky yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 1 (2017): JUNE 2017
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i1.1591

Abstract

Abstract: The goal of learning English language in a class is to demonstrate the use of the language in real life application. Hence, the teaching and learning process must reflect, in such away, fits the reality. This calls for the use of real materials or authentic materials (AM) in the teaching and learning process. Though the positive result has been yielded by many researchers, the implementation of AM in teaching and learning English is not implemented fully in EFL setting. This research is conducted to investigate how teachers’ perception toward the use of authentic material in teaching and learning process. In depth - interview toward eight EFL school teachers, observation and documentation toward 4 English teachers are done to get the necessary data. In addition, focused group discussion (FGD) is done to triangulate the data. The finding showed that teachers perceived the important use of AM. Yet, they mostly fail to define what is AM and how it is implemented in the classroom. Their perception and action somehow do not match revealing a conclusion that they don’t’ fully understand what is AM; moreover the misconception of why it should be implemented matter the most. Keywords: Authentic Materials (AM), EFL School teachers, teachers’ perception
IMPROVING STUDENTS’ WRITING SKILL THROUGH GRAPHIC ORGANIZER IN PROCESS WRITING Zakky Yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 3 No. 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v3i1.2911

Abstract

Abstract: Within a production of text like written text, a writer in fact conducts series of processes which are not simple and easy. Grammar, vocabulary and content are among the problems; however, problems actually occur begin from even deciding what to write and how the ideas should be arranged. Employing collaborative classroom action research (CAR) design in two cycles, three meetings of 100 minutes each, this study aims to improve the students’ writing skill using graphic organizer. 16 students of an English course in Malang, east Java participated in this study. To get the result, questionnaire, observation checklist, writing test and field notes are collected. Meanwhile, expected criteria of success were that all students achieved the minimum passing grade of 65, and 85% of them actively involved in the implementation of the graphic organizer strategy and perceive the implementation positively. The finding shows the implementation of graphic organizer strategy was successful to improve the students’ writing ability. All the students achieved the score at least 67 and 90% of them actively involved in the process of writing persuasive text, and positive perception existed.
A Comparison of 4Cs’ Praxis in Two Recommended English Textbooks For senior high school in Indonesia Try Oktaviani Shalehah; Tedi Rohadi; Zakky Yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 5 No. 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6720

Abstract

This study aims to know the 4Cs skills, as a mandatory principal of curriculum 2013, in two English Textbooks which used as references in teaching and learning process for eleventh grade. The two English Textbooks studied are “Bahasa Inggris” and “Contextual English”. This research used content analysis as a method, to get the data the researcher use document analysis. After analyzing, the data were interpreted, compared and reported. The research finding shows that 4Cs skills from both English Textbooks are included on its package of activities; 1) pre activities, 2) content of the materials, and 3) worksheets. The critical thinking aspects are mostly found on its pre-activity and contents, while communicative and collaborative aspects sometimes emerge on both. The worksheet requires creativity of the students as well as communicative and collaborative aspects on it. It was also found that among two English Textbooks studied, the 4Cs aspects on “Contextual English Textbooks” are shown up more frequent than “Bahasa Inggris” text book.
PEDAGOGICAL ACTION AND TECHNOLOGIES DURING ONLINE LEARNING: A CASE STUDY Zakky Yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 1 (2019): June 2019
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i1.11318

Abstract

Technology implementation has become a norm in today's teaching and Learning, including in EFL instruction at university level. However the investigation within pedagogy and technology fusion are rare to discuss. Therefore, this research investigates a lecturer's actions and technological performance in the learning process. This research uses descriptive qualitative, using case study principles. The data was taken from vocabulary class document, an interview three students of vocabulary for academic purposes class, and online class observation field notes. they aimed to determine the performance of pedagogy and technology in online Learning. The goal is to explain the pedagogical aspects of technology implementation seen from Laurillard’ persepectives (2012). It was found that pedagogical actions practiced are as follows; Narrative, interactive, adaptive, Productive, and Communicative pedagogical actions.
Rethinking Web-Based Writing Instruction Pedagogy: A Critical Literature Review Amin Basir; Zakky Yavani
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1011

Abstract

This study aims to critically analyze the strategies, assessment practices, and challenges associated with web-based writing in EFL and ESL contexts, based on research published between 2015 and 2025. Using a Critical Literature Review (CLR) approach, the study systematically examined peer-reviewed journal articles, conference papers, and book chapters from reputable academic databases. The review identified key strategies that enhance learner engagement, such as collaborative writing tools, process-based approaches, and multimodal resources. Assessment practices have shifted toward formative, technology-enhanced methods, including peer feedback and digital portfolios, though issues related to validity and teacher readiness remain. Major challenges encountered include unequal access to digital tools, gaps in digital literacy, and academic integrity concerns. This review provides valuable insights for educators, learners, and researchers aiming to improve web-based writing instruction and assessment through informed, evidence-based practices.
Co-Authors Amin Basir Anani, Nur Anani, Nur Fahmi Al Fiqri Farouk Imam Arrasyid, Farouk Imam Hartono, Rudi Khomarudin Khomarudin nurmala, Mela Putri Dhini Apriliani Rahayu Puji Haryanti shofwaturrahmah, shofwaturrahmah Sri Wuli Fitriati Tedi Rohadi Try Oktaviani Shalehah