Article Per Year (5 Year)
p-Index From 2020 - 2025
1.456
P-Index
This Author published in this journals
All Journal IJEE (Indonesian Journal of English Education) Vision: Journal for Language and Foreign Language Learning Language Literacy: Journal of Linguistics, Literature, and Language Teaching SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) Southeast Asian Journal of Islamic Education Frasa: English Education and Literature Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Aridah, Aridah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
Personality of a Good Language Learner: a Case Study in EFL Context Amalia, Puji Astuti; Aridah, Aridah
Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i18146

Abstract

This case study aims to explore how the personality traits of a good language learner contributed to her success in language learning. Using a case study design, this study involved one student who met the criteria of a good language learner who became a champion of English competitions. This study used the Myers-Briggs Type Indicator personality test and semi-structured interviews to collect the data. The study showed that Meta's extrovert personality was described as talkative, confident, enthusiastic, and assertive. She understood a problem by talking about it and heard others' ideas in solving problems. As a sensing personality, she was objective and made decisions based on logic and facts to decide both sides. As a thinking person, she always worked with plans, and in making plans, she analyzed the pros and cons. She was objective and consistent in doing what she had planned. Her judging personality described how she dealt with their outer world. She had a decided lifestyle that had helped her achieve her goals in language learning by planning her language learning activities.
Intercultural Communication in the Perspective of Gender Aridah, Aridah
Journal of English as A Foreign Language Teaching and Research Vol. 1 No. 2 (2021): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (751.77 KB) | DOI: 10.31098/jefltr.v1i2.690

Abstract

Intercultural communication is usually viewed as the communication which takes place between two or more people from different cultural backgrounds. These different cultural backgrounds are commonly understood as different languages and nationalities. However, intercultural communication is not limited to these backgrounds. It can also be viewed as communication across gender. This article aims to provide a conceptual study which reviews some ideas regarding intercultural communication in the view of gender. It discusses the ideas proposed by some scholars in communications concerning how men and women communicate differently because they are considered members of different cultures, that is, the culture of men and the culture of women. The discussion focuses on the differences between men and women in terms of communication styles, communication attitudes, and linguistic strategies. Some potential misunderstandings which occur between men and women are also presented as a result of those differences.
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.
STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK Salsabila, Rohiidah; Aridah, Aridah; Setiawan, Iwan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11311

Abstract

This study investigates how EFL students perceive the use of PaperRater as an automated feedback tool in essay writing. Although Grammarly and ChatGPT have received significant attention, PaperRater remains underexplored. Using a qualitative narrative inquiry approach, three Indonesian undergraduate students shared their experiences via interviews and by submitting annotated drafts for analysis. The results show that PaperRater helped them improve grammar, vocabulary, and sentence structure by providing quick feedback that encouraged independent revision. However, they also faced several challenges, such as unclear suggestions, occasional inaccuracies, and the tool’s inability to address more complex writing aspects like argument development and coherence. Although some students initially found the interface confusing, they gradually became more comfortable using it. Overall, PaperRater was seen as a helpful tool for correcting surface-level errors, but it still needed to be combined with teacher feedback and other tools to support deeper writing improvement. This study emphasizes the importance of using automated tools thoughtfully and in balance with human guidance. Further research with a larger group of participants is recommended to explore long-term effects.
Twitter as a Discussion Space: Exploring Students' English Communication Patterns Putra, Setoaji; Syamdianita, Syamdianita; Aridah, Aridah; Rusmawaty, Desy; Kalukar, Ventje Jany
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2081

Abstract

This study investigates how students in the English Department at Mulawarman University use Twitter as an informal platform to improve their English communication skills. Unlike traditional classrooms, Twitter offers a relaxed, real-time environment where students interact in English through tweets, slang, memes, and interactions with classmates. Using a qualitative narrative research approach, data were collected from six students and one instructor through semi-structured interviews. Thematic analysis revealed three main findings: students learn English informally through daily practice and self-motivation; they adapt to a flexible communication style influenced by online slang and global discourse; and they benefit from peer interactions that provide feedback, vocabulary models, and confidence-building. This study concludes that Twitter functions not only as a social media tool but also as a dynamic space for authentic, self-directed, and culturally embedded language learning. Unlike previous studies that focus on the formal integration of social media in education, this research highlights the non-academic motivations driving meaningful engagement with English. While acknowledging limitations such as deliberate sampling and digital access, this study offers new insights into how digital platforms support socio-linguistic language development. The research recommends further investigation into long-term impacts and broader student populations to understand the educational value of informal digital learning environments.
WHY IS THE QUALITY OF TEACHERS IN INDONESIA SO POOR?: A CRITICAL DISCOURSE ANALYSIS ON GURU GEMBUL’S VIDEO Azizah, Nur; Prabowo, Sidik; Muid, Abdul; Aridah, Aridah; Suhatmady, Bibit
SOSIOEDUKASI Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5926

Abstract

In the context of Indonesian education, this research delves into the discourse surrounding the quality of teachers, focusing on the analysis of Guru Gembul's video content. By employing critical discourse analysis, the study aims to uncover the intricate interplay of identity, ideology, and social relationships as portrayed in the video. Through a deep exploration of language use and communication strategies, the research seeks to shed light on the underlying factors influencing teacher effectiveness and educational reform in Indonesia. The methodology involves a qualitative approach, utilizing thematic analysis of the video transcript and audience comments to reveal insights into the perceptions and challenges faced by teachers in the country. The findings highlight the significance of understanding how teachers construct their identities and ideologies through discourse, and how these constructions impact their interactions with students and the broader educational landscape. By bridging traditional textual analyses with multimedia communication, this study contributes to a nuanced understanding of the complexities surrounding teacher quality discourse in Indonesia, ultimately aiming to inform strategies for enhancing the quality of education and supporting teachers in their crucial role in shaping the future of Indonesian students.
Contextualizing English Language Learning: Islamic Stories as Teaching Materials in ELT Maesaroh, Dwi Titi; Susilo, Susilo; Aridah, Aridah; Iswari, Weningtyas Parama; Asih, Yuni Utami; Suhatmady, Bibit
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.11513

Abstract

Driven by the growing awareness of cultural relevance in English language teaching (ELT), this study presents the development of English materials based on Islamic stories for Islamic schools. This study aims to describe the design of English teaching materials that integrate Islamic values in response to the lack of culturally appropriate resources available to teachers in Islamic educational settings. This study used a qualitative approach to describe the process of developing teaching materials from Islamic stories through the development stages. The primary data consists of drafts of teaching materials at each development stage, from initial design through revisions to the final prototype. Supporting data is obtained from literature, learning theories, and teaching materials design principles, which serve as the foundation for each development step. The development process involved determining learning goals, selecting and adapting content, texts, and tasks, instructions, and learning outcomes assessment. The materials were carefully designed to meet students’ linguistic level and moral development goals. In the process, the researchers do self-evaluation, consultation with experts, and revision to produce high-quality materials. This study highlights the broader framework of Islamization of knowledge in ELT, emphasizing the importance of aligning language learning with Islamic worldviews. By offering culturally and spiritually relevant learning resources, the materials developed in this study provide English teachers with practical tools to foster both language proficiency and religious character education in Muslim learners.
EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING Nadia, Fazah; Aridah, Aridah; Limbong, Effendi; Hermagustiana, Istanti; Amarullah, A.K.
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.4976

Abstract

This research explores the experience of ten fifth-semester EFL pre-service teachers from Universitas Mulawarman who employed Plotagon to create digital storytelling projects in a Digital Literacy course. Adopting a qualitative research design, data were collected from participants' written reflections and examined thematically. The findings emphasize five broad themes: integration of local culture, in this case folklore from East Kalimantan, into EFL courseware; technological challenges and creative coping with additional tools; creativity and collaboration through cooperative production; attitudes towards usefulness and usability that impacted technology appropriation; and redefinition of learner and teacher roles as learners took on teller and media producer roles. These findings tell us that in spite of extensive use of culture as objects, greater digital literacy levels, and greater practice on the part of learners, the subjects were affected by the presence of limited functionality of Plotagon, faulty hardware, and inconsistent group participation, thereby requiring the necessity of having institutional backing as well as training. This study contributes to fresh understanding regarding the enabling of technology flexibility, cultural awareness, and learning autonomy through the use of digital storytelling tools like Plotagon in pre-service teacher education and illustrates not only their ability to produce language and digital literacy but also their ability to improve the competence of pre-service teachers in teaching innovative, forward thinking, and culture-sensitive.
Bridging the Gap: Challenges Faced by Pre-service Teachers in Creating Interactive Video Assessments Dayu Kalpiko Retno, Rafifa; Limbong , Effendi; Aridah, Aridah; Rusmawaty, Desy; Syamdianita
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.875

Abstract

This study explores the challenges that pre-service teachers face when developing interactive video assessments, with a focus on the technological, pedagogical and psychological aspects involved. While interactive videos have been shown to increase student engagement, some pre-service teachers struggle to create them. Three English education students from Mulawarman University were purposefully selected for the study. Data were collected through semi-structured interviews and focus group discussions and analysed using thematic analysis. The findings revealed technical challenges like unstable internet and delayed AI. Pedagogical challenges such as teachers relied heavily on AI, and limiting creativity. Psychological challenges when participants did not trust the accuracy of AI or the grammar of AI-generated questions, necessitating additional scrutiny. Despite these challenges, the study showed that participants transitioned from passively accepting the AI's output to actively adapting and refining it. This demonstrates that, when teachers take ownership of the contextualisation of materials, interactive video assessments can be effective, provided they are supported by thorough training in digital pedagogy and AI literacy.
Co-Authors Abdul Muid Amarullah, A.K. Bibit Suhatmady Dayu Kalpiko Retno, Rafifa Hambali, Muhamad Hermagustiana, Istanti Iwan Setiawan Kalukar, Ventje Jany Limbong , Effendi Limbong, Effendi Maesaroh, Dwi Titi Maria Teodora Ping, Maria Teodora Nadia, Fazah Nur Azizah Puji Astuti Amalia Putra, Setoaji Rusmawaty, Desy Salsabila, Rohiidah Sidik Prabowo Susilo Susilo Syamdianita Syamdianita Syamdianita, Syamdianita Weningtyas Parama Iswari, Weningtyas Parama Yuni Utami Asih, Yuni Utami