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All Journal Englisia Journal Gender Equality: Internasional Journal of Child and Gender Studies At-Turats Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam Jurnal Komunitas: Jurnal Pengabidian Kepada Masyarakat BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat ACCENTIA: Journal of English Language and Education Journal of English Language Teaching, Linguistics and Literature (JETLEE) Saree : Research in Gender Studies JURISTA : Jurnal Hukum dan Keadilan
Azmy, Khairul
Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions Nanda, Dodi Widia; Azmy, Khairul
Englisia Journal Vol 8 No 1 (2020)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i1.6771

Abstract

Reading comprehension is considered a challenging part of learning English for many Indonesian secondary school students. This study aims to explore the causes, impacts, and possible solutions for poor reading comprehension issues. The study scrutinizes the issue by reviewing previous studies, in which a number of articles and books were critically analyzed. The results indicate that poor reading comprehension occurs due to three remarkable factors, which are students’ lack of motivation, low prior knowledge, and poor English vocabulary. Moreover, this issue also leads to three main adverse impacts, such as reducing students’ learning achievement, hindering students’ problem-solving skills, and inhibiting students’ future studies and careers. Therefore, in responding to the problem above, this study proposes two learning approaches, which are the Cooperative Integrated and Reading Composition (CIRC) Technique and Metacognitive Strategy.
IMPLEMENTING TASK-BASED LANGUAGE TEACHING (TBLT) TO ENHANCE STUDENTS' SPEAKING, WRITING AND READING SKILLS: IS IT POSSIBLE? Azmy, Khairul; Nanda, Dodi Widia
Jurnal Ilmiah Didaktika Vol 24 No 2 (2024): Jurnal Ilmiah Didaktika February 2024
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v24i2.22730

Abstract

Task-based language teaching (TBLT is a recently developed approach that has received significant attention from researchers in recent years. In this paper, TBLT refers to an approach that defines the use of tasks in various classroom activities in order to develop students' language skills. It is believed that TBLT offers different advantages in improving English skills, particularly by involving students in speaking activities in the classroom and enhancing their communication abilities. Given the considerable amount of research focused on applying TBLT in speaking activities, it prompts the question of whether it can also improve other skills, such as writing and reading. Therefore, the article examines its usefulness and explores the use of TBLT for improving and enhancing language skills in three separate areas: speaking, writing, and reading. The results show that, with proper and thorough task development settings, it can be suggested that TBLT can effectively be implemented to increase students' ability to communicate, reinforce their writing performance, and develop their reading comprehension skills. In this essence, TBLT emphasizes activities that focus on the learner and enables teachers to provide guidance as facilitators and supervisors. During the exercise and activities, students also have a chance to participate in tasks organically as authentic learning experiences. While there are criticisms and concerns about using TBLT, researchers have recognized these challenges and contend they can be effectively resolved. Ultimately, the findings of this paper have provided novel viewpoints on the implementation of TBLT in various aspects of language learning, which can be a valuable approach for improving students' English proficiency. 
English proficiency tests in Indonesian university admission: A critical review of equity and culture Azmy, Khairul; Akmaliyah, Nur; Asma, Asma
Accentia: Journal of English Language and Education Vol 5, No 2 (2025): DECEMBER 2025
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v5i2.2542

Abstract

This study critically examined the use of English-language proficiency tests, such as the TOEFL and IELTS, as gatekeeping tools for university admissions in Indonesia. While these tests serve as standardised indicators of academic readiness, their widespread application raises concerns about fairness, accessibility, and sociocultural implications, especially for students in rural areas. Grounded in sociocultural theories of language, identity, and power, and informed by contemporary research on language assessment and educational equity, this qualitative inquiry used critical autoethnography, reflective narratives, and critical analysis to explore two main focuses of the issue: why English proficiency tests are used as entrance requirements in a country where English is not the medium of daily communication, and how these tests affect students’ identities and opportunities. Findings showed that these tests often function beyond linguistic evaluation—symbolising institutional prestige, perpetuating social inequalities, and constructing identity hierarchies among students. The investigation is further enriched by contemporary research on language assessment and educational equity, which provides a framework for understanding how these tests may inadvertently perpetuate social inequalities and limit opportunities for certain student groups. The paper concludes by recommending inclusive language policies and enhanced access to language learning in rural Indonesia.
Digital ethics from a gender perspective: Media literacy and the representation of deviant behaviour on social media Furqany, Syahril; Sazali, Hasan; Khatibah, Khatibah; Ibrahim, Muhamad Shamsul bin; Almuntarizi, Almuntarizi; Azmy, Khairul
INTERNATIONAL JOURNAL OF CHILD AND GENDER STUDIES Vol 12 No 1 (2026)
Publisher : UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/equality.v12i1.33037

Abstract

This study aims to analyse digital literacy among social media users from a gender perspective. The rapid development of communication technology, particularly the emergence of social media, has transformed human interaction from limited offline spaces into boundless online environments. On the one hand, this transformation enables individuals to connect with a wider audience and access vast amounts of information. On the other hand, it has also given rise to various issues, including violations of digital ethics, the spread of misinformation, and the presence of deviant behaviours on social media platforms. Strong digital literacy is essential to prevent the normalization of such deviations, particularly those related to gender issues in digital spaces, in order to foster a healthier online environment. Users are expected to critically evaluate misinformation, reject gender bias, and contribute to creating safe and ethical social media spaces. This study employs a descriptive qualitative method, examining social media phenomena and conducting interviews with 32 participants. The findings indicate that participants actively reject gender-related deviant content by reporting inappropriate accounts, maintaining their privacy, and critically assessing circulating content. Furthermore, this study recommends strengthening digital literacy through ethical awareness, mental health considerations, and balanced social media usage. Users are encouraged to engage with social media according to their needs, avoid excessive use, and report content containing elements of deviance, including gender-related deviations.
Movie Script-Based Learning: Best Practice to Improve Speaking Skills in EFL Classroom? Yuzar, Ella; Muntasir, Muntasir; Rahman , Fadhlur; Kholid, Mohammad; Azmy, Khairul
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6640

Abstract

In communication, speaking acts as a productive skill that allows a person to convey ideas and meanings through voice articulation. In the context of English learning, it is important to find method/approach/technique that can stimulate students' interest in practicing speaking skills. Script from a movie offers advantages in improving speaking skills as they are able to capture students' attention and stimulate their curiosity. The aim of this paper is to assess the impact of employing movie scripts in the classroom to enhance students' speaking abilities. Fifty-eight English department students from a State Islamic University in Aceh participated in the study. They were divided into two groups: control (NUMS-None of Using Movie Script) and experimental (UMS-Using Movie Script). Prior to and subsequent to the treatment, they were screened. The students in the experimental group were assigned a task to create a video recording in groups of five characters from a movie at the conclusion of each meeting. They were also provided with a movie script and interactive instruction by the teachers. The results of the study suggest that there was a substantial difference between the pre-test and post-test. The mean difference of both post-tests was 65.9310 for the experimental group and 55.5862 for the control group. As the result, students' speaking ability improved after they learned how to use movie scripts properly, which enabled them to gain confidence, overcome the challenge of memorizing the script, easily organize ideas, and enrich their vocabulary stock. Accordingly, the mean score of the pre-test increased more than that of the post-test.
Co-Authors A Wahab, Nazaruddin Agustina Akbar, Indra Almuntarizi, Almuntarizi Aminuyati Ana Sofia, Ana Ariansyah, Ricky Asma Asma Azka Amalia Jihad Azlina, Azlina A’la, Putri Nurul Dewi Maya Sari Dodi Widia Nanda Ella Yuzar Fadhlur Rahman Fauzan, Faisal Fitrian Rizky Hasan Sazali Ibrahim, Muhamad Shamsul bin Khatibah Khatibah Kholid, Mohammad L. Lisnawati Martunis - Martunis, Lukman Marzuki Marzuki Muntasir, Muntasir Nur Akmaliyah Puspita, Desy Rahmat Arfan Sa'dan, Saifuddin Sayuti, Azman Siregar, Try Mahendra Syahril Furqany Zuinan Nisa