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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Al-'Adl Jurnal Eduscience (JES) Jurnal Ilmiah Bina Bahasa Bulletin of Counseling and Psychotherapy Journal of English Language Teaching and Learning (JETLE) Syaksia : Jurnal Hukum Perdata Islam LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra JEDLISH ELITERATE : Journal of English Linguistics and Literature Studies Eduvest - Journal of Universal Studies Journal of Language and Pragmatics Studies TEFLICS International Journal of Research in STEM Education Jurnal Hukum Islam
Tarihoran, Nafan
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Religion Aerospace Engineering Arts Humanities Chemistry Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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LEVERAGING INSTAGRAM FOR ELT: A SYSTEMATIC REVIEW Mulia, Nova Agus; Dewanda, Zea Jelika; Tarihoran, Nafan
ELITERATE : Journal of English Linguistics and Literature Studies Vol 4, No 3 (2025): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v4i3.73766

Abstract

Instagram has emerged as a powerful tool in English Language Teaching (ELT), offering multimedia-based interactive learning experiences that enhance student engagement and instructional delivery. This systematic review examines the role of Instagram in ELT, highlighting its advantages, challenges and implications for language learning. Using the PRISMA method, 15 studies from various academic sources, including Google Scholar, and Mendeley, were analyzed. Findings show that Instagram encourages student participation through features such as Stories, Reels, and IGTV, supports peer collaboration, and facilitates formative assessment. However, challenges such as digital distractions, ethical concerns, and accessibility issues remain significant. This study concludes that while Instagram has the potential to revolutionize ELT, a structured implementation strategy is needed to maximize its benefits while overcoming its limitations. Future research should focus on developing best practices for integrating Instagram into the formal ELT curriculum to ensure its effectiveness as an educational tool.
The integration of flipped clasroom methods on ELT Maulana, A.; Revan, A.; Abidin, Ahmad Zaenal; Tarihoran, Nafan
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.113

Abstract

This study aims to explore the effectiveness of the Flipped Classroom method in improving English writing skills among students. The Flipped Classroom method allows students to learn basic theories and concepts independently through learning videos and online materials outside of class, while face-to-face time in the classroom is used for interactive discussions, writing exercises, as well as face-to-face feedback. This approach is expected to overcome the limitations of traditional learning methods that often do not provide enough time for students to practice writing intensively. Flipped classroom technology approach in this academic paper means a key pedagogical innovation that displays potential in reaching countless diverse learners in the classroom. Applying technology and engaging tasks that offer varied cognitive challenges for learners can help develop their higher-order thinking skills and encourage life-long learning. This method aligns with the evolving demands of 21st-century education, emphasizing student-centered learning, critical thinking, and active engagement. In the context of ELT, flipped learning offers a promising framework to enhance language acquisition by providing learners with more opportunities to practice and apply their skills in meaningful contexts.
Managerial Accountability of Madrasah Principals and Teacher Performance of Private Madrasah Aliyah in Banten Province Abdullah, Wawan; Syarifudin, Encep; Tarihoran, Nafan; Firdaos, Rijal; Supardi, Supardi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7202

Abstract

This study explores the influence of managerial accountability of madrasah principals on teacher performance in private Madrasah Aliyah in Banten Province, Indonesia. As demands for quality Islamic education increase, the role of principals in ensuring transparent, responsible, and effective management becomes crucial. Using a quantitative explanatory design, data were collected from 217 teachers across 28 madrasahs through stratified random sampling. Due to non-normal data distribution, Spearman’s Rho correlation was used for analysis. The results show that managerial accountability and teacher performance fall into the “good” category. The highest accountability dimension was responsibility, while personality was the strongest teacher performance aspect. A moderate positive correlation (r = 0.526, p < 0.01) was found between principals’ managerial accountability and teacher performance, with 27.6% of the performance variance explained by the accountability factor. Among the dimensions, responsibility had the strongest impact, followed by control, transparency, and responsiveness. This study highlights the importance of strengthening accountability practices among madrasah principals to improve teacher performance and educational outcomes. The findings provide valuable insights for policymakers and Islamic education leaders to promote effective, value-based school governance.
TINJAUAN SISTEMATIS TENTANG CHATGPT DALAM PENDIDIKAN BAHASA INGGRIS: PELUANG DAN TANTANGAN: PELUANG DAN TANTANGAN Salsadila, Silva; Yasmin, Devita Aura; Tarihoran, Nafan
JEDLISH : Journal Of Education and English Language Teaching Vol 5 No 1 (2025): Vol. 5 No. 1 (2025): JEDLISH Vol. 5 No. 1
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61664/jedlish.v5i1.224

Abstract

Advances in artificial intelligence (AI) have brought about significant changes in English Language Teaching (ELT). ChatGPT, as a language-based AI model, offers various benefits to students, such as improving writing skills, providing instant feedback, as well as supporting independent learning. However, its use also presents challenges, such as the risk of dependency, potential plagiarism, as well as a lack of digital literacy in assessing the credibility of information. This study aims to analyze students' and lecturers' perspectives on the use of ChatGPT in ELT. The method used was Systematic Literature Review (SLR) with PRISMA approach, analyzing 17 articles from Mendeley, ERIC, and Taylor & Francis databases. The results showed that ChatGPT changes the role of lecturers from material deliverers to facilitators who guide students in using AI critically and ethically. Although it can help with the preparation of teaching materials and evaluation, the implementation of this technology requires clear academic policies and digital literacy training for educators. The findings provide insights for educators and institutions in optimizing the use of ChatGPT in ELT to be more effective and ethical.
MANAGERIAL ACCOUNTABILITY, PEDAGOGICAL COMPETENCE, AND SPIRITUAL COMPETENCE OF PRINCIPALS ON TEACHER PERFORMANCE OF STATE MADRASAH ALIYAH Abdullah, Wawan; Tarihoran, Nafan; Supardi, Supardi; Saenong, Farid F.; Syarifuddin, Encep; Fauzi, Anis; Ma’mur, Ilzamuddin
JURNAL EDUSCIENCE Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.7541

Abstract

Purpose- This study aims to analyze the effect of madrasah principals' managerial accountability, pedagogical competence, and spiritual competence on teacher performance at the State Madrasah Aliyah (MAN) in Banten, Indonesia. The study counteracts the paradox of continual low performance among teachers in Islamic schools despite implementing several reform efforts.Methodology- A sample of 163 MAN teachers (a purposive sampling) was used for the quantitative inferential study. Information was gathered through questionnaires, structured observations, interviews, and documentation. At the same time, there were validated and reliable instruments for every variable: management accountability (X₁), pedagogic competence (X₂), spiritual competence (X₃), and teacher performance Y). Statistical analyses included classical assumption tests, partial correlations, multiple regression, and ANOVA.Findings- Results of this study show that all the independent variables have a significant and positive influence on teachers' performance, where 78.2% combined contribution. The latent variable of pedagogical competency had the most significant partial effect on work environment (β = 0.452), followed by spirituality competence (β = 0.390) and managerial accountability (β = 0.125). These findings demonstrate the significance of pedagogical competencies in professional practice and confirm the vital importance of moral leadership and internalized spiritual foundations.Contribution- Our study is of empirical significance as it decontextualizes spiritual competence from a religious virtue for personal development and considers spirituality not only to be among the teacher's individual traits, but also a measurable expertise essential to good practice in Islamic education. This study contributes to the literature by examining the link between management accountability and teacher performance at the classroom level, which has not often been examined in previous research.
A SYSTEMATIC REVIEW OF ARTIFICIAL INTELLIGENCE (AI) TECHNOLOGY FOR ELT Ahmad, Siti Fauziah; Putri, Nazeera Fajriyanti; Tarihoran, Nafan
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v5i2.5989

Abstract

The role of Artificial Intelligence (AI) in learning and teaching English is becoming more significant in today's digital era. This study aims to analyze the use of AI in English Language Teaching (ELT) by identifying the most commonly used AI tools, their benefits, and challenges in implementation. Using a systematic review approach guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), this study systematically collected, selected and analyzed literature from academic databases such as Google Scholar, ScienceDirect, ERIC, DOAJ, and Mendeley. Articles were screened based on relevance, recency (published within the last five years), and accessibility (open access, English language). The results show that AI technologies such as chatbots, grammar correction tools, speech recognition systems, and machine translation platforms are widely used to improve students' pronunciation, listening comprehension, vocabulary acquisition, and writing skills. In addition, AI also facilitates personalized learning, reduces teacher workload, and promotes inclusive education. However, challenges such as limited accessibility, algorithmic bias, and ethical concerns must be addressed to ensure AI integration remains fair and effective in learning or teaching. This study provides valuable insights for educators and researchers in optimizing AI applications to improve the quality of English language learning or teaching while mitigating potential challenges. ABSTRAK Peran kecerdasan buatan dalam pembelajaran dan pengajaran bahasa Inggris menjadi semakin signifikan di era digital saat ini. Penelitian ini bertujuan untuk menganalisis penggunaan AI dalam Pengajaran Bahasa Inggris (ELT) dengan mengidentifikasi perangkat AI yang paling umum digunakan, manfaatnya, dan tantangan dalam implementasinya. Dengan menggunakan pendekatan tinjauan sistematis yang dipandu oleh PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), penelitian ini secara sistematis mengumpulkan, memilih, dan menganalisis literatur dari basis data akademis seperti Google Scholar, ScienceDirect, ERIC, DOAJ, dan Mendeley. Artikel disaring berdasarkan beberapa kriteria seperti relevansi, kemutakhiran (diterbitkan dalam lima tahun terakhir), dan aksesibilitas (akses terbuka, bahasa Inggris). Hasil penelitian menunjukkan bahwa teknologi AI seperti chatbots, alat koreksi tata bahasa, sistem pengenalan suara, dan platform penerjemahan mesin digunakan secara luas untuk meningkatkan pelafalan, pemahaman mendengarkan, akuisisi kosakata, dan keterampilan menulis siswa. Selain itu, AI juga memfasilitasi pembelajaran yang dipersonalisasi, mengurangi beban kerja guru, dan mempromosikan pendidikan inklusif. Namun, tantangan seperti aksesibilitas yang terbatas, bias algoritmik, dan masalah etika harus diatasi untuk memastikan integrasi AI tetap adil dan efektif dalam pembelajaran atau pengajaran. Studi ini memberikan wawasan yang berharga bagi para pendidik dan peneliti dalam mengoptimalkan aplikasi AI untuk meningkatkan kualitas pembelajaran atau pengajaran bahasa Inggris sekaligus mengurangi potensi tantangan yang ada.
Leveraging YouTube for ELT: A Systematic Review Nurjannah, Ghina; Mutiasari, Chintia; Tarihoran, Nafan
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9067

Abstract

In today's digital era, YouTube is one of the most widely used platforms in teaching English as a foreign language (English Language Teaching / ELT) because it provides authentic and interactive learning content. The increased integration of digital media in the classroom has prompted various studies to explore the effectiveness of YouTube in supporting the language learning process. This study aims to analyze the strategies applied by teachers when using YouTube as an ELT learning medium, the factors that affect its effectiveness, as well as the language skills that are most supported by this platform. The method used is a systematic literature review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach. A total of 30 empirical articles were selected from scientific databases such as PubMed, ScienceDirect, Mendeley, and Google Scholar based on specific inclusion and exclusion criteria. The results show that YouTube significantly improves students' speaking and listening skills through exposure to authentic and engaging English-language content. However, internal factors such as student motivation and teacher engagement, as well as external factors such as internet access and material suitability, still affect the overall effectiveness of YouTube use. This study concludes that YouTube is a valuable medium in ELT learning if accompanied by the right strategy and effective mentoring. These findings provide practical implications for educators and researchers to optimize the use of digital media in improving students' language competence.
Co-Authors A. Maulana ABDUL MUJIB Abdullah, Wawan Abidin, Ahmad Zaenal Ahmad, Siti Fauziah Anis Fauzi, Anis Apria Gina, Agnes Asfandi Asfandi, Asfandi Aspandi, Aspandi B. Syafuri Dewanda, Zea Jelika Dulfikar, Akhmad Heni, Heni Rohaeni Hunainah, Hunainah Ma’mur, Ilzamuddin Mufarochah, Mufarochah Muhamad Turmudi, Muhamad Mulia, Nova Agus Muslimah, Nadrotul Mutiasari, Chintia Nurjannah, Ghina Oktafiana, Fadilla Putri, Nazeera Fajriyanti Rahma, Hilda Syifa Revan, A. Rijal Firdaos Rika Perdana, Purnama Riswanto, Dody Saenong, Farid F. Salsadila, Silva Somawinata, Yusuf Supardi Supardi Syarifuddin, Encep Syarifudin, Encep Syarjaya, Syibli Yasmin, Devita Aura