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All Journal Abjadia, International Journal of Education EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Al Ishlah Jurnal Pendidikan Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education Edulangue ACITYA Journal of Teaching & Education SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Getsempena English Education Journal Jurnal Pesut : Pengabdian untuk Kesejahteraan Umat Borneo Educational Journal (Borju) JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning Inkubis: Jurnal Ekonomi dan Bisnis INTERACTION: Jurnal Pendidikan Bahasa
Abdul Halim
Universitas Muhammadiyah Kalimantan Timur
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Kahoot! in a flipped classroom: A case study at Junior High School in Samarinda Wiza Ananda; Abdul Halim
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 9, No 1 (2024): July 2024
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v9i1.13151

Abstract

The study explores the integration of Kahoot! within a flipped classroom approach at Junior High School in Samarinda, focusing on its impact on student involvement, motivation, and educational achievements in English language learning. The research employs a qualitative case study design involving first-grade students. Data collection methods include pre- and post-implementation surveys, semi-structured interviews, and observation. Thematic analysis analyzes the data, revealing insights into students’ experiences and perceptions. The study aims to contribute to both theoretical understanding and practical application of Kahoot! in language learning within a flipped classroom context. This study examines how Junior High School Samarinda uses Kahoot! in flipped classrooms, with an emphasis on how it affects student motivation, engagement, and academic performance when learning English. Data was gathered via surveys, interviews, and observations using a qualitative case study approach with students in first-grade students. The results showed that Kahoot! greatly raises student achievement and motivation, and average scores show a strong desire to use it. Although there are some technical difficulties and a learning curve, Kahoot! creates an engaging and dynamic learning environment that improves comprehension and retention of the content. The present study highlights the potential of Kahoot! to enhance academic results and suggests further investigation into creative pedagogical approaches that incorporate technology, like Kahoot!, to augment student involvement and the efficacy of instruction.
The Impact of Project-Based Learning on Deep Learning: Enhancing Meaningful, Mindful, and Joyful Learning in EFL Contexts Tiara Ramadana; Abdul Halim; Ibrahim Ibrahim
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22923

Abstract

This study examines how project-based learning (PBL) impacts deep learning by emphasizing meaningful, mindful, and enjoyable learning aspects in learning English ,as a foreign language (EFL). PBL involves students in real projects and encourages them to collaborate, participate and solve problems. This research shows that using PBL can improve students' learning skills in English as a foreign language (EFL). This research uses a thematic analysis method. The sample of this study was 30 students of grade 11 of MA PPKP RIibathul Khail Tenggarong, who had previously participated in English learning using the project-based learning (PBL) method. The instruments used in this research include observation sheets, questionnaires, pre-test and post-test. The instruments will be tested for validity and reliability through expert validity assessments and Cronbach's Alpha reliability tests. Furthermore, the data will be analyzed using statistical analysis techniques.
Students' Experiences of Meaningful, Mindful, and Joyful Learning in an AI-Enhanced English Classroom Tariza Dwi Silvania; Abdul Halim; Khusnul Khatimah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22784

Abstract

This qualitative case study explores tenth-grade students’ experiences of meaningful, mindful, and joyful learning in an AI-enhanced English classroom. Conducted at SMAN 1 Kota Bangun, the research employed classroom observations, open-ended questionnaires, and semi-structured interviews to gather insights into how AI tools such as ChatGPT, Gemini, image generators, and Grammarly shaped students’ engagement, motivation, and learning depth. Thematic analysis revealed that AI supported personalized learning, encouraged self-regulated preparation, and increased motivation through interactive features. However, challenges such as accuracy issues, distractions, and overreliance on AI were noted. Findings suggest that while AI can complement instructional practices and promote deep learning, its optimal use depends on teacher guidance, student digital literacy, and thoughtful integration into classroom pedagogy.
PROJECT-BASED LEARNING IN THE PROGRESS OF DEEP LEARNING IN A VOCATIONAL HIGH SCHOOL Rafly Artamy Putra; Yeni Rahmawati; Abdul Halim
SOSIOEDUKASI Vol 14 No 1 (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.v14i1.5428

Abstract

This research investigates the perceptions of students and English teachers at SMK Negeri 15 Samarinda regarding the implementation of Project-Based Learning (PBL) and its role in fostering deep learning in vocational education. Using a quantitative descriptive method, data were collected through structured questionnaires distributed to 90 eleventh-grade Automotive Engineering students and five English teachers. The student questionnaire assessed Experience, Involvement, and Understanding, while the teacher questionnaire examined the Perceived Benefits and Challenges of PBL. The instruments were found to be valid and reliable, with Cronbach’s Alpha values ranging from 0.76 to 0.77. Findings revealed that students generally perceived PBL positively, with mean scores indicating frequent engagement in practical tasks, moderate to high participation, and improved comprehension. Teachers also expressed strong support for PBL, particularly for its ability to enhance critical thinking, collaboration, and independent learning. Although some challenges such as time constraints and resource limitations were noted, they were not viewed as critical barriers. Correlation analysis showed significant relationships among all three student variables at the 0.01 level. Notably, Involvement and Understanding were strong predictors of Experience, as shown by a regression model with a correlation coefficient (R) of .762. Overall, the findings affirm PBL’s effectiveness in promoting deep learning and 21st-century competencies in vocational contexts. While challenges exist, both student and teacher perspectives support PBL as an adaptable and impactful instructional approach. These insights contribute to the growing body of research supporting PBL's application in Indonesian vocational high schools.
The Effect of Using Taylor Swift’s Songs on the Improvement of Students’ Listening Skills at SMA Negeri 1 Loa Janan Indah Cahyani; Ade Ismail Ramadhan Hamid; Abdul Halim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5187

Abstract

This study investigates the effect of using Taylor Swift’s songs on improving students’ selective listening skills at SMA Negeri 1 Loa Janan. Selective listening refers to learners’ ability to identify specific information, keywords, and main ideas from spoken texts. Songs were chosen as learning media because they provide authentic pronunciation, natural rhythm, and meaningful repetition that support focused listening practice. The study employed a pre-experimental one-group pretest–posttest design involving 32 tenth-grade students. Data were collected using a listening test consisting of ten fill-in-the-blank questions based on selected Taylor Swift songs. The test measured students’ ability to recognize keywords and accurately complete missing words and phrases from the song lyrics. The instrument was reviewed by English teachers to ensure content relevance and clarity. The treatment was conducted over four instructional sessions using structured listening activities, including lyric prediction, gap-filling, and comprehension checks. The results showed a significant improvement in students’ selective listening performance after the treatment. The mean posttest score was higher than the pretest score, and statistical analysis using a paired-sample t-test indicated a significant difference at the 0.05 level. These findings suggest that integrating English songs into listening instruction can effectively support students’ ability to focus on specific auditory information and improve listening accuracy. This study offers practical implications for English teachers to use music-based activities as supplementary listening materials to enhance learner engagement and selective listening development in secondary school contexts.
AI-Powered English Learning Platforms: A User Experience Evaluation Muhammad Hikmal Abrar; Abdul Halim; Yeni Rahmawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5190

Abstract

The rapid development of artificial intelligence (AI) has transformed English language learning through adaptive and personalized platforms such as Duolingo, ELSA Speak, and ChatGPT. While previous studies have focused mainly on learning outcomes and motivation, limited attention has been given to learners’ holistic user experience (UX). This study examines learners’ perceptions of usability, enjoyment, and accessibility in AI-powered English learning platforms and explores how contextual factors, including digital literacy, learning styles, and prior AI experience, influence user engagement. A mixed-methods design was employed. Quantitative data were collected using a User Experience Questionnaire (UEQ) from 77 Indonesian EFL university students with at least three months of experience using AI-based platforms. Qualitative data were obtained through semi-structured interviews with five purposively selected participants. Descriptive statistics and correlational analysis were applied to quantitative data, while thematic analysis was used for qualitative data. The findings indicate positive perceptions across all UX dimensions, with accessibility receiving the highest rating (83%), followed by usability (81%) and enjoyment (80%). Task efficiency (76%) and visual design (73%) emerged as areas requiring improvement. Digital literacy and prior AI experience significantly influenced perceived usability and overall satisfaction. Qualitative findings highlight the importance of immediate feedback, adaptive features, and flexible learning environments, while also revealing concerns about reduced human interaction. These results underline the need for user-cantered design to ensure sustainable and inclusive AI-supported language learning.
The Influence of Fear of Making Mistakes on Students’ Self-Confidence and Engagement in English Classroom Presentations at MTs Muhammadiyah 1 Samarinda Shabrina Nur Fadillah; Ade Ismail Ramadhan Hamid; Abdul Halim
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13972

Abstract

This study examines how the fear of making mistakes influences students’ self-confidence and engagement in English classroom presentations. Speaking anxiety is one of the main psychological obstacles in EFL learning, often driven by fear of negative evaluation, low language proficiency, and past negative experiences. Using a qualitative descriptive method, this research involved eighth-grade students at MTs Muhammadiyah 1 Samarinda who had participated in English speaking tasks. Data were collected through semi-structured interviews to explore their emotional responses, anxiety sources, and coping strategies. The results show that most students experience nervousness and hesitation, primarily due to fear of being judged, making errors, or lacking vocabulary. These factors reduce their confidence and lead to lower participation. However, many students attempt to overcome their fear through calming techniques and self-encouragement. The study also found that peer support and teacher involvement significantly affect student motivation and willingness to speak. These findings highlight the need for supportive classroom environments that encourage risk-taking and normalize mistakes as part of learning. Teachers are advised to provide regular speaking practice, positive reinforcement, and collaborative learning activities to reduce anxiety and enhance student engagement in English presentations.
A critical multi-case study of generative AI in GELT: Representing diverse Englishes and ethical-psychological challenges Abdul Halim; Ibrahim Ibrahim; Mustofa Mustofa
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7728

Abstract

Global Englishes Language Teaching (GELT) promotes inclusivity by valuing diverse English varieties, but GenAI systems often default to native-speaker norms, risking linguistic homogenization. This study investigates how GenAI can be integrated into GELT to authentically represent diverse Englishes, and what ethical and psychological challenges accompany its adoption in classrooms. A qualitative multi-case study was conducted across three Indonesian universities, combining classroom observations, teacher and student interviews, institutional policy analysis, surveys, and digital interaction logs. Data were examined through thematic coding, critical discourse analysis, narrative inquiry, and descriptive statistics. Each case was interpreted by identifying context-specific themes and discursive patterns, while the cross-case analysis compared these findings to highlight convergences, divergences, and broader ethical implications across language education settings. Findings show that while GenAI supports material development and sparks critical classroom dialogue, its representations are frequently tokenistic and reinforce deficit views of non-native varieties. Teachers mediate these biases by critiquing outputs and affirming student linguistic identities, though institutional policies emphasizing standard English limit such efforts. Ethical and psychological challenges include student over-reliance, reduced autonomy, teacher workload, and inequities in access. The study concludes that AI integration is an ecological and pedagogical issue, requiring critical teacher agency, student empowerment, and institutional policies that align innovation with linguistic justice.
The Role of Competence, Independence, Professional Commitment, and Professional Oversight on Audit Quality and Reputable Public Accounting Firm Model in Indonesia Yulia Tri Kusumawati; Abdul Halim
Inkubis : Jurnal Ekonomi dan Bisnis Vol. 8 No. 2 (2026): INKUBIS Jurnal Ekonomi Dan Bisnis
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/inkubis.v8i2.315

Abstract

Background: The auditing profession continues to face a credibility crisis due to recurring corporate scandals that undermine public trust in audit quality and Public Accounting Firm (PAF) reputation. Previous studies examining the effects of auditor competence and independence have reported inconsistent findings, indicating the need for a more comprehensive model that incorporates moderating and mediating variables. Objective: This study aims to develop a reputable PAF model in Indonesia by examining the effects of competence and independence on audit quality and PAF reputation, with professional commitment and professional oversight serving as moderating variables and audit quality serving as a mediating variable. Methods: A quantitative explanatory survey was conducted involving 1,432 active Public Accountants in Indonesia. Using random sampling, 312 respondents were selected, of whom 289 provided valid responses. Data were collected through structured questionnaires and analyzed using Smart Partial Least Squares (SmartPLS), including measurement model evaluation and moderation–mediation analysis. Results: Competence and independence significantly enhance audit quality and PAF reputation. Professional commitment and professional oversight strengthen the effects of competence and independence on audit quality, while audit quality significantly mediates the relationship between these factors and PAF reputation. These findings support an integrated model that links individual, professional, and organizational factors. Conclusion: A reputable PAF is established through the integration of competence, independence, professional commitment, professional oversight, and audit quality. This model provides practical guidance for strengthening audit credibility, enhancing competitive advantage, increasing stakeholder trust, and supporting the long-term sustainability of Public Accounting Firms in Indonesia.
Using Songs to Boost Vocabulary Mastery in English Classrooms milarizka; Dzul Rachman; Abdul Halim
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
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.v8i1.2290

Abstract

This study investigates the effectiveness of English songs in enhancing vocabulary mastery among university-level EFL students and explores their perceptions of song-based learning. Employing a mixed-methods design, quantitative data were collected through pre-test and post-test vocabulary assessments, while qualitative data were obtained via semi-structured interviews. Participants were 23 English Education students at Muhammadiyah University of East Kalimantan selected through purposive sampling. Quantitative analysis using a paired-sample t-test revealed a statistically significant improvement in students’ vocabulary mastery after the intervention (p < .001), indicating a strong instructional effect. Beyond score improvement, the findings revealed that students demonstrated increased ability to infer word meanings from context and greater retention of newly learned vocabulary. Qualitative findings further supported the quantitative results, showing that English songs enhanced students’ motivation, engagement, and confidence in using new vocabulary, as well as improving their pronunciation awareness and listening comprehension. Nevertheless, students reported challenges related to fast song tempo and unfamiliar accents, which occasionally hindered comprehension. Overall, the findings suggest that English songs function not only as an effective tool for improving vocabulary mastery but also as a meaningful pedagogical medium that promotes contextual learning, learner engagement, and positive learning experiences in higher education EFL contexts.
Co-Authors Ade Ismail Ramadhan Hamid Azhar Aziz Lubis Dewi Wardah Mazidatur Rohmah Dzul Rachman, Dzul Ibrahim Ibrahim . Ibrahim Ibrahim Indah Cahyani Khusnul Khatimah Kusumawati, Yulia Tri Latipah, Asslia Johar Lia Rahmayana milarizka Muhammad Hikmal Abrar Muhammad Yusuf Mustofa Mustofa Nopriansah Nopriansah Rafly Artamy Putra Ragiel Nandasyah Rani Herning Puspita Shabrina Nur Fadillah Sofia Ulfa Eka Hadiyanti, Sofia Ulfa Eka Sukma Septian Nasution Sunarti Tariza Dwi Silvania Tiara Ramadana Wiza Ananda Yeni Rahmawati Yeni Rahmawati Yih-Sheue Lin