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All Journal Abjadia, International Journal of Education 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 Curricula: Journal of Curriculum Development
Abdul Halim
Universitas Muhammadiyah Kalimantan Timur
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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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 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.
CHATGPT AS A TOOL FOR EFL LEARNING: ITS IMPACT ON MOTIVATION AND ENGAGEMENT Ragiel Nandasyah; Sunarti Sunarti; Abdul Halim
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3337

Abstract

This study focuses on the impact of ChatGPT, an artificial intelligence-based language model, on students’ motivation and engagement in learning English as a Foreign Language (EFL). The research employs both qualitative and quantitative research methodologies, combining data collected through questionnaires and semi-structured interviewing. The sample included 133 EFL students from Universitas Muhammadiyah Kalimantan Timur, with additional narratives gathered from three selected participants. Quantitative findings reflected high levels of motivation (M = 23.89) and engagement (M = 22.88), with a strong positive correlation (r = .767, p < .01) between the two variables. Motivation was significantly higher than engagement based on the Mann-Whitney test. The qualitative findings reveal the uses of ChatGPT by the students as grammar correction, translation, and writing, which improved their confidence and learning interest. In contrast, some of the students expressed dependence on the tool and encountered issues of incorrect generation and lack of access in the free version. Despite all this, the participants expressed the need of using ChatGPT as a support tool rather than a replacement for independent learning. This study aims to address gaps in prior studies that examined ChatGPT’s benefits but rarely compared students’ motivational and engagement levels using both quantitative and qualitative lenses, this research offers a more comprehensive analysis of how learners experience AI-assisted language learning. The study concludes that ChatGPT can be an effective tool when used strategically. It offers practical implications for integrating AI in language education and encourages the development of digital literacy and critical thinking among learners.
The impact of culturally responsive materials on student motivation and language learning outcomes Wulan Desi Safitri; Abdul Halim; Ibrahim Ibrahim
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.86915

Abstract

English plays a vital role in education, communication, and career opportunities, particularly in countries like Indonesia, where it is taught as a foreign language (EFL). However, many students struggle with motivation and achieving effective learning outcomes. This study investigates the impact of Culturally Responsive Materials (CRM) on student motivation and English learning outcomes among EFL learners. CRM is designed to reflect students’ cultural backgrounds, making learning more meaningful and engaging. The study addresses the need for inclusive teaching approaches and fills gaps in previous research that focused more on teaching strategies than on materials. Using a quasi-experimental method, 60 students from SMA Negeri 2 Loa Kulu were randomly assigned to either a control or experimental group. The control group used conventional materials, while the experimental group was taught using CRM. Motivation was measured with a customized questionnaire, and learning outcomes were assessed through quizzes. The findings revealed that students taught with CRM showed significantly higher motivation (p = 0.034) and improved learning outcomes (p = 0.005) compared to those in the control group. These results suggest that culturally relevant content not only enhances academic performance but also fosters emotional engagement and motivation in EFL contexts.   Abstrak Bahasa Inggris memiliki peran penting dalam pendidikan, komunikasi, dan karier, terutama di Indonesia di mana bahasa ini diajarkan sebagai bahasa asing (EFL). Namun, banyak siswa yang mengalami kesulitan dalam menjaga motivasi dan meraih hasil belajar yang optimal. Penelitian ini mengkaji pengaruh Materi Responsif Budaya (CRM) terhadap motivasi belajar dan hasil belajar bahasa Inggris pada siswa EFL. CRM dirancang untuk mencerminkan latar belakang budaya siswa, sehingga pembelajaran menjadi lebih relevan dan menarik. Penelitian ini menggunakan metode kuasi-eksperimental dengan melibatkan 60 siswa dari SMA Negeri 2 Loa Kulu yang dibagi menjadi kelompok kontrol dan eksperimen. Kelompok kontrol menggunakan materi konvensional, sedangkan kelompok eksperimen diajarkan dengan CRM. Motivasi diukur menggunakan kuesioner, dan hasil belajar dievaluasi melalui kuis. Hasil penelitian menunjukkan bahwa siswa yang diajar dengan CRM memiliki motivasi belajar yang lebih tinggi (p = 0,034) dan hasil belajar yang lebih baik (p = 0,005) dibandingkan kelompok kontrol. Temuan ini menunjukkan bahwa materi yang relevan secara budaya tidak hanya meningkatkan kinerja akademik, tetapi juga mendorong keterlibatan emosional dan motivasi siswa dalam pembelajaran bahasa Inggris. Kata Kunci: EFL; hasil belajar; motivasi; pendidikan inklusif; pengajaran responsif budaya
Co-Authors Ade Ismail Ramadhan Hamid Azhar Aziz Lubis Dewi Wardah Mazidatur Rohmah Dzul Rachman, Dzul Ibrahim Ibrahim Ibrahim Ibrahim Ibrahim Indah Cahyani Khusnul Khatimah Kusumawati, Yulia Tri Latipah, Asslia Johar 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 Wulan Desi Safitri Yeni Rahmawati Yeni Rahmawati Yih-Sheue Lin