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This Author published in this journals
All Journal IJEE (Indonesian Journal of English Education) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Teaching and Learning Issues TOFEDU: The Future of Education Journal JEID ELT Forum: Journal of English Language Teaching
Muhammad Arif Al Hakim
Universitas Islam Negeri Sunan Kudus, Indonesia
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Revealing the Potential Impacts of English-Medium Instruction (EMI) in Indonesian Higher Education Context Muhammad Arif Al Hakim
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v9i2.2343

Abstract

In recent years, many top universities from non-English countries have been implemented English Medium Instruction (EMI) in teaching and learning processes because it provides beneficial impacts for institutions, lecturers, and students. However, some other countries do not support EMI implementation because it has several drawbacks that are ineffective for educational systems. This conceptual review article aims to promote the benefits of EMI implementation and suggest the better application of EMI in Indonesian higher education. The research methodology used in this investigation is a critical literature review. The concept used in this paper is to critically explore the potential implementation of EMI in Indonesian higher education, which aims to teach specific content subjects through English as a medium of instruction. This implementation promotes students’ bi-literacy and bilingual skills and their learning motivations to be highly capable of competing in the globalization era. As a result, the implementation of EMI expands three benefits that can be attained by the students and lecturers; EMI enhances academic competence, improves English proficiency level, increases motivation in the learning process. This critical paper proves that EMI implementation will significantly benefit Indonesian institutions, especially their students and lecturers. 
Representations of HOTS in English Reading Comprehension Exam Questions for Islamic Senior High Schools in Jepara Imanah, Nur; Al Hakim, Muhammad Arif
JEID: Journal of Educational Integration and Development Vol. 3 No. 3 (2023)
Publisher : Education Mind Based Development Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55868/jeid.v3i3.302

Abstract

Pemberlakuan kurikulum terbaru dalam sistem pendidikan Indonesia memerlukan penerapan Higher Order Thinking Skills (HOTS) dalam proses pembelajaran. Oleh karena itu, analisis pertanyaan sangat penting untuk mengetahui ketersediaan HOTS dalam instrumen penilaian. Penelitian ini bertujuan untuk menganalisis representasi HOTS yang terdapat pada soal-soal ujian dan menjelaskan mengapa soal-soal tersebut dikategorikan sebagai soal HOTS. Penelitian ini merupakan penelitian deskriptif kualitatif dengan menggunakan teknik analisis isi. Sumber data yang digunakan adalah soal-soal ujian bahasa Inggris untuk SMA kelas 10, 11, dan 12 yang dikeluarkan oleh organisasi pendidikan Islam di Jepara untuk tahun ajaran 2022/2023. Penelitian ini dianalisis menggunakan Taksonomi Bloom Anderson dan Krathwohl dengan model tiga dimensi. Hasil penelitian menunjukkan bahwa representasi soal HOTS berdasarkan ranah proses kognitif pada soal ujian kelas 10 sebesar 11,8%, kelas 11 sebesar 20%, dan kelas 12 sebesar 12,1%. Berdasarkan dimensi pengetahuan pada kelas 10, 11, dan 12, soal-soal ujian didominasi dengan kategori pengetahuan faktual dan konseptual, sedangkan soal prosedural dan metakognitif kurang terdistribusi. Berdasarkan hasil penelitian, representasi HOTS pada soal-soal ujian pemahaman membaca kelas 10, 11, dan 12 mempunyai distribusi yang lebih rendah dibandingkan Lower Order Thinking Skills (LOTS).
Uncovering the Nexus between Language Culture and Identity Difference in the Context of Ethnic Self-Experience Al Hakim, Muhammad Arif
Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v4i2.12255

Abstract

In this study of the language user, the connection between language culture and identity difference is examined from the ethnic context of language learning. This study aims to reveal the connection of those notions that is essential for language learners and will contribute to the development of language education. The research method of this study is autoethnography research. The author’s critical reflection as a reflective practitioner was used to elicit data by remembering and writing his personal experience. Then, the elicited data was analyzed using the theory of representation system, language culture, and identity difference. The findings of this study show that language, culture, identity, and difference have a robust linkage. The individual’s different culture and identity significantly affect the way he/she uses the language in certain contexts. Therefore, uncovering the interconnection of language culture and identity differences from critical self-reflection on ethnic-based experience may enrich a better understanding of the language learning process.
Developing English Literacy Skills to Promote Religious Moderation through English for Islamic Studies Programs among Indonesian Muslim Youth Muhammad Arif Al Hakim
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1602

Abstract

Empowerment through community service should have positive impacts across sectors, including education. Currently, strong English-language literacy among young Indonesian Muslims is considered vital for understanding and promoting moderate Islamic teachings globally. Thus, this study aims to explore the impact of empowering English education students through English for Islamic Studies programs on their English literacy skills. Three face-to-face programs were employed to depict the advantages of learning English literacy and religious moderation through English for Islamic Studies. This study reveals that the programs were significantly beneficial for them in improving their understanding of religious moderation, especially moderate Islam, by categorizing four indicators of those principles: national commitment, anti-violence, tolerance, and the accommodation of local wisdom and culture. Moreover, program participants improve their English literacy, specifically in reading and writing, by absorbing English technical terms related to religious moderation. The implication of the study was, first, that the implementation of English for Islamic Studies beneficially develops the participants’ English literacy, specifically in reading and writing skills. Second, the program content has positively influenced participants’ understanding of the principles of religious moderation within moderate Islam. It enhanced their ability to analyze religious moderation practices in their environment using four indicators of moderation.
ENGLISH-MEDIUM INSTRUCTION IN ASIAN EFL HIGHER EDUCATION: A SYSTEMATIC REVIEW OF POLICY TRENDS, IMPLEMENTATION CHALLENGES, AND ADAPTIVE STRATEGIES Ahmad Saifulloh; Muhammad Arif Al Hakim
IJEE (Indonesian Journal of English Education) Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v13i1.50814

Abstract

The expansion of English Medium Instruction (EMI) across Asian higher education has intensified post-pandemic, yet a comprehensive understanding of its implementation landscape remains limited. Following PRISMA 2020 guidelines, this systematic review synthesizes 15 empirical studies (2015–2025) from four academic databases to explore implementation trends, stakeholder challenges, and adaptation strategies in Asian EFL contexts. Frequency analysis revealed that linguistic difficulties were a primary barrier in 87% of the studies, pedagogical inconsistency in 60%, and language anxiety affected 53% of the combined participants. Thematic synthesis identified three core dimensions: top-down policies generating macro-micro gaps and institutional stratification; multidimensional linguistic and psychological barriers impacting engagement; and emergent adaptive strategies, including translanguaging, bilingual professional learning communities, and learner metacognition. These findings highlight that EMI is a complex educational ecosystem rather than a mere linguistic shift. This review offers a structured, geographically scoped framework for policymakers, institutions, and future researchers to improve EMI quality and equity in the region.
Exploring the Factors of EFL Students’ Speaking Anxiety in the English Classroom: Systematic Literature Review Retno Widyawati; Muhammad Arif Al Hakim
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.54344

Abstract

For English as a Foreign Language (EFL) learners, speaking anxiety continues to be a major obstacle to successful language acquisition. This study looks at research trends, contributing factors, and coping mechanisms associated to speaking anxiety in EFL students using a Systematic Literature Review (SLR) and bibliometric analysis. The terms "Speaking Anxiety," "EFL Learners," "Foreign Language Anxiety," and "Classroom Anxiety" were used in a methodical search of the Scopus database for articles published between 2016 and 2026. Thematic analysis was used to qualitatively synthesize 30 articles that were chosen from 314 records using the PRISMA method. VOSviewer was used for bibliometric analysis, specifically for overlay visualization and keyword co-occurrence. The results demonstrate that both internal and external factors, such as low self-confidence, fear of making mistakes, insufficient language competency, fear of receiving a poor grade, and unsupportive classroom situations, have an impact on speaking anxiety. Supportive teaching methods, technology-assisted speaking exercises, group learning, consistent speaking practice, and self-control are all effective coping mechanisms. These results emphasize how crucial it is to combine learner-initiated self-regulation with teacher-facilitated support in order to lessen EFL speaking anxiety and enhance communicative competence.
Co-Authors Ahmad Saifulloh Imanah, Nur Retno Widyawati