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The Correlation between Content Schemata, Linguistic Schemata and Reading Comprehension of Foreign Language Learners Zainul Roziqin; Alfan Zuhairi; Junaidi Mistar
EDUTEC : Journal of Education And Technology Vol. 6 No. 2 (2023): March 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v6i3.431

Reading is a complicated process that involves the reader's engagement with the text to develop meaning. Language proficiency is regarded to be more significant and to contribute more to reading comprehension in reading a second language or a foreign language than other aspects. This study is aimed at to measure which of the content schemata and linguistic schemata contributes the most to reading comprehension. The study was carried out in a sample of 35 English students of the first semester at Foreign Language Class in Al-Qolam Islamic Institute Gondanglegi Malang. The data collection involved two instruments, namely self-assessment, linguistic test and reading comprehension test. To achieve the purpose of the present study, the data were analyzed by using simple correlation with the help of SPSS 16. The result of the computation of simple correlation showed that linguistic schemata contribute more to reading comprehension. The effect analysis of the combined predictors and reading comprehension indicating significance at .000. Simple regression correlation calculations required a significance level of less than 0.05. In other words, there was a correlation between content schemata, linguistic schemata and reading comprehension. EFL teaching professionals and other scholars who intend to study relevant subjects in future research are addressed in suggestions made based on the results.

The Role of Automated Writing Assessment: University Students’ Views on Writing Performance and Self-Regulation Ita Sari Ziadah Rohmah; Alfan Zuhairi
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.1192

This study investigates how artificial intelligence (AI) supports students’ self-regulated writing (SRW) practices in academic contexts, particularly in thesis writing. Adopting a qualitative case study design, the research involved six final-year students in an English Language Education program, selected through purposive sampling to represent varying levels of AI reliance. Data were collected through Likert-scale questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. The findings indicate that students predominantly use AI tools for text-processing tasks such as grammar correction, paraphrasing, and translation, which contribute to improved writing accuracy, efficiency, and confidence. However, AI is less consistently utilized for higher-order processes, including idea development and progress monitoring, reflecting varied levels of metacognitive engagement. The results also reveal that students strongly prefer combining AI-generated feedback with input from teachers and peers, particularly for conceptual and substantive revisions. While AI enhances motivation and supports certain aspects of self-regulation, concerns about over-reliance and reduced critical engagement persist. These findings suggest that AI functions most effectively as a complementary tool within a broader pedagogical framework rather than as a substitute for human interaction. The study highlights the importance of integrating AI literacy and metacognitive training into academic writing instruction to ensure that students can use AI tools critically and strategically.

TPACK-Based ICT Integration to Promote Joyful Learning in EFL Classrooms under the Indonesia Merdeka Curriculum Nathasya Jasmine Salsabila; Alfan Zuhairi
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2240

This study investigates English as a Foreign Language (EFL) teachers’ perceptions of TPACK-based ICT integration in promoting joyful learning within the implementation of the Merdeka Curriculum in Indonesia. Using a qualitative descriptive design, data were collected through semi-structured interviews with an English teacher at a private school who had participated in a Deep Learning workshop. The study explored how teachers integrated technological, pedagogical, and content knowledge (TPACK) to create meaningful and engaging classroom experiences. The findings revealed that ICT-based media, such as PowerPoint presentations and interactive learning applications, effectively increased students’ attention, motivation, and classroom interaction. Teachers also employed pedagogical strategies, including project-based learning, group discussions, and educational games, to support joyful and student-centered learning. In addition, the study found that teachers’ TPACK competencies developed through training and reflective practice, particularly in the areas of Technological Knowledge, Pedagogical Knowledge, and Content Knowledge. Despite limited school facilities, teachers demonstrated adaptability and creativity in designing contextual and interactive English learning activities. The study concludes that TPACK-based ICT integration effectively supports the implementation of joyful learning and highlights the importance of continuous professional development in strengthening teachers’ competencies in technology-enhanced EFL instruction under the Merdeka Curriculum.

Reframing Surah Yasin: An Interdisciplinary Analysis of Qur’anic Cosmology, Astronomy, and Environmental Systems Moh. Nadhif; Djunaidi Ghony; Junaidi Mistar; Bakri Muhammad Bakhiet
Nizham Jurnal Studi Keislaman Vol 14 No 01 (2026): Nizham: Jurnal Studi Keislaman
Publisher : Pascasarjana IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/xq7mn509

This study critically reinterprets Surah Yasin beyond its dominant ritualistic framing by developing an interdisciplinary model of Qur’anic cosmology that integrates Qur’anic exegesis, Islamic astronomy, and environmental science. Existing scholarship on the Qur’an and science remains largely fragmentary, relying on verse-based analyses that overlook the structural coherence of a single surah as a unified system of meaning. Addressing this gap, the study employs a qualitative library-based approach using thematic tafsir combined with interdisciplinary analysis of celestial and environmental phenomena. The findings demonstrate that Surah Yasin presents a systemic representation of the cosmos, encompassing celestial motion, orbital dynamics (falak), temporal cycles, and ecological processes as interconnected components within a coherent framework. This integrated structure reflects patterned regularities that align conceptually with contemporary scientific perspectives without reducing the Qur’anic text to scientific claims. The study concludes that Surah Yasin can be conceptualized as a model of Qur’anic cosmology that functions as an epistemological framework for understanding the relationship between revelation and the natural world. This research contributes to advancing interdisciplinary discourse on Islam and science by shifting the analytical focus from fragmented verse-based interpretation toward a surah-based systemic paradigm.

Kesalehan Performatif dan Deviasi Tersembunyi: Dinamika Sosio-Religius Praktik Mokel pada Bulan Ramadan di Indonesia Moh. Nadhif; Junaidi Mistar; Djunaidi Ghony; Bakri Muhammad Bakhiet
Ma'had Aly Journal of Islamic Studies Vol. 5 No. 1 (2026): Ma had Aly Journal of Islamic Studies
Publisher : AL-BAYAN INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63398/743krh35

The practice of mokel eating or drinking secretly during the fasting hours of Ramadan represents a unique socio-religious phenomenon within Indonesian Muslim communities, yet it has rarely been examined in academic literature beyond moral or normative perspectives. Most existing studies frame the practice merely as a violation of religious obligations, overlooking the complex social dynamics that shape religious behavior in communal contexts. This study aims to analyze mokel practices through the lens of performative piety and hidden deviance to better understand the tension between publicly displayed religiosity and privately concealed religious transgression during Ramadan. The research addresses the following questions: (1) how do individuals who engage in mokel negotiate their religious identity within a community that strongly upholds the norms of Ramadan fasting? and (2) what socio-religious factors contribute to the emergence and persistence of mokel practices in Muslim society? This study employs a qualitative research design using a socio-religious approach. Data were collected through in-depth interviews, participant observation, and documentation within selected Muslim communities where mokel practices are socially recognized. The collected data were analyzed using thematic analysis to identify patterns of religious behavior, social expectations, and individual rationalization. The findings reveal that mokel practices are not simply acts of individual religious deviance but reflect a complex negotiation between social pressure to demonstrate public piety and personal limitations in fulfilling religious obligations. Individuals who engage in mokel often maintain outward participation in religious rituals to preserve social belonging while privately managing their religious shortcomings. This dynamic illustrates the coexistence of performative piety and hidden deviance within communal religious life, highlighting the gap between normative religious ideals and lived religious practices. The study contributes to broader discussions in the sociology of religion by offering a new perspective on hidden religious behavior in Muslim societies during Ramadan

From accuracy to fluency: Exploring EFL teachers’ perceptions of speaking assessment in pesantren-based school context Andina Silvi Amalia; Junaidi Mistar
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24461

This study was motivated by the gap between the ideal framework of speaking assessment, which emphasizes grammatical accuracy as a primary indicator, and classroom practice in Islamic boarding schools (pesantren), where fluency and confidence are often prioritized over linguistic accuracy. Accordingly, this study explores EFL teachers’ perceptions of grammatical accuracy in speaking assessment and how these perceptions influence the design and implementation of assessment rubrics. Employing a descriptive qualitative approach, data were collected through semi-structured interviews with three EFL teachers teaching at the elementary, intermediate, and advanced levels. The findings reveal that although grammatical accuracy is acknowledged as important, teachers tend to prioritize effective communication, fluency, and speaking confidence. The assessment rubrics applied are flexible and adapted to students’ backgrounds, proficiency levels, and learning needs. The study also confirms that teachers’ prior learning experiences, professional training, and personal beliefs significantly shape their assessment practices. However, the limited number of participants and the specific institutional context restrict the generalizability of the findings. The study highlights the importance of teacher training that promotes a holistic and contextual approach to speaking assessment, as such an approach may enhance learners’ communicative confidence, reduce speaking anxiety, and foster more active participation in English use within the pesantren environment. Future research is recommended to examine the long-term effects of improved speaking assessment practices on graduates’ social engagement and future opportunities.

WHEN MACHINES SPEAK ENGLISH, DO WE STILL LISTEN? THE CHANGING DYNAMICS OF HUMAN AUDITORY ENGAGEMENT M Alamul Huda; Junaidi Mistar; Imam Wahyudi Karimullah; M Galuh Elga Romadhon
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10090

This research analyzes changing patterns of human response to machine speech within the framework of education-enabled AI technologies. This phenomenon is framed within the Media Equation Theory, Cognitive Load Theory, and the Uncanny Valley Hypothesis to study the effects of prolonged exposure to synthetic voices on emotion and trust. With a phenomenological approach, the author interviewed and asked ten Indonesian university students to respond to reflective journals. Students reported that AI voices may facilitate task-focused listening (e.g., to provide the definitions or pronounce words) but do not engage emotionally. Their lack of response adaptability and dynamic responsiveness evoke passive participation, attention drifting, and trust erosion. Students reported feeling emotionally detached, discomfort with hyper-realistic voice mimicry, and cognitive strain attributable to monotonically robotic pacing and tones. Compliance deviated from the voice of authority phenomenon; stronger collective participants expressed a greater need for emotionally responsive signalling. AI tools, while functionally convenient, do not inspire trust as conversational agents. This highlights the need for redesigning listening engagement interfaces and educational AI that adapt not only to the content but also to the user’s emotional context. Research on cross-cultural preferences and the dependence of AI voices on listening and communication skills is necessary.

Machine Translation as a Learning Aid: Effects on English Proficiency of Indonesian High School Students Diati Nur Amalia; Junaidi Mistar; Imam Wahyudi Karimullah; Subarjo Subarjo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1007

The effect of machine translation (MT) on high school students’ acquisition of the English language is investigated in this study. Data were collected using a mix of open-ended questions and questionnaires to investigate the ways in which MT affects speaking, writing, reading comprehension, and vocabulary development. According to the findings, 32% of students often use MT programs like Google Translate to help them in writing, reading, vocabulary, and assignments. It has been discovered that MT improves vocabulary acquisition, especially in academic settings, and facilitates students' comprehension of difficult language. However, 46.7% of students claimed that MT enhanced their reading comprehension, whereas 16.7% experienced translation mistakes, especially with common phrases and difficult language, raising questions about its accuracy. 41.9% students used MT for word choice and sentence construction in writing, while its impact on speaking was less pronounced (45.2%). These results are consistent with Technology Acceptance Model and Cognitive Learning Theory, indicating that although MT as useful tool for language learning, it should be used in compare with other tools to cover its disadvantages. Everything being considered, MT is a useful tool for enhancing vocabulary and understanding; but it cannot take the place of active speaking practice.

Improving Students’ Skill Pronunciation Through the Drilling Method at Catholic Saint Francis Xavier Junior High School, Tarakan Yosep Kurniawan Basa Sogen; Alfan Zuhairi; Junaidi Mistar
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44797

Indonesia is a multilingual country with over 700 regional languages, reflecting its high linguistic diversity and influencing the learning process in schools, including English learning in Tarakan, North Kalimantan. Students generally have a strong local dialect background, so first language transfer often affects speaking skills, particularly in pronunciation, word stress, fluency, and confidence. This study aims to analyze the effectiveness of the drill method in reducing local dialect interference on students' English pronunciation. The study used a Classroom Action Research (CAR) design involving 22 students from Saint Francis Xavier Catholic Junior High School in Tarakan as participants. Data were obtained through pronunciation tests conducted before (pretest) and after (posttest) the implementation of the drill method, which focused on repeated pronunciation practice to improve the accuracy of English sound articulation. The results showed that the implementation of the drill method had a positive impact on students' pronunciation skills. Before the implementation, most students still had difficulty pronouncing English words correctly due to their tendency to use the phonological patterns of the local dialect. After participating in a series of exercises, students' pronunciation skills significantly improved, as indicated by an increase in the average score from 66.59 in the pretest to 82.32 in the posttest. Furthermore, the highest score in the posttest was 85, while the lowest was 71, indicating a uniform increase in ability among participants. Repeated exercises also helped students become more familiar with English sounds and pronunciation patterns and increased their confidence when speaking. Based on these findings, it can be concluded that the drill method is effective in reducing local dialect interference on students' English pronunciation, thus it can be one of the learning strategies that supports improving pronunciation accuracy in the context of learning English as a foreign language.

Improving Students’ Skill Pronunciation Through the Drilling Method at Catholic Saint Francis Xavier Junior High School, Tarakan Yosep Kurniawan Basa Sogen; Alfan Zuhairi; Junaidi Mistar
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44797

Indonesia is a multilingual country with over 700 regional languages, reflecting its high linguistic diversity and influencing the learning process in schools, including English learning in Tarakan, North Kalimantan. Students generally have a strong local dialect background, so first language transfer often affects speaking skills, particularly in pronunciation, word stress, fluency, and confidence. This study aims to analyze the effectiveness of the drill method in reducing local dialect interference on students' English pronunciation. The study used a Classroom Action Research (CAR) design involving 22 students from Saint Francis Xavier Catholic Junior High School in Tarakan as participants. Data were obtained through pronunciation tests conducted before (pretest) and after (posttest) the implementation of the drill method, which focused on repeated pronunciation practice to improve the accuracy of English sound articulation. The results showed that the implementation of the drill method had a positive impact on students' pronunciation skills. Before the implementation, most students still had difficulty pronouncing English words correctly due to their tendency to use the phonological patterns of the local dialect. After participating in a series of exercises, students' pronunciation skills significantly improved, as indicated by an increase in the average score from 66.59 in the pretest to 82.32 in the posttest. Furthermore, the highest score in the posttest was 85, while the lowest was 71, indicating a uniform increase in ability among participants. Repeated exercises also helped students become more familiar with English sounds and pronunciation patterns and increased their confidence when speaking. Based on these findings, it can be concluded that the drill method is effective in reducing local dialect interference on students' English pronunciation, thus it can be one of the learning strategies that supports improving pronunciation accuracy in the context of learning English as a foreign language.

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