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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) Al-Ta'lim Ekspose: Jurnal Penelitian Hukum dan Pendidikan TLEMC (Teaching and Learning English in Multicultural Contexts) MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi International Journal of Research on English Teaching and Applied Linguistics BABASAL English Education Journal Borneo International Journal of Islamic Studies Palakka : Media and Islamic Coummunication Teaching English and Language Learning English Journal International Journal of English Language and Pedagogy
Herman Resyadi
Institut Agama Islam Negeri Bone
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Unpacking the Factors that Contribute to Plagiarism Activity among EFL University Students Syam, Ferawaty; Resyadi, Herman
International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v1i1.5071

Abstract

The research aimed to unpack plagiarism activity among EFL university students. Using a survey method, the data were collected from 60 EFL university students from different institution. The survey focused on students’ understanding on plagiarism, their attitude, and also their experience on plagiarism activity. The research found that majority of students reporting having committed plagiarism on their academic activity. There are factors contributing to plagiarism include a lack of understanding of the material, time limits, and a desire for higher grades. However, the majority of respondents believe that educating students about plagiarism is the most effective strategy in preventing plagiarism, followed by the use of plagiarism prevention tools. Keywords: Plagiarism, EFL students, Survey, Students’ understanding
The The Students' Speaking Attitudes toward International Islamic Conferences: A Qualitative Exploration of Confidence and Expression Resyadi, Herman; Syam, Ferawaty; Irmayani, Irmayani; Sundari, Deny
Borneo International Journal of Islamic Studies Vol 6 No 2 (2024): Borneo International Journal of Islamic Studies, Vol. 6(2), November 2024
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bijis.v6i2.9184

Abstract

This study investigates students' experiences and challenges when presenting at international Islamic conferences, focusing on their confidence and self-expression. Using a qualitative case study design, two participants were selected through purposive sampling, and data were collected through semi-structured interviews. The results revealed that while students expressed enthusiasm for participating in these events, they faced several challenges, including time constraints, language barriers, and adapting to the expectations of diverse audiences. Confidence levels varied; some students felt reasonably confident, while others demonstrated higher self-assurance due to thorough preparation. The findings emphasize the importance of preparation, language proficiency, and cultural sensitivity when presenting at international academic forums, especially in Islamic forums. The study also highlights the need for academic institutions to provide better support to help students develop these critical skills. Future research could explore a broader range of participants and contexts and the long-term development of public speaking confidence in such settings.
The Perceptions Of Novice EFL Teachers On Addressing Comprehension Issues In Students’ Reading Herman Resyadi; Basri, Nurfajriah; Syam, Ferawaty
MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi Vol 6 No 1 (2025): January
Publisher : P3M Politeknik Negeri Media Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46961/mediasi.v6i1.1545

Abstract

The main concern of this research is to expose the Perceptions of Novice EFL Teachers on Addressing Comprehension Issues in Students’ Reading in junior high school setting. The research objective is to figure out the strategies of novice EFL teachers use to help students overcome reading comprehension issues. Qualitative research used as the research method with the case study design, involving two novice EFL teachers with advanced level and fewer years of experiences. Interview was used as the main instrument of this research, and Interactive Model by Miles and Huberman was also used as the technique of data analysis. The findings of this research expose that the novice EFL teachers face challenges in addressing students reading comprehension issues due to limited experiences and training. Despite these obstacles, they adapt by using strategies like pre-reading activity and vocabulary support. This highlights the need for targeted professional development to better equip novice EFL teacher in supporting students’ comprehension.
Polite Questioning in Students' WhatsApp Group Discussion (A Research on Discourse and Communication) Resyadi, Herman; Suraidah, Ainun
Palakka : Media and Islamic Communication Vol. 2 No. 1 (2021)
Publisher : State Islamic Institute of Bone, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (616.423 KB) | DOI: 10.30863/palakka.v2i1.1424

Abstract

This research is under the discipline of Discourse Analysis. It focused to investigate the politeness used by students in social media, especially WhatsApp application. This research was consist of 20 students in one class at the Graduate Program of State University of Makassar. To collect the data, the researchers transcribed students' chat and discussion from the students' WhatsApp group discussion. This researcher was analyzed by using discourse analysis approach based on the politeness theory by Brown and Levinson (1987). The result of this research showed that students only use positive politeness in questioning to show closeness and respect to the other students in the WhatsApp group discussion.
Literal Reading Comprehension Improvement through Texts Containing Idiomatic Expressions among Senior High School Students Satriani; Resyadi, Herman; Arni Arsyad Sultan
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9265

Abstract

This study investigates the improvement of senior high school students’ literal reading comprehension through the use of texts containing idiomatic expressions. The objective of this research is to determine the extent to which idiomatic expression texts can enhance students’ literal comprehension of written materials. A quantitative approach was employed using a pre-experimental design with a one-group pre-test and post-test model. The participants were 20 Grade X students at MA Tinco during the 2023/2024 academic year. The results show that the average pre-test score for literal reading comprehension was 46.70, with a standard deviation of 5.440, a minimum score of 35, and a maximum score of 56. After the intervention, the average post-test score increased to 86.65, with a standard deviation of 7.506, a minimum score of 74, and a maximum score of 98. These findings indicate a significant improvement in students’ literal reading comprehension after being taught using idiomatic expression texts. Hypothesis testing with a paired sample t-test produced a t-value of 17.533, exceeding the critical t-table value of 1.725, with a p-value of 0.000. Since the p-value was less than 0.05, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. The N-Gain analysis yielded an average score of 74.38, categorizing the intervention as “moderately effective.” Therefore, it can be concluded that the use of texts containing idiomatic expressions is moderately effective in improving the literal reading comprehension of Grade X students at MA Tinco.
Integrating AI in Language Teaching: Challenges and Opportunities for Novice Efl Teachers Resyadi, Herman
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/z7qmss50

Abstract

This research explored the challenges and opportunities that novice EFL teachers face in integrating AI into their teaching practices. Using a mixed-method approach, the study combined quantitative data from a survey of 30 novice EFL teachers with qualitative insights from interviews with seven participants selected from the survey group. The survey data were analyzed using descriptive statistics, while the interview responses underwent thematic analysis. The findings revealed that the challenges were limited understanding of how to use AI tools in a more advanced or contextually appropriate way, infrastructure limitations that affect access to AI tools, limited digital literacy in using AI for novice EFL teachers. The opportunities were improved lesson planning, increased creativity, time efficiency, enhanced engagement, and innovative assessment practices. The study suggested that targeted training programs, institutional support, and initiatives aimed at fostering ethical AI literacy can assist novice teachers in overcoming challenges and maximizing the potential of AI in language education. These findings contribute to the expanding discourse on AI-assisted teaching and underscore the necessity for sustainable strategies to effectively integrate AI within EFL classrooms.
Literal Reading Difficulties among freshmen Indonesian EFL Students: A Survey-Based Investigation Resyadi, Herman; Syam, Ferawaty
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10058

Abstract

Literal reading, which involves understanding information explicitly stated in a text, is a foundational component of reading comprehension and is essential for higher-level reading skills. Despite its importance, limited research has examined students’ challenges at this basic level of comprehension in the Indonesian EFL context. This research employed quantitative descriptive. The participants were 68 first-year university students enrolled in an English course at a university in Indonesia. Data were collected using a self-developed questionnaire consisting of eight Likert-scale. The findings reveal that many students experience persistent difficulties in literal reading comprehension. High proportions of neutral responses across items indicate uncertainty and inconsistent confidence in processing explicitly stated information in English texts. Difficulties were particularly evident in sentence-level comprehension, identifying textual relationships, and verifying information based on clear textual evidence. Although understanding basic WH-information appeared less problematic, students’ overall literal reading skills remained unstable. The conclusion is that literal reading skills cannot be assumed to be fully developed among university-level EFL learners. Explicit instruction, targeted vocabulary support, and structured reading activities are recommended to strengthen students’ foundational reading comprehension.
Metacognitive Strategies and Reading Development in Islamic Higher Education Adisaturrahimi, Andi; Suparto, Windy Puspitasari; Marlia, Marlia; Mustaqimah, Mustaqimah; Resyadi, Herman
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1069

Abstract

This study aims to examine the impact of metacognitive strategy instruction on the development of reading skills among undergraduate students at an Islamic higher education. The research focuses on how these strategies influence students’ knowledge, skills, attitudes, and behaviors in reading academic texts. A qualitative descriptive design with a phenomenological approach was employed to explore students lived experiences. Eighteen fourth semester students who had completed a reading course incorporating metacognitive strategies were selected through purposive sampling. Data were collected through semi structured interviews and analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that metacognitive instruction significantly improved students’ understanding of reading as an active and strategic process. Students demonstrated enhanced skills in monitoring comprehension, questioning, and drawing conclusions. In addition, they reported increased motivation, confidence, and classroom participation. The study concludes that integrating metacognitive strategies into reading instruction fosters self-regulated, reflective, and engaged learners. These results suggest that metacognitive instruction is effective in strengthening both cognitive and affective aspects of reading development in Islamic higher education contexts.
Literal Reading in Academic English Texts among EFL Undergraduate Thesis Writers: A Mixed-Method Exploration Resyadi, Herman; Syam, Ferawaty; Uswatunnisa
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5849

Abstract

This research investigated how EFL undergraduate thesis writers engage in and perceive literal reading when working with academic English texts. An explanatory sequential mixed-method design was employed, involving questionnaire data from 38 undergraduate thesis writers and follow-up interviews with seven purposively selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis. The findings indicate that students actively engage in literal reading strategies such as scanning, highlighting, and translation and report strong confidence in locating explicit information, identifying main ideas, and recognizing cohesive ties in academic texts. However, interview data revealed that their reading performance is frequently constrained by limited vocabulary and the structural complexity of academic texts, leading students to rely on compensatory rather than fluent reading practices. Overall, the findings suggest that literal reading remains a foundational yet insufficiently developed component of academic literacy among EFL undergraduate thesis writers. This research contributes to the literature by highlighting the gap between students’ perceived literal reading competence and the actual lexical and structural demands of academic English, underscoring the need for explicit instructional support in vocabulary development and literal reading strategies in higher education contexts.
Co-Authors Adisaturrahimi, Andi Andi Muhammad Yauri Arni Arsyad Sultan Ary Putra Sanusi Basri, Nurfajriah Darmawati Fitriansyah Darwis, Nirwana Darwis, Nirwana Dea Serly Safitri Evi Sohriani Ferawaty Syam Irmayani Irmayani Marlia, Marlia Muhammad Yani Mustaqimah Mustaqimah Nini Sarmila Nurfajriah Basri Rahmat Rustan Rustan Rustan, Rustan Satriani Sri Rahayu Juniati Sultan, Arni Arsyad Sundari, Deny Suparto, Windy Puspitasari Suraidah, Ainun Syam, Ferawaty Uswatunnisa