Article Per Year (5 Year)
p-Index From 2021 - 2026
8.179
P-Index
This Author published in this journals
All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Parole: Journal of Linguistics and Education ELT Worldwide: Journal of English Language Teaching TEFLIN Journal: A publication on the teaching and learning of English Equilibrium: Jurnal Pendidikan EXPOSURE JOURNAL English Teaching Journal : A Journal of English Literature, Language, and Education EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris English Education Journal JURNAL IQRA´ ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Tell : Teaching of English Language and Literature Journal Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Script Journal: Journal of Linguistic and English Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Syntax Literate: Jurnal Ilmiah Indonesia Linguistic, English Education and Art (LEEA) Journal Jurnal Ilmiah Telaah Indonesian Journal of English Language Teaching and Applied Linguistics JURNAL EDUCATION AND DEVELOPMENT Voices of English Language Education Society Journal of English Language Teaching and Linguistics ELITE Journal: Journal of English Linguistics, Literature, and Education International Journal for Educational and Vocational Studies Indonesian TESOL Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya JEE (Journal of English Education) Pedagogy : Journal of English Language Teaching Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of English Development Linguistic, English Education and Art (LEEA) Journal International Journal of Humanities Education and Social Sciences Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of English Education Program (JEEP) JEELS (Journal of English Education and Linguistics Studies) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Studies in English Language and Education Jurnal Pendidikan Indonesia (Japendi) AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak ADJES (Ahmad Dahlan Journal of English Studies) International Journal of Pedagogical Language, Literature, and Cultural Studies International Journal of Law Analytic Journal of English Language Teaching and Literature (JELITA)
Ahmad Munir
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 100 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 100 Documents
Search

 6   7   8   9   10 
Junior High School Teacher and Students’ Perspective on Actual Performance in Descriptive Text Writing: A Mixed Method Study Firda Maghfiroh; Ahmad Munir
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.23342

Abstract

Writing descriptive text is an important skill in English learning at the junior high school level because it requires the ability to develop ideas, organize paragraphs, and use linguistic elements. Previous studies have mainly focused on students’ writing difficulties or learning strategies and rarely examined both teacher and student perceptions in relation to students’ actual writing performance. This study aims to explore teacher and student perceptions of students' actual performance in writing descriptive text and analyze the relationship between perceptions and actual writing performance. This study used a mixed-method approach combining descriptive qualitative and correlational quantitative approaches. The subjects consisted of one English teacher and 20 seventh-grade students. Data were collected through self-assessment questionnaires, semi-structured interviews, and document analysis of student writing. The results showed that teachers assessed students as having basic skills in developing ideas and content, but still experienced difficulties in vocabulary, grammar, paragraph organization, and writing mechanics. Students showed positive perceptions of writing motivation, but acknowledged linguistic difficulties. Correlation analysis showed a weak and negative relationship between students' perceptions and actual writing performance. The study indicated a gap between perceptions and actual performance and low metacognitive awareness of students. Therefore, explicit feedback, structured assessment, and strengthening of metacognitive awareness are needed in teaching descriptive text writing.
A Case Study of Unpopular Use of Worodwall for English Teaching in SMA Negeri 1 Tanjunganom Nganjuk Ericha Putri Marchanda; Ahmad Munir
Jurnal Ilmiah Telaah Vol 11, No 2: July 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i2.40718

Abstract

Technology integration for English as a Foreign Language (EFL) instruction was required under the Merdeka curriculum. However, the application of digital learning platforms remained inconsistent. Although Wordwall was known for enhancing vocabulary and grammar instruction, it has demonstrated notable benefits in prior research. However, the adoption remained limited even at schools with adequate ICT infrastructure. Therefore, this qualitative case study aimed to explore specific reasons behind the non-use of Wordwall among English teachers at SMAN 1 Tanjunganom. Data were collected through in-depth interviews and a classroom observation sheet. The findings revealed three main barriers: limited awareness of platform features, unstable internet connectivity, and time limitations in preparing new instructional materials. These obstacles indicated that limited technological knowledge affected technological pedagogical knowledge, preventing teachers from recognizing Wordwall. The research concludes that adequate physical infrastructure alone does not guarantee adoption of digital tools. Ultimately, sustained technology training and reliable internet access were necessary for successful technology integration in EFL classrooms.
Ethical AI Implementation in Educational Settings: Balancing Innovation with Academic Integrity and Student Privacy Henny Uswatun Hasanah; Ahmad Munir; Ali Mustofa
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: LALONGET VI
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.21764

Abstract

The rapid integration of artificial intelligence (AI) into education necessitates urgent ethical implementation frameworks, especially in vocational systems of developing countries like Indonesia, where workforce readiness meets digital transformation. The purpose of this study is to address gaps in ethical AI governance within Indonesian vocational schools (SMK). A sequential explanatory mixed-methods design was employed, involving 847 stakeholders from 34 provinces and eight in-depth SMK case studies. Findings reveal moderate national AI ethics awareness (M=2.83), with significant regional gaps—from Java (3.01) to Papua (2.34)—and a critical privacy paradox: high concern (M=3.67) coexists with low legal literacy (28.9%). Students actively use AI for academic support (64.3%) but lack institutional guidance, while teachers face identity crises requiring deeper pedagogical reform beyond technical training. The proposed ETIKA-SMK framework, co-developed with experts, received strong validation (relevance 4.3/5.0; innovation 4.4/5.0) and showed improvements in ethical policy compliance (67.8%) and cybersecurity practices (58.7%) at pilot schools. The study highlights the need for differentiated implementation strategies, as 50% of SMKs fall into “Traditional” or “Struggling” categories requiring foundational capacity-building. It concludes that ethical AI integration must be grounded in local contexts, institutional capacities, and cultural values, rather than adopting standardized global models unsuitable for low-resource educational environments.
Analysis of Numberblocks Youtube Videos on Children’s Acquisition of Numbers Ni'fatul Fauziyah; Lies Amin Lestari; Ahmad Munir
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp1-17

Abstract

The aim of this study was to analzye the contents Youtube videos called Numberblocks on children’s acquisition of numbers. Numberblocks videos have the highest scores on the content analysis which are the accuracy, age-appropriateness, engagement, and repetition (score = 5) with the lowest scores on pedagogical approaches: real-world connections (score = 3) and interactivity (score = 1). The average score of the linguistic analysis is 4.15 with the lowest score on the language clarity especially on the pace of speech. Numberblocks videos have the perfect average score 5 on the presentation analysis. And in the visual analysis, numbers are mostly represented in various ways (score = 4,5) but real-world examples are rarely used to illustrate number concepts (score = 2,5). It can be concluded that Numberblocks videos are successful to drag young learners’ concept of numbers into the blocks and this helps their acquisition with numbers. However, parents' guidance is needed so that young learners will have more interaction and correlate the idea into real world situations and examples.
Innovation in ELT: Multiliteracies Pedagogy for Enhancing Critical Thinking Skills in the 21st Century Ermawati Zulikhatin Nuroh; Ahmad Munir; Pratiwi Retnaningdyah; Oikurema Purwati
Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v8i2.5001

Abstract

The problem with this research is the lack of skills and thinking skills of humane education in the twenty-first century, especially of critical thinking and problem-solving. It is caused by several factors, one of the main factors is, learning that has not been oriented to the development of the twenty-first-century thinking skills and still only focuses on achieving partial-textual knowledge and not on the integrative-contextual understanding of the knowledge learned. In line with this, it takes an effort to improve the critical thinking skills of Indonesian education. The effort should be initiated by engineering the appropriate education model and on target, one of which is multiliteracies pedagogy. This research was conducted using the literature study discussing multiliteracies pedagogy to enhancing critical thinking skills in the twenty-first century. Literature review refers to a written synthesis of journal articles, books, and other documents that summarizes and critiques the past and current state of information about a topic, organizes the literature into sub-topics, and documents the background for a study. It can be concluded that the implementation of the multiliteracies pedagogy models is one of the alternative learning models that can improve critical thinking and problem-solving students in the university effectively in the areas of study taught compared to the most direct models used in English Language Teaching (ELT). Therefore, it is advisable to implement multiliteracies pedagogy in the practice of learning activities. Also, the application of multiliteracies pedagogy should be supported by the cooperation of all elements, both between teachers, management, and parents. This needs to be done to realize the effectiveness of quality learning, thus giving implications on the growth of potential students.
Socratic Questioning 2.0 to Stimulate Deep Learning in English Class Lasmi Febrianingrum; Ahmad Munir
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26322

Abstract

Socratic questioning, rooted in classical philosophy, remains a cornerstone of critical thinking and reflective learning. However, its traditional application requires adaptation to align with the demands of 21st-century education, which prioritizes technology integration, collaboration, and real-world relevance. This article introduces Socratic Questioning 2.0, a reimagined framework that merges classical inquiry techniques with digital tools and student-centered methodologies. By fostering deep learning, this modern approach enhances students' critical thinking, creativity, and engagement. The study explores the theoretical foundation of Socratic questioning, identifies its limitations in modern contexts, and proposes practical innovations to address these challenges. Key characteristics, such as the integration of digital platforms, contextualized questioning, and collaborative engagement, are highlighted alongside implementation procedures that include teacher training and adaptive technologies. Empirical evidence supports the effectiveness of this approach in developing critical skills essential for lifelong learning. By redefining Socratic questioning, this framework equips educators and learners to navigate the complexities of contemporary education. This study particularly examines the implementation of Socratic Questioning 2.0 in English language teaching contexts, where traditional methods often fall short in developing critical thinking and language proficiency simultaneously. The research demonstrates how this modernized approach effectively addresses the unique challenges of language acquisition while fostering deeper learning outcomes.
Other-Initiated Self-Repairs in Student-Student Interaction: The Frequency of Occurrence and Mechanism Denanda Pratiwi Putry; Ahmad Munir; Oikurema Purwati
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v6i1.1087

Abstract

The current study is intended to explore the typology of other-initiated self-repair in term of its frequency of occurrence and to investigate the mechanism of self-repair in an academic setting. To obtain the required data, a classroom conversational analysis was conducted in which the researchers observed a group of graduate students (19 active EFL speakers) in a state university in East Java, Indonesia. Based on the qualitative data analysis, the results of the study revealed that all typologies of other-initiated selfrepair were used depending on the aims the interlocutors try to gain since all typologies have diverse aims and ways. Of all typologies, confirming checks were dominantly used by the participants. Regarding the mechanisms, three types of mechanisms were found; full two-cycle repair, background check, and short-cut repair sequence.
Students Nanin Verina Widya Putri; Ahmad Munir; Syafi’ul Anam
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2237

Abstract

Teacher feedback is useful information for EFL students
Reading Comprehension Across Prior-Exposure Groups in Interactive Flat Panel-Based Gamified Vocabulary Learning: A Non-Experimental Comparative Study Sri Agustina; Ahmad Munir; Muhaimin Abdullah
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1877

Abstract

This quantitative non-experimental comparative study examined the reading comprehension performance of 112 eleventh-grade students at an Indonesian public senior high school based on their prior exposure to Interactive Flat Panel-based gamified vocabulary learning. Before data collection, students in XI P8 and XI P9 had participated in six instructional sessions conducted over three weeks, in which gamified vocabulary activities were integrated with analytical exposition, hortatory exposition, and discussion texts (n = 56). In contrast, students in XI P6 and XI P7 had not received the same instructional exposure (n = 56). During data collection, all participants completed the same researcher-developed 30-item reading comprehension test under comparable assessment conditions. Descriptive statistics and a two-tailed Mann–Whitney U test were employed. Students with prior exposure obtained higher scores (M = 87.13, SD = 9.92; Mdn = 88.00) than those without prior exposure (M = 61.25, SD = 17.10; Mdn = 55.50). The score distributions differed significantly, U = 361.50, z = −7.03, p < .001, with a large rank-biserial correlation, |rᵣᵦ| = .769. Because exposure was not randomized and was associated with intact class membership, the findings indicate a substantial group difference related to prior exposure rather than a causal effect of Interactive Flat Panel use.
Optimizing Microlearning in English Language Learning: The Role of Learning Involvement and Independence on Vocational School Student Satisfaction Fera Anita Yuana; Ali Mustofa; Pratiwi Retnaningdyah; Ahmad Munir
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7894

Abstract

This study presents the optimization of microlearning in English learning for vocational high school students by emphasizing the role of learning engagement and independence on satisfaction and language skills. The background of the study stems from the low achievement of vocational high school students' English skills and the need for learning strategies that are more adaptive to the characteristics of the digital generation. The purpose of this study is to analyze the influence of microlearning content, learning engagement, and learning independence on English skills and student learning satisfaction, both directly and in complex structural relationships. The method used is a quantitative approach with an explanatory research design through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis of 300 grade X students of a state vocational high school in Mojokerto. Data were collected through a Likert scale questionnaire and an English proficiency test, then analyzed to test validity, reliability, and the relationship between variables in the structural model. The results showed that learning engagement was the most dominant factor that significantly influenced English skills and learning satisfaction. Microlearning content did not significantly influence English skills, but made a positive contribution to learning satisfaction. Learning independence significantly influenced learning satisfaction, but did not show consistent support for English skills. These findings confirm that successful language learning is determined more by the quality of student interaction and active participation than simply the presentation of digital content. The study's conclusions suggest that microlearning needs to be integrated with interactive learning strategies to achieve optimal results. This research provides important implications for the development of technology-based learning models in vocational education and recommends further research incorporating mediating variables such as motivation and social interaction.
Co-Authors Afendi Afendi Agil Abdur Rohim Agrikaltarini, Niken Dwiretno Galuh Ahmad Syafi’i Ainy Mauliddiyah Alfan Hariri, Alfan Alfiyah Rusdiyana Ali Mustofa Ali Mustofa Almas Rizkika Nabila Alyas Ali Chaichi Ana Christanti Anam, Syafiul Anggi Ratri Anggoro Kasih Anton Setiawan Anton Setiawan Ariyanti Ariyanti Bakiyatus Solihah Denanda Pratiwi Putry Dian Luthfiyati, Dian Diyan Anita Puspitasari Elok Putri Nimasari Ericha Putri Marchanda Ermawati Zulikhatin Nuroh Euis Fauziah Ramadhani Faiqoh Tsuroya Fajar Kresno Alwiyono Farida Nova Kurniawati Farida Nova Kurniawati Fera Anita Yuana Firda Maghfiroh Fitriyatus Sa&#039;adah Fitriyatus Sa'adah Frederick Lukas Tahapary Haris Supratno Henny Iswati Henny Uswatun Hasanah Him’mawan Adi Nugroho Imroatul Karimah Intan Nuvitasari Intan Rachmatillah Intan Rachmatillah Jamaludin . Jamaludin Jamaludin Karima Fajarwati Lasmi Febrianingrum LIES AMIN LESTARI Luh Diah Surya Adnyani Mauliddiyah, Ainy Miftakhul Jannah Mohammad Fatoni Mohammad Yasid Muhaimin Abdullah Muhammad Taufiqurrohman Anfas Naila Muroda Nazelya Puspita Kencana Ni'fatul Fauziyah Niken Dwiretno Galuh Agrikaltarini Nova AlfiLaili Rahmah Novia Rina Saidah Novita Mutiah Yudha Nur Alfin Karimah Nur Siwi Suci Anggraini Nurul Ulfa Nistiti Nurul Uswatun Hasanah Oikurema Purwati Oikurema Purwati OIKUREMA PURWATI Oikurema Purwati Oikurema Purwati Pratiwi Retnaningdiyah Pratiwi Retnaningdyah Pratiwi Retnaningdyah Pratiwi Retnaningdyah Putry, Denanda Pratiwi Putry, Denanda Pratiwi Rachmatillah, Intan Rimba Ayu Sekar Arum Rina Indrianty Ridwan Rohmatul Fitriyah Dewi Saffa Aulia Lestari Saira Bashir Setya Yuwana Siska Hidayatin Nikmah SLAMET SETIAWAN Slamet Setyawan Sri Agustina Suhaimah Bulqiyah Suharsono Suharsono Suhartono Suhartono Suhartono Suhartono Suhartono Suhartono Suhartono Sunnatul Mufarrohah Susanto Susanto Susanto Susanto Susanto Susanto Susanto Susanto Susanto Syafi&#039;ul Anam Syafi&#039;ul Anam Syafi'ul Anam Syafi'ul Anam Syafiul Anam Syafiul Anam Syafiul Anam Syafi’ul Anam Syafi’ul Anam Syafi’ul Anam Tengsoe Tjahjono Tiya Anisyah Firdaus Udjang Pairin VERINA WIDYA PUTRI, NANIN Vidya Mandarani Violla Eka Fernanda Wanda Hijriani Herwanto Yatun Yatun Yudith Septrianto Yuli Astutik yulis setyowati Yuslimu Ilmi Zahid Hussain Zelvia Dina Octavianti