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All Journal International Journal of Evaluation and Research in Education (IJERE) 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 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´ 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 Journal of Social Research 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) INTERACTION: Jurnal Pendidikan Bahasa Journal on English as a Foreign Language (JEFL) Jurnal Penelitian Humaniora
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

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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.
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.
Evaluating Topic Relevance in Splash English Textbook for Technology-Stream Vocational High School Students Yohana Kurnia Devy; Ahmad Munir; Widyastuti Widyastuti
Journal of Social Research Vol. 5 No. 10 (2026): Journal of Social Research
Publisher : International Journal Labs (AHU-0028405-AH.01.14 Tahun 2022)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i10.3424

Abstract

English textbooks serve as important resources in vocational education because their content should support students’ academic development, disciplinary learning, and preparation for workplace communication. This study aimed to evaluate the relevance of topics presented in the SPLASH English textbook for Grade XI Software Engineering students at SMKN Palang, Tuban, in relation to students’ learning contexts, curriculum objectives, and workplace requirements. The study employed a textbook evaluation design. Data were collected through document analysis, interviews with an English teacher, and student questionnaires. The data were then organized, coded, categorized, compared, and interpreted through source triangulation. The findings showed that the textbook was aligned with the Merdeka Curriculum through the integration of the Pancasila Student Profile, PISA-oriented critical-thinking activities, visual representations, mini-projects, structured assessments, scaffolding, and a genre-based approach. However, the topics remained relatively general and did not adequately address the authentic communication needs of the software industry. Students’ engagement, learning motivation, and preparedness for the business and industrial sectors depended on stronger connections between English learning and vocational contexts, including coding, UI/UX design, troubleshooting, technical documentation, and IT project communication. The study concluded that the textbook should be supplemented with English for Specific Purposes (ESP) materials, industry-based speaking and listening simulations, and Content and Language Integrated Learning (CLIL) approaches supported by collaboration between English and vocational subject teachers.
Junior High School Students’ Experiences of Using Features of Grammarly as Automated Writing Feedback Achmad Akbar Setiawan; Ahmad Munir
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.6125

Abstract

This study aims to explore students’ experiences in using Grammarly as automated writing feedback in English writing learning at the junior high school level. This study uses a qualitative approach with a case study design. The research participants consisted of 29 grade VIII students at one of the junior high schools in Surabaya. Data were collected through open questionnaires and participant observation during the learning process of writing. Data analysis is carried out through the stages of data organization, data reduction, coding, and triangulation to ensure the credibility of the findings. The results showed that the most beneficial features for students included grammar checking, spelling correction, and vocabulary suggestions. These features contribute to helping students identify language errors, improve sentence structure accuracy, and enrich vocabulary choices. From a learning experience perspective, students benefit from immediate feedback that allows the process of identifying and correcting errors to be done quickly. The writing revision process also becomes more systematic because students can improve the text gradually based on the suggestions given. However, a variety of strategies in utilizing feedback are still found, ranging from reflective use to instant fixes without deep understanding. Some obstacles remain, including difficulties in understanding the explanation of feedback and the tendency to rely on Grammarly. Overall, Grammarly has the potential to be an effective support tool for learning English writing at the junior high school level, particularly in providing immediate feedback and supporting the revision process. However, the effectiveness of its use is largely determined by the active involvement of students in understanding feedback and the role of teachers in providing adequate assistance.
Beyond the Dictionary: Enhancing Inferential Reading Comprehension through Digital Contextual Guessing Strategies via Google Sites Nanang Tri Cahyono; Ahmad Munir; Muhaimin Abdullah
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2035

Abstract

Reading comprehension in English as a Foreign Language (EFL) remains a significant challenge for Indonesian students, particularly at the inferential level. The background of this study highlights a national literacy crisis where students face a severe "vocabulary bottleneck" and heavily rely on digital translation tools, leading to a cognitive "short-circuit" that disrupts reading flow and deep text comprehension. To address this issue, the present study integrates Technological Pedagogical Content Knowledge (TPACK) as a multimodal digital scaffold to evaluate the effect of the Contextual Vocabulary Guessing Strategy via Google Sites on inferential reading comprehension. This study used a quasi-experimental, non-equivalent control group pretest-posttest design with 63 eleventh-grade students from SMAN 1 Kandat, selected for homogeneity in prior proficiency scores. The experimental group (n = 30) received an intervention focusing on four context clues (definition, contrast, example, and logic) embedded in interactive texts concerning Gen Z health issues, while the control group (n = 33) followed conventional teacher-led translation methods. Data were collected using a validated and reliable 20-item multiple-choice test mapped to Barrett's Taxonomy. The Analysis of Covariance (ANCOVA) results revealed a significant main effect of the instructional strategy (F(1, 60) = 10.34, p = 0.002, partial eta squared = 0.147) after controlling for prior reading ability. The findings indicate that the digital contextual guessing intervention significantly improved students' inferential reading comprehension compared with conventional instruction.
Illusion of competence: social media and English writing proficiency among engineering students Agus Wilson; Ahmad Munir; Him’mawan Adi Nugroho
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39368

Abstract

An illusion of competence—defined as a mismatch between learners’ perceived ability and their actual academic writing performance—has emerged among English as a foreign language (EFL) engineering students in the context of widespread social media use. To address this issue, this study employed a longitudinal quantitative ex-post facto design (N=200) to meticulously contrast students’ perceptions of their social media learning experiences against their actual writing proficiency over a 24-week semester. Objective assessments and perception questionnaires revealed a significant metacognitive gap. Despite students holding highly positive perceptions of social media for learning, their objective writing improvement was practically negligible. Analysis of variance (ANOVA) results demonstrated that this digital confidence is highly discipline-dependent—peaking among Informatics and Architecture students. Multiple regression analyses confirmed that naturalistic social media habits failed to predict academic writing proficiency. These findings carry critical implications: high digital confidence must not be conflated with academic competence. Consequently, curriculum developers must implement targeted pedagogical solutions, specifically designing “Bridge Assignments” and “comprehensible output” strategies, to actively transform students’ casual digital fluency into structured academic literacy, while future research should incorporate objective screen-time logs.
Co-Authors Achmad Akbar Setiawan Afendi Afendi Agil Abdur Rohim Agrikaltarini, Niken Dwiretno Galuh Agus Wilson 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 Fera Anita Yuana Firda Maghfiroh Fitriyatus Sa&#039;adah Fitriyatus Sa'adah Frederick Lukas Tahapary Haris Supratno Henny Iswati Henny Uswatun Hasanah Himma Jihadiah Arrosyidah Him’mawan Adi Nugroho Imroatul Karimah Intan Nuvitasari Intan Rachmatillah Intan Rachmatillah Jamaludin . Jamaludin Jamaludin Karima Fajarwati Kurniawati, Farida Nova Lasmi Febrianingrum Lathifah Nur Karimah LIES AMIN LESTARI Luh Diah Surya Adnyani Mauliddiyah, Ainy Miftakhul Jannah Mohammad Fatoni Mohammad Yasid Muhaimin Abdullah Muhammad Taufiqurrohman Anfas Naila Muroda Nanang Tri Cahyono 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 Widyastuti Yatun Yatun Yohana Kurnia Devy Yudith Septrianto Yuli Astutik yulis setyowati Yuslimu Ilmi Zahid Hussain Zelvia Dina Octavianti