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All Journal Ahmad Dahlan Journal of English Studies JEES (Journal of English Educators Society) UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching
Ali, R. Muhammad
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Hypocrisy in George Orwell’s Animal Farm: An Islamic Analysis Ali, R. Muhammad
Ahmad Dahlan Journal of English Studies Vol 2, No 2 (2015): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (173.814 KB) | DOI: 10.26555/adjes.v2i2.2993

Abstract

This article is taken from a research entitled Hypocrisy in George Orwell’s Animal Farm: an Islamic Analysis. It  is intended  : (1) to describe the concept of hypocrisy in the view of Islam, (2) to describe the traits of a hypocrite in Islamic view, and (3) to reveal the hypocrisy of the characters of the novel.            The research is categorized as library research in which the data are taken from books, journals, and other relevant data. This is also a descriptive qualitative research with Islamic approach. The base and concept of hypocrisy are from the verses of the Holy Qur’an and the hadiths of the Messenger Muhammad (sas).            The results of the research are: First, the definition of hypocrisy is a pretending to be what is not; to feel what one does not feel; especially pretense of virtue, piety, etc.  Second, The traits of a hypocrite are: (a) when he/she speaks he/she lies, (b) when he/she promises he/she breaks his/her promise, and (c) when he/she is entrusted he/she betrays. Third, the behaviors of the characters of Animal Farm that represent hypocrisy are: (a) Napoleon, the main character, always lies and changes the black into white, (b) Napoleon always breaks the agreement among the animals, and (3) the pigs betray the power they have entrusted. Keywords: hypocrisy, Animal Farm, islamic analysis
Terrorism as reflected in Joseph Conrad’s the secret agent: A sociological approach Raden Muhammad Ali; Aria Candramukti
UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v2.5737.2019

Abstract

Nowadays, there are so many people talking and discussing what we called terrorism. However, most of us still do not have sufficient insight related to the kinds, motivations, and purposes of terror attacks. This paper is aimed to find the types of terror attack as reflected in The Secret Agent by Joseph Conrad and to show the causes of terror as reflected in the novel. The researchers apply descriptive qualitative as the method of analyzing the data. Some of the research findings are as follows. First, the terror attacks found in the novel are physical and mental. Second, the causes of terror are political and economic.
Woman’s Struggle to Fight Against Nazi as Reflected in Kristin Hannah’s The Nightingale: A Feminist Approach Raden Muhammad Ali; Amelya Yunita
Ahmad Dahlan Journal of English Studies Vol 7, No 2 (2020): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v7i2.15659

Abstract

This article aims to describe the main character’s characterization of the novel The Nightingale by Kristin Hannah and identify the main character's struggle to fight against the Nazi. This research is categorized as library research in which the data are taken from books, journals, and other relevant data. This is also descriptive qualitative research with a feminist approach. The primary data are taken from the novel The Nightingale by Kristin Hannah. The research findings are: First, the novel's main character is Isabelle Rossignol or Juliette Gervaise, or The Nightingale. Her characterizations are (1) rebellious, (2) passionate, (3) brave, etc. Second, the struggle of the main character to fight against Nazi are: (1) joining the France resistance, (2) distributing the terrorist paper, (3) helping the allies to escape from Nazi’s territory, (4) changing her name and starting guerilla across the mount, (5) fighting the Nazi and becoming a political prisoner, (6) trying to survive when the SS agent tortures her in prison.
From struggles to strategies: Indonesian students’ use of e-portfolios in public speaking courses through the lens of self-regulated learning and sociocultural theory Raden Muhammad Ali; Pamastu Narpaduita; Muhammad Iqwan Sanjani; Ummi Khaerati Syam; Dwi Hastuti; Muhammad Kunta Biddinika
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1969

Abstract

The implementation of e-portfolios in education has gained recognition as both an assessment and a learning tool. This descriptive qualitative study examines the challenges faced by students in creating electronic portfolios (e-portfolio) using Google Sites, consisting of speech drafts, recorded presentations, reflection notes, and peer feedback, and the strategies they employed to overcome these challenges. This study involved 22 English Education students enrolled in a public speaking course at a university in Yogyakarta, Indonesia, including eight participants who were interviewed. Data were collected through observations, semi-structured interviews, and documentation. The findings highlight three major challenges: technical barriers (digital skills and internet access), time management difficulties, and creativity-related issues. These findings are interpreted through the lenses of self-regulated learning theory and sociocultural theory, which explain how learners manage their own learning and benefit from peer and lecturer support. To address these challenges, students employed peer collaboration, self-directed learning strategies, and time management techniques. The study offers insights for designing e-portfolio-based speaking courses in similar EFL contexts by systematically addressing obstacles while fostering learner autonomy, creativity, and responsibility. Practically, it provides guidance for lecturers to scaffold e-portfolio tasks and integrate peer collaboration effectively. Methodologically, it demonstrates the application of thematic analysis in e-portfolio research. Theoretically, it links e-portfolio use with self-regulated learning and sociocultural theory.
Students’ Perceptions of an AI-Based English e-Module for Digital Content Creation: An Explanatory Sequential Mixed-Methods Study Dio Fahmi Alfaridhi; Prayudha Prayudha; Raden Muhammad Ali; Anang Masduki
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17752

Abstract

The integration of AI in EFL is increasingly vital to meet the demands of digital content creation, where English serves as a global medium for audience engagement. This study aims to investigate how students view the usefulness of an AI-based English e-module in improving their abilities and involvement in the production of digital content. An explanatory sequential mixed-method was used in this study. The data were gathered from 44 students of communication science study program at Universitas Ahmad Dahlan. Quantitative data were collected via a structured questionnaire grounded in the Technology Acceptance Model (TAM) and qualitative data were gathered through structured interviews with six purposively chosen participants. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analyses. Results revealed strong positive perceptions: the AI feature usefulness item recorded M = 3.98, the comparative effectiveness over conventional methods item yielded M = 3.89, and overall satisfaction achieved M = 3.91. Thematic analysis confirmed the value of real-time chatbot feedback and automated corrections in enhancing scriptwriting and confidence, though device incompatibilities and navigation issues emerged as barriers. These results suggest that in order to acquire real digital communication abilities, educators should incorporate AI-driven e-modules into task-based EFL curricula. Additionally, system design should give priority to multilingual support and cross-device optimization in order to guarantee equitable access.
Co-Authors Amelya Yunita Anang Masduki Aria Candramukti Dio Fahmi Alfaridhi Dwi Hastuti Muhammad Iqwan Sanjani Muhammad Kunta Biddinika Pamastu Narpaduita Prayudha, Prayudha Ummi Khaerati Syam