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All Journal JELTII (Journal of English Language Teaching and Islamic Integration) TEMALI : Jurnal Pembangunan Sosial
Abdullah Yusuf
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Languange, Linguistic, Communication & Media Social Sciences

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MUZIUM MASJID SULTAN ABDULLAH PEKAN PAHANG DAN USAHA MEMPERKASAKAN PEMIKIRAN ISLAM DI MALAYSIA Ahmad Farid Abdul Jalal; Abdullah Yusuf; Ahmad Faisal Abd Hamid; Rahimin Affandi Abd Rahim
TEMALI : Jurnal Pembangunan Sosial Vol 2, No 1 (2019): TEMALI Vol. 2 No. 1 Tahun 2019
Publisher : Universitas Islam Negeri Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jt.v2i1.3753

Abstract

Tulisan ini membahas tentang masjid yang berfungsi juga sebagai museum. Hal ini disandarkan pada pemiikiran bahwa pendidikan Islam moden akan menjadi lebih berkesan apabila digunakan melalui mekanisme muzium. Pengkaji moden telah mengakui hal ini sehingga mereka menekankan peri pentingnya diterapkan  pedagogi pendidikan berasaskan muzium. Keberkesanan ini berpunca daripada kelebihan pendidikan berasaskan muzium yang memungkinkan pengunjung memahami sesuatu fakta melalui pembuktian objek/artifak dan bukannya secara teori absrak sepertimana dipelajari di sekolah. Jadi, berasaskan pada latarbelakang ini, kajian ini akan melihat sumbangan MMSAPP (Muzium Masjid Sultan Abdullah Pekan Pahang) yang dianggap sebagai semi institusi pendidikan dalam memperkasakan pemikiran Islam. Sifatnya agak unik memandangkan MMSAPP adalah satu-satunya institusi muzium Islam yang membawa konsep muzium–masjid.
Student Perception and Experience with “Talk” - AI-Powered Speaking Partner Application Dimas Vega; Pramana Rafif; Abdullah Yusuf; Ahmad Syafi'i
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 1 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10596199

Abstract

This fact highlights the increasing need for effective and accessible English education. Many schools and educational institutions are now developing modern and innovative methods for teaching English, encompassing both teaching approaches and tools that facilitate learners in enhancing their English language skills (Cong-Lem, 2018). In learning English, there are four essential competencies that must be mastered by the learners. These four competencies are proficiency in reading, listening, writing, and speaking (Pliushchenko & Zaslavskiy, 2021). However, the speaking skill is often considered as the most crucial among the other four abilities. Speaking is one of the most important skills of all four language skills, because individuals who learn a language are referred to as the speakers of that language. The main aim of English language teaching is to give learners the ability to use English language effectively and correctly in communication (Jarrín & Kim, 2019).
Classroom Interaction analysis by using SETT (Self Evaluation Teacher Talk) Abdullah Yusuf
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832274

Abstract

Effective classroom interaction plays a crucial role in facilitating language learning by balancing teacher control and student participation. One widely recognized framework for analyzing teacher talk is Steve Walsh’s Self-Evaluation of Teacher Talk (SETT) framework. Overall, the teacher’s talk aligns well with SETT principles, ensuring clear structure, active participation, and balanced focus on meaning and form. The integration of cultural and religious elements contributes to a comfortable learning atmosphere, while the scaffolded tasks effectively guide students through language use. By increasing student-led interaction, early target language use, and critical thinking opportunities, the lesson could become even more effective in fostering learner independence and communicative
Co-Authors Ahmad Farid Abdul Jalal Ahmad Syafi'i Dimas Vega Muhammad Agus Muljanto Pramana Rafif Rahimin Affandi Abd Rahim