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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) Islam Futura Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Englisia Journal Journal on English as a Foreign Language (JEFL) Jurnal Ilmiah Peuradeun Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Studies in English Language and Education Jurnal El-Hadhary: Jurnal Penelitian Pendidikan Multidisiplin Indonesian Journal of Islamic and Social Science (IJISS) Ta'lim: Jurnal Pendidikan Agama Islam dan Manajemen Pendidikan Islam JTA
Habiburrahim Habiburrahim
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Studies in English Language and Education

 1 
Evaluating paper-based TOEFL preparation program using the Context, Input, Process, and Product (CIPP) model Abdul Manan; Muhammad Arif Fadhilah; Kamarullah Kamarullah; Habiburrahim Habiburrahim
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.8 KB) | DOI: 10.24815/siele.v7i2.16467

Abstract

An evaluation for the development of a paper-based test of English as a Foreign Language (TOEFL) for English Education Department students at one of the colleges in Langsa, Aceh, Indonesia, is necessary, considering their unsatisfactory scores even though the preparation program has been conducted. This research employed context, input, process, and product (CIPP) model developed by Stufflebeam upon the program. Methodologically, interviews, questionnaires, and observation were executed to five TOEFL lecturers and 34 students, while the data obtained were analyzed with the qualitative analysis method of Miles and Huberman. Based on the evaluation of context, the program had an appropriate background, goals, and objectives. Regarding the input, it still had problems related to the availability of resources and facilities. There were no standardized learning materials available, including the broken language laboratory. It affected the process since the lecturers could not maximize the facilities to create an effective learning environment. Eventually, it affected the product since most students could not reach an expected score. Most of the participants agreed that the program needed to be improved. Several improvements can be made to overcome these problems by providing required learning facilities, designing standardized learning materials, and clustering classes in accordance with students’ abilities.
Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia Habiburrahim Habiburrahim; Muhammad Muhammad; Luthfi Auni; Hafidhah Hafidhah; Ika Kana Trisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (475.818 KB) | DOI: 10.24815/siele.v9i2.23279

Abstract

Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.
Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia Habiburrahim Habiburrahim; Muhammad Muhammad; Luthfi Auni; Hafidhah Hafidhah; Ika Kana Trisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23279

Abstract

Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.
The impact of synchronous virtual flipped classroom on EFL students speaking skill Muluk, Safrul; Habiburrahim, Habiburrahim; Dahliana, Syarifah; Zakaria, Faishal; Azizah, Azizah; Safrul, Muhammad Safwan
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.34814

Abstract

Flipped learning within blended learning has attracted interest for its potential benefits. However, implementing a fully blended model with in-person synchronous learning remains challenging. Therefore, this mixed-methods study investigates a modified flipped approach using a virtual synchronous classroom environment, replacing traditional face-to-face interaction with online instruction. Specifically, our study focused on its implementation in the context of a Public Speaking class, aiming to explore students experiences and levels of learning anxiety with the modified flipped instructional method. A number of 43 out of 50 English major students from one of the state Islamic universities in Indonesia, in their fifth semester, completed and submitted the questionnaires. The results of the study indicated that the implementation of a virtual synchronous flipped classroom had a dual effect, positively influencing both the advancement of students speaking abilities and the alleviation of their anxiety in speaking English. The students found the Synchronous Virtual Flipped Classroom (SVFC) engaging and intellectually stimulating, recommending its adoption via platforms like Zoom and WhatsApp. While they recognized the benefits of technology, their views varied contextually, particularly regarding social interaction. Despite the advantages, students expressed dissatisfaction with the lack of social presence and sensory experience compared to traditional classrooms. Technical issues further hampered peer interaction and impacted their learning experience. These findings provide useful information regarding the potential and limitations of virtual synchronous flipped classrooms in enhancing speaking skills and managing anxiety in language learning.
Co-Authors Abdul Manan Amiruddin Amiruddin ARDIANSYAH ARDIANSYAH Ardiansyah Ardiansyah Azizah Azizah Buhori Muslim Emawati emawati Fadli, Fatmawati Faishal Zakaria Hafidhah Hafidhah Hamdi, Sami Abdullah Hanani, Fatayatul Harun, Susanna Holbah, Wael Ali Ika Kana Trisnawati Kamarullah Kamarullah Keumala, Cut Muftia Khairul Azmi Lukman Hakim Luthfi Auni Maira Mustiranda Maulina Sari Md Ghazali, Nor Hasnida Mizwar, Edi Muchlinarwati, Muchlinarwati Muhammad Arif Fadhilah Muhammad Muhammad Muhammad Safwan Safrul Muhammad Safwan Safrul Mujiburrahman Mujiburrahman Mujiburrahman Nasriyanti Nasriyanti Rahmat Hidayat Rahmiati, Zainah Ravi, Muhammad Risdaneva Risdaneva Safrul Muluk Safrul, Muhammad Safwan Saiful Akmal Salami Mahmud Septiani, Rahmah Sharma, Vipin Kumar Silahuddin Silahuddin Siti Rechal Rechal Solly Aryza Sundusiyah, Anis Suriana Suriana Suryanto Suryanto Suryanto Suryanto Syarifah Dahliana Syibran Mulasi Tabrani ZA Teuku Zulfikar Umroh, Hayail Zamzami Zainuddin, Zamzami Zulfadli A. Aziz, Zulfadli A.