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From Classroom to Discord: A Hybrid Model for Teaching Critical Listening in EFL Contexts lestari, kenny shania; Ramadhan, Iqbal; Mubarok, Harir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6819

Listening skills are a fundamental component of language proficiency, particularly in higher education where critical listening plays a central role. However, these skills are often underemphasized in traditional teaching contexts, prompting educators to adopt innovative digital platforms. This study explores the implementation of Discord in a hybrid critical listening course conducted throughout a semester within the International Class Program at Maulana Malik Ibrahim State Islamic University of Malang. Grounded in the Integrative Listening Model, the research employed a descriptive qualitative design, utilizing classroom observation checklists, field notes, and Focus Group Discussions (FGDs) with 40 students. The findings indicate that at the comprehension level, the structured and timely distribution of materials through Discord channels enhanced student readiness and engagement. At the interpretation level, features such as video conferencing, breakout rooms, and audiovisual resources facilitated deeper understanding, allowing students to make inferences more effectively. At the evaluation level, real-time interaction and feedback during discussions supported critical analysis of content. Notably, student performance showed observable improvements in critical listening tasks, as reflected in increased participation rates and higher quality of responses in listening assessments. Despite occasional technical issues like unstable internet connections. The hybrid model which integrated synchronous and asynchronous learning, proved adaptable and effective. The study concludes that Discord, when aligned with a well-structured instructional design and supported by the Integrative Listening Model, can significantly promote critical listening competence in higher education. Future research may examine comparative effectiveness across different digital platforms and explore long-term impacts on listening proficiency development.

ENGLISH TEACHER CREATIVITY IN DESIGNING ONLINE LEARNING ACTIVITIES DURING COVID-19 Rahmayanti, Septi; Mubarok, Harir
English Edu: Journal of English Teaching and Learning Vol 1 No 1 (2022): English Edu: Journal of English Teaching and Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetl.v1i1.1625

In this pandemic situation, the learning process is replaced by online learning. Where in online learning, the teacher needs to work hard in teaching. So that online learning runs well. One way to do this in this pandemic situation is to use the teacher's creativity in making engaging online learning activities so that students can receive the material well. This study aims to determine teachers' creativity in making engaging online learning activities for English teachers in class IX at SMPN 1 Srengat. This study used a case study design with qualitative approach, and the design is used to dig deeper into teachers' creativity in making online learning activities used by English teachers. This study uses two instruments, and they are: the first instrument is interviewed, and the second instrument is documentation. The results showed that the grade IX English teacher at SMPN 1 Srengat was very creative in making online learning activities. For designing the online learning activities, the English teacher implemented four of criteria for creative teachers based on the theory of (Mulyana 2010): Fluency, Flexibility, Originality, and Elaboration. The English teacher also implements online learning activities proposed by (Jack, Chris, and Donald 2019), including Consulting, Interactive Lectures, Student presentations, Reading, and Self-Study.

Teachers' strategies in teaching listening comprehension at MAN 2 Kota Malang Masruroh, Lailatul; Mubarok, Harir
Journal of English Language Teaching and Learning (JETLE) Vol 5, No 1 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v5i1.23059

The aim of this research is to find out the strategies used by teachers in teaching listening comprehension at MAN 2 Kota Malang. The objective of the research is to find out how the teachers implemented the strategy in teaching listening comprehension. Qualitative descriptive approach was used in the research. The research was conducted at MAN 2 Kota Malang and the participants were two English teachers of MAN 2 Kota Malang. The result of the research showed that the strategies used by teachers are Bottom-Up, Top-Down, and Socio-Affective strategy. Then, in the implementation of those strategies, the teacher used stages in teaching listening. The sequence was pre-listening, while-listening, and post-listening. In every single stage, the teachers conducted an activity in every stage with several media such as song, movie, and short dialogue.

From Classroom to Discord: A Hybrid Model for Teaching Critical Listening in EFL Contexts lestari, kenny shania; Ramadhan, Iqbal; Mubarok, Harir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6819

Listening skills are a fundamental component of language proficiency, particularly in higher education where critical listening plays a central role. However, these skills are often underemphasized in traditional teaching contexts, prompting educators to adopt innovative digital platforms. This study explores the implementation of Discord in a hybrid critical listening course conducted throughout a semester within the International Class Program at Maulana Malik Ibrahim State Islamic University of Malang. Grounded in the Integrative Listening Model, the research employed a descriptive qualitative design, utilizing classroom observation checklists, field notes, and Focus Group Discussions (FGDs) with 40 students. The findings indicate that at the comprehension level, the structured and timely distribution of materials through Discord channels enhanced student readiness and engagement. At the interpretation level, features such as video conferencing, breakout rooms, and audiovisual resources facilitated deeper understanding, allowing students to make inferences more effectively. At the evaluation level, real-time interaction and feedback during discussions supported critical analysis of content. Notably, student performance showed observable improvements in critical listening tasks, as reflected in increased participation rates and higher quality of responses in listening assessments. Despite occasional technical issues like unstable internet connections. The hybrid model which integrated synchronous and asynchronous learning, proved adaptable and effective. The study concludes that Discord, when aligned with a well-structured instructional design and supported by the Integrative Listening Model, can significantly promote critical listening competence in higher education. Future research may examine comparative effectiveness across different digital platforms and explore long-term impacts on listening proficiency development.

EFL students’ voices on the use of Discord in a critical listening course Mubarok, Harir; Lestari R, Kenny Shania; Ramadhan, Iqbal
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.33592

The increasing popularity of the internet has prompted people to embrace digital platforms for language acquisition. Language learning environments now exist in both physical classrooms and virtual spaces. Therefore, listening skills, which are an important component of language proficiency, especially in higher education can be effectively taught through a medium such as Discord, a new and useful digital learning tool. The primary aim of this study is to explore students’ voices regarding the use of Discord to enhance critical listening proficiency. To gather meaningful data, a descriptive qualitative design was employed using instruments such as classroom observation checklists, field notes, and Focus Group Discussions (FGD). The study involved 20 students enrolled in the International Class Program at Maulana Malik Ibrahim Islamic State University Malang. The findings revealed that Discord facilitates the organization of systematic materials, provides features supporting both offline and online learning, encourages the design of new interactive educational activities, and enables immediate responses that promote dynamic discussions. The implication of this study suggests that Discord can be adopted as an effective supplementary platform for developing students’ listening skills and fostering collaborative learning in digital language classrooms.

Bridging Faith and Fluency: An Identity-Responsive Instructional Model for Islamic-Based English Speaking Materials Mubarok, Harir; Basori, Basori; Anggrisia, Nur Fitria; Degaf, Agwin
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp67-94

This study aims to develop and evaluate an Islamic-based English speaking textbook as an identity-responsive instructional model, defined as a pedagogical approach that integrates learners’ cultural and spiritual identities into CEFR-oriented communicative speaking tasks. This research employed an educational research and development design using the ADDIE model. The textbook was designed, validated, and implemented through pre- and post-tests of CEFR A2–B1 speaking tasks, student questionnaires, classroom observations, and after-class interviews involving 58 students and lecturers at SKM Islamic University. Spiritual identity engagement was examined through thematic analysis supported by indicators of importance, ease, and involvement demonstrated during speaking activities. Expert validation was conducted to evaluate linguistic accuracy, cultural relevance, and content quality. Statistical results show notable improvements in students’ speaking performance, with fluency increasing from 2.8 to 4.1, vocabulary from 2.7 to 4.0, pronunciation from 3.1 to 4.2, and grammar from 2.9 to 3.8. Thematic analysis indicates that integrating Islamic values into communicative tasks fosters meaningful participation, confidence, and strengthened expression of spiritual identity. Experts confirmed the textbook’s linguistic soundness and cultural alignment. The findings demonstrate that instructional materials incorporating cultural and spiritual identity elements can effectively support students’ communicative ability and value engagement. The developed textbook shows strong pedagogical potential and competitive advantages over comparable materials used in Islamic educational settings. Keywords: english, instructional materials, islamic values, language learning, speaking skills.

Students’ Experiences with Discord-Supported Critical Listening Instruction Mubarok, Harir
ELITE JOURNAL Vol 8 No 1 (2026): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education [ONGOING
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

The increasing popularity of the internet has prompted people to embrace digital platforms for language acquisition. Language environments currently exist in both classrooms and virtual spaces. Therefore, listening skills, which are an important feature of language proficiency, especially in higher education, can be taught through a medium called Discord as a new and useful digital learning tool. The primary aim is to dig further the students’ voices to enhance listening proficiency skills. To gather this meaningful data, descriptive qualitative design involves the instruments of classroom observation checklist, field notes, and Focus Group Discussion (FGD). Additionally, this study focused on the 20 students enrolled in the International Class Program at Maulana Malik Ibrahim Islamic State University Malang. The findings revealed that Discord facilities the systematic materials, allow features for supporting offline and online class, design the new interactive educational agendas, and immediate response in Discord facilitates dynamic discussions.

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