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A Correlation between Students' Intensity of Watching English videos on YouTube and Their Listening Achievement in the 3rd Semester English Education Department of UIN Sultan Syarif Kasim Riau Dersa, Sovie Lindaita; Hasibuan, Kalayo
Indonesian Journal of Integrated English Language Teaching Vol 9, No 1 (2023): IJIELT VOLUME 9, NUMBER 1, 2023
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v9i1.21626

This research aimed to see is there any significant correlation between students’ intensity of watching English videos on YouTube and their listening achievement at the 3rd semester of English Education Department UIN Sultan Syarif Kasim Riau. This research used quantitative research. This research used correlational research design. This research was held on October 5th – 30th, 2022 at UIN Sultan Syarif Kasim Riau. The research data was collected from 34 samples and were selected by technique simple random sampling. The sample of this research was the third semester students of English Education Department UIN Sultan Syarif Kasim Riau. To gather the data, this research used questionnaire and documentation. This research used pearson product moment and simple linear regression to analyse the data. The findings of this research showed that the students’ intensity of watching English videos on YouTube had no contribution on students’ listening achievement. It means that there is no significant correlation between students’ intensity of watching English videos on YouTube on students’ listening achievement at the third semester students of English Education Department UIN Sultan Syarif Kasim Riau.

BUDAYA SEBAGAI KONTEKS BAHASA YANG MEMENGARUHI PENGGUNAAN BAHASA DALAM PENGAJARAN BAHASA INGGRIS SEBAGAI BAHASA ASING (EFL) Hasibuan, Kalayo; Amalia, Anggiera; Pradita, Annisa; Adha, Elsa Mulia
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 5 No 2 (2025): ALGEBRA : JURNAL PENDIDIKAN, SOSIAL DAN SAINS
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/algebra.v5i2.1285

This paper explores the integral relationship between culture and language use in the context of English as a Foreign Language (EFL) instruction, focusing on the Indonesian educational setting. It examines how cultural integration is essential for effective EFL teaching, arguing that language and culture are inseparable and that meaningful language acquisition requires understanding the cultural contexts in which a language operates. The study highlights the risks of linguistic and cultural erosion due to the dominance of English, emphasizing the need to preserve local identity and traditions alongside global communication skills. Key principles for integrating culture into EFL include using authentic materials, encouraging cross-cultural discussions, and balancing exposure to both local and foreign cultures. The paper also addresses challenges such as limited teacher training and the potential for cultural displacement. By embedding local cultural content in EFL instruction, educators can enhance students’ intercultural communicative competence and motivation, fostering a deeper appreciation for both their own heritage and the target language. The findings underscore the importance of thoughtful cultural integration to prepare students for effective and respectful participation in a globalized world.

Learning English Through Real-Life Scenarios: How Task-Based Learning Makes a Difference Mohd. Rafi Riyawi; Kalayo Hasibuan
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 4: Juni 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i4.8458

Task-Based Learning (TBL) has emerged as an innovative methodology in English language instruction, emphasizing significant communication, practical application, and learner-focused activities. This research examines the practical obstacles to implementing TBL in educational settings, including task design, classroom management, resource constraints, assessment hurdles, teacher readiness, and cultural resistance. Approaches to tackle these difficulties encompass scaffolding approaches, differentiated instruction, teacher professional development, and innovative utilization of available resources. A comparison between TBL and conventional language training methodologies underscores their unique benefits: TBL promotes fluency, engagement, and autonomy, whereas traditional techniques prioritize grammatical precision and regimented learning. The analysis supports a hybrid strategy that integrates the communicative advantages of TBL with the fundamental benefits of older methods to establish a comprehensive language learning framework. Despite its difficulties, TBL possesses transformative potential in augmenting learner motivation, confidence, and practical language abilities, rendering it a significant enhancement to English language instruction. This study suggests that, with careful implementation and stakeholder support, TBL may transform language instruction and equip learners for effective communication in varied circumstances.

CURRICULUM DEVELOPMENT IN THE 21ST CENTURY: TRENDS AND CHALLENGES Kalayo Hasibuan
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

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

This paper explores the evolving landscape of curriculum development in the 21st century, focusing on emerging global trends and the challenges that accompany them. As education systems respond to rapid technological advancement, globalization, and shifting labor market demands, curriculum frameworks are increasingly moving toward competency-based, student-centered, and technology-integrated models. The study employs a qualitative descriptive approach, including document analysis and expert interviews, to identify the key elements shaping modern curriculum design. Findings reveal that while there is significant progress in incorporating 21st-century skills, digital literacy, and global awareness into curricula, various barriers hinder effective implementation. These include insufficient teacher training, policy inconsistency, and the continued dominance of standardized testing. The paper concludes that successful curriculum reform requires a collaborative, inclusive, and context-sensitive approach that aligns educational policy, practice, and assessment with the evolving needs of learners and society.

Designing an English Course Materials with Islamic Values in Islamic Institution Hasibuan, Kalayo; Khairun Nisa; Steviona Eliza
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.349

Language and culture are inseparable, as language reflects cultural values. The spread of English throughout the world has brought Western cultural influences that can conflict with Islamic values, especially in Indonesia. This research investigates the development of English learning materials that integrate Islamic values, focusing on English for Specific Purposes (ESP) in Islamic educational institutions. This research utilizes a qualitative approach by using document analysis to identify effective learning strategies. The results show that the integration of Islamic values can be achieved through various techniques, such as code-switching, contextual connections with Islamic teachings, and culturally relevant examples in literature teaching. The results highlight the importance of adapting educational content to Islamic values while improving language proficiency. The findings have important implications for the development of culturally appropriate learning materials in Islamic educational institutions Keywords : English material. Islamic values. English for specific purposes. Cultural integration

Integrating Islamic Values into EFL Instruction: Applying the Spiral Andromeda Philosophy Across Curriculum Levels Hasibuan, Kalayo; Fayza Nur Amalia; Helmalia Azahra; Muhammad Lowelfit; Yumna Arianti
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.443

This conceptual study explores the integration of Islamic values into English as a Foreign Language (EFL) instruction through the Spiral Andromeda Philosophy, a framework that emphasizes the interconnectedness of religious and secular knowledge. In Islamic educational institutions, language instruction is increasingly expected to contribute not only to linguistic competence but also to spiritual and ethical development. The Spiral Andromeda model supports this integration by aligning curriculum components—at the supra, macro, meso, and micro levels—with Islamic educational values. This study outlines practical strategies for curriculum design, instructional materials, teaching methods, and assessment practices that reflect both language goals and Islamic moral principles. Findings suggest that EFL instruction grounded in this framework encourages reflective learning, cultural relevance, and ethical communication, thereby promoting a more holistic form of education. However, challenges such as teacher preparedness, availability of contextual materials, and alignment with national language policies must be addressed. The discussion further connects this model to established educational theories such as Vygotsky’s Zone of Proximal Development and Freire’s critical pedagogy. The paper concludes by recommending institutional support, teacher training, and culturally relevant content development as critical components for successful implementation. The Spiral Andromeda Philosophy offers a transformative approach for faith-based institutions seeking to harmonize language learning with character formation, fostering learners who are both communicatively competent and morally grounded. Keywords : Islamic Education, EFL Instruction, Spiral Andromeda Philosophy, Value Integration, Holistic Learning.

Principles of EFL Instruction with an Islamic Perspectives Hasibuan, Kalayo; Suryani, Neni Fitri Dwi; Jasmine, Najiyah; Pujiati, Nayata Putri; Ramadhani, Nur Ismi
Innovative: Journal Of Social Science Research Vol. 5 No. 4 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i4.19259

This study examines the principles of English as a Foreign Language (EFL) instruction through the lens of Islamic perspectives. In Islamic educational contexts, EFL teaching goes beyond linguistic proficiency to also promote moral and spiritual development aligned with Islamic values. This article explores how core EFL pedagogical principles—such as meaningful learning, communicative competence, and learner-centeredness—can be integrated with Islamic values such as honesty (ṣidq), responsibility (amānah), diligence (ijtihād), and ethical behavior (adab). Through this integrated approach, EFL instruction can serve as a vehicle for character building, strengthening Islamic identity, and fostering critical intercultural awareness. The findings suggest that EFL teaching principles can be harmoniously contextualized within a holistic and transformative Islamic educational framework.

Developing Vocabulary Learning Cards with Islamic Contexts for Indonesian Muslim Young Learners Hasibuan, Ahmad Sakti Alhamidi; Hasibuan, Kalayo; Zulhidah
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1872

This study explores the development of English word cards integrated with Islamic perspectives as vocabulary learning media for Muslim young learners in Indonesia. Using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the research aims to provide culturally relevant materials that align with learners’ religious values. The resulting product consists of 26 double-sided alphabet-based cards featuring Islamic vocabulary, visual aids, and contextual Quranic references. Conducted in three Islamic elementary schools, the development process included needs analysis, expert validation, and trials involving students and teachers. Data were collected through questionnaires, interviews, observation, and pre-test/post-test instruments. Results showed significant improvement in vocabulary acquisition, student engagement, and learning motivation. Expert validation yielded an average score of 89%, and practicality assessment reached 80.6%. The paired sample t-test confirmed the effectiveness of the media. This research contributes to the integration of language instruction with character and faith development in Islamic educational settings.

Developing Vocabulary Learning Cards with Islamic Contexts for Indonesian Muslim Young Learners Hasibuan, Ahmad Sakti Alhamidi; Hasibuan, Kalayo; Zulhidah
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1872

This study explores the development of English word cards integrated with Islamic perspectives as vocabulary learning media for Muslim young learners in Indonesia. Using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the research aims to provide culturally relevant materials that align with learners’ religious values. The resulting product consists of 26 double-sided alphabet-based cards featuring Islamic vocabulary, visual aids, and contextual Quranic references. Conducted in three Islamic elementary schools, the development process included needs analysis, expert validation, and trials involving students and teachers. Data were collected through questionnaires, interviews, observation, and pre-test/post-test instruments. Results showed significant improvement in vocabulary acquisition, student engagement, and learning motivation. Expert validation yielded an average score of 89%, and practicality assessment reached 80.6%. The paired sample t-test confirmed the effectiveness of the media. This research contributes to the integration of language instruction with character and faith development in Islamic educational settings.

Islamic Literacy in Education: A Comprehensive Analysis of Linguistic and Curriculum Practices Hasibuan, Kalayo; Amanda Aindilalaty; Andini Putri; Maitri Ramadhani
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.447

Islamic institutions that teach English as a foreign language (EFL) face the dual challenge of maintaining religious values while enhancing global communication skills. This study applies the Spiral Andromeda Philosophy a multilevel framework encompassing supra, macro, meso, and micro levels to explore the integration of Islamic literacy into EFL instruction. Employing a qualitative document analysis method, data were collected from curriculum guides, lesson plans, and educational texts used in Islamic learning settings. Thematic findings reveal that incorporating Islamic elements such as Quranic passages, historical narratives, and ethical discussions not only supports language development but also strengthens moral awareness. Key strategies include curriculum integration, contextualized learning, interactive pedagogical practices, and assessments aligned with Islamic values. The results show that aligning EFL teaching with Islamic principles enhances student engagement, ethical communication, and identity formation, offering a holistic educational experience within Islamic institutions. Keywords : Spiral Andromeda, Islamic literacy, language instruction, curriculum integration, moral education

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