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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya LiNGUA: Jurnal Ilmu Bahasa dan Sastra IZUMI AL-TAÂ´LIM IJEE (Indonesian Journal of English Education) TARBIYA : Journal Education in Muslim Society Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Literacy Education Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan LET: Linguistics, Literature and English Teaching Journal BASIS (BAHASA DAN SASTRA INGGRIS) LEKSIKA Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan VISION Jurnal Basicedu JETL (Journal Of Education, Teaching and Learning) Edulangue JEES: Journal of English Educational Study EDUKATIF : JURNAL ILMU PENDIDIKAN Al-Ta'lim Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature TEKNOSASTIK ELITE Journal: Journal of English Linguistics, Literature, and Education Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Language and Pedagogy Indonesian TESOL Journal Pioneer: Journal of Language and Literature Lexeme : Journal of Linguistics and Applied Linguistics JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA International Journal of English Linguistics, Literature, and Education (IJELLE) Jurnal DinamikA Kafa’ah: Journal of Gender Studies Journal of English Language and Education An-Nahdah Al-\'Arabiyah Tarling : Journal of Language Education Jurnal Basicedu Studies in English Language and Education International Journal of Emerging Issues in Early Childhood Education (IJEIECE) Innovative: Journal Of Social Science Research Charta Educa: Jurnal Kajian Pendidikan PESHUM

Fahriany, Fahriany

Syarif Hidayatullah State Islamic University Of Jakarta, Indonesia

Author-ID : 2825184

Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Enhancing English Language Acquisition in Young Learners Through Experiential Learning Activities Amanah, Ainun; Ratna Sari Dewi; Fahriany
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.v13i1.7075

This study examines the perspectives of two English teachers at SEED Academic on the use of experiential learning in teaching young learners. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews and classroom observations. The research aimed to explore how teachers conceptualize experiential learning, the strategies they use to implement it, and the challenges they face in doing so. The current study made advantage of a qualitative descriptive instrument. According to the study, teachers employed different methods to teach English to young learners and had different opinions regarding how to use experiential learning. It also found that implementing experienced learning proved challenging for educators. Findings reveal that experiential learning promotes student engagement, creativity, and real-world application of language skills. However, teachers also reported challenges such as time constraints and managing diverse learning needs. The study recommends greater support for English teachers in implementing experiential learning to enhance student-centered language education in primary settings. Nonetheless, a teacher has already included practical learning into several English language teaching exercises. Through encouraging critical thinking and creativity, experiential learning helps students to apply their knowledge in relevant settings. Incorporating practical learning into English language instruction helps young students acquire their language far better. All things considered, using experiential learning to teach English to young kids was advantageous. Consequently, the study advises English teachers to use experiential learning since it offers empirical data supporting its adaption in primary-level language classrooms and shows how interactive, real-world events can raise students' participation and learning results.

Crossing The Digital Era By Analyzing Cryptocurrency And Blockchain Law In Modern Jurisprudence Through Local Genius 6.0 Ideas Internet Of Things (Iot) Tunjang Syaeh, Muhammad; Fahriany, Fahriany
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): 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.v4i1.7879

Mengingat revolusi digital, kebangkitan cryptocurrency dan teknologi blockchain telah mengubah lanskap keuangan dan hukum secara signifikan. Namun, tantangan hukum yang kompleks dan dinamis muncul seiring dengan meluasnya adopsi mata uang kripto dan teknologi blockchain. Penelitian ini akan membahas bagaimana hukum dapat menavigasi era digital dengan mempertimbangkan implikasi hukum terkait mata uang kripto dan blockchain, bagaimana penerapan teknologi blockchain mempengaruhi konsep tersebut. Dalam penelitian ini peneliti akan menguraikan konsep dasar cryptocurrency dan teknologi blockchain serta potensi yang dimilikinya dalam transformasi keuangan global, mengidentifikasi hambatan dan tantangan hukum yang perlu diatasi dalam mengatur penggunaan cryptocurrency, seperti keamanan dan perlindungan konsumen. . Selain itu, penelitian ini akan menganalisis peran yurisprudensi modern dalam mengatasi masalah hukum yang muncul sehubungan dengan cryptocurrency dan blockchain. Keputusan pengadilan, peraturan hukum, dan praktik saat ini. Penelitian ini juga untuk menganalisis evolusi teknologi blockchain dan cryptocurrency di era digital untuk memahami dampaknya terhadap perkembangan hukum dalam yurisprudensi modern. Melalui pendekatan multidisiplin dan pendekatan empiris, penelitian ini akan mengintegrasikan aspek hukum, ekonomi, dan teknologi informasi untuk memberikan pemahaman komprehensif tentang hukum cryptocurrency dan blockchain dalam konteks yurisprudensi modern. Kajian ini juga akan menganalisis kerangka peraturan yang ada dan memberikan rekomendasi pengembangan undang-undang yang lebih adaptif dan responsif terhadap perkembangan teknologi. Artikel ini diharapkan dapat memberikan pemahaman tentang transformasi digital yang ditimbulkan oleh teknologi blockchain dan mata uang kripto dalam konteks hukum dan membantu mengembangkan peraturan yang memastikan hak-hak konsumen dihormati dan dilindungi.

CHALLENGES OF TEACHING ENGLISH TO YOUNG LEARNERS IN SMALL CLASSROOM Maulana, Rivki Surya; Fahriany, Fahriany
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4077

This qualitative study explores the challenges faced by teachers delivering offline, small-group English courses to young learners. It has been known that it is best for students to learn English at an early age. The class size itself is relatively small compared to formal school class. These classes have around three to six students. Despite that, it has been found that the teaching process, even in the small classroom, is not without challenges. There were two experienced teachers who had participated in this study. Through interviews with teachers and classroom observations, the study identifies two key obstacles: student shyness hindering participation and frequent mood swings disrupting the learning environment. Students who are shy are not willing to participate in the activity which stalled the learning process. Also, their frequent mood-swing proves to be difficult to handle as the students could just stop participating or even be disruptive toward their friends . These findings highlight that effective instruction for young learners goes beyond just lesson planning and selecting materials. Teachers need to actively cultivate an engaging and confidence-building classroom environment. The study emphasizes the importance of utilizing positive reinforcement and ensuring all students within the small group setting receive equal attention. This understanding can inform the development of more effective teaching strategies for teachers of young learners in offline small-group English courses.Keywords: English; English Course; Small Group Classroom; Young Learners

Investigating Teacher’s Strategies in Teaching English Language to Young Learner: A Comparative Study between 1st and 3rd Grade of Elementary School Durratu Fakhria Nasution; Fahriany
Indonesian TESOL Journal Vol. 7 No. 1 (2025): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i1.7699

This study investigates the comparative teaching strategies employed by English teachers for 1st and 3rd-grade elementary school students, emphasizing the need to tailor approaches to the developmental stages of each age group. This research is done by qualitative method where classroom observation and interview were used to collect the data. An English teacher at SDI Miftahul Diniyah Pamulang was the subject in this research. This research found that for 1st graders, characterized by concrete thinking, short attention spans, and the early stages of language acquisition, effective strategies include play-based learning, phonics-focused activities, and the use of visual aids. Structured routines and immediate feedback are essential for classroom management and student engagement. Conversely, 3rd graders, who exhibit emerging abstract thinking, longer attention spans, and advanced language skills, benefit from project-based learning, reading comprehension activities, and discussions that foster critical thinking. Classroom management for 3rd graders involves clear expectations and opportunities for self-management, as they are more independent and responsible. The study also highlights the social and emotional development differences, with 1st graders needing structured social interaction and emotional expression activities, while 3rd graders thrive on peer learning and collaborative projects. This analysis underscores the importance of adapting teaching strategies to align with the cognitive, social, and emotional development of young learners, thereby enhancing their educational experiences and outcomes.

Gender Differences in Early Childhood Vocabulary Acquisition: A Systematic Literature Review of Cognitive, Social, and Environmental Influence Fahriany Fahriany
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.18777

This literature review examines gender differences in early childhood language acquisition through interactions among biological, cognitive, and sociocultural factors. Using a systematic review of research from the past two decades (14 primary studies and additional sources), the study finds that girls generally outperform boys in vocabulary, grammar, and communicative competence—achieving language milestones earlier, showing greater verbal fluency, and exhibiting more advanced pragmatic skills. These differences relate to cognitive advantages such as stronger verbal memory, faster language processing, and better executive functioning. Sociocultural factors—parental language input, caregiver–child interaction patterns, and gendered socialization—also shape linguistic experiences; girls often receive more verbally stimulating environments and are encouraged toward emotional expression, while boys face different interactional expectations. In conclusion, gender differences arise from a blend of biological, cognitive, and environmental dynamics. The findings have implications for educators, parents, and policymakers to design inclusive language-learning environments. Further research is recommended using longitudinal and cross-cultural approaches.

The importance of English subjects at the primary level: Stakeholders perceptions Nida Husna; Anni Rachmayani; Reza Anis Maulidya; Fahriany Fahriany
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.v12i1.36642

This study investigates how stakeholders perceived the inclusion of English subjects as part of local content in primary schools. A qualitative method employing a descriptive approach was used to conduct the research. Data were collected through interviews and questionnaires. Participants involved in this study included primary school teachers, a vice principal for curriculum affairs, English teachers, and primary school students. The research focused on three primary schoolslocated in Depok, Bogor, and Sukabumito explore stakeholders perspectives. The results reveal a positive consensus among stakeholders regarding the significance of English education in primary schools for enhancing students foundational vocabulary. Nevertheless, stakeholders expressed concerns about the designation of English as a local content subject in these schools. The study highlights the vital roles each stakeholder plays in improving the quality of English teaching and students language skills. Despite challenges in teaching and learning English, educators and students have implemented strategies for improvement, including participation in teacher associations, engaging in English tutoring, watching English media, and listening to English songs. Based on these findings, the study emphasizes the urgency of integrating English subjects into the school curriculum to support students skills. This study, which focuses on private primary schools, calls for future investigations into the implementation of English subjects in public primary schools.

Enhancing Early Childhood Vocabulary Development through Paper-Book-Based Storytelling in EFL Classrooms Fahriany Fahriany
Jurnal DinamikA Vol 7, No 1 (2026): Jurnal DinamikA
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/dinamika.v7i1.39-56

This study examines the role of paper-book-based storytelling in supporting teachers’ teaching of English vocabulary to early childhood learners. The research focuses on the classroom implementation of storytelling activities, participants’ perceptions, and the pedagogical effects on young learners’ language development. The study was conducted in a kindergarten setting with one English teacher and eleven five-year-old students. Using a qualitative descriptive research design, data collection involved in-class observations along with semi-structured teacher interviews, and documentation of instructional activities and students’ learning products. The data collected were analyzed thematically to identify recurring patterns related to instructional practices, learner responses, and learning outcomes. Through repeated exposure to vocabulary embedded in meaningful narrative contexts, children demonstrated improved understanding of word meanings and extensive confidence in using new vocabulary during classroom interactions. The use of interactive and multimodal storytelling techniques such as gestures, visual illustrations, questioning, and student participation was found to sustain learners’ attention and promote active engagement. In addition, the study highlights the teacher’s intentional instructional strategies in selecting age-appropriate stories, scaffolding vocabulary learning, and encouraging student participation. While the approach proved pedagogically beneficial, the study also identifies practical challenges, including limited instructional time and the need for teacher creativity in managing classroom dynamics. The findings indicate that paper-book-based storytelling is an engaging, reachable, and culturally meaningful method for teaching vocabulary in early childhood education.

The Intervention of Using Reciprocal Teaching Technique and Learning Styles on Studentsâ€™ Reading Comprehension Siti Habibah Egiyantinah; Alek Alek; Fahriany Fahriany; Ismail Suardi Wekke
AT-TA'LIM Vol 25, No 3 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Reading is one of language skills that should be acquired by the students who learn English course in junior high school level. In learning a foreign language, students face many problems, especially in comprehending reading text. In reading process, the students have to understand the meaning of the text through their learning styles and combining their background knowledge, experiences, and situation with the information which is stated on the text. This article was to investigate the empirical evidence on the effect of Reciprocal Teaching Technique (RTT) Technique and learning styles on Studentsâ€™ Reading Comprehension. The research was quantitative method and applied quasi-experimental design.Â Sample of the research were chosen though simple random sampling technique. Data collecting technique of this research were pre-test and post-test. The data were analyzed by two-ways ANOVA. The findings of the recent study are: (1) there was an effect between teaching method and studentsâ€™ learning styles on studentsâ€™ reading comprehension, and (2) there were differences effect of studentsâ€™ reading comprehension between students who own visual learning style in RTT group and those who own auditory learning style in class. It can be summed up that teaching through applying RRT technique which being supported by learning styles (visual and auditory) are to develop the studentsâ€™ reading comprehension.

Japanese Vocabulary Acquisition Through Anime: A Case Study On Dwimeilinda Virgi Marlany Ibnatul Karimah; Fahriany Fahriany; Firdaus Habibi
IZUMI Vol 8, No 2 (2019)
Publisher : Universitas Diponegoro

(Japanese Vocabulary Acquisition through Anime: A Case Study on Dwimeilinda) This study attempted to investigate the influence of watching anime on Japanese vocabulary acquisition from Dwimeilinda. The study used a mixed-method. There are three collection data in this study; the first data is the interview; the second is observation; the last is the aural test. There are two questions from this study: first, how did she acquire the vocabulary through anime? Second. How is the influence of watching anime on her Japanese vocabulary acquisition? The results showing there are some strategies that she uses in acquiring Japanese vocabulary. First repetition, second cognate and third is mind mapping. The study also found that watching anime can influence her phonological vocabulary knowledge and daily expression. <a href="https://gb777info.com">gb777</a><a href="https://pajak.blitarkota.go.id/uploads/profile/">gb777</a><a href="https://baak.uika-bogor.ac.id/uploads/">slot gacor</a><a href="https://siadmin.baak.uika-bogor.ac.id/files/images/">gb777</a><a href="https://jdih.dprd-pemalangkab.go.id/">gb777</a><a href="https://disnakertrans.bungokab.go.id/">GB777</a><a href="https://jdih.bungokab.go.id/">GB777</a>slot gacorslot gacor

Utilizing Deep Learning Approaches for Enhancing English Vocabulary Acquisition fahriany fahriany
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/xh0hyx65

Utilizing deep learning approaches for enhancing English vocabulary acquisition has emerged as a promising innovation in the field of language learning and educational technology. Deep learning, a subset of artificial intelligence, enables machines to process and analyze large volumes of linguistic data in a way that mimics human cognitive functions. When applied to vocabulary learning, deep learning algorithms can personalize content, identify learner patterns, and adapt instructional materials based on individual progress and proficiency levels. This allows for more efficient and targeted learning experiences, especially when integrated into mobile or web-based platforms. Learners are exposed to contextual vocabulary usage, real-time feedback, and engaging multimedia resources, which together foster deeper retention and understanding. Furthermore, natural language processing (NLP), a key component of deep learning, enables systems to evaluate learner input, provide synonyms, definitions, and usage examples, and even generate exercises tailored to learners’ specific needs. Studies have shown that incorporating deep learning in vocabulary acquisition can improve motivation, increase learning speed, and support long-term memorization by reinforcing word use in meaningful contexts. This technological approach also enables educators to track student progress in real-time and adjust learning paths accordingly. As a result, deep learning is not only transforming traditional language instruction but also making English vocabulary acquisition more dynamic, interactive, and learner-centered. With continuous advancements in AI, the integration of deep learning in language education is expected to become more prevalent and impactful, offering a powerful tool for learners striving to achieve greater fluency and vocabulary mastery.

Co-Authors Abiedillah, Moh. Syarif Saifa Afifah Linda Sari Ahmad Sofyan Albiansyah Albiansyah Albiansyah Albiansyah Alek Alek Alek, A Amanah, Ainun Angelia, Yustitia Anni Rachmayani Aqila Thahira Sisfiamuhsha Arvan Permana Habib Azizah, Hayin Dadan Dadan Deadora Rahma Muthia Deni, Rahma Didin Nuruddin Hidayat Durratu Fakhria Nasution Egiyantinah, Siti Habibah Eisha Nur Ilmi Dessanda Eka Puspita Anggraini Fahri Haswani Faiha Salwa Labibah Farhan, Lulu Fayza Nurul Ieadaini Firdaus Habibi Firdha Aulia Fitriani Fitriani Fitriani Fitriani Hanifah Hifni Hasnan Yasin Haura Tuhfah Aziziya Hayin Azizah Hidayana Putri Hidayat, Didin Nuruddin Ieadaini, Fayza Nurul Ikrima, Adella Raihani Siti Indah, Rosalinda Indira Marja Aulia Ismail Suardi Wekke Ismail Suardi Wekke Ismail Suardi Wekke Iwan Setiawan Keisya Marezka Asyuranissa Jumantara Putri Khairunnisa Fitri L Luthfiyah Lilis Sulistyowati Lukluatul Maulidiyah Lulu Farhan Mahlil Mahlil Mahlil, Mahlil Marja Aulia, Indira Maulana, Rivki Surya Meli Aulia Utami Meli Aulia Utami Minkhatunnakhriyah Minkhatunnakhriyah Moh. Syarif Saifa Abiedillah Muhammad Anwar Rosyidi Muhammad Muzakky Mujani, Sahril Nahartini, Desi Nasifuddin Jalil Nida Husna Nida Husna Nida Husna HR Nurhalimah Nurhalimah Nurhalimah Nurhalimah Nurmala Aulia Salamah Nurul Intan Saputri Prameswari, Taqiya Nabila Qurrotu Aini Rahma Deni Rahma deni Rahma Nuriyah, Rizka Ratna Sari Dewi Rayhan Khairunnisa Situmorang Reza Anis Maulidya Riri Rachmah Riani Rizka Rahma Nuriyah Salamah, Nurmala Aulia Siregar, Saputra Husein Siti Habibah Egiyantinah Sufyan, Agus Taqiya Nabila Prameswari Thahira Sisfiamuhsha, Aqila Tunjang Syaeh, Muhammad Virgi Marlany Ibnatul Karimah Viviana Lisma Lestari Waliyadin, Waliyadin Wiwi Rhamadina Yustitia Angelia

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