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All Journal Englisia Journal KUMPULAN JURNAL DOSEN UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA Al Ishlah Jurnal Pendidikan Hasil Pengabdian Kepada Masyarakat JURNAL TARBIYAH Esteem Journal of English Study Programme CARADDE: Jurnal Pengabdian Kepada Masyarakat English Language Teaching Educational Journal English Teaching and Linguistics Journal (ETLiJ) Prima Abdika: Jurnal Pengabdian Masyarakat Journal of English Language and Education Journal Of Academia In English Educations (JADEs) Indonesian Journal of English Teaching TELL - US JOURNAL
Yenni Hasnah
Universitas Muhammadiyah Sumatera Utara
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Unpacking the opportunities and challenges in learning speaking online during Covid-19 outbreak: A case-study of Indonesian EFL college students Syafrayani, Putri Rizki; Ginting, Pirman; Hasnah, Yenni; Saragih, Mandra
Englisia Journal Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10940

Abstract

The challenges brought by Covid-19 have threatened not only the economy and health fields but also the educational sectors. In light of education, this issue has led to the swift migration of the learning process from conventional mode to online learning which has resulted in another bottleneck. The current study explores the perception of EFL Indonesian college students about the challenges and benefits of learning speaking through the online system during the Covid-19 outbreak. Forty-five college students participated in this study and were inquired through a semi-structured questionnaire in the weeks following the final term examinations for the academic year 2020-2021. The data was probed by using grounded theory proposed by Creswell. The findings exposed that effectiveness, online benefits, and improvement opportunities were the benefits obtained by students from the online learning. Meanwhile, distraction and information overload, a technical error in online learning technology and internet connectivity matters as well as limited interaction and inadequate support were hindrances that often hampered the students.  Consequently, this scholarly paper also provides advice on the essence of the readiness of adequate facilities and the collaboration from stakeholders; government, teachers, students, and parents to successfully implement online learning. 
PERSPECTIVE ON BARRIERS TO E-LEARNING: INSIGHT FROM INDONESIAN PARENTS Ginting, Pirman; Fahmi, Muhammad Khoirul; Saragih, Mandra; Piliang, Muliana; Hasnah, Yenni
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.6746

Abstract

The phenomenon of online learning has grown at a rapid pace over the years. Despite its benefits, online learning also comes with certain drawbacks, such as a shortage of access to reliable network connectivity, digital literacy, and socializing. The current study aims to explore the perceptions of parents regarding the challenges of distance learning faced by their children in Indonesia. Questionnaires via google forms and interviews were used to diagnose the parents’ responses to handicaps that existed during distance learning. The participants comprised 30 parents whose children joined online schooling. The findings revealed that parents experienced various kinds of obstacles in their efforts to help their children learn remotely such as (1) personal barriers (2) technical barriers (3) logistical barriers, and (4) financial barriers. The trend toward online learning is projected to continue and grow in the coming years with more dialogical, synchronic, pluralist, open, and accessible to various groups.
Enhancing Students’ Critical Thinking in Writing Through Group Investigation Strategy Assisted by Digital Story Board Media: A CLASSROOM ACTION RESEARCH Ginting, Pirman; Hasnah, Yenni; Utami, Dinda Sari
IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2021.10.1.112-125

Abstract

This research deals with classroom action research aiming to enhance students' critical thinking in writing through the application of group investigation strategies assisted by digital storyboard media. The study was carried out in cycles following Kemmis’ cycle process. The subjects of this study were 33 grade X students of SMA Al-Hikmah Medan in 2019/2020 academic year. The data were collected by employing observation, field-note and writing test. After completing the study, the result shows that the implementation of group investigation strategy assisted by digital story board media significantly improved students’ critical thinking in writing. This is represented by the increase of students’ writing achievement, students’ learning activities and teacher’s performance in teaching. In the first cycle, the number of students passing the standard qualifying of writing set by the school was only 13 students (39.39 %) and improved substantially in cycle two reaching 26 students (78.79 %). The students’ learning activity also progressed considerably as presented in the average score from 67.6% in cycle one to 86% in cycle two. Further, the improvement of teacher’ teaching performance between cycle one and cycle two achieved 23.36% or from 66% in cycle one to 89.36%.
A Probe into Thai EFLTeachers’ Outlook on the Utilization of AI as Pedagogical Tool in EFL Classroom in Thailand Cantika, Cantika; Hasnah, Yeni
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1286

Abstract

This study explores English as a Foreign Language (EFL) teachers’ perspective on the integration of Artificial Intelligence (AI) in English language classrooms in Thailand. With the rise of AI-powered tools such as QuillBot, education is undergoing a transformation that promises personalized learning, improved student engagement, and enhanced language skills. Through qualitative methods, including open-ended questionnaires administered to two EFL teachers at Sri Aman Suska School No. 54, the research reveals generally positive perceptions of AI's potential in supporting instruction. Teachers reported that AI facilitated writing tasks, boosted student confidence, and supported personalized learning. However, challenges such as limited digital access, student overreliance, and lack of formal training were also identified. Despite these concerns, both educators emphasized the importance of balancing technology with human interaction, promoting ethical use, and encouraging critical thinking. The findings suggest that while AI holds significant promise for EFL education, its implementation must be carefully managed through teacher support, infrastructure development, and pedagogically sound integration strategies.
Banning Ideologies in EFL Classrooms: A Critical Discourse Analysis of Teachers’ Pedagogical Talk Yenni Hasnah; Pirman Ginting
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14698

Abstract

Classroom discourse is no longer perceived as a neutral conduit for knowledge dissemination but rather as a locus of ideological negotiation, regulation, and control. Accordingly, educational environments are inherently normative spaces where certain actions and attitudes are intentionally discouraged to maintain institutional order and instructional effectiveness. Therefore, this study examines the phenomenon of ideological banning in classroom discourse through the application of critical discourse analysis. Drawing on qualitative data from two teachers’ pedagogical discourse, this study reveals four major prohibited ideologies involving academic dishonesty, passivity, fixed mindset, and lack of personal responsibility. Using Fairclough’s three-dimensional model for analyzing the data, the study demonstrates that instructors deploy a range of linguistic mechanisms, including imperatives, direct language, casual language, conditional clauses, humor, and directives to establish ideological boundaries. These tactics operate not merely to govern classroom conduct but also to mold students’ cognitive, ethical, and emotional growth. The findings contribute to applied linguistics by defining ideological banning as a novel analytical construct and offering empirical insights into teacher discourse as a mechanism of epistemic and ideological control. Thus, educational discourse not only reflects but also preserves and negotiates prevalent society ideals, thereby contributing to broad discourses around language, power, and education.
Dissecting logical statements in EFL undergraduate thesis abstracts: Gaining insight through cohesive and coherent mechanisms Pirman Ginting; Sulistya Ningsih Pratiwi; Ika Agustina; Yenni Hasnah; Rosmen Rosmen
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.13644

Abstract

A well-structured composition must be both coherent and cohesive, enabling arguments to flow logically and ensuring clarity for readers. Yet, this critical aspect of academic writing is often overlooked, particularly in the thesis abstracts of EFL college students. Thus, this study investigates how cohesive and coherent mechanisms are employed to construct logical arguments in student-written thesis abstracts. By applying qualitative content analysis, the research examined patterns of cohesive ties and their contribution to overall textual coherence. The data employed for this research were ten theses abstracts accessed publicly from the universities’ official repositories.  The findings indicate that cohesive devices play a crucial role in shaping coherence, with greater cohesion typically resulting in stronger logical connections within the text. Transition markers, which establish semantic links between clauses and sentences, emerged as the most influential indicators of coherence. These markers guided readers through the arguments and ensured a more unified presentation of ideas. The results suggest that the effective use of cohesive and coherent strategies not only improves the clarity of thesis abstracts but also enhances their academic quality. This highlights the pedagogical need to integrate explicit instruction on cohesion and coherence into EFL writing courses. By fostering students’ awareness and mastery of these devices, educators can support the development of more precise, persuasive, and professional academic writing. Ultimately, improving these skills can raise the standard of student theses and contribute to higher levels of scholarly communication.
Co-Authors Abiyyu Alamsyah Adib Jasni Kharisma Cantika, Cantika Cut Novita Srikandi, Cut Novita Diani Syahputri Fahmi, Muhammad Khoirul Hasibuan, Selamat Husni Ika Agustina Ismail Hanif Batubara Lira Fibay Mandra Saragih, Mandra Mega Fatimah Rosana Meilani, Rani Mutia Febriyana Piliang, Muliana Pirman Ginting Ratna Sari Dewi Ratna Sari Dewi Ratna Sari Dewi Resty Wahyuni Rosmen Sulistya Ningsih Pratiwi Syafrayani, Putri Rizki Yoandita