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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya EXPOSURE JOURNAL Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Education and Human Development Journal Community Development Journal Child Education Journal Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah E-Link Journal International Journal of English Education and Linguistics (IJoEEL) Community Development Journal: Jurnal Pengabdian Masyarakat Indonesia Berdaya Jurnal Pengabdian kepada Masyarakat Nusantara Nusantara: Jurnal Pendidikan Indonesia Jurnal Kajian Ilmu Pendidikan (JKIP) Indonesian Journal of English Teaching Takuana: Jurnal Pendidikan, Sains, dan Humaniora English Language Teaching Methodology (ELTM) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business TOFEDU: The Future of Education Journal JEID
Mujad Didien Afandi
Universitas Nahdlatul Ulama Surabaya
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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The Use of the Flipped Classroom in Teaching English Speaking for Senior High School Students Majidha, Anita; Novi Rahmania Aquariza; Mujad Didien Afandi; Tiyas Saputri
E-Link Journal Vol 12 No 02 (2025): E-link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v12i2.1270

Abstract

Speaking remains one of the most challenging skills for Indonesian students to master, largely due to limited opportunities for oral practice in traditional, teacher-centered classrooms. To address this issue, this study investigates the use of the Flipped Classroom model in improving students’ English-speaking competence at MA Darul Ulum Waru, Sidoarjo. Employing a qualitative descriptive design, the research was conducted over one month (April–May 2025) and involved one English teacher and fifteen eleventh-grade students. Data were collected through classroom observations, structured interviews, and documentation to explore both instructional implementation and participants’ experiences. The findings reveal that the Flipped Classroom encouraged students to prepare independently before class, resulting in more interactive in-class speaking activities. Students demonstrated greater confidence, motivation, and fluency, while the teacher reported higher engagement and participation levels. Despite challenges related to digital access and self-regulation, the approach proved effective in promoting speaking competence. This study suggests that English teachers integrate digital pre-class learning into speaking instruction and that policymakers support technology-based pedagogical innovation to foster more communicative, student-centered classrooms in Indonesian schools.
English Exposure in English-Speaking Environment to Vocabulary Acquisition in Junior High School.: Paparan Bahasa Inggris di Lingkungan Berbahasa Inggris Terhadap Akuisisi Kosa Kata Baru di SMP . Yusfiah Yasmin; Mujad Didien Afandi; Novi Rahmania Aquariza; Nailul Authar
Jurnal Pendidikan Anak Vol 6 No 2 (2024): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i2.6106

Abstract

English is a language that is needed in this day and age. Therefore, exposure is very necessary for students so that they are familiar with it for their future preparations. This research was conducted to determine the exposure of English students at Mts Bilingual Pucang to the acquisition of new vocabulary. Qualitative descriptive is the research method used in this research. The aim of this research is to describe exposure to English in an English-speaking environment on vocabulary acquisition. This research uses several instruments to collect data such as observation sheets to observe activities at school, questionnaires and interviews to determine students' perceptions of being in an English-speaking environment. The results of this research are based on observation data where students can acquire new vocabulary because they receive continuous exposure to English and are supported by an immersive environment. In addition, students are motivated to use English at school because of the positive impact they get, so that students enjoy the English-speaking environment.
Enhancing EFL Students’ Speaking Skills through Digital Storytelling in Podcast Projects Khoirunnisa, Rahma Arsila; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7152

Abstract

Speaking is widely recognized as one of the most challenging skills for learners of English as a Foreign Language (EFL). Many students experience difficulties in expressing their ideas orally due to limited opportunities for practice, anxiety about making mistakes, and a lack of confidence when communicating in English. These challenges often hinder the development of speaking proficiency in language classrooms. Therefore, innovative and engaging teaching strategies are needed to create supportive learning environments that encourage students to practice speaking more actively. This study investigates the use of digital storytelling through podcast projects as a pedagogical approach to enhance EFL students’ speaking proficiency. The research employed a qualitative design involving ten students from the English Education Department at Nahdlatul Ulama University Surabaya. The participants were engaged in a digital storytelling activity in which they created their own podcasts, beginning with the process of selecting a story topic, writing scripts, rehearsing their narration, and finally recording and sharing their storytelling podcasts. Data were collected through semi-structured interviews in order to explore students’ perceptions and experiences during the podcast project. The collected data were then analyzed using thematic analysis to identify key patterns and themes related to students’ speaking development. The findings of the study indicate that the use of digital storytelling in podcast projects contributed positively to students’ speaking abilities. Participants reported increased confidence when speaking English, improved fluency, and better pronunciation as a result of repeated practice during the recording process.
Literature Review of Animated Films to Enhance Narrative Text Comprehension in Indonesian Elementary Students Ningrum, Retno Dwi; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8024

Abstract

Narrative text comprehension is a fundamental skill for Indonesian elementary students learning English as a foreign language. However, many students still face challenges in understanding vocabulary, language features, and story structure. One effective medium to address these difficulties is the use of animated films, which combine visual and auditory elements to create a more engaging and meaningful learning experience. This study aims to review previous literature on the use of animated films to improve narrative text comprehension among Indonesian elementary students, identify effective teaching practices, and highlight existing research gaps. The method employed in this study is a systematic literature review of peer-reviewed journal articles, theses, and academic reports published over the last ten years. The review focuses on studies that examine the integration of animated films in English language learning, particularly in developing narrative comprehension skills. The findings indicate that animated films, when supported by structured learning activities such as pre-viewing preparation, guided discussions during viewing, and post-viewing reflections, can significantly enhance students’ understanding of story elements, improve vocabulary acquisition, and increase classroom participation. Furthermore, animated films support multimodal learning by enabling students to process information through both visual and verbal channels simultaneously, which helps them better grasp the meaning of the text. Despite these benefits, research specifically conducted in Indonesian elementary school settings remains limited. In addition, practical guidelines for teachers on how to effectively integrate animated films into classroom instruction are still insufficient.
Students` Perceptions of YouTube Videos as a Tool for Developing Listening Skills Aqmarina, Amanda Zatil; Authar, Nailul; Afandi, Mujad Didien; Aquariza, Novi Rahmania; Basuki, Edi Pujo
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8040

Abstract

This study explores college students’ perceptions of using YouTube videos as a tool to enhance their listening skills. With the rapid integration of digital media into education, YouTube has become a widely accessible and valuable resource for language learning. The study adopts a qualitative approach by collecting data through semi-structured interviews and focus group discussions involving students who actively use YouTube for English listening practice. The findings, analyzed using thematic analysis, reveal several advantages of YouTube as a learning medium. Students report that it provides exposure to authentic language use, a wide variety of accents, and flexible features such as adjustable playback speed, which help improve comprehension. Additionally, the platform allows learners to access diverse topics that match their interests, increasing engagement and motivation. However, the study also identifies several challenges faced by students. Many participants find it difficult to select appropriate and level-appropriate content due to the vast amount of videos available. Furthermore, distractions from unrelated or entertaining content often reduce learning effectiveness. These issues indicate that while YouTube offers significant potential as a supplementary tool for improving listening skills, its success largely depends on students’ ability to manage their learning process. Overall, the study concludes that YouTube can effectively support listening skill development when used strategically. Therefore, educators are encouraged to guide students in selecting suitable content and developing focused learning habits to maximize the educational benefits of YouTube.
Research Trends in Problem-Based Learning: A Narrative Review of Studies on Students’ Engagement Aryani Firiana; Tiyas Saputri; Nailul Authar; Mujad Didien Afandi
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.8748

Abstract

Problem-Based Learning (PBL) is widely recognized as an instructional approach that encourages active learning, critical thinking, collaboration, and meaningful student participation. Although many previous studies have examined the effectiveness of PBL in improving academic achievement, relatively fewer studies have specifically discussed how PBL influences students’ engagement throughout the learning process. Therefore, this study aims to analyze the development of research on PBL related to students’ engagement during the 2016–2025 period. This study applies a narrative review method by examining open-access journal articles that are relevant to the topic. The analysis focuses on research trends, methodological approaches, engagement dimensions, and key findings reported in previous studies. The findings show that research on PBL has increased over the last decade and has gradually shifted toward a broader discussion of students’ behavioral, emotional, and cognitive engagement. The most frequently used research methods include quasi-experimental design, classroom action research, and mixed-method approaches. Overall, PBL has been proven effective in increasing students’ active participation, learning motivation, collaboration, problem-solving ability, and conceptual understanding. However, several challenges remain in its implementation, including limited learning time, unequal student participation, teachers’ readiness, and the need for appropriate problem design. This review indicates that PBL is not only relevant for improving learning outcomes but also plays an important role in strengthening students’ engagement in the learning process. Future studies are recommended to explore PBL implementation across different educational levels, subjects, and learning contexts, especially in technology-supported, interdisciplinary, and inclusive classroom environments that require sustained participation and reflective learning over time.
COMPREHENSIVE APPLIED RESEARCH ON INFLECTIONAL AND DERIVATIONAL MORPHEMES IN ENGLISH LANGUAGE ACQUISITION Savira - Zaniar; Djuwari; Mujad Didien Afandi; Novi Rahmania Aquariza; Nailul Authar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/r2je0q05

Abstract

Language acquisition, in particular for English as a second language (ESL), involves the knowledge of essential linguistic components such as morphemes. This research, entitled "Comprehensive Applied Research on Inflectional and Derivational Morphemes in English Language Acquisition," examines the acquisition and application of inflectional and derivational morphemes by English Language Learners (ELLs). Inflectional morphemes modify tense, number, or aspect without changing the word class, but derivational morphemes change the meaning and grammatical category of words, therefore facilitating vocabulary development. This study examines morpheme learning patterns, the difficulties learners experience due to the complexity of English morphology and the impacts of their first languages (L1s), as well as the influence of morphemes on overall language ability. The study employs a mixed-methods approach, integrating corpus analysis, experimental activities, and longitudinal tracking of English Language Learners across several educational environments. Interviews and classroom observations provide qualitative insights into cognitive processes and pedagogical practices. The findings indicate that inflectional morphemes are acquired earlier, with learners exhibiting consistent mistake patterns, whereas derivational morphemes provide higher difficulties and are acquired subsequently. Cross-linguistic interference from first languages dramatically impacts learning, and explicit instruction in morphemes greatly enhances learners' proficiency. The research highlights the significance of morpheme awareness in achieving advanced language competency and provides pragmatic ideas for improving the development of morphology-based instructional materials, explicit teaching strategies for ESL/EFL classrooms, and curriculum recommendations that integrate systematic morphological awareness training into English language learning. These findings emphasize the importance of morphology-focused instruction in supporting learners’ linguistic competence and long-term language development.
The Use of Code-Switching by Secondary School Students’ in English Speaking Class Saidah Mardliyah; Nailul Authar; Mujad Didien Afandi
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.12814

Abstract

This study aims to investigate the use of code-switching, a linguistic phenomenon in which a person switches languages or language varieties alternately in a conversation or interaction among secondary school students in Sidoarjo. This study used a qualitative approach, utilising interviews to identify the affecting factors behind students' code-switching and explore students' perceptions of the function of code-switching in the English classroom. The findings show that code-switching significantly enhances students' speaking instruction in a rural, bilingual environment by recognising code-switching as a learning tool and a reflection of students' needs. In addition, students reported positive experiences, showing increased motivation and engagement. This research highlights students' language gaps to transform into a fun interaction tool in classroom learning.
Enhancing EFL Students’ Speaking Confidence through Collaborative Learning Annida Nur Akfany; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.473

Abstract

This study examines the role of collaborative learning in enhancing EFL students’ speaking confidence through a qualitative literature review with a systematic approach. The study addresses the issue that many EFL learners experience difficulties in speaking due to affective factors such as anxiety and low self-confidence. Data were collected from academic databases, including Google Scholar, ERIC, and Scopus, focusing on articles published between 2021 and 2026. The selection process followed a structured screening procedure, resulting in a subset of relevant studies for in-depth analysis. The data were analyzed using thematic analysis. The findings indicate that collaborative learning enhances speaking confidence through three interconnected mechanisms: increased social interaction, reduced speaking anxiety, and the creation of a supportive learning environment. However, the effectiveness of this approach may vary depending on contextual factors such as group dynamics and instructional practices. This study suggests that collaborative learning should be implemented with appropriate facilitation to maximize its impact on students’ speaking confidence.
Implementing Lexical Choice Strategies for Writing Short Descriptive Texts at Pondok An Nahdloh, Selangor, Malaysia Mujad Didien Afandi; Savira Zaniar; Nailul Authar; Novi Rahmania Aquariza; Edi Pujo Basuki; Destita Shari
Indonesia Berdaya Vol. 7 No. 3 (2026)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.20261577

Abstract

Limited vocabulary and inappropriate word selection often hinder junior high school students from producing effective English descriptive texts. To address this issue, a community service program entitled Teaching Lexical Choice for Writing Short Descriptive Texts at Pondok An Nahdloh, Selangor, Malaysia was conducted to improve students’ lexical diversity, lexical appropriateness, and linguistic development. The program involved fifteen Indonesian junior high school students and was implemented through a participatory training approach consisting of preparation, implementation, and evaluation stages. Instructional activities included introducing lexical choice, practicing synonym use, selecting contextually appropriate vocabulary, and writing short self-descriptive texts. Students completed writing tasks before and after the training, and their texts were evaluated using a lexical analysis rubric covering lexical diversity, lexical appropriateness, lexical density, register awareness, and overall lexical control. The findings showed substantial improvement in students’ lexical performance. The average total score increased from 12.07 (Fair) in the pre-writing task to 21.80 (Excellent) in the post-writing task. Students demonstrated greater vocabulary variation, more precise word selection, higher lexical density, and improved control of descriptive language. These findings indicate that lexical-choice instruction is an effective strategy for enhancing students’ writing quality and supporting linguistic development in English language learning.
Co-Authors Achda, Imam Afib Rulyansah Afib Rulyansyah Agista Putri Setianingsih Alamsyah, Badril Andini Hardiningrum Andini Hardiningrum Anharu Minasalim Mushaf Annida Nur Akfany Aqmarina, Amanda Zatil Aquariza, Novi Rahmania Aryani Firiana Ashfiyatun Najjah Authar, Nailul Badril Alamsyah Basuki, Edi Pujo BERDA ASMARA Berda Asmara Budiarti, Rizqi Putri Nourma Daffa Salma Minandar Destita Shari Destita Shari Djuwari Djuwari Djuwari Edi Pujo Basuki Faela Nur Oktaviani Fifi Khoirul Fitriyah IRENE ROSALINA Jauharotur Rihlah Jauharotur Rihlah Khoirunnisa, Rahma Arsila M Adrian Amien Anshari M. Adrian Amien Anshari M. Adrian Amien Anshari M. Syaikhon Machmudah Machmudah Machmudah Machmudah, Machmudah Maimunah, Siti Majidha, Anita Marsella Duwi Septyani Masandra Citra Ardila Muflihah, Tatik Muhammad Syaikhon Nailul Authar Nailul Authar Nailul Authar Nailur Authar Nanang Rokhman Saleh Nanang Rokman Saleh Nilna Afiyah Ningrum, Retno Dwi Novi Rahmania Aquariza Novi Rahmania Aquariza Pramudita, Niken Ayu Putri Lailatul Aisah Rachma Rizqina Mardhotillah Rahmanita, Meiga Rizqi Febrian Pramudita Rudi Umar Susanto Ruli Antika Saidah Mardliyah Saputri , Tiyas Savira - Zaniar Savira Zaniar Silvi Nur Hidayati Siti Maimunah Susanto, Fajar Annas Sya'diyah, Halimatu Tatik Muflihah Tiyas Saputri Tiyas Saputri Ulayra Nurul Hazizah, Ulayra Nurul Hazizah Yunus, Adibatul Asna Yusfiah Yasmin Ziyada Wulan Wulidha