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Enhancing Writing Ability Through Idea Listing Technique Miftah, M. Zaini
JEELS (Journal of English Education and Linguistics Studies) Vol. 2 No. 1 (2015): JEELS May 2015
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

The study is aimed at developing the Idea Listing Technique (ILT) to enhance the students‟ writing ability. The Classroom Action Research was applied in this study. The subjects of the study were 31 students, the students taking the course of Writing II, of the third semester of English Department of one State Islamic College at Palangka Raya, Indonesia, in the 2012/2013 academic year. The findings show that the implementation of ILT can enhance the students' ability in writing expository paragraph. It is indicated by the enhancements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the writing activities during the implementation of ILT in Cycle I and II. Thus, the enhancement of the students' ability in writing expository paragraph can be reached but it should follow the appropriate procedures of the implementation of ILT having been developed.

INNOVATIVE TEACHING STRATEGIES FOR ENHANCING THE USE OF DESIGNATED ENGLISH PHRASES Nephawe, Farisani Thomas; Miftah, M. Zaini
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.9436

The present study investigated innovative teaching strategies to strengthen the use of designated English phrases at a rural-based university. The study adopted a quantitative research approach with quasi-experimentation for the pre-test and post-test results to identify innovative strategies for enhancing the use of these phrases. A descriptive research design was used to describe the status of these strategies accurately. Thirty (30) students registered in English Module 2561in the First Semester of the 2023 academic year were randomly sampled to participate in the study. Data were collected using a questionnaire, which provides flexibility and accuracy for selecting answers from the given multiple-choice questions. The Statistics Package for Social Sciences (SPSS) version 29.0 was employed to analyse the findings due to its new enhancements to manage large and complex data sets. The pilot study revealed that students were incompetent in using designated English phrases. However, students performed remarkably after utilising blended learning and Jigsaw strategies. The study implies that the identified strategies are indispensable to enhancing the use of designated English phrases. Further research should be conducted studies on the indispensability of the identified strategies. The study recommends frequently using the identified strategies to enhance the use of designated English phrases.

Mobile gaming in education: a bibliometric analysis of trends and performance Pek, Lim Seong; Yob, Fatin Syamilah Che; Mee, Rita Wong Mee; Wider, Walton; Miftah, M. Zaini; Camara, Jun S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32991

This bibliometric analysis, based on data from the Web of Science (WoS) database, examines the increasing role of mobile gaming in education. Mobile gaming has demonstrated strong potential to improve student engagement, motivation, and cognitive skills, yet research on its integration within formal educational settings is still emerging. By analyzing data from 247 scholarly articles published between 2014 and 2023, this study identifies key trends, influential contributors, and areas of growing interest within this field. The findings reveal a significant rise in publications and citations, underscoring the expanding recognition of mobile gaming’s educational value. Prominent themes in the literature include gamification strategies that encourage collaboration, problem-solving, and critical thinking, focusing on multiplayer online battle arenas (MOBAs) and other interactive gaming environments that facilitate active learning. The analysis also highlights leading countries, with the United States at the forefront of research output, alongside significant institutional contributions globally. These insights guide educators and policymakers on leveraging mobile gaming in educational practices while addressing potential challenges. By emphasizing the alignment of mobile gaming with sustainable development goal 4 (quality education), this study establishes a foundation for future research into innovative, technology-enhanced learning solutions that are accessible, engaging, and effective.

Structured or emotion? Teacher and student perceptions of genre-based vs. multisensory pedagogies in EFL writing classrooms Baehaqi, Luqman; Lian, Ania; Sudimantara, Lala Bumela; Miftah, M. Zaini
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23763

This study explores the effectiveness of two pedagogical approaches—genre-based (grounded in systemic functional linguistics, SFL) and multisensory instruction—in Indonesian EFL teacher education. While the genre-based approach emphasizes structured textual analysis and explicit feedback, the multisensory method integrates auditory, visual, and emotional modalities to enhance engagement. Through qualitative phenomenological analysis, including interviews and reflective journals from six students and two lecturers, the study examines perceptions of support, engagement, and skill development. Findings reveal that the genre-based approach improved grammatical precision and reduced reliance on translation tools but often led to passive learning and limited metacognitive awareness. Conversely, the multisensory approach fostered emotional-text connections and autonomous learning through techniques like the reading for emotion method (REM) and verbotonal exercises, though repetitive tasks occasionally caused fatigue. Lecturers noted that while SFL strengthened structural competence, it struggled to cultivate creativity, whereas multisensory methods enhanced engagement but required a better balance between autonomy and guidance. Theoretical implications highlight the value of integrating neuroscientific principles with sociocultural learning theories to optimize writing instruction. The study advocates for a hybrid model that combines the scaffolding benefits of genre-based pedagogy with the motivational and cognitive advantages of multisensory techniques. Recommendations include diversifying tasks to sustain engagement, reducing over-reliance on translation tools, and fostering metacognitive reflection. Future research should investigate longitudinal impacts and ideal sensory-structural balances to enhance EFL writing instruction in similar contexts.

Enhancing Writing Ability Through Idea Listing Technique Miftah, M. Zaini
JEELS (Journal of English Education and Linguistics Studies) Vol. 2 No. 1 (2015): JEELS May 2015
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v2i1.44

The study is aimed at developing the Idea Listing Technique (ILT) to enhance the students‟ writing ability. The Classroom Action Research was applied in this study. The subjects of the study were 31 students, the students taking the course of Writing II, of the third semester of English Department of one State Islamic College at Palangka Raya, Indonesia, in the 2012/2013 academic year. The findings show that the implementation of ILT can enhance the students' ability in writing expository paragraph. It is indicated by the enhancements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the writing activities during the implementation of ILT in Cycle I and II. Thus, the enhancement of the students' ability in writing expository paragraph can be reached but it should follow the appropriate procedures of the implementation of ILT having been developed.

IMPROVING THE TENTH-YEAR STUDENTS’ WRITING ABILITY AT MA MAMBAUS SHOLIHIN GRESIK THROUGH MIND MAPPING Miftah, M. Zaini
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 5, No 2 (2010): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v5i2.631

This study is aimed at developing mind mapping strategy to improve the tenth-year students’ writing ability at Madrasah Aliyah (MA) Mambaus Sholihin Gresik and focused on solving the problem of how the students generate and organize ideas for writing a topic. The design of the study is collaborative classroom action research. Both the researcher and his collaborator work together in cyclic activities – planning, implementing, observing and reflecting on the data gained from the teaching and learning process – which runs into three cycles, each of which covers four meetings. The findings show that by implementing mind mapping with the proper model developed, the students’ ability in writing a descriptive text improves. It is indicated by the improvement of the percentage of the students achieving the score greater than or equal to 65 and of the percentage of the students’ involvement in the writing activities during the implementation of mind mapping in the instructional process in Cycle I, II, and III. The improvement of the students’ ability in writing a descriptive text can be reached but it should follow the procedures of the proper model of mind mapping developed.

Students Sari, Yunita; Miftah, M. Zaini; Qamariah, Zaitun
Journal Of Foreign Language Learning and Teaching Vol 1 No 1 (2021)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jfllt.v1i1.2705

This study was designed to know students‟ perception toward english teacher pedagogical competence. The survey design was applied in this study. The research subjects were the eleventh-grade students in senior high school. In Government Regulation No.74 2008 there are four competencies that the teacher should have. The focus of this research is on teacher‟s pedagogical competence. In National Education Standards Agency pedagogical competence is teacher‟s ability in understanding the students, designing and implementing the learning, evaluating the learning outcome and also the development of the potentials that the student have. This study used questionnaire to collect the data from the students. The researcher distributed the questionnaire to the students in google form via WhatsApp. The findings showed that the students have a possitive perception toward English teacher pedagogical competence which contained (1) understanding students; (2) designing and implementing learning; (3) evaluating learning outcomes; (4) development of learners to actualize the potential they have. The English teacher pedagogical competence categorized sufficient competence which 57% (Neutral).

Increasing EFL Students’ Writing Abilities Using Peer Response Activities via Facebook M. Zaini Miftah
Journal of ELT, Linguistics, and Literature Vol 2 No 2 (2016): (December) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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

This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness

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