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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Jurnal Penelitian Pendidikan International Journal of Science and Applied Science: Conference Series Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun Language Literacy: Journal of Linguistics, Literature, and Language Teaching JMIE (Journal of Madrasah Ibtidaiyah Education) CERIA (Cerdas Energik Responsif Inovatif Adaptif) PrimaryEdu - Journal of Primary Education BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ELT in Focus Elsya : Journal of English Language Studies Ethical Lingua: Journal of Language Teaching and Literature Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Educational Experts (JEE) ENGLISH FRANCA : Academic Journal of English Language and Education These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Research in Instructional Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Studies in English Language and Education Jurnal Pendidikan Terapan Conference Proceedings International Conference on Education Innovation and Social Science Jurnal Pendidikan Progresif Indonesian Journal on Learning and Advanced Education (IJOLAE) Ranah: Jurnal Kajian Bahasa
Bachrudin Musthafa
Universitas Pendidikan Indonesia
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Enhancing Students' Critical Reading Skills through the Integration of Critical Literacy Pedagogy and Teacher-Parent Collaboration Program Anggraini, Gian Fitria; Sunendar, Dadang; Damayanti, Vismaia S; Musthafa, Bachrudin
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.13366

Abstract

This study investigates the effectiveness of an innovative instructional model that integrates critical literacy pedagogy with structured teacher–parent collaboration to enhance elementary students’ advanced critical reading skills. Grounded in the principles of critical literacy, the model extends literacy learning beyond the classroom by aligning school-based instruction with guided home literacy practices. The study responds to the urgent need to strengthen Indonesian students’ higher-order reading abilities in the context of information overload and persistent low literacy achievement. A quasi-experimental pre-test–post-test control group design was employed involving 37 fourth-grade students from a public elementary school in West Bandung Regency. The experimental group (n = 21) participated in the innovative collaborative literacy model, while the control group (n = 16) received conventional language instruction. The intervention was implemented through three stages problematization, cultural discussion, and social action—using thematic texts on bullying and environmental issues. Students’ critical reading was measured across six dimensions: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Data were analyzed using independent sample t-tests. Results showed no significant pre-test differences between groups. However, post-test findings revealed a statistically significant improvement in the experimental group (p < 0.05) with medium normalized gain scores. Teachers demonstrated high pedagogical understanding, and parents showed adequate readiness, supporting effective implementation. These findings indicate that innovative family–school literacy integration can effectively advance critical reading development and offers a scalable approach to strengthening advanced literacy in primary education.
Exploring Platform Choices in Enhancing English Speaking Skills: A Case Study in Jambi Province Winny Berliana; Rojab Siti Rodliyah; Bachrudin Musthafa
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9168

Abstract

This study investigates the alignment between teachers’ selected digital platforms and students’ platform preferences in supporting English speaking practice in the EFL context of Jambi Province, Indonesia. Despite the increasing integration of digital tools in language learning, limited research has explored how mismatches between teacher choices and student preferences influence speaking engagement.A qualitative case study design was employed involving 30 students and 2 English teachers from two secondary schools selected through purposive sampling. Data were collected through semi-structured interviews and supported by questionnaires for triangulation. The data were analyzed thematically using Oxford’s (1990) language learning strategies framework.The findings reveal that WhatsApp and YouTube were the most frequently used platforms due to their accessibility and ease of use. However, students showed a stronger preference for Instagram, which they perceived as more engaging and less anxiety-inducing for speaking practice. While partial alignment existed in the use of familiar platforms, a notable misalignment emerged in platform preference, potentially limiting students’ engagement and opportunities for meaningful speaking practice.The study concludes that effective integration of digital platforms in EFL speaking instruction requires not only consideration of accessibility and teacher manageability but also alignment with students’ preferences. Incorporating student-preferred platforms in a structured and pedagogically sound manner may enhance engagement and support more meaningful speaking practice, particularly in contexts with infrastructural constraints.
Optimizing Students' Language Skills Through a Multimodal Learning Model in Indonesian Language Learning in Elementary Schools: A Systematic Literature Review Budi Febriyanto Febriyanto; Dadang Sunendar; Bachrudin Musthafa; Yuliawati Yuliawati; Agus Rofi&#039;i
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.873

Abstract

Background: Multimodal learning has gained increasing attention in language education because it enables learners to construct meaning through text, visuals, audio, gesture, space, and social interaction. However, the literature remains fragmented, and no integrated model has been clearly established for Indonesian language learning in elementary schools. Purpose: This study analyses the conceptual and pedagogical characteristics and design components of multimodal learning, its influence on students' language-skill development, and the conceptual, methodological, and assessment gaps in the literature. Methods: This study used a Systematic Literature Review (SLR) design. Articles indexed in Scopus were selected through the PRISMA flow. The search identified 277 records, and 44 reports were included in the final analysis. Findings: The integration of text, visuals, audio, gestures, social interaction, and meaning-making activities within structured instructional designs characterises multimodal learning. Across the reviewed studies, it tends to support reading, writing, speaking, listening, vocabulary development, and communicative competence. However, its effectiveness varies depending on instructional design, teacher readiness, student characteristics, and classroom context. The literature also remains conceptually, methodologically, and contextually fragmented, especially regarding Indonesian language learning in elementary schools. Research implications: The findings provide a conceptual foundation for developing Indonesian language instruction that is more contextual, participatory, and supportive of integrated language-skill development. They also offer guidance for designing more coherent instructional models, implementation strategies, and assessment systems for elementary school settings. Conclusion: Multimodal learning should be understood not merely as media variation, but as a design of meaning and learning experience. Future research needs to test integrated multimodal models directly in Indonesian elementary school language classrooms. Originality: This study systematically maps the conceptual foundations, pedagogical patterns, empirical trends, and research gaps in multimodal learning as a basis for developing Indonesian language-learning models in elementary schools. The review highlights that the existing literature remains fragmented and has yet to produce many fully integrated models for this context.
REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Rinekso, Aji Budi; Rianawati, Rianawati; Gustine, Gin Gin; Musthafa, Bachrudin; Kadaryanto, Budi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
Literacy In Storytelling Model Teacher With Learning In Primary Circuit City Bandung Cherawati, Cherawati; Musthafa, Bachrudin; Cahyani, Isah
International Journal of Science and Applied Science: Conference Series Vol 3, No 1 (2019): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (43.015 KB) | DOI: 10.20961/ijsascs.v3i1.32536

Abstract

The research was carried out based on the development of literacy in elementary school movement. Entering the 21st century, learning literacy has the main objective to provide an opportunity or an opportunity for students to develop themself as a competent communicator in the context of multiliteracy, multicultural and multimedia through its multi-intelligence empowerment. Learning literacy in the elementary curriculum subjects entered in the Indonesian language and literature. In line with this fact, the initial effort should be done to realize the literacy learning is to improve the quality of teachers. Through improving the quality of teachers, teachers are able to develop the quality of learning they have implemented. Improved quality of learning on improving the quality of graduates. The circuit model of learning is a learning model that maximizes empowering thoughts and feelings with the addition pattern and repetition. This study aims to describe: (1) determine the profile of literacy storytelling teacher in elementary school, (2) determine the design of storytelling teachers with models of circuit learning to cultivate the character of students in elementary schools, (3) determine the structure or system presenting fairy tales that can attract students in elementary schools, (4) evaluate the response of students in literacy storytelling teacher at the elementary school. This study used a qualitative approach with the case study method. This research subject is an elementary school teacher in Bandung. The data source of research is: (1) a written source, (2) oral sources, (3) the documents, and (4) recording. Data collection techniques are observation, interviews, and documentation. The process of data analysis research conducted with a qualitative descriptive technique. The results of the study as follows. (1) primary school teachers who have implemented literacy Bandung storytelling, (2) increasing the effectiveness of teachers using circuit models of learning, and (3) increasing the quality of primary school education in the city of Bandung.
Penanda Gramatikal Sufiks Serapan Asing -at dalam Proses Pembentukan Kata Bahasa Indonesia Heru Pratikno; Bachrudin Musthafa; Diden Rosenda; Atsani Wulansari
Ranah: Jurnal Kajian Bahasa Vol 14, No 1 (2025): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v14i1.7328

Abstract

This study was conducted in order to prove the testing of foreign loanwords -at that entered the Indonesian language. These foreign loanwords will be distinguished which ones are included as suffixes or become final forms that are attached and cannot be separated from the root word. In addition, this study also aims to reveal the grammatical meaning and function of forming the categorization of the loanwords -at that are absorbed. The data for this study were obtained based on the online KBBI in the form of words with the final form -at. The list of research data in question includes some that are in the form of suffixes and non-suffixes. Then, the research object from the data will be traced based on its final form, namely -at. So, the data collection method in this study uses the observe and note technique. After that, the data and research objects will be analyzed using a qualitative descriptive method. The results of this study indicate that words ending in -at in Indonesian are absorbed from foreign languages. Some of these endings are in the form of suffixes and some are part of the word itself so that they cannot be separated from the word, but still have a connection with similar forms. Due to the small amount of data with the suffix -at found in the dictionary, the foreign loan suffix -at is included in the unproductive suffixes. The finding is that not all basic words can be attached to the suffixes of these words, but the suffix -at can only be attached to certain words. Abstrak Penelitian ini dilakukan dalam rangka membuktikan pengujian terhadap serapan asing -at yang masuk ke dalam bahasa Indonesia. Serapan asing tersebut akan dibedakan mana saja yang termasuk sebagai sufiks atau menjadi bentuk akhir yang melekat dan tidak dapat dipisahkan dari kata dasarnya. Selain itu, penelitian ini juga bertujuan untuk mengungkap makna grmatikal dan fungsi pembentuk kategorisasi dari serapan -at yang diserap. Data penelitian ini diperoleh berdasarkan KBBI online yang berupa kata dengan bentuk akhir -at. Daftar data penelitian yang dimaksud itu di antaranya ada yang berupa sufiks dan bukan sufiks. Kemudian, objek penelitian dari data tersebut akan ditelusuri berdasarkan bentuk akhirnya, yakni -at. Jadi, metode pengambilan data dalam penelitian ini menggunakan teknik simak dan catat. Setelah itu, data dan objek penelitian tersebut akan dianalisis menggunakan metode deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa kata-kata yang berakhiran -at dalam bahasa Indonesia diserap dari bahasa asing. Akhiran tersebut ada yang berupa sufiks dan ada juga yang sebagai bagian dari kata itu sendiri sehingga tidak dapat dipisahkan dari kata tersebut, tetapi masih memiliki kaitan dengan bentuk yang miripnya. Karena sedikitnya data bersufiks -at yang ditemukan dalam kamus, sufiks serapan asing -at termasuk ke dalam sufiks yang tidak produktif. Temuannya adalah tidak semua kata dasar bisa menempel pada sufiks kata-kata tersebut, tetapi sufiks -at hanya bisa melekat pada kata-kata tertentu.
Co-Authors Adisti Khairunnisa Agus Rofi’i Ahmad Bukhori Muslim Anggraini, Gian Fitria Anit Pranita Devi Arifin Ahmad, Arifin Astuti, Indri Andriani Atep Sujana Atsani Wulansari Ayu Fatmawati Azizah, Nadya Nur Bobby Pramjit Singh Dhillon Budi Febriyanto Febriyanto Budi Kadaryanto Bukhori Muslim, Ahmad Cepi Riyana, Cepi Cherawati, Cherawati Dadang Sunendar Damayanti, Vismaia S Dhillon, Bobby Pramjith Singh Diden Rosenda Didi Sukyadi Dinn Wahyudin, Dinn Eddraoui, Bouchra Eva Meidi Kulsum Fadillah, Nida Nur fahrurrozzi, Fahrurrozzi Fajrianti, Rafni Faudi, Faudi Fazri Nur Yusuf Firima Zona Tanjung Fuad Abdul Hamied Fuadah, Ulfah Samrotul Gunawan, Dani Gunawan, Wawan Gustine, Gin Gin Hadianti, Yeni Harits Setyawan Heru Pratikno Husain, Balqis Ilham Ilham Imran, Muh Erwinto Irpan Apandi Batubara Isah Cahyani Isry Laila Syathroh Isry Laila Syathroh Kusrin LELI KURNIAWATI lengkanawati, Nenden Lyesmaya, Dyah Maulani, Susan Mubiar Agustin Nenden Sri Lengkanawati Ningtyas Orilina Argawati Nita Novianti Nur Amalina Nurnaningrum, Gayatri Purnawarman, Pupung Purwanti Purwanti Putra, Dondian Rahman Rianawati Rianawati Rinekso, Aji Budi Rojab Siti Rodliyah Romios, Laser Rully Agung Ryan Dwi Puspita Ryan Septian Sakina, Rahma Salati Asmahasanah Sari, Ratih Apri Setyo Utami Siti Kustini, Siti Slamet Wahyudi Yulianto Sri Harto, Sri Sri Setyarini Suharno Suharno Suharti, Dwi Sloria Suherdi, Didi Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wati, Erina Wawan Gunawan Wibawati, Riska Tulus Wigati, Fikri Wigati, Fikri Asih Winny Berliana Wirza, Yanti Yanti Wirza Yanty Wirza Yuliawati Yuliawati