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All Journal Jurnal Pelangi Ilmu Jurnal Inovasi IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ILKOM Jurnal Ilmiah Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya International Journal of English Education and Linguistics (IJoEEL) Randwick International of Education and Linguistics TRANS-KATA: Journal of Language, Literature, Culture, and Education International Journal of Research on English Teaching and Applied Linguistics Joong-Ki : Jurnal Pengabdian Masyarakat Jurnal Nasional Teknik Elektro dan Teknologi Informasi Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service JURNAL PENGABDIAN TEKNIK INDUSTRI Socius: Social Sciences Research Journal Jurnal Akademik Pengabdian Masyarakat Joong-Ki LinguaScopes: International Journal of Language Education Joong-Ki Jurnal Riksa Cendikia Nusantara Dedikasi Mandiri Nusantara: Jurnal Pengabdian Kepada Masyarakat Open Access DRIVERset INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL)
Nurlaila Husain
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Evaluating the Implementation of English Language Teaching in Higher Education Based on Students’ Perceptions Husain, Nurlaila
Jurnal Riksa Cendikia Nusantara Vol. 1 No. 4 (2025): Riksa Cendikia Nusantara-Desember 2025
Publisher : Jurnal Riksa Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18619080

Abstract

This study aims to evaluate the implementation of English language teaching in higher education based on students’ perceptions by integrating instructional interactivity, clarity of instruction, feedback quality, and learning barriers within a unified analytical framework. A descriptive quantitative approach was employed, involving 40 fifth-semester students in the 2025–2026 academic year. Data were collected through a Likert-scale questionnaire and analyzed using descriptive statistics, including mean scores, standard deviations, and agreement percentages. The findings indicate that students generally perceive the instructional structure and feedback practices positively, reflecting the application of constructive alignment principles, Communicative Language Teaching (CLT), and formative assessment. However, the consistency of interactive teaching practices and transparency in assessment still require further strengthening. Infrastructure limitations and restricted access to learning technology emerged as the primary barriers. These findings suggest that improving the quality of English language teaching requires a holistic approach that integrates sound instructional design, reflective assessment practices, and adequate institutional support systems.
An Analysis of the Implementation of English for Specific Purposes (ESP) in Vocational High Schools: A Case Study of the Visual Communication Design Program at SMK Negeri 2 Gorontalo Husain, Nurlaila
Jurnal Riksa Cendikia Nusantara Vol. 2 No. 1 (2026): Riksa Cendikia Nusantara - Januari 2026
Publisher : Jurnal Riksa Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18691631

Abstract

This study aims to analyze the implementation of English for Specific Purposes (ESP) in English instruction within the Visual Communication Design (DKV) program at SMK Negeri 2 Gorontalo. The research employed a qualitative approach with a case study design to explore the extent to which classroom practices align with ESP principles, particularly in terms of needs analysis, materials development, and assessment. Data were collected through semi-structured interviews with one English teacher, classroom observations, and document analysis. The findings reveal that instruction has begun to reflect contextual ESP principles through the integration of digital design projects and vocabulary relevant to the students’ field of study. However, the implementation remains adaptive in nature and is not yet grounded in a systematic and formal needs analysis. Gaps were also identified in the reinforcement of technical vocabulary, pronunciation development, and performance-based assessment. The study underscores the importance of industry-oriented needs analysis and authentic evaluation strategies to strengthen ESP implementation in vocational education.
READING AND WRITING CHALLENGES IN DYSLEXIA: A REVIEW FROM A PSYCHOLINGUISTICS PERSPECTIVE Fahria Malabar; Nurlaila Husain; Nur Qalbi Andini; Usman Pakaya
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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Abstract

Dyslexia is a common yet complex learning disorder that interferes with an individual’s ability to read and write fluently, despite adequate intelligence and access to education. This study employs a qualitative literature review to examine dyslexia through a psycholinguistic lens, focusing on how deficits in phonological processing, lexical access, and working memory contribute to the core challenges in reading and writing. Common manifestations—including substitution, omission, and inversion errors in reading, as well as spelling difficulties, morphological simplification, and disorganized sentence structure in writing—are discussed in relation to underlying cognitive mechanisms. The review also explores the multifactorial causes of dyslexia, emphasizing the roles of genetic, neurobiological, cognitive, and environmental factors. In addressing intervention strategies, the study highlights structured literacy approaches, the use of assistive technologies, and the importance of teacher training and policy support. By synthesizing current research, this review underscores the need for early identification and individualized educational responses. Ultimately, it contributes to a more holistic understanding of dyslexia and supports the development of inclusive practices that respond to the diverse needs of dyslexic learners.
ENGLISH LANGUAGE TEACHING FOR STUDENTS WITH SPECIAL NEEDS:PEDAGOGICAL PRACTICES AND SUPPORT SYSTEMS Nurlaila Husain; Sri Widyarti Ali; Rasuna Rasid Talib; Moon Hidayati Otoluwa; Sartin T. Miolo
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 6 (2025): JUNE
Publisher : Adisam Publisher

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Abstract

This study explores the pedagogical practices and support systems surrounding English language teaching for students with special needs in Sekolah Luar Biasa (SLB), with a focus on two experienced teachers in Gorontalo City. Using a qualitative descriptive design, data were collected through semi-structured interviews, capturing insights from teachers instructing students with diverse disabilities, including visual, hearing, intellectual, physical, and developmental impairments. The findings indicate that teachers adapt lesson plans, design their own modules, and employ multimodal resources such as flashcards, posters, videos, and educational applications. Instruction is personalized based on initial assessments to align with each student's abilities. However, challenges persist, notably the lack of specialized training in English teaching for students with disabilities, inconsistent parental involvement, and limited collaboration with external educational stakeholders. While institutional support—such as policy provisions and instructional materials—is evident, external partnerships remain underdeveloped. The study underscores the need for systemic interventions, including targeted professional development, strengthened home-school collaboration, and inter-agency cooperation to ensure inclusive and effective English language education for learners with special needs.
ANALYZING EFFECTIVE STRATEGIES FOR TEACHING LISTENING SKILLS TO EFL STUDENTS Putri Adelia Mado; Karmila Machmud; Nurlaila Husain
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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Abstract

The purpose of this research was to investigate the implementation of English language teaching strategies for developing listening skills in students learning English as a foreign language (EFL). A qualitative descriptive method was used in the study. In order to answer the research question, the researchers collected data from open-ended interview statements from three teachers at SMA Negeri I Paleleh. The researchers analysed the data through the process of data collection, data reduction, data display and conclusion. The findings of this research indicate that the implementation of bottom-up and top-down strategies could improve students' knowledge and listening skills. The use of bottom-up and top-down strategies helped students to improve their listening skills because learners found the strategies enjoyable and were able to share their perspectives based on their prior knowledge of the topic. In addition, teachers were able to provide students with detailed knowledge about the learning topic.
EXPLORING STUDENTS’ CHALLENGES IN IMPLEMENTING PROJECT- BASED LEARNING IN TEFL CLASS Nurlaila Husain; Sri Widyarti Ali
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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Abstract

This study investigates the challenges faced by students in implementing Project- Based Learning (PjBL) in the Teaching English as a Foreign Language (TEFL) course within the English Education Study Program. Using a descriptive qualitative approach, data were collected through questionnaires given to ten TEFL students with PjBL experience. Results show that limited knowledge of PjBL concepts, inconsistent lecturer guidance, and restricted resources contribute to student difficulties, reducing motivation and learning outcomes. The study suggests the need for clearer instructional support, improved facilities, and structured guidance to optimize the effectiveness of PjBL in language education.
CONVENTIONAL AND CONVERSATIONAL IMPLICATURE IN INSTAGRAM INFLUENCER MARKETING Sri Widyarti Ali; Nurlaila Husain
International Journal of Teaching and Learning Vol. 2 No. 7 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

The rise of social media has significantly changed marketing dynamics, with Instagram influencers now playing a crucial role in shaping consumer perceptions. Despite a growing body of research on social media communication, the specific use of implicature in influencer language remains underexplored. This study addresses this gap by examining how Instagram influencers utilize both conventional and conversational implicature to subtly influence their followers' perceptions and behaviors. The research objective is to analyze the pragmatic strategies employed in influencer posts and assess their impact on follower engagement. A qualitative approach was used, involving a detailed examination of Instagram posts to identify and categorize instances of implicature. The analysis revealed that influencers effectively use conventional implicature, such as phrases like "obsessed with" and "can’t get enough," often enhanced by emojis to imply strong endorsements. Additionally, conversational implicature was found in statements like "Can’t wait to start reading," which suggest positive recommendations through contextual cues and emotional tone. The study concludes that influencers adeptly use these implicature strategies to convey endorsements subtly and engagingly, providing valuable insights for enhancing influencer marketing strategies.
A Needs Analysis of English for Graphic Design Students: A Case Study at Vocation High School Yulin Rabaiya; Nurlaila Husain; Haris Danial
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10134

Abstract

  This study aims to analyze the English learning needs of graphic design students at SMK Negeri 1 Dungaliyo, focusing on target needs and learning needs within the framework of English for Specific Purposes (ESP). This research employed a mixed methods design with an exploratory sequential approach. Quantitative data were collected through questionnaires, while qualitative data were obtained through semi-structured interviews and classroom observations. The findings reveal that students need English primarily for professional communication, understanding design-related materials, and presenting their work. However, current learning practices still emphasize General English rather than ESP-based instruction. Students also face challenges such as limited mastery of technical vocabulary, low confidence in speaking, and lack of contextual learning materials. In addition, teaching strategies are still dominated by teacher-centered methods with limited use of interactive and contextual approaches. Therefore, this study suggests the need to develop English learning materials and strategies that are more relevant to the field of graphic design to better support students’ academic and professional needs.
Teacher’s Elicitation Techniques in English for Nursing: A Classroom Interaction Analysis Alpian Haju; Nurlaila Husain; Haris Danial
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10634

Abstract

This study describes the types of elicitation techniques used by an English teacher during classroom interaction in English for Nursing learning at SMK Negeri 1 Bulango Selatan. This research employed a qualitative case study design. Data were collected through five classroom observations and video recordings involving one English teacher who taught eleventh-grade nursing students. The data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, including data condensation, data display, and conclusion drawing. The analysis was based on Tsui’s (1995) elicitation framework, which classifies elicitation into six types: elicit inform, elicit confirm, elicit agree, elicit commit, elicit repeat, and elicit clarify. The findings revealed that the teacher used four types of elicitation techniques, namely elicit inform, elicit confirm, elicit agree, and elicit repeat. Among these, elicit inform was the most dominant because the teacher frequently used informational questions to check students’ understanding and encourage participation during classroom interaction. The findings also showed that elicitation techniques contributed to increasing students’ participation in English for Nursing learning, although most students’ responses remained short and simple. In addition, elicit commit and elicit clarify were not identified during the observations, indicating that classroom interaction had not fully encouraged elaborative and critical communication. These findings suggest that elicitation techniques play an important role in supporting interactive communication and professional language learning in ESP nursing contexts. Keywords: elicitation techniques; classroom interaction; English for Nursing; English for Specific Purposes.
An Analysis of English Teacher’s Teaching Strategy in English in New Normal Era (A Study Conducted at SMA Negeri 1 Telaga) Sindi Ivanka Towapo; Sartin T. Miolo; Nurlaila Husain
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 1 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2025 - Juli 2025)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i1.123

Abstract

This study explores the teaching strategies employed by English teachers at SMAN 1 Telaga in adapting to the "new normal" era post-COVID-19. Using a descriptive qualitative research method, data were gathered through structured questionnaires from three experienced English teachers. The study identifies key strategies, including the integration of technology such as Google Meet, Zoom, and WhatsApp, as well as innovative teaching methods like role-playing, audiovisual media, and group discussions. The findings indicate that these strategies effectively increased student engagement. However, several challenges were encountered, including unstable internet connections, low student motivation, and limited access to digital devices. Teachers also faced difficulties in assessing students’ understanding in an online or hybrid learning environment. Despite these obstacles, institutional support, such as training on digital tools and infrastructure development, played a crucial role in facilitating effective teaching. To enhance English teaching in the post-pandemic era, this study recommends the further integration of interactive platforms, project-based learning, and blended learning approaches. Schools should also conduct regular training sessions for teachers to improve their digital literacy and pedagogical skills. Additionally, fostering a more interactive and student-centered learning environment can help address motivation issues. This research provides valuable insights into adapting English teaching strategies to overcome digital and motivational barriers, ensuring a more effective and engaging learning experience in the new normal era.
Co-Authors Adelia Ilahude Alpian Haju Bay, Indri W. Fahria Malabar Farid Muhamad Hanafi Sumardin Yabie Haris Danial Helena Badu Hendra Uloli Hilda Adrin Hilda Adrin Indri W. Bay Indri Wirahmi Bay Irmawaty Umar Jolanda Hulda Debora Pilongo Karmila Machmud Liana Giu Magvirah El Walidayni Kau Manda Rohandi Mohamad Syahrun Ibrahim Moon H. Otoluwa Moon H. Otoluwa Moon Hidayati Otoluwa Muhammad Rizky Abdillah Syah Ni Luh Mega Nur Inda Astuti Mabing Nur Qalbi Andini Putri Adelia Mado Rahman Taufiqrianto Dako Rahmawaty Mamu Rasuna R. Talib Rasuna Rasid Talib Rasuna Talib Salam Salma Fadlina Laus Sartin T. Miolo Sartin T. Miolo Sindi Ivanka Towapo Sri Agustina Y. Mahajani Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Sri Widyarti Ali Sri Widyarti Ali Usman Pakaya Viranda Palaji Wantogia, Widya Agustina Yolanda Y Yosua Kuma Widjaja Yuliana T Wero Yulin Rabaiya