Article Per Year (5 Year)
p-Index From 2021 - 2026
2.842
P-Index
This Author published in this journals
All Journal Qathrun Jurnal Keilmuan dan Pendidikan Islam Dedikasi: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Sains dan Teknologi ADIBA: Journal of Education JURNAL PENDIDIKAN DAN KEGURUAN Falah: Jurnal Hukum Ekonomi Syariah Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Ilmiah Multidisiplin Ilmu Jurnal Intelek Insan Cendikia Pemberdayaan Masyarakat: Jurnal Aksi Sosial International Journal of Education and Social Science Studies INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Naf’an Tarihoran
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
Tinjauan Sistematis Google Classroom Sebagai Platform Kolaboratif Untuk Pengajaran Bahasa Inggris Ulfa Rahayu; Ilmaharani Ilmaharani; Naf’an Tarihoran
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

Teknologi telah merevolusi pengajaran bahasa Inggris (ELT), dan Google Classroom telah menjadi platform populer untuk kerja sama tim. Studi ini mengkaji efektivitasnya dalam mempromosikan metode pembelajaran berkelompok secara sistematis, dengan menggunakan kata kunci “Google Classroom” dan “Kolaborasi” di lima basis data—Mendeley, ScienceDirect, ERIC, Taylor & Francis Online, dan Registers—metode pencarian mengikuti persyaratan PRISMA. Dari 3.808 studi yang ditemukan pada pencarian awal, 481 studi yang memenuhi syarat untuk tinjauan teks lengkap disaring dan digunakan dalam analisis akhir. Hasil menunjukkan bagaimana fitur interaktif seperti forum diskusi, berbagi dokumen, dan pelacakan tugas di Google Classroom meningkatkan keterlibatan siswa, komunikasi, dan manajemen pekerjaan. Namun, masih ada beberapa masalah, seperti ketergantungan pada koneksi internet, ketidaksetaraan dalam literasi digital, dan ketidakhadiran alat komunikasi real-time. Meskipun demikian, Google Classroom tetap efektif untuk pembelajaran online dan blended learning, terutama dalam mendorong kolaborasi dan lingkungan belajar yang dinamis. Disarankan agar guru dan siswa mendapatkan pelatihan dalam literasi digital dan mengintegrasikan platform komplementer untuk memaksimalkan potensinya.
DEVELOPING STUDENTS’ WRITING SKILLS THROUGH INSTAGRAM CAPTION ACTIVITIES: A SYSTEMATIC LITERATURE REVIEW Melinah Diana Putri; Nabila Nabila; Naf’an Tarihoran
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

This paper aims to assess the effectiveness of Instagram caption activities in enhancing students’ writing skills within English as a Foreign Language (EFL) contexts from 2020 to 2025. As digital learning continues to evolve, Instagram has emerged as a widely used instructional tool that promotes authentic, multimodal, and engaging writing practices. A total of nine empirical studies published between 2020 and 2025 were systematically reviewed through databases including Google Scholar, ERIC, Mendeley, and peer-reviewed journals. The selection followed PRISMA procedures, encompassing identification, screening, eligibility assessment, and final inclusion. The findings indicate that Instagram caption activities positively impact multiple aspects of writing, including idea generation, vocabulary development, grammatical accuracy, coherence, creativity, and learner motivation. Visual prompts facilitate content creation, while the concise caption format encourages purposeful and organized writing. Furthermore, peer interaction and feedback, coupled with exposure to a real audience, enhance students’ confidence and engagement in writing tasks. However, the effectiveness of this instructional approach relies on careful pedagogical design, teacher guidance, and the integration of process-writing stages. Overall, Instagram caption activities offer an innovative, relevant, and practical strategy for developing EFL students’ writing skills, supporting both linguistic competence and 21st-century digital literacy in contemporary language classrooms.
THE EFFECTIVENESS OF USING PODCASTS IN IMPROVING STUDENTS’ LISTENING SKILLS Fitri Shofi Nur Iman; Siti Juliana Sari; Mida Maulida Rahmah; Naf’an Tarihoran
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

The purpose of this study is to determine whether podcasts can help students who are learning English as a foreign language (EFL) improve their listening comprehension. From sources like ScienceDirect, PubMed, Mendeley, and Google Scholar, seventeen pertinent articles published between 2020 and 2025 were examined using a Systematic Literature Review (SLR) methodology supervised by PRISMA. The results show that both audio-only and video-based podcasts greatly improve a number of listening skills, including vocabulary recognition, pronunciation awareness, listening comprehension, and learner confidence. Students' hearing test scores significantly improved after being exposed to podcast-supported learning activities, according to the majority of experimental and quasi-experimental research.Podcasts, on the other hand, promote increased motivation, active involvement, decreased anxiety during listening tasks, and a more positive attitude toward digital learning settings, according to qualitative studies. The findings also emphasise how crucial it is to take into account instructional design, task alignment, accessibility, and material authenticity in order to optimise the efficacy of podcast integration.  Podcasts provide learners with flexible and relevant exposure to language use in everyday situations, enabling them to practice listening at any time and from any location, thereby promoting learning autonomy. In summary, podcasts have been shown to be a successful medium for contemporary listening teaching. This suggests that teachers should use podcasts in pre-, during-, and post-listening activities to encourage greater comprehension and autonomous learning in EFL classrooms.
Teacher Techniques in Encouraging Students to Speak English Through Flipgrid: A Systematic Literature Review Lutpiyah Lutpiyah; Salsabila Fitriyani; Muhammad Hanafi; Naf’an Tarihoran
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

This study analyzes how teaching tactics such as Flipgrid can effectively motivate students to speak English in EFL classrooms, a skill that remains challenging due to nervousness, limited practice time, and traditional, instructor-centered instruction. The objective of this research is to integrate previous empirical studies to understand how Flipgrid is used, how it enhances speaking performance, and the pedagogical strategies teachers employ when incorporating the platform. This study used a Systematic Literature Review (SLR) method following PRISMA criteria, reviewing publications from 2020 to 2025 across databases such as PubMed, ScienceDirect, ERIC, Mendeley, and ResearchGate. A total of 224 papers were identified, and after screening and eligibility verification, nine studies were selected for in-depth analysis. The results demonstrate that Flipgrid helps students build their speaking skills by offering opportunities for repeated practice, lowering speaking anxiety, enhancing fluency, pronunciation, and encouraging peer interaction. To maximize student involvement, teachers frequently use strategies including task-based speaking, structured video prompts, peer review, and reflective practice. The study finds that Flipgrid is a powerful pedagogical tool for developing EFL speaking skills, with implications for designing more dynamic, technology-integrated language learning environments.
IMPROVING STUDENTS’ PRONUNCIATION USING WORDUP APPLICATION : A SYISTEMATIC LITERATURE REVIEW Daffa Nirwana Wahyudi; Nazwa Khalifatunnisa; Farah Fadhilah; Naf’an Tarihoran
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

This study aims to examine the effectiveness of the WordUp application in improving students’ pronunciation skills within Mobile-Assisted Language Learning (MALL) environments. The rapid growth of digital learning tools has encouraged the integration of mobile applications to provide authentic exposure, individualized practice, and immediate feedback for English as a Foreign Language (EFL) learners. Using a Systematic Literature Review (SLR) method, this research analyzed studies published between 2020 and 2025 from databases such as Google Scholar, ERIC, ScienceDirect, and Mendeley. A total of 690 articles were initially identified, and 6 studies met the inclusion criteria. The findings indicate that WordUp effectively supports vocabulary mastery while offering indirect yet meaningful benefits for pronunciation improvement through audio models, contextual examples, and spaced-repetition features. Although the application is primarily designed for vocabulary learning, students reported increased exposure to accurate pronunciation input and improved clarity in spoken production. However, several limitations were identified, including the lack of comprehensive pronunciation assessment and limited multi-word expression coverage. Overall, WordUp is a valuable supplementary tool that enhances learner motivation, supports autonomous learning, and contributes positively to pronunciation development, especially when integrated with broader speaking-focused instructional strategies.
THE IMPACT OF FOSTERING SPEAKING SKILLS THROUGH NOICE APPLICATION : A SYSTEMATICAL LITERATURE REVIEW Evan Kurniawan; Velina Cindy Sagita; Siti Aulia Sintia; Naf’an Tarihoran
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

This study investigates the effectiveness of the Noice application as a digital audio platform for improving EFL learners’ speaking skills through a PRISMA-based Systematic Literature Review (SLR). From 207 identified articles, ten studies met the criteria for analysis. The findings show that Noice provides authentic and repeated English input through podcasts, audio stories, and conversational content that support the development of fluency, pronunciation, vocabulary, and oral organization. Its flexible and non-visual format creates a low-anxiety environment that increases learners’ confidence and encourages autonomous learning, allowing students to adjust practice intensity and revisit materials as needed. Noice is also more aligned with the preferences of digital-native learners and supports principles of Communicative Language Teaching, digital storytelling, and flipped learning. Overall, Noice demonstrates strong potential as an innovative supplementary tool for enhancing EFL speaking skills by offering rich exposure, promoting independence, and creating an engaging learning experience
Improving Students' Speaking Skills Through Digital Storytelling at Islamic Schools: A Systematic Literature Review Nasywa Kamilah; Marini Putri; Naf’an Tarihoran
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

Digital storytelling (DST), which combines narrative creation with multimedia elements such as images, audio, and video, has emerged as an engaging strategy to enhance speaking skills in EFL contexts. In Islamic schools, DST offers a platform for learners to communicate creatively while integrating moral, cultural, and faith-based values, reflecting the principles of Islamic education. Despite its promise, students often face challenges in speaking, including limited fluency, weak pronunciation, narrow vocabulary, and low confidence. This review systematically examines how DST supports speaking development in Islamic school settings. Using a structured literature review methodology, relevant studies were collected from databases such as Google Scholar, Scopus, and ERIC, applying strict inclusion criteria focused on speaking outcomes, school-aged learners, and DST implementation. Thematic analysis revealed that DST improves fluency, pronunciation accuracy, vocabulary use, narrative coherence, and overall oral performance. It also enhances motivation, reduces speaking anxiety, and fosters willingness to communicate by providing opportunities for creative rehearsal and collaborative storytelling. Additionally, DST enables students to express culturally and ethically relevant ideas, supporting character-building in line with Islamic values. Challenges include digital literacy gaps and the need for teacher guidance. Overall, DST is an effective pedagogical tool for developing speaking skills in Islamic school contexts, provided sufficient technological support and structured instructional scaffolding are in place
THE IMPACT OF SPOTIFY ON IMPROVING STUDENTS' LISTENING SKILLS: SYSTEMATIC LITERATURE REVIEW Muna Mawaddah; Muhammad Dewa Prasetya; Rizki Bobi Baihaki; Naf’an Tarihoran
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

Spotify is one of the world's most popular digital audio streaming platforms, offering millions of songs and podcasts that are easily accessible and flexible. Building on this potential, his study aims to investigate the impact of using the Spotify application on students' English listening skills, as well as identify the main benefits and challenges of its implementation. This research adopts a systematic literature review design (Systematic Literature Review) by analyzing empirical studies published within the context of English as a Foreign Language (EFL) instruction. The review findings show that using Spotify significantly improves listening comprehension (as indicated by a substantial rise in test scores) and is perceived by students as a motivating medium that effectively reduces learning anxiety. However, the identified challenges include unstable internet connections and overly fast speech rates in the audio material. It is concluded that Spotify is a highly effective digital tool for developing listening skills as it bridges students' digital habits with academic needs. The implication is that educators should integrate this platform as a source of authentic language input while designing supportive strategies to overcome technical constraints and select appropriate audio content.
THE IMPACT OF GEMINI AI ON STUDENTS' WRITING PERFORMANCE Rizki Bobi Baihaki; Melinah Diana Putri; Naf’an Tarihoran
Jurnal Ilmiah Multidisiplin Ilmu Vol. 3 No. 2 (2026): April : Jurnal Ilmiah Multidisiplin Ilmu (JIMI)
Publisher : CV. Denasya Smart Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69714/evdhvs21

Abstract

The integration of Artificial Intelligence (AI) in education offers transformative potential, yet EFL learners still face significant hurdles in writing proficiency. This study aims to explore the effectiveness of Google Gemini, a multimodal Large Language Model (LLM), in enhancing students' writing performance and overcoming psychological barriers, such as low motivation. Using a qualitative approach grounded in the Technology Acceptance Model (TAM) and Socio-constructivism theory, this research examines how Gemini's real-time feedback functions as a "More Knowledgeable Other" (MKO). The findings demonstrate that Gemini effectively identifies deficiencies in sentence structure and grammar, acting as a vital catalyst for boosting fluency and coherence in EFL compositions. Furthermore, students perceive the tool as highly intuitive, particularly during the initial drafting and planning phases. The study concludes that while Gemini provides essential scaffolding within the Zone of Proximal Development (ZPD), structured pedagogical supervision is necessary to prevent over-dependency. These results suggest that a synergy between AI support and human guidance is fundamental for sustainable second-language mastery in the digital age.
INVESTIGATING THE EFFECT AND STUDENTS' PERCEPTIONS OF USING INSTAGRAM AS A WRITING TEACHING TOOL IN INDONESIAN EFL CLASSROOMS Siti Melasari; Bela Ayu Permatasari; Afnal Lazuardi; Naf’an Tarihoran
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 8 (2026): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20119143

Abstract

This study aims to investigate the effect of using Instagram as a writing teaching tool and to explore students’ perceptions of its implementation in Indonesian EFL classrooms. A quantitative research design employing a survey method was utilized, involving undergraduate students from the English Education Department at UIN Sultan Maulana Hasanuddin Banten. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using descriptive statistics, including percentages and mean scores. The findings indicate that Instagram has a positive effect on students’ writing learning, particularly in enhancing writing practice and engagement. Furthermore, students’ perceptions toward the use of Instagram fall into a moderate to high category, suggesting that the platform is considered a useful and supportive learning tool. Aspects such as motivation, interaction, and engagement were also identified as contributing factors in supporting the writing learning process. However, the effectiveness of Instagram largely depends on its pedagogical integration within the classroom.
Co-Authors Abduh Fauzan Afnal Lazuardi Agung Soleh Rahayu Ahmad Sudrajat Akhmad Akmal Khoiro Anisa Dewi Aniyatussaidah Annisa Waghfiliyana Ari Praja Rezaldi Asfandi Bela Ayu Permatasari Daffa Nirwana Wahyudi Dahlia Anjani Dedi Herawadi Della Fadiana Eneng Muslihah Evan Kurniawan Farah Fadhilah Fitra Dilla Anggraeni Fitri Shofi Nur Iman Hayatun Nufus Hikmatullah Djamud Ika Intan Nurul Wahidah Ilmaharani Ilmaharani Juhariyah Juhariyah Lutpiyah Lutpiyah Marini Putri Marwa Alifa Khanza Melinah Diana Putri Mida Maulida Rahmah Muhammad Dewa Prasetya Muhammad Hanafi Mumun Munjiah Muna Mawaddah Nabila Nabila Nasywa Kamilah Nazwa Khalifatunnisa Rizki Bobi Baihaki Salsabila Fitriyani Sari, Siska Shinta Audri Fitriah Sintia Wati Siti Afifah Faziah Siti Aulia Sintia Siti Juliana Sari Siti Melasari Ulfa Rahayu USWATUN HASANAH Velina Cindy Sagita Zaennisa Kamila Ramadhan Zahrotul Faridah Zulfa Zulfa