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All Journal Journal of English and Arabic Language Teaching Jurnal Riset dan Inovasi Pembelajaran J-Shelves of Indragiri (JSI)
Muhammad Taufik Ihsan
State Islamic University of Sultan Syarif Kasim Riau
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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THE UTILIZATION OF INFORMATION TECHNOLOGY AS LEARNING MEDIA Fitrani Dinda Fadhilah; Fitri Handayani Harahap; Nur Zarit Sofia; Suhendri Prayoga; Muhammad Taufik Ihsan
Jurnal Riset dan Inovasi Pembelajaran Vol. 1 No. 2 (2021): Mei-Agustus 2021
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v1i2.48

Abstract

The development of information and communication technology build it straightforward to speak in exchanging information in order that place, time and distance are not any longer obstacles. Moreover, through the internet data services are often accessed as learning resources within the world of education should be ready to follow the event of technological science. Therefore the use of technology within the style of learning media may be an alternate to beat the constraints of house and time of the prevailing learning method so lecturers don't got to make a case for thefabricto students in excess. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, The Utilization of information and communication technology in learning is carried out in order to increase effectiveness in the implementation of the learning process to improve student learning outcomes and the individual quality of students in terms of using technology more precisely and usefully.
ARTIFICIAL INTELLIGENCE IN ACADEMIC WRITING: CHALLENGES FACED BY ENGLISH LECTURERS IN MAINTAINING ACADEMIC INTEGRITY AND COGNITIVE ENGAGEMENT Muhammad Taufik Ihsan
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed the teaching and learning of writing in higher education. Although previous studies have extensively examined students' perceptions of AI-assisted writing tools, relatively limited attention has been devoted to the experiences and challenges encountered by lecturers responsible for teaching writing courses. Therefore, this study investigates the challenges faced by English lecturers in response to the increasing use of AI in students' writing assignments. Employing a qualitative phenomenological approach, the study explores lecturers' experiences related to pedagogical practices, academic integrity, assessment methods, technological adaptation, and administrative responsibilities. Data were collected through semi-structured interviews, classroom observations, and document analysis and were subsequently analyzed using thematic analysis. The findings reveal five major challenges. First, lecturers experience considerable difficulty in distinguishing between students' original work and AI-generated texts. Second, excessive dependence on AI reduces students' engagement in the writing process and limits opportunities for developing critical-thinking skills. Third, conventional assessment methods have become increasingly ineffective, prompting lecturers to adopt more process-oriented approaches. Fourth, lecturers face increasing administrative and professional responsibilities as they continuously adapt their instructional strategies to technological developments. Finally, the study highlights the growing importance of AI literacy among both lecturers and students. The findings suggest that the principal challenge confronting lecturers is not preventing students from using AI but ensuring that these technologies support rather than replace cognitive engagement in the learning process. This study contributes to the growing body of literature on AI-assisted writing by emphasizing the perspectives of lecturers and providing practical recommendations for the ethical and effective integration of AI into higher education.
AN ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM AT ELEVENTH GRADE OF STATE ISLAMIC SENIOR HIGH SCHOOL 1 PEKANBARU Muhammad Taufik Ihsan
J-Shelves of Indragiri (JSI) Vol 6 No 1 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i1.2771

Abstract

This paper discusses interactional patterns in classrooms. This paper argues that the huge gape interaction between teachers and students also high expectations on educational outcome and lack of resources, have resulted in the classroom interaction among students and teachers.This research aimed to know the verbal interaction between teacher and students and the dominant of verbal interaction that occur in the learning process at Eleventh grade of State Islamic Senior High School 1 Pekanbaru. This research used qualitative research. The method used in this research was descriptive qualitative. This research was held at State Islamic Senior High School 1 Pekanbaru. The techniques of data collection used were observation and interview. The participants of this research were an English teacher and 14 students. The technique of sample selection in this research was purposive sampling. The techniques of data collection used were observation and interview. After getting the data, the researcher used the model of Miles and Huberman, they are data collection, data reduction, data display, and drawing conclusion. The results of this research found, from 7 categories of verbal interaction in teacher talk by FIACS the researcher found 6 categories that occur during learning process, such as accept feeling, praise or encourages, asking question, lecturing, giving direction and criticizing or justifying the authority. Only accept to use student’s idea that do not occurred during learning process because the students did not deliver their idea in the learning process. Meanwhile in the students talk by FIACS, from 3 categories only 2 categories that occur, they are students-talk response and silence. There is not found students-talk initiation in the classroom. Then, the researcher found that the teacher more active than the students in the verbal interaction during learning process. The students talked a lot when they gave responses to the teacher’s question. It means, the teacher’s talk more dominant than student’s talk.
Co-Authors Fitrani Dinda Fadhilah Fitri Handayani Harahap Nur Zarit Sofia Suhendri Prayoga